A Midsummer Night's Dream: New Perspectives
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Faust Study Guide
Faust Study Guide WORLD LITERATURE II (ENG 252) Faust Study Guide Dr. Diane Thompson, NVCC, ELI Goethe Faust's Romantic Structure Faust is Eclectic The Bet in Heaven The Story Faust as Hero GOETHE Goethe is not very widely read in America these days, but in many other countries he is considered a world class author, along with Shakespeare, Dante and Homer. Consequently, he belongs on any world literature reading list and is worth some effort to appreciate. Goethe lived from 1749-1832. He was revered in his lifetime as a true genius, a master of many forms of writing, a lawyer, a scientist, a great humanist. Faust I and Faust II are the culminating works of his long, fruitful life. Top FAUST'S ROMANTIC STRUCTURE Faust's structure is deliberately fragmentary, a series of scenes loosely strung together instead of tightly integrated acts. This loose structure is based on the Romantic rebellion against the French classical insistence on the unities of form. For example, Tartuffe takes place in one room at one time with a single focused action, that of Tartuffe tricking Orgon. The romantics shunned this "artificial" form in favor of a more "organic" or natural form that developed out of the experiences of the characters themselves. This is fine in theory, and even makes good sense on stage when interpreted by actors. However, to a reader, Faust, like many romantic works, seems at first like bits and pieces tossed together. This was intentional, and was intended to represent the fragmentary nature of experience, but is not easy on the reader. -
Overture to Oberon Composed from 1825-26 Carl Maria Von Weber Born in Eutin, Germany, November 18, 1786 Died in London, June 5
OVERTURE TO OBERON COMPOSED FROM 1825-26 CARL MARIA VON WEBER BORN IN EUTIN, GERMANY, NOVEMBER 18, 1786 DIED IN LONDON, JUNE 5, 1826 The tragic tale of the composition of Weber’s final opera Oberon is perhaps as interesting as the plot of the opera itself. Dying of consumption at the age of 38, the impoverished Weber felt he could not refuse the offer from English impresario Charles Kemble to compose an opera on the subject of Oberon, King of the Faeries, for the London stage— even though he sensed that the project would be the death of him. “Whether I travel or not, in a year I’ll be a dead man,” he wrote to a friend after he had completed the Oberon score, of his decision to make the trip to England to see the work through to performance. “But if I do travel, my children will at least have something to eat, even if Daddy is dead—and if I don’t go they’ll starve. What would you do in my position?” Both points of Weber’s prediction proved correct: The 12 initial performances of Oberon netted his family a great deal of money; and within a few weeks of the work’s successful premiere in April 1826, the composer collapsed of exhaustion and died. Though the composition of operas had always been the center of Weber’s existence, it was not until the last six years of his life that he had finally been given the opportunity to compose the three stage works that quickly took their place among the masterworks of Romanticism: Der Freischütz, Euryanthe, and Oberon. -
Gothic Riffs Anon., the Secret Tribunal
Gothic Riffs Anon., The Secret Tribunal. courtesy of the sadleir-Black collection, University of Virginia Library Gothic Riffs Secularizing the Uncanny in the European Imaginary, 1780–1820 ) Diane Long hoeveler The OhiO STaTe UniverSiT y Press Columbus Copyright © 2010 by The Ohio State University. all rights reserved. Library of Congress Cataloging-in-Publication Data hoeveler, Diane Long. Gothic riffs : secularizing the uncanny in the european imaginary, 1780–1820 / Diane Long hoeveler. p. cm. includes bibliographical references and index. iSBn-13: 978-0-8142-1131-1 (cloth : alk. paper) iSBn-10: 0-8142-1131-3 (cloth : alk. paper) iSBn-13: 978-0-8142-9230-3 (cd-rom) 1. Gothic revival (Literature)—influence. 2. Gothic revival (Literature)—history and criticism. 3. Gothic fiction (Literary genre)—history and criticism. i. Title. Pn3435.h59 2010 809'.9164—dc22 2009050593 This book is available in the following editions: Cloth (iSBn 978-0-8142-1131-1) CD-rOM (iSBn 978-0-8142-9230-3) Cover design by Jennifer Shoffey Forsythe. Type set in adobe Minion Pro. Printed by Thomson-Shore, inc. The paper used in this publication meets the minimum requirements of the american national Standard for information Sciences—Permanence of Paper for Printed Library Materials. ANSi Z39.48-1992. 9 8 7 6 5 4 3 2 1 This book is for David: January 29, 2010 Riff: A simple musical phrase repeated over and over, often with a strong or syncopated rhythm, and frequently used as background to a solo improvisa- tion. —OED - c o n t e n t s - List of figures xi Preface and Acknowledgments xiii introduction Gothic Riffs: songs in the Key of secularization 1 chapter 1 Gothic Mediations: shakespeare, the sentimental, and the secularization of Virtue 35 chapter 2 Rescue operas” and Providential Deism 74 chapter 3 Ghostly Visitants: the Gothic Drama and the coexistence of immanence and transcendence 103 chapter 4 Entr’acte. -
The Character I Am Going to Analyse Is Oberon, the King of the Fairies and the Elves from the Play by Shakespeare: Midsummer Night‘S Dream Written Around 1590
The character I am going to analyse is Oberon, the King of the Fairies and the Elves from the play by Shakespeare: Midsummer night‘s dream written around 1590. The word Fairy comes from the Latin Fata derived from Fatum that means —destiny“. W hen we talk about an Elve or a Fairy we must imagine a very beautiful living being, they live in the forest, they know about music and arts in general and they are related with spring, light and white magic. They always play with love and because that lovers are connected with them and with the smell of the flowers. W e can see all this on the play by Shakespeare, when Oberon uses Cupid‘s flower to make the lovers to fall in love, we can also read some Fairies‘ songs: act three, scene one. But I am going to centre the idea only on Oberon, I want to demonstrate that this magic world is also corrupted by ambition and envy, and this can have repercussions on the real world and to make problems to humans, I mean, Oberon has envy of Titania, because she has a child with supernatural power and he wants it, this feeling provokes his ambition and because that he plays with Cupid‘s flower, to get his proposal of having that his wife but not him. The first time we see Oberon is on act two scene one, he appears in the forest and goes to talk with his friend and servant Puck, at the same time his wife Titania appears by the other side. -
A Midsummer Night's Dream
EXPLORING IMAGINATION IN DARK TIMES Eight Painted Masks inspired by Shakespeare’s A Midsummer Night’s Dream SUMMER SOLSTICE I feel growing excitement as summer solstice - June 21 - approaches and my mind turns to nature and fantasy, and especially a play written by William Shakespeare, A Midsummer Night’s Dream. The play, which premiered on January 1, 1605, is set in midsummer in Athens. Shakespeare lived all his life in the shadow of the bubonic plague, writing prolifically during outbreaks and quarantine lockdowns in London and Stratford-on-Avon. MAKING MASKS OF IMAGINARY FAIRIES My project – painting odd alien paper masks - explores my need for vicarious pleasure in imagination. I am making masks of imaginary fairies from Shakespeare’s play A Midsummer Night’s Dream. These are freakish but cathartic. I begin with Titania’s fairy assistants, Peaseblossom, Cobweb, Mustardseed, and Moth, flowers and creatures from the garden or field, tiny and magical in imagination; in reality, complex, interconnected and amazing. COMPLETING EIGHT FAIRIES After the four fairies are complete, I am still thinking about the fairy characters. First, I make Fairy. Then I make contrasting King Oberon and Queen Titania to express their fraught relationship and the extreme dichotomies of jealous rage and peaceful gratitude. I complete the set with Puck, who enlivens the plot with his maddening pranks. The Stratford Festival’s 2021 paired down “pandemic” version of the play uses 8 actors to perform all the many human and fairy characters. PEASEBLOSSOM My imagination identifies with these fantastical creatures – my name Oonagh is that of an Irish fairy goddess and it is fun to imagine what a fairy’s life might be as compared to my life as a lawyer. -
Tethys Festival As Royal Policy
‘The power of his commanding trident’: Tethys Festival as royal policy Anne Daye On 31 May 1610, Prince Henry sailed up the River Thames culminating in horse races and running at the ring on the from Richmond to Whitehall for his creation as Prince of banks of the Dee. Both elements were traditional and firmly Wales, Duke of Cornwall and Earl of Chester to be greeted historicised in their presentation. While the prince is unlikely by the Lord Mayor of London. A flotilla of little boats to have been present, the competitors must have been mem- escorted him, enjoying the sight of a floating pageant sent, as bers of the gentry and nobility. The creation ceremonies it were, from Neptune. Corinea, queen of Cornwall crowned themselves, including Tethys Festival, took place across with pearls and cockleshells, rode on a large whale while eight days in London. Having travelled by road to Richmond, Amphion, wreathed with seashells, father of music and the Henry made a triumphal entry into London along the Thames genius of Wales, sailed on a dolphin. To ensure their speeches for the official reception by the City of London. The cer- carried across the water in the hurly-burly of the day, ‘two emony of creation took place before the whole parliament of absolute actors’ were hired to play these tritons, namely John lords and commons, gathered in the Court of Requests, Rice and Richard Burbage1 . Following the ceremony of observed by ambassadors and foreign guests, the nobility of creation, in the masque Tethys Festival or The Queen’s England, Scotland and Ireland and the Lord Mayor of Lon- Wake, Queen Anne greeted Henry in the guise of Tethys, wife don with representatives of the guilds. -
A Midsummer Night's Dream, by William Shakespeare Being Most
A Midsummer Night's Dream, by William Shakespeare Being Most Shamelessly Condensed for a Small Company and Limited Duration by Jennifer Moser Jurling With Mechanics Set Forth for Use in the Role-Playing Game The Play's the Thing, by Mark Truman With Thanks to MIT for http://shakespeare.mit.edu/ DRAMATIS PERSONAE OBERON, king of Faerie. Part: Faerie. Plot: Betrayer to Titania. Prop: Lantern. PUCK, servant to Oberon. Part: Faerie. Plot: Sworn to Oberon. Prop: Disguise. TITANIA: queen of Faerie. Part: Faerie. Plot: Rival to Oberon. Prop: Coin. THESEUS: duke of Athens. Part: Ruler. Plot: In Love with Hippolyta. Prop: Crown. HIPPOLYTA: queen of Amazons. Part: Maiden. Plot: In Love with Theseus. Prop: Crown. PETER QUINCE: director, Athens Acting Guild. Part: Hero. Plot: Rival to Nick Bottom. Prop: Letter. NICK BOTTOM: actor in the guild. Part: Fool. Plot: Rival to Peter Quince. Prop: Lantern. SNUG: actor in the guild. Part: Commoner. Plot: Friend to Peter Quince. Prop: Disguise. Note to Playwright: You may wish to use “In Love with Hippolyta” as Oberon’s starting plot and “In Love with Theseus” as Titania’s starting plot. Of course, these can also be added later or not at all. ACT I Faerie king Oberon and his queen, Titania, quarrel. (Titania has a changeling human boy among her attendants, and she refuses to let him be one of Oberon’s henchmen. They also argue over Oberon’s love for Hippolyta and Titania’s love for Theseus.) Oberon enlists his servant Puck to fetch a flower that will enable him to cast a love spell on Titania, so that she will fall in love with a monstrous beast. -
01 Kunzensem
MUSIK & FORSKNING 26 · 2001 Seminar F.L.Æ. Kunzens opera Holger Danske (1789) på Det Kongelige Teater Fire indlæg fra et musikdramaturgisk seminar afholdt af institutterne for Teatervidenskab og Musikvidenskab ved Københavns Universitet og Den Kongelige Opera på Det Kongelige Teater den 28. september 2000. Indlæg fra: Professor Heinrich W. Schwab (Musikvidenskabeligt Institut), lektor Ansa Lønstrup (Center for Tværæstetiske Studier, Aarhus Universitet), lektor Stig Jarl (Teatervidenskabeligt Institut) og stud.mag. Marie Louise Abildtrup Hansen (Musikvidenskabeligt Institut). MUSIK & FORSKNING 26 · 2001 – © DEPARTMENT OF MUSICOLOGY, UNIVERSITY OF COPENHAGEN MUSIK & FORSKNING 26 · 2001 MUSIK & FORSKNING 26 · 2001 – © DEPARTMENT OF MUSICOLOGY, UNIVERSITY OF COPENHAGEN MUSIK & FORSKNING 26 · 2001 HEINRICH W. SCHWAB Om genopførelsen af operaen Holger Danske på Det Kongelige Teater I Den 31. marts 1789 fandt en uropførelse sted på Det Kongelige Teater i København; ved den lejlighed trådte to unge kunstnere – befordret af den daværende hofkapelmester Johann Abraham Peter Schulz – frem for den musikalske offentlighed med deres opera Holger Danske. Operaen var et debutværk for den fra Korsør stammende digter Jens Bag- gesen og for komponisten Friedrich Ludwig Æmilius Kunzen, der var født og opvokset i hansestaden Lübeck. Målt med den begejstring, som uropførelsen udløste, og ud fra de første lovende anmeldelser i aviserne, turde man være sikker på, at en varig succes ville være dette værk beskåret. Begge de unge autorer regnede derfor med tak -
The Significant Other: a Literary History of Elves
1616796596 The Significant Other: a Literary History of Elves By Jenni Bergman Thesis submitted for the degree of Doctor of Philosophy Cardiff School of English, Communication and Philosophy Cardiff University 2011 UMI Number: U516593 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Dissertation Publishing UMI U516593 Published by ProQuest LLC 2013. Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 DECLARATION This work has not previously been accepted in substance for any degree and is not concurrently submitted on candidature for any degree. Signed .(candidate) Date. STATEMENT 1 This thesis is being submitted in partial fulfilment of the requirements for the degree of PhD. (candidate) Date. STATEMENT 2 This thesis is the result of my own independent work/investigation, except where otherwise stated. Other sources are acknowledged by explicit references. Signed. (candidate) Date. 3/A W/ STATEMENT 3 I hereby give consent for my thesis, if accepted, to be available for photocopying and for inter-library loan, and for the title and summary to be made available to outside organisations. Signed (candidate) Date. STATEMENT 4 - BAR ON ACCESS APPROVED I hereby give consent for my thesis, if accepted, to be available for photocopying and for inter-library loan after expiry of a bar on accessapproved bv the Graduate Development Committee. -
A Midsummer Night's Dream
THE SHAKESPEARE THEATRE OF NEW JERSEY EDUCATION PRESENTS SHAKESPEARE LIVE! 2017 A Midsummer Night’s Dream BY WILLIAM SHAKESPEARE STUDENT-TEACHER STUDY GUIDE COMPILED AND ARRANGED BY THE EDUCATION DEPARTMENT OF THE SHAKESPEARE THEATRE OF NEW JERSEY Shakespeare LIVE!, The Shakespeare Theatre of New Jersey’s educational touring company, is part of Shakespeare in American Communities: Shakespeare for a New Generation, a national program of the National Endowment for the Arts in cooperation with Arts Midwest. Additional support for Shakespeare LIVE! is provided by The Investors Foundation, Johnson & Johnson, The Provident Bank Foundation, and the Turrell Fund. COVER: Mustardseed, Peasblossom and Moth from the 2015 touring production of A MIDSUMMER NIGHT’S DREAM THIS PAGE: The Mechanicals from the 2015 touring production of A MIDSUMMER NIGHT’S DREAM. ALL PHOTOS by Jerry Dahlia ©2015 unless noted. In This Guide: Classroom Activities for Teachers and Students ...............................p2 Shakespeare: Helpful Tips For Exploring & Seeing His Works .......p3 About the Playwright ................................................................................p4 Shakespeare’s London .............................................................................p5 Shakespeare’s Verse ..................................................................................p6 “Are you SURE this is English?” .............................................................. p7 A Midsummer Night’s Dream: An Introduction ...................................p8 Midsummer: -
A Midsummer Night's Dream
Shakespeare’s A Midsummer Night’s Dream Major Characters THESEUS – The fair-minded Duke of Athens EGEUS – A nobleman, Hermia's strict father LYSANDER – Young nobleman, in love with Hermia DEMETRIUS – Young nobleman, currently in love with Hermia, formerly with Helena QUINCE – Commoner, a carpenter SNUG – Commoner, a joiner (a kind of carpenter) BOTTOM – Commoner, a weaver and amateur actor FLUTE – Commoner, a bellows-mender SNOUT – Comoner, a tinker or metal repairman STARVELING – Commoner, a tailor HIPPOLYTA - Queen of the Amazons, engaged to Theseus HERMIA – Young noblewoman, Egeus' daughter who is in love with Lysander HELENA – Young noblewoman, in love with Demetrius OBERON - King of the Fairies TITANIA - Queen of the Fairies PUCK or ROBIN GOODFELLOW - A mischievous Fairy Plot Summary: A Midsummer Night’s Dream is one of Shakespeare’s most beloved and often performed comedies. It is the story of a complex love triangle. They play begins in the palace of Duke Theseus who is preparing to wed the Amazon queen, Hippolyta. The festivities are interrupted by a dispute, however. The beautiful young Hermia is in love with Lysander, but the two cannot get married. Her father, Egeus, wants her to marry the unfaithful Demetrius, and refuses to budge. So Hermia and Lysander run away together. They head to the woods outside Athens where they plan to marry in secret. Before they leave, they share their plan with their good friend Helena, who tells Demetrius, because she is in love with him. In the forest, the four are caught in the middle of a battle between members of the spirit world. -
A Midsummer Night's Dream
A MIDSUMMER NIGHT’S DREAM TEACHER PACK 1 ABOUT THIS PACK This pack supports the RSC’s 2021 performances of Michael Morpurgo’s Tales from Shakespeare, A Midsummer Night’s Dream. Michael Morpurgo’s retellings approach Shakespeare’s best loved stories from different perspectives and reimagine them for young people, and these writing resources will invite your pupils to do the same, considering how they might interpret them. The activities provided in this pack are specifically designed to support KS1-3 pupils in their writing and offers a number of writing opportunities centred around A midsummer Night’s Dream, exploring the story, characters and vocabulary. In the ‘notes from the classroom’ boxes you will find helpful hints and suggestions for how activities might be adapted for younger or older pupils. This pack was created in collaboration with Jan Anderson, an RSC Associate School teacher from Springhead Primary School. These symbols are used throughout the pack: CONTENTS READ Notes from the production, About the Approach Page 2 background info or extracts Activity 1 : The Woods outside Athens Page 3 ACTIVITY Activity 2 : Meeting Puck Page 5 A practical or open space activity Activity 3 : Meeting the Lovers Page 7 WRITE Activity 4 : The Fairy King and Queen argue Page 8 A classroom writing or discussion activity Activity 5 : Titania and Bottom Page 10 Resources Page 13 ABOUT THE APPROACH The practical activities which are described in this pack act as an important part of the writing process because they give pupils the content for their writing, including: • A deep understanding of plots and settings • Detailed understanding of characters and their relationships, dilemmas and motivations • A rich vocabulary to use in their writing The exploratory exercises aim to provide a strong audience and purpose for writing, enabling pupils to write for effect on the reader.