John Lyly - Poems
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
'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. -
Erotic Language As Dramatic Action in Plays by Lyly and Shakespeare
ABSTRACT Title of Dissertation: EROTIC LANGUAGE AS DRAMATIC ACTION IN PLAYS BY LYLY AND SHAKESPEARE Gillian Knoll, Doctor of Philosophy, 2012 Dissertation directed by: Professor Theodore B. Leinwand Department of English This study closely examines the language of desire in the dramatic works of John Lyly and William Shakespeare, and argues that contemplative and analytical speeches about desire function as modes of action in their plays. Erotic speeches do more than express desire in a purely descriptive or perlocutionary capacity distinct from the action of the play—they incite, circulate, and create eros for characters, exposing audiences to the inner workings of the desiring mind and body. For many of Lyly’s and Shakespeare’s characters, words come to constitute erotic experience. My approach to dramatic language draws from the work of cognitive linguists such as George Lakoff and Mark Johnson who argue that our basic conceptual system, according to which we think, speak, and act, is metaphorical in nature. My focus on primary metaphors, which are based on sensorimotor experience, foregrounds the interdependence of erotic language and early modern notions of embodiment. Since language, thought, and action are all subject to this embodied metaphorical system, conceptual metaphors allow Lyly and Shakespeare to dramatize the often invisible, paradoxical, and potentially unknowable experience of erotic desire. My understanding of language as dramatic action derives from a theory about the attribution of human motives that Kenneth Burke, in The Grammar of Motives (1945), called dramatism. Burke uses five key terms to address human motivation—Act, Scene, Agent, Agency, Purpose—and I in turn use each of these terms to make sense of erotic desire on the early modern stage. -
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. -
Medical References in the Dramas of John Lyly
MEDICAL REFERENCES IN THE DRAMAS OF JOHN LYLY By ALICE WILLCOX NEW YORK MONG the members of Lyly’s must be stopt, or puld out.”1 Most /yk dramatis personae there is often it was “puld out.” The third func yyk only one practitioner of tion of a barber, the one which added ™ medicine. This is Motto, the “surgeon” to his title, was to let blood barber-surgeon in “Midas.” Lyly rep and dress wounds. Lyly does not repre resents him primarily as a comic char sent Motto as performing these duties acter. He is, moreover, a stupid man, but Dello declares that his master is a easily outwitted by two court pages and “Barber and a Surgeon.”2 not beneath deliberately lying about his Lyly also makes a thrust at the ethics abilities in order to gain his ends. of the trade. Motto demands of Dello, The comic relief in “Midas” centers in return for all he has taught him, only in Motto’s struggle with Licio and Pe that he keep secret the plot to regain tulus, court pages, for possession of the the beard. Dello replies, “O sir, you golden beard which the barber shaved know I am a Barber, and cannot tittle from Midas’ chin. Petulus stole it. tattle, I am one of those whose tongues Motto, naturally, wants it back. He are swelde with silence.”3 But Licio hears Petulus complaining of the tooth knows better. He declares that “it is as ache to his friend Licio. When he is hard for a barber to keepe a secrete in certain Petulus can overhear him he his mouthe, as a burning coale in his discusses with his apprentice, Dello, a hand.”4 It is this very loquacity that remarkable cure he has performed on brings about Motto’s downfall. -
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. -
Characters and Characterization in John Lyly's Endymion: the Man In
International Journal of English Literature and Social Sciences Vol-6, Issue-3; May-Jun, 2021 Journal Home Page Available: https://ijels.com/ Journal DOI: 10.22161/ijels Peer-Reviewed Journal Characters and characterization in John Lyly’s Endymion: The Man in the Moone Mufeed Al-Abdullah Associate Professor, Jerash University, Jordan Received: 28 Mar 2021; Received in revised form: 01 May 2021; Accepted: 16 May 2021; Available online: 12 Jun 2021 ©2021 The Author(s). Published by Infogain Publication. This is an open access article under the CC BY license (https://creativecommons.org/licenses/by/4.0/). Abstract— This paper studies the characters and the methods of characterization John Lyly uses in his euphuistic court play Endymion: The Man in the Moon (1591). The characters gather mythological, allegorical, and historical significance and are arranged in a hierarchy from the moon down to earth. The techniques the writer uses include the traditional methods of characterization through speech and action. And since the events in the play do not reach the level of a plot in the Aristotelian definition, which prevailed in the Renaissance, the writer underplays the method of character depiction through action. He, however,gives a lot of attention to portraying the characters through their utterance. This results from the fact that the characters spend most of the time talking about their attitudes, their relationships, and the few events that take place in the play. Lyly also uses the less traditional method of juxtaposition and social positioning. Juxtaposition is generated from the binary nature of Endymion and the crowd of antithetical pairs of characters that populate the drama. -
The Play of 'Sir Thomas More' and Shakespeare's Hand in It
79 THE PLAY OF 'SIR THOMAS MORE' AND SHAKESPEARE'S HAND IN IT. Downloaded from I HE announcement late last year by an expert in palaeography that a holo- I graph manuscript of Shakespeare is http://library.oxfordjournals.org/ preserved in the British Museum was an event of national importance, though the Press universally ignored it. Perhaps that was characteristic of * the usual channels of information,' as we call them in satiric moments; but the omission was deplorable, even in war time. For the claim was not the shallow guesswork of at University of California, San Diego on June 5, 2015 an amateur; it was the outcome of an exhaustive study of Shakespeare's handwriting, made by so high an authority as Sir Edward Maunde Thompson.1 The work crowned with this unique distinction is a play entitled 'The Bookc of Sir Thomas Moore,' preserved in Harlcy MS. 7368. It is a thin folio, the thirteen original leaves of which have been identified as in the autograph of Anthony Munday. A mixed assortment of plays, pageants, poems, translations of romances, annals, and miscel- laneous pamphlets issued from his facile pen between 1577 and 1633. Once, and once only, a contem- porary made the mistake of placing him on a 1 ' Shakespeare's Handwriting. A Study by Sir Edward Maunde Thompson.' Oxford, the Clarendon Press, 1916. See also the first Review. 80 THE PLAY OF 'SIR T. MORE' pinnacle of genius. Looking round on the the- atrical world in 1598, Francis Meres enumerated the chief English writers of comedy, and from a group which ^included Shakespeare, singled out Munday as ' our best plotter.' Even if his other Downloaded from plays afforded any justification for this extravagant eulogy, ' Sir Thomas More' would go far to in- validate it. -
Dramatic Space and a Willingness to Let the Spectators Get Involved in the Play in Various Ways
Space in Early Modern English Drama Allan Folkestad Space in Early Modern English Drama The Literary Dramaturgy of Space in the Comedies of John Lyly Doctoral Dissertation at the University of Agder University of Agder Faculty of Humanities and Pedagogy 2012 Abstract The present dissertation investigates the literary dramaturgy of space in the comedies of John Lyly (1564-1606), i.e. the ways in which various textual elements contribute to the establishment of both local settings and wider worlds within the plays. Previous readings of Lyly’s literary dramaturgy have tended to focus on the relationship between the stylistic device of the antithesis and the structure of the dramatic worlds, whereas I argue that deeper insight into the literary dramaturgical techniques of Lyly can be achieved by deploying the conceptual framework of semiotics of drama. Rather than comparing Lyly’s dramaturgy to that of Shakespeare, the dissertation adopts a historical perspective where Lyly’s dramatic oeuvre is examined on the background of the dramaturgy of a selection of middle and early sixteenth-century plays. In the final chapter, however, the perspective changes where Lyly’s only urban play, Mother Bombie, is compared to Shakepeare’s Comedy of Errors. Using lists of all the spatialising utterances in a play as my main analytic tool and then sorting these utterances according to certain parameters reveals that whwn compared to the somewhat mechanical declamatory quality of the spatialising utterances of earlier plays, Lyly’s literary dramaturgy of space unfolds more organically from the dialogue and is better integrated with aspects of characterisation. Moreover, to a higher degree than earlier playwrights Lyly allows minor characters to contribute significantly to the spatial dramaturgy of a play in their speeches.