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Greek and Roman Plays: for the Intermediate Grades Fearson Teacher Aids, Grades 4-8

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Greek and Roman Plays: for the Intermediate Grades Fearson Teacher Aids, Grades 4-8 DOCUMENT RESUME ED 390 789 SO 025 793 AUTHOR Cullum, Albert TITLE Greek and Roman Plays: For the Intermediate Grades Fearson Teacher Aids, Grades 4-8. REPORT NO ISBN-0-86653-941-7 PUB DATE 93 NOTE 290p. AVAILABLE FROM Fearon Teacher Aids, P.O. Box 280, Carthage, IL 62321 (FE-0941, $17.99). PUB TYPE Guides Classroom Use Teaching Guides (For Teacher)(052) EDRS PRICE MF01/PC12 Plus Postage. DESCRIPTORS Acting; *Classical Literature; Comedy; *Drama; *Dramatics; Inl.ermediate Grades; Junior High Schools; *Scripts; *Theater Arts; Tragedy IDENTIFIERS Greece (Ancient) ;Greek Mythology; *Plautus; Roman Empire; Sophocles ABSTRACT This resource presents scripts for 15 classical plays from ancient Greece and Rome. The scripts are adapted for classroom presentation by intermediate level students. Each play includes an introduction, instructions for staging and costumes, a vocabulary list, and a cast of characters. Enough roles are provided for participation by every child in the class. Many vocabulary words are repeated from play to play. Plays presented are:(1) "Electra" (Sophocles);(2) "Antigone" (Sophocles);(3) "Iphigenia in Aulis" (Euripides);(4) "The Trojan Women" (Euripides);(5) "Alcestis" (Euripides) ;(6) "Hecuba" (Euripides) ;(7) "Prometheus Bound" (Aeschylus); "The Orestian Trilogy" (Aeschylus), which includes, (8) "Agamemmon";(9) "The Libation Bearers", and (10) "The Furies"; (11) "The Haunted House" (Plautus);(12) "The Menaechmi Twins" (Plautus); (13)"Pot of Gold" (Plautus) ;(14) "Amphitryo" (Plautur) ;and (15) "A Three Dollar Day" (Plautus). (MM) Reproductions supplied by EDRS are the best thatcan be made from the original document. GRIA1A:k )N1 \N \YS For the Intermediate Grades "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY j. :_t TO THE EDUCATIONAL PESOURCES INFORMATION 4-'[..rr- '1 I '",7 (4 I IllICATION !. DUCA ("',NAI. (II 'UHL INWRMATION cl NIFtl 1' 1 te, H I I" dS , .t , 4VI (I,on ' ' Ll h " I t '1';' ie I IPoin,c r 001,,,n, slatod Ihts 1,111.H1 Hot dy lepreyent p,,,Iorl or p( CREEK & ROMAN PLAYS FOR THE INTERMEDIATE GRADES Dr. Albert Cullum 144.. FEARON TEACHER AIDS Paramount Communication, Company Editorial Director: Virginia L. Murphy Editor: Caro13a Williams Copyeditor: Kristin Eclov Cover Design: Lucyna Green Cover Illustration: Helen Kunze Inside Illustration: Helen Kunze Inside Design: Diann Abbott Entire contents copyright © 1993 by Fearon Teacher Aids, a Paramount Communications Company. However,the individual purchaser may reproduce designated materials in this book for classroom and individual use, but the purchase of tlis book does not entitle reproduction of any part for an entire school, district, or system. Such use is strictly prohibited. ISBN 0-86653-941-7 Printed in the United States of America 1.9 8 7 6 5 4 3 2 CONTENTS Introduction 4 Creating Positive Experiences 7 Electra by Sophocles 9 Antigone by Sophocles 31 lphigenia in Aulis by Euripides 47 The Trojan Women by Euripides 65 Alces,:ts by Euripides 81 Hecuba by Euripides 97 Prometheus Bound by Aeschylus 111 The Oresteian Trilogy 121 Agamemnon by Aeschylus 125 The Libatior Bearers by Aeschylus 136 The Furies by Aeschylus 149 The Haunted House by Plautus 159 The Menaechmi Twins by Plautus 183 Pot of Gold by Plautus 225 Amphitryo by Plautus 249 A Three Dollar Day by Plautus 267 3 INTRODUCTION Walter Schirra, one of the Apollo 7 astronauts, once commented he was pleased that his children came home from school with much innovative math and science, but wondered why they didn't come home more often with a poetic verse or a line from a play. Has our fascination with the technology of education caused us to overlook the values of a lyrical phrase, a musical theme, a painting, or the emotions of tragic and comic plays? The benefits of drama in the classroom are many. Greek & Roman Pktys for the Intermediate Grades incorporates the classic comedies and tragedies of Sophocles, Euripides, Aeschylus, and Plautus. Several of the plays are similar in subject matter, but the authors have told the stories from different points of view. The plays are organized by author, not chronologically. This provides an opportuntity for students to research background information about the different plays, such as the circumstances leading up to the events, explanations about the main characters and general Greek or Roman mythology. SELF DISCOVERY Students who are given opportunities to participate in classroom theater will gain a greater understanding of themselves and others. Through drama, students can place themselves in an imaginary world. In this world, students can identify with heroic deeds and silly laughter. They can discuss the weaknesses of mortals and the power of the gods. Students can begin to express opinions without having to prove what they feel. Drama in the classroom is not intended to prepare children for professional acting careers, but simply to give them an opportunity to express and experience genuine human emotions. Hughes Mearns in his book Creative Power (Dover, 1959) states the case for classroom dramatics persuasively: "A higher appreciation of art always follows dramatiza- tion whether it be of literature or history or geography. A child who feels the wind in his limbs, soars as n bird, and whose body opens as a bursting flower experiences 4 6 Introduction these events with a deeper meaning. And those children who danced and sang in the imaginary valley all their days will feel the nearness of those mountains which have once been themselves, and they will be better for it!" LITERATURE APPRECIATION In addition to fostering emotional growth, classroom drama can serve as an excellent introduction to great literature. Two of the reasons classical literature has lasted for centuries are that it deals with universal human themes and it can be interpreted on many intellectual and emotional levels. There is absolutely no reason to fear the classics. Children are perfectly able to grasp the conflicts, passions, moral issues, and vocabulary of good literature. Young students can understand what truly creative giants of any periad are saying. I will always remember the distinguished character actress Mildred Dunnock's com- ment about her favorite Electra. Before she became an actress, Miss Dunnock was an elementary school teacher. At an American National Theatre and Academy meeting in New York City, she once stated that her favorite Electra had been a sixth-grade girl! CURRICULUM INTEGRATION Classical dramatic literature also supports many areas of the curriculum. Use the plays provided here as a means of extending vocabulary. In the Greek tragedies and Roman comedies presented in this resource, words are often re- peated from play to play. Students will have opportunities for "instant review" or "instant replay" as they meet the same words in a variety of situations. Developing vocabu- lary in this manner is a meaningful learning experience. After reading and discussing the Greek tragedies and the Roman comedies, students could easily add several hun- dred words to their vocabulary. Introduction 5 Reading a Greek tragedy or a Roman comedy can be a delightful change of pace. Classical literature brings out many parallels with ::ontemporary problems. In the Greek tragedies, the playwrights forcibly express the fact that evil doers suffer consequences, that people make great sacrifices, and that the horrors of war are many. In the Roman comedies, the playwright Plautus points out the generacion gap of the times, severe class distinctions, and the frivolity of Roman social life. After reading one of the plays together as a class, invite students to share and discuss their opinions. If givzu the opportunity, students will amaze you with thei: depth of understanding of tragic and comic situations. Stories of the Gree: and Roman gods fascinate most students. The gods were an integral part of Greek and Roman culture, so use the plays to teach the attributes, powers, and foibles of the gods in an exciting social-studies unit. Students will become involved with these immortals and will want to know more about them. Encourage stu- dents to delve into independent research and to arrive at their own conclusions. Suggest the students organize a Zeus Committee, an Apollo Committee, or an Artemis Committee. Through independent research, children can explore libraries, attics, basements, and local bookstores for all types of information about their particular immortal god. Students may even become interested in writing their own plays based on data collected. 6 Introduction CREATING POSITIVE EXPERIENCES When introducing a new play, write the names of the characters on the chalkboard and pronounce each name with the students until it no longer seems strange or unfamiliar. Ask for volunteers to read each part. Never assign roles. Thore are two kinds of childrenthe ones who want the leading roles and the ones who are too sensitive or too shy to try out for the leading roles. Drama is not only for the obviously extroverted children, but also for the very shy quiet ones. The Greek chorus provides an opportunity for all to participate. In the Greek chorus, shy children can begin to take a step forward and discover their strengths. Here is a place where children are not exposed alone, but have the security of working in unison with others. The Greek chorus provides an easy way to find a place in the sun for every member of the class. Limitprops. To present a Greek tragedy, all you need are a few platforms. In a Roman comedy, all you need are materials to represent the doors to two or three houses. The doors can be authentic or simply cloth or paper hangings with cut-out openings. Hang signs bearing the names of the owners over the doorways to help the audi- ence identify whose house is whose. Keep staging simple. There need not be a change of scenery.
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