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'Stupid Midas'
‘Stupid Midas’ Visualising Musical Judgement and Tim Shephard Patrick McMahon Moral Judgement in Italy ca.1520 University of Sheffield 1. Musical Judgement and Moral Judgement 3. A) Cima da Conegliano, The Judgement Sat at the centre of the painting in contemporary elite of Midas, oil on panel, 1513-17. Statens The Ancient Discourse dress, Midas looks straight at the viewer, caught at the exact moment of formulating his faulty musical judgement. Museum for Kunst, Copenhagen. Harmony is governed by proportion, and so is human tem- perament; thus music can affect human behavior ‘For rhythm and harmony penetrate deeply into the mind and take a most powerful hold on it, and, if education is good, bring an impart grace and beauty, if it is bad, the reverse’ (Plato, Republic) Music should therefore play a role in moral education Suggestive ‘music has indeed the power to induce a certain character of soul, and if it can do that, then An older, more position of clearly it must be applied to education’ (Aristotle, Politics) severe Tmolus, in Pan’s bow more modest makes a direct Good musical judgement engenders good moral judgement contemporary link between ‘the proper training we propose to give will make a man quick to perceive the shortcomings attire, also his musician- of works of art or nature …; anything beautiful he will welcome gladly … and so grow in true goodness of character; anything ugly he will rightly condemn and dislike’ (Plato, Republic) interrogates the ship and his viewer with his sexuality. The Renaissance Discourse gaze. -
English Renaissance
1 ENGLISH RENAISSANCE Unit Structure: 1.0 Objectives 1.1 The Historical Overview 1.2 The Elizabethan and Jacobean Ages 1.2.1 Political Peace and Stability 1.2.2 Social Development 1.2.3 Religious Tolerance 1.2.4 Sense and Feeling of Patriotism 1.2.5 Discovery, Exploration and Expansion 1.2.6 Influence of Foreign Fashions 1.2.7 Contradictions and Set of Oppositions 1.3 The Literary Tendencies of the Age 1.3.1 Foreign Influences 1.3.2 Influence of Reformation 1.3.3 Ardent Spirit of Adventure 1.3.4 Abundance of Output 1.4 Elizabethan Poetry 1.4.1 Love Poetry 1.4.2 Patriotic Poetry 1.4.3 Philosophical Poetry 1.4.4 Satirical Poetry 1.4.5 Poets of the Age 1.4.6 Songs and Lyrics in Elizabethan Poetry 1.4.7 Elizabethan Sonnets and Sonneteers 1.5 Elizabethan Prose 1.5.1 Prose in Early Renaissance 1.5.2 The Essay 1.5.3 Character Writers 1.5.4 Religious Prose 1.5.5 Prose Romances 2 1.6 Elizabethan Drama 1.6.1 The University Wits 1.6.2 Dramatic Activity of Shakespeare 1.6.3 Other Playwrights 1.7. Let‘s Sum up 1.8 Important Questions 1.0. OBJECTIVES This unit will make the students aware with: The historical and socio-political knowledge of Elizabethan and Jacobean Ages. Features of the ages. Literary tendencies, literary contributions to the different of genres like poetry, prose and drama. The important writers are introduced with their major works. With this knowledge the students will be able to locate the particular works in the tradition of literature, and again they will study the prescribed texts in the historical background. -
The Relationship of the Dramatic Works of John Lyly to Later Elizabethan Comedies
Durham E-Theses The relationship of the dramatic works of John Lyly to later Elizabethan comedies Gilbert, Christopher G. How to cite: Gilbert, Christopher G. (1965) The relationship of the dramatic works of John Lyly to later Elizabethan comedies, Durham theses, Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/9816/ Use policy The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in Durham E-Theses • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. Please consult the full Durham E-Theses policy for further details. Academic Support Oce, Durham University, University Oce, Old Elvet, Durham DH1 3HP e-mail: [email protected] Tel: +44 0191 334 6107 http://etheses.dur.ac.uk 2 THE RELATIONSHIP OP THE DRAMATIC WORKS OP JOHN LYLY TO LATER ELIZABETHAN COMEDIES A Thesis Submitted in candidature for the degree of Master of Arts of the University of Durham by Christopher G. Gilbert 1965 The copyright of this thesis rests with the author. No quotation from it should be published without his prior written consent and information derived from it should be acknowledged. DECLARATION I declare this work is the result of my independent investigation. -
University Wits
A brief study of UNIVERSITY WITS Presented for The students of Degree 1 English Hons. By Dr. Mohammad Shaukat Ansari Department of English M.L.S.M. College, Darbhanga, Bihar (L.N. Mithila University) UNIVERSITY WITS A Creative Group of Pioneer English dramatists (1585 – 1600) Elizabethan Age – The Golden age of Drama. The Pre-Shakespearean dramatists – John Lyly, Robert Greene, George Peele, Thomas Kyde, Christopher Marlowe – are known as University Wits. Marlowe has been justly called “the father of English drama”, “the Morning Star of the English Drama”. • The University Wits is a phrase used to name a group of late 16th century English playwrights who were educated at the universities. • Christopher Marlowe, 1564 - 93, Robert Greene, 1560 - 92 and Thomas Kyd, 1558 - 94 (graduates from Cambridge University) • Thomas Lodge, 1558 - 1625 and George Peele, 1558 - 98 (graduates from Oxford University) • The University Wits were professional writers in English, and prepared the way for the writings of William Shakespeare, who was born just two months after Christopher Marlowe. • Shakespeare was indebted to each of them. • The drama was truly national that time. • A true expression of national genius in England despite various foreign influences • Dramas became food for mind as well as eyes. • Even, performances were given every night, and as such dramas became source of income. • The University Wits drew materials from old plays, mythology, legend and history, and even revised them appropriately. • The University Wits were aware of demands of stage and audience too. • The University Wits made significant contributions to the development of English drama. • Their dramas were full of actions, thrills, sensations, supernaturalism and refinement. -
The Plays of John Lyly Bachelor’S Diploma Thesis
Masaryk University Faculty of Arts Department of English and American Studies English Language and Literature Petra Spurná The Plays of John Lyly Bachelor’s Diploma Thesis Supervisor: Mgr. Pavel Drábek, Ph.D. 2009 I declare that I have worked on this thesis independently, using only the primary and secondary sources listed in the bibliography. …………………………………………….. Author’s signature 2 Acknowledgement: I would like to thank my supervisor Mgr. Pavel Drábek, Ph.D. for his valuable guidance and advice. 3 Table of Contents 1. Introduction.................................................................................................................5 2. The Life of Johny Lyly...............................................................................................7 3. Lyly‟s Work..............................................................................................................12 3.1 Specific Conditions...........................................................................................12 3.2 Inventions..........................................................................................................14 4. The Plays...................................................................................................................18 4.1 Introduction to the Eight Plays..........................................................................18 4.2 Allegory.............................................................................................................25 4.3 Sapho and Phao.................................................................................................28 -
Home Learning: Year 3 Maths Year 3 Day 1 Day 2 Day 3 Day 4 Day 5
Home Learning: Year 3 Maths We have set out each week's learning as a series of suggested daily activities. However, the time may look very different for each family. Building in time to look after each other, be physical, creative and relax is as important as completing the set activities. You need to decide what works for you and your family. You could do more of the activities on one day and fewer on another, or you may find it helpful to have a more structured approach. It may help to give clear times for doing activities and clear times for breaks. You will also notice that some of the science, history and DT activities are the same and therefore can be done as a family. Year 3 Day 1 Day 2 Day 3 Day 4 Day 5 Factual Fluency https://www.topmark https://www.topmarks. https://www.topmarks. https://www.topmarks. https://phet.colorado.edu/ s.co.uk/maths- co.uk/maths- co.uk/maths- co.uk/maths- sims/html/fractions- games/hit-the-button games/mental-maths- games/mental-maths- games/mental-maths- intro/latest/fractions- Halves from 10-20 train Select ÷, then ÷3 train Select ÷, hen ÷5 train Select ÷, then ÷4 intro_en.html Can you make the fraction of the given shape? Four Days of Summer Term Week 5 Click onto the link each day. There is a video to watch for each day and then activities Reasoning (Wk commencing to complete. White Rose is an excellent resource and one often used by teachers in 18/5) (Monday- https://whiterosemat our schools. -
Lyly's <I>Midas</I> As an Allegory of Tyranny
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Faculty Publications -- Department of English English, Department of April 1972 Lyly's Midas as an Allegory of Tyranny Stephen S. Hilliard University of Nebraska-Lincoln, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/englishfacpubs Part of the English Language and Literature Commons Hilliard, Stephen S., "Lyly's Midas as an Allegory of Tyranny" (1972). Faculty Publications -- Department of English. 4. https://digitalcommons.unl.edu/englishfacpubs/4 This Article is brought to you for free and open access by the English, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Faculty Publications -- Department of English by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. L YLY’ S M IDAS AS AN A LLEGORY OF T YRANNY grand tradition of Renaissance humanism, but his study, for all Lyly’s Midas as an Allegory of its historical insight, did not demonstrate the thematic 1 Tyranny* complexity that enriches Lyly’s plays. This article is intended to show that Lyly treated in his play Midas the nature of tyranny, a theme usually associated with the public theater. His use of alle‐ gory in depicting this theme is an informative example of the Stephen S. Hilliard Elizabethan use of the allegorical mode for dramatic purposes. Midas is perhaps “a model of elegant speech and a mirror of John Lyly’s Midas is structured in terms of traditional allegorizations of manners,” to use M. C. Bradbrook’s terms, but Lyly is deprived the Ovidian myth that represent Midas as an avaricious and ignorant of his due as an artist if the analysis of his plays is restricted to tyrant. -
In Conversation with Hank Whittemore
In Conversation with Hank Whittemore 100 Reasons Shake-speare was the Earl of Oxford interviewed by Chris Pannell oday we are speaking with Hank Whittemore, noted author and well-known advocate of the Shakepeare Authorship Question. Whittemore’s latest book Tis 100 Reasons Shake-speare was the Earl of Oxford (published in 2016 by Forever Press). This title is available as a print-on-demand book from a variety of booksellers on the Amazon website and on Abebooks.com. We caught up with him on the Inter- net, where many interviews are conducted. Editor Welcome to The Oxfordian, Hank. HW Thanks for hosting me in these pages. It’s a pleasure to speak about matters that I think all your readers are interested in. Q1 Because of the scope of your book – 100 Reasons covers the 54 years of Edward de Vere’s life and periods of time before his birth and after his death – can you describe some of the organizational challenges to producing this book, and as well, organiz- ing any book on the Shakespeare Authorship Question? HW At first there was no organization whatsoever, because it began as a series of blog posts continuing over the course of three and a half years. I had made an offhand remark that there must be a hundred reasons for concluding Oxford was the true author, so it didn’t take long to realize I should try to back that up. As the blog posts went along, I tried not to think too far ahead. I went with whatever came to mind, so there was no overall structure. -
Title: Midas, the Golden Age Trope, and Hellenistic Kingship in Ovid's
Title: Midas, the Golden Age trope, and Hellenistic Kingship in Ovid’s Metamorphoses Abstract: This article proposes a sustained politicized reading of the myth of Midas in Ovid’s Metamorphoses. It argues that Midas stands, first, as the embodiment of failed, Hellenistic kingship, with its ostentatious display of wealth and heralding of a new Golden Age, and, second, as a warning against the infectious “love of gold”, to which Roman politicians are far from immune. While the capture of Silenus and the golden touch episode link Midas with the tropes of Hellenistic kingship, his involvement in the competition between Pan and Apollo raises questions about the tropes of Roman imperial power itself. 0 Midas, the Golden Age trope, and Hellenistic Kingship in Ovid’s Metamorphoses It might be heaven, this static Plenitude: apples gold on the bough, Goldfinch, goldfish, golden tiger cat stock - Still in one gigantic tapestry – Sylvia Plath, In Midas' Country Ovid provides the fullest and most elaborate account of the myth of Midas that has come down to us from Classical Antiquity. His version conflates what must have been three different myths involving the legendary Phrygian king: first, his encounter with or capture of Silenus, second, the gift of the golden touch, which turned into a curse, and third, his acquisition of ass’s ears –– in Ovid’s version as a punishment by Apollo for his musical preferences. Throughout the narrative (11.85-193) Midas emerges as a figure of ridicule, a man unable to learn from his mistakes1. Despite the amount of criticism that has focused on the Metamorphoses, this episode has attracted remarkably little attention. -
Unit 21: the Art of Greece
The Artios Home Companion Series Unit 21: The Art of Greece Teacher Overview The arts reflect the society that creates them. Nowhere is this truer than in the case of the ancient Greeks. Through their temples, sculpture, pottery and literature, the Greeks incorporated the concept of reaching for excellence and one’s full potential. Reading and Assignments In this unit, students will: Complete six lessons in which they will learn about Greek literature, art, philosophy, religion, and myths, journaling and answering discussion questions as they read. Define vocabulary words. Explore the following website: ▪ Gods and goddesses of Ancient Greece http://www.ancientgreece.co. uk/gods/explore/exp_set.ht ml Visit www.ArtiosHCS.com for additional resources. A recreation in modern materials of the lost colossal statue by Pheidias, Athena Parthenos is housed in a full-scale replica of the Parthenon in Nashville’s Centennial Park. She is the largest indoor sculpture in the western world. Photograph by Dean Dixon, Sculpture by Alan LeQuire (1990), work of art is free according to the terms of the Free Art License. Leading Ideas In Acts 17, Paul gives a sermon that makes it evident that he understood Greek philosophy. However, he did not stay there in his conversation. He presented the gospel to them. This is a great demonstration of not being “of the world” but being “sent into” the world. — Acts 17 (Read this chapter in ESV at: https://www.biblegateway.com/passage/?search=Acts+17&version=ESV) Ancient: Middle School Unit 21: The Art of Greece Page 314 Do not be conformed to this world, but be transformed by the renewal of your mind, that by testing you may discern what is the will of God, what is good and acceptable and perfect. -
The Shake-Scene
The Shake-scene Robert Greene's allusion to Shakespeare and the Shakespeare studio of poets in his ‘Greene’s Groats-worth of Witte’. Author: Peter Dawkins The first allusion to Shakespeare is thought to be in the pamphlet, Greene’s Groats-worth of Witte, bought with a Million of Repentance, attributed to the Elizabethan scholar, writer and playwright Robert Greene and published a few weeks after Greene’s death on 3 September 1592. Robert Greene (1558-92), a graduate of Cambridge University, was one of the first authors in England to support himself professionally as a writer, poet and playwright, although he sadly died in extreme poverty. He published more than 25 works in prose, which included several romances starting with Mamilia (1580) and reaching their highest level in Pandosto, the Triumph of Time (c.1588) and Menaphon (1589), various short poems and songs, and “cony- catching” pamphlets. He also wrote several plays, none of which were published in his lifetime, including The Scottish history of James IV (c.1590–1), Friar Bacon and Friar Bungay (c.1589–92), Orlando Furioso (1592), and The Comical History of Alphonsus, King of Aragon (1599). Greene’s Pandosto provided the main plot and idea of Shakespeare’s Winter’s Tale, and influences from the romantic comedies Friar Bacon and Friar Bungay and James IV can be found in the Shakespeare plays. Greene’s Groats-worth of Witte was the last of Greene’s autobiographical pamphlets. They formed his confessions and were edited by his friend, the playwright and printer Henry Chettle.1 The passage in question is in the epistle addressed “To those Gentlemen his Quondam acquaintance that spend their wits in making plays”. -
Was Shakespeare a Euphuist? Some Ruminations on Oxford, Lyly and Shakespeare Sky Gilbert
Brief Chronicles V (2014) 171 Was Shakespeare a Euphuist? Some Ruminations on Oxford, Lyly and Shakespeare Sky Gilbert or Oxfordians, the fact that John Lyly was Oxford’s secretary for fifteen years makes him a significant literary figure. Some Oxfordians have suggested Fthat Lyly’s plays are the works of a young Shakespeare written under a pseudonym. Oxford patronized two theater companies during the 1580s, Oxford’s Boys, and Oxford’s Men. Oxford’s Boys were based at the Blackfriar’s Theatre as well as Paul’s Church. Oxford transferred the boy’s company to Lyly, and Lyly went on to write many plays for them, including Endymion, Sapho and Phao, Gallathea, and Love’s Metamorphosis. John Lyly was born in 1553 or 1554. His grandfather was the noted grammarian William Lyly, famous for having written a widely utilized grammar textbook as well as for founding St. Paul’s School in London. Lyly attended Oxford but left before graduating, finding life more suitable as a poet. In 1579 he published his first novel, Euphues or the Anatomy of Wit. Apparently Lyly’s goal was to become Master of Revels, and he dedicated himself mainly to playwriting after the publication of his first novel. It is significant that Oxford and Lyly were (and are) linked as “Italianate” figures. Alan Nelson, in his biography of the Earl of Oxford, Monstrous Adversary, makes it abundantly clear that Oxford’s trip to Italy and his subsequent return to court flaunting his Italian clothes and manners branded him as not only Italianate, but superficial and effeminate: “His braggadocio is unmatched by manly deeds.