John Lyly's Galatea: Memes, Cross-Dressing, and Likeness
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The Beautiful Galatea [Opéra Comique, in Two Acts; Text by Zell and Genée
The Beautiful Galatea [Opéra comique, in two acts; text by Zell and Genée. First produced in Vienna, 1865.] PERSONAGES. Galatea, the statue. Ganymede, Greek boy. Pygmalion, sculptor. Midas, art patron. [Chorus of Grecians.] The scene is laid in Greece; time, mythological. The opera of "Die Schöne Galatea" ("The Beautiful Galatea"), though of slight construction, is one of Suppé's most melodious works, while the story is a clever setting of the familiar mythological romance in a somewhat modern frame, in which respect it resembles the stories of Helen of Troy and Orpheus and Eurydice, which Offenbach so cleverly travestied. The first act opens with a graceful chorus of Grecians on their way to worship at the temple of Venus, at dawn ("Aurora is awaking in Heaven above"). Ganymede, Pygmalion's servant, declines to go with them, preferring to sleep, and bids them good-by with a lullaby ("With Violets, with Roses, let the Temple be decked"). His master, Pygmalion, who has finished a statue of Galatea, his ideal, also goes to the temple, and Ganymede decides to take a nap. His slumbers are interrupted, however, by Midas, a professional art patron, who has heard of the statue and informs Ganymede that he is ready to buy it, but first wishes to see it. The servant declares it is impossible, as his master is in love with it. Midas makes a further appeal to him in a long descriptive arietta ("My Dear Father Gordias") in which he boasts of his abilities, his patronage, and his conquests. He finally bribes Ganymede to show it to him, and as he stands gazing at it and praising its loveliness, Pygmalion, who has suddenly returned, enters and upbraids them. -
'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. -
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. -
A Guide to Post-Classical Works of Art, Literature, and Music Based on Myths of the Greeks and Romans
DOCUMENT RESUME ED 112 438 CS 202 298 AUTHOR Smith, Ron TITLE A Guide to Post-Classical Works of Art, Literature, and Music Based on Myths of the Greeks and Romans. PUB DATE 75 NOTE 40p.; Prepared at Utah State University; Not available in hard copy due to marginal legibility of original document !DRS PRICE MF-$0.76 Plus Postage. HC Not Available from EDRS. DESCRIPTORS *Art; *Bibliographies; Greek Literature; Higher Education; Latin Literature; *Literature; Literature Guides; *Music; *Mythology ABSTRACT The approximately 650 works listed in this guide have as their focus the myths cf the Greeks and Romans. Titles were chosen as being (1)interesting treatments of the subject matter, (2) representative of a variety of types, styles, and time periods, and (3) available in some way. Entries are listed in one of four categories - -art, literature, music, and bibliography of secondary sources--and an introduction to the guide provides information on the use and organization of the guide.(JM) *********************************************************************** Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available * * via the ERIC Document Reproduction Service (EDRS). EDRS is not * responsible for the quality of the original document. Reproductions * * supplied -
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 -
2021 WFMT Opera Series Broadcast Schedule & Cast Information —Spring/Summer 2021
2021 WFMT Opera Series Broadcast Schedule & Cast Information —Spring/Summer 2021 Please Note: due to production considerations, duration for each production is subject to change. Please consult associated cue sheet for final cast list, timings, and more details. Please contact [email protected] for more information. PROGRAM #: OS 21-01 RELEASE: June 12, 2021 OPERA: Handel Double-Bill: Acis and Galatea & Apollo e Dafne COMPOSER: George Frideric Handel LIBRETTO: John Gay (Acis and Galatea) G.F. Handel (Apollo e Dafne) PRESENTING COMPANY: Haymarket Opera Company CAST: Acis and Galatea Acis Michael St. Peter Galatea Kimberly Jones Polyphemus David Govertsen Damon Kaitlin Foley Chorus Kaitlin Foley, Mallory Harding, Ryan Townsend Strand, Jianghai Ho, Dorian McCall CAST: Apollo e Dafne Apollo Ryan de Ryke Dafne Erica Schuller ENSEMBLE: Haymarket Ensemble CONDUCTOR: Craig Trompeter CREATIVE DIRECTOR: Chase Hopkins FILM DIRECTOR: Garry Grasinski LIGHTING DESIGNER: Lindsey Lyddan AUDIO ENGINEER: Mary Mazurek COVID COMPLIANCE OFFICER: Kait Samuels ORIGINAL ART: Zuleyka V. Benitez Approx. Length: 2 hours, 48 minutes PROGRAM #: OS 21-02 RELEASE: June 19, 2021 OPERA: Tosca (in Italian) COMPOSER: Giacomo Puccini LIBRETTO: Luigi Illica & Giuseppe Giacosa VENUE: Royal Opera House PRESENTING COMPANY: Royal Opera CAST: Tosca Angela Gheorghiu Cavaradossi Jonas Kaufmann Scarpia Sir Bryn Terfel Spoletta Hubert Francis Angelotti Lukas Jakobski Sacristan Jeremy White Sciarrone Zheng Zhou Shepherd Boy William Payne ENSEMBLE: Orchestra of the Royal Opera House, -
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. -
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. -
Ela Best Standards
Table of Contents Table of Contents .......................................................................................................................................... 1 Introduction ................................................................................................................................................... 5 Standards Map ............................................................................................................................................ 10 Progression of Foundations Benchmarks .................................................................................................... 11 Spiraled Standards in a Vertical Progression .............................................................................................. 13 Kindergarten ........................................................................................................................................... 26 Foundational Skills ............................................................................................................................. 26 Reading ............................................................................................................................................... 27 Communication ................................................................................................................................... 29 Vocabulary .......................................................................................................................................... 32 Sample texts by -
University Wits
Topic for BA Part 1 English hons Dr. Sanjay Sinha Head, English Dept. Patna College,PU Contact details: 9431493845 [email protected] UNIVERSITY WITS The term “University Wits”, coined by George Saintsbury (a 19th century journalist and author) , refers to a wise band of professed men of letters who were the "rising sap" of dramatic creativity in the 1580s . This group of late 16th- century English playwrights and pamphleteers who were educated at the universities (Oxford or Cambridge) became popular secular writers. Prominent members of this group were Christopher Marlowe, Robert Greene, and Thomas Nashe from Cambridge, and John Lyly, Thomas Lodge, and George Peele from Oxford. Thomas Kyd is also sometimes included in the group, though he is not believed to have studied at university. Edward Albert in his History of English Literature (1979) argues that the plays of the University Wits had several features in common: (a) There was a fondness for heroic themes, such as the lives of great figures like Mohammed and Tamburlaine. (b) Heroic themes needed heroic treatment: great fullness and variety; splendid descriptions, long swelling speeches, the handling of violent incidents and emotions. These qualities, excellent when held in restraint, only too often led to loudness and disorder. (c) The style was also ‘heroic’. The chief aim was to achieve strong and sounding lines, magnificent epithets, and powerful declamation. This again led to abuse and to mere bombast, mouthing, and in the worst cases to nonsense. In the best examples, such as in Marlowe, the result is quite impressive. In this connexion it is to be noted that the best medium for such expression was blank verse, which was sufficiently elastic to bear the strong pressure of these expansive methods.