Circe's Understanding of Rape Victims in Ovid's Metamorphoses
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1 Visual Aid: Teaching H.D.'S Imagist Poetry with the Assistance Of
Teaching American Literature: A Journal of Theory and Practice Winter 2008 (2:1) Visual Aid: Teaching H.D.'s Imagist Poetry with the Assistance of Henri Matisse Christa Baiada, Borough of Manhattan Community College, CUNY The mantra of the modernist movement, articulated by Ezra Pound, was "make it new." Unfortunately, students don't always know how to approach "new" styles of literature, especially poetry that itself daunts many students. As we've all observed, if not experienced for ourselves, modernist poetry, upon first encounter, can be especially intimidating. In the spirit of making it new, this poetry often appears obscure in its density, perspective, and complexity. Students may look at a poem like "The Red Wheel Barrow" and ask "how is this poetry?" Of course, this is precisely the question we want to work through with them, so this is good. On the other hand, the initial discomfort of students with modernism can develop into a resistance hard to tackle. This is a challenge I found especially difficult to address in my early attempts to teach the poems of H.D. at a small, suburban music college in Long Island, NY. For my first lesson at the start of a unit on modernism in an undergraduate 200-level, Introduction to Literature class, I would devote the entire period to H.D. because I believe that her work beautifully encapsulates many of the principles of modernism laid out by Pound in his seminal essay "A Retrospect." Though several of my students have been fans, or even writers, of poetry and most had artistic sensibilities, many were disconcerted in their first encounter with modernist poetry via H.D., and the malaise they felt would linger in the following weeks as we read additional modernist poets. -
H.D., Daughter of Helen: Mythology As Actuality
University of Pennsylvania ScholarlyCommons Departmental Papers (Classical Studies) Classical Studies at Penn 2009 H.D., Daughter of Helen: Mythology as Actuality Sheila Murnaghan University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/classics_papers Part of the Classics Commons Recommended Citation (OVERRIDE) Murnaghan, Sheila. “H.D., Daughter of Helen: Mythology as Actuality,” in Gregory A. Staley, ed., American Women and Classical Myths, Waco: Baylor University Press, 2009: 63-84. This paper is posted at ScholarlyCommons. https://repository.upenn.edu/classics_papers/84 For more information, please contact [email protected]. H.D., Daughter of Helen: Mythology as Actuality Abstract For H.D., classical mythology was an essential means of expression, first acquired in childhood and repossessed throughout her life. H.D.’s extensive output of poems, memoirs, and novels is marked by a pervasive Hellenism which evolved in response to the changing conditions of her life and art, but remained her constant idiom. She saw herself as reliving myth, and she used myth as a medium through which to order her own experience and to rethink inherited ideas. If myth served H.D. as a resource for self-understanding and artistic expression, H.D. herself has served subsequent poets, critics, and scholars as a model for the writer’s ability to reclaim myth, to create something new and personal out of ancient shared traditions. Disciplines Arts and Humanities | Classics This book chapter is available at ScholarlyCommons: https://repository.upenn.edu/classics_papers/84 Gregory A. Staley, editor, American Women and Classical Myths (Waco, Tex.: Baylor University Press, 2009) © Baylor University Press. -
Female Suffering, Silence, and Men's Power in Ovid's Fasti
Female Suffering, Silence, and Man’s Power in Ovid’s Fasti Ovid’s treatment of women in his poetry, particularly sexual violence against women, is a divisive subject among scholars. Richlin (1992) has examined how feminist scholars might approach these portrayals, addressing the question of whether he should even be in the canon. The impact of Ovid’s upsetting understanding of consent even plays a role in modern culture, as Donna Zuckerberg investigates in her 2018 book Not All Dead White Men. These conversations often center around how Ovid portrays the female suffering: does he delight in it or offer a sympathetic portrayal of rape and its consequences? This paper explores Ovid’s foregrounding of three aspects of stories of rape in the Fasti: female suffering, female silence, and the effect that each of these have on men’s power. Carol Newlands identifies three tensions present in Ovid’s calendrical work: male versus female, arma versus pax, and Roman versus Greek (1995: 212). As an elegist and as a Roman who was ultimately exiled for not aligning with Augustan morals, Ovid aligns himself primarily with the feminine, with elegy, and with Greek. Richard King argues that Ovid uses the Fasti to examine “his own identity in relation to a Roman national identity figured by the calendar” (2006: 5). The existing debate often delineates two potential positions for Ovid: a radical feminist for his time, supporting survivors and telling their stories, or a creep delighting in the gory details of violence against women. Given Ovid’s exploration of his identity within the Roman system and his alignment with the feminine, his foregrounding of female suffering and silence in the interest of male power offers a different approach to his portrayal of rape. -
Ovid Book 12.30110457.Pdf
METAMORPHOSES GLOSSARY AND INDEX The index that appeared in the print version of this title was intentionally removed from the eBook. Please use the search function on your eReading device to search for terms of interest. For your reference, the terms that ap- pear in the print index are listed below. SINCE THIS index is not intended as a complete mythological dictionary, the explanations given here include only important information not readily available in the text itself. Names in parentheses are alternative Latin names, unless they are preceded by the abbreviation Gr.; Gr. indi- cates the name of the corresponding Greek divinity. The index includes cross-references for all alternative names. ACHAMENIDES. Former follower of Ulysses, rescued by Aeneas ACHELOUS. River god; rival of Hercules for the hand of Deianira ACHILLES. Greek hero of the Trojan War ACIS. Rival of the Cyclops, Polyphemus, for the hand of Galatea ACMON. Follower of Diomedes ACOETES. A faithful devotee of Bacchus ACTAEON ADONIS. Son of Myrrha, by her father Cinyras; loved by Venus AEACUS. King of Aegina; after death he became one of the three judges of the dead in the lower world AEGEUS. King of Athens; father of Theseus AENEAS. Trojan warrior; son of Anchises and Venus; sea-faring survivor of the Trojan War, he eventually landed in Latium, helped found Rome AESACUS. Son of Priam and a nymph AESCULAPIUS (Gr. Asclepius). God of medicine and healing; son of Apollo AESON. Father of Jason; made young again by Medea AGAMEMNON. King of Mycenae; commander-in-chief of the Greek forces in the Trojan War AGLAUROS AJAX. -
Catharsis Discussion Circle, We Have Prepared This List of Frequently Asked Questions to Assist Participants with Common Concerns
Frequently Asked Questions Thank you for your help in this important research project! In order to facilitate a successful Catharsis discussion circle, we have prepared this list of Frequently Asked Questions to assist participants with common concerns. Q: Do I need to make any special preparations before the session? A: No, you can follow your normal routine. There is no need to avoid food or drink before the session. Q: Is there any physical discomfort associated with channeling? A: No. However, as you may be sitting for long periods, we recommend taking breaks to stand and stretch from time to time. Q: Will I get to pick which entity I am channeling? A: Yes, with some limitations. Hera is always present in a Catharsis session. If the person channeling her leaves the group or chooses another entity to channel, she will "jump" to another random person; if that person is already channeling, the entity already present will be expelled, either to withdraw or to find another willing channeler. Q: What if I arrive at the session late? A: Catharsis sessions are designed to be unstructured and participant-led, so it's fine if you don't arrive at the same time as everyone else. We recommend that before joining in the conversation, you take a few minutes to consider personality of the entity you have decided to channel, and their relation to the others present. Then, just relax and allow them to speak through you. Q: What if I need to leave early? A: No problem! Simply relax and wait a moment for the entity you are channeling to separate from you, then quietly leave the circle. -
Roman Literature from Its Earliest Period to the Augustan Age
The Project Gutenberg EBook of History of Roman Literature from its Earliest Period to the Augustan Age. Volume I by John Dunlop This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at http://www.gutenberg.org/license Title: History of Roman Literature from its Earliest Period to the Augustan Age. Volume I Author: John Dunlop Release Date: April 1, 2011 [Ebook 35750] Language: English ***START OF THE PROJECT GUTENBERG EBOOK HISTORY OF ROMAN LITERATURE FROM ITS EARLIEST PERIOD TO THE AUGUSTAN AGE. VOLUME I*** HISTORY OF ROMAN LITERATURE, FROM ITS EARLIEST PERIOD TO THE AUGUSTAN AGE. IN TWO VOLUMES. BY John Dunlop, AUTHOR OF THE HISTORY OF FICTION. ivHistory of Roman Literature from its Earliest Period to the Augustan Age. Volume I FROM THE LAST LONDON EDITION. VOL. I. PUBLISHED BY E. LITTELL, CHESTNUT STREET, PHILADELPHIA. G. & C. CARVILL, BROADWAY, NEW YORK. 1827 James Kay, Jun. Printer, S. E. Corner of Race & Sixth Streets, Philadelphia. Contents. Preface . ix Etruria . 11 Livius Andronicus . 49 Cneius Nævius . 55 Ennius . 63 Plautus . 108 Cæcilius . 202 Afranius . 204 Luscius Lavinius . 206 Trabea . 209 Terence . 211 Pacuvius . 256 Attius . 262 Satire . 286 Lucilius . 294 Titus Lucretius Carus . 311 Caius Valerius Catullus . 340 Valerius Ædituus . 411 Laberius . 418 Publius Syrus . 423 Index . 453 Transcriber's note . 457 [iii] PREFACE. There are few subjects on which a greater number of laborious volumes have been compiled, than the History and Antiquities of ROME. -
Faunus and the Fauns in Latin Literature of the Republic and Early Empire
University of Adelaide Discipline of Classics Faculty of Arts Faunus and the Fauns in Latin Literature of the Republic and Early Empire Tammy DI-Giusto BA (Hons), Grad Dip Ed, Grad Cert Ed Submitted in fulfilment of the requirements for the degree of Master of Philosophy October 2015 Table of Contents Abstract ................................................................................................................... 4 Thesis Declaration ................................................................................................... 5 Acknowledgements ................................................................................................. 6 Introduction ............................................................................................................. 7 Context and introductory background ................................................................. 7 Significance ......................................................................................................... 8 Theoretical framework and methods ................................................................... 9 Research questions ............................................................................................. 11 Aims ................................................................................................................... 11 Literature review ................................................................................................ 11 Outline of chapters ............................................................................................ -
Ovid's Metamorphoses Translated by Anthony S. Kline1
OVID'S METAMORPHOSES TRANSLATED BY 1 ANTHONY S. KLINE EDITED, COMPILED, AND ANNOTATED BY RHONDA L. KELLEY Figure 1 J. M. W. Turner, Ovid Banished from Rome, 1838. 1 http://ovid.lib.virginia.edu/trans/Ovhome.htm#askline; the footnotes are the editor’s unless otherwise indicated; for clarity’s sake, all names have been standardized. The Metamorphoses by the Roman poet Publius Ovidius Naso (Ovid) was published in 8 C.E., the same year Ovid was banished from Rome by Caesar Augustus. The exact circumstances surrounding Ovid’s exile are a literary mystery. Ovid himself claimed that he was exiled for “a poem and a mistake,” but he did not name the poem or describe the mistake beyond saying that he saw something, the significance of which went unnoticed by him at the time he saw it. Though Ovid had written some very scandalous poems, it is entirely possible that this satirical epic poem was the reason Augustus finally decided to get rid of the man who openly criticized him and flouted his moral reforms. In the Metamorphoses Ovid recounts stories of transformation, beginning with the creation of the world and extending into his own lifetime. It is in some ways, Ovid’s answer to Virgil’s deeply patriotic epic, The Aeneid, which Augustus himself had commissioned. Ovid’s masterpiece is the epic Augustus did not ask for and probably did not want. It is an ambitious, humorous, irreverent romp through the myths and legends and even the history of Greece and Rome. This anthology presents Books I and II in their entirety. -
The Use of Ancient Greek Myths As Imagery in Harry Potter
Article Louise Jensby Fantastischeantike.de MA in History and Classical Studies Autumn 2019 Athene McGonagall and the Devine Owl – The Use of Ancient Greek Myths as Imagery in Harry Potter 1Fig. 1. The seven Harry Potter books 1 Picture taken by Louise Jensby 1 Article Louise Jensby Fantastischeantike.de MA in History and Classical Studies Autumn 2019 Introduction During the past twenty years or so the world of Harry Potter has enraptured the minds of millions of people, young and old. The masterfully crafted magical universe sparked a world-wide interest in fantasy, magic and myths – an ongoing interest that does not seem to imply a downward trend happening in the near future. The world of Harry Potter is complex, and the parts not invented by author Joanne Rowling lends its themes, characters and narratives from a variety of sources; among these characters, myths and narratives from classical Greece and Rome. In this article the role of the owl in Harry Potter will be examined in relation to the meaning and importance of the owl in classical antiquity. The use of the owl in Harry Potter might have met some readers of Harry Potter with wonder and surprise as the owl is a non-mythical and non-magical creature. Yet, the use and, due to this, the current examination of the owl in Harry Potter can be justified as significant as the fantasy-world of Harry Potter, on the one hand, is not all comprised of magical things or beings, and on the other hand, though not mythical the owl still connotes mystique qua its nocturnal activities. -
High School Latin Curriculum on Four Myths in Ovid's Metamorphoses
High School Latin Curriculum on Four Myths in Ovid’s Metamorphoses A thesis submitted to the Miami University Honors Program in accordance with the requirements for University Honors with Distinction By Melanie Elizabeth Rund May 2010 Oxford, Ohio ABSTRACT High School Latin Curriculum on Four Myths in Ovid’s Metamorphoses By Melanie Elizabeth Rund In this paper, I offer eight lesson plans and one final assessment on Ovid’s Metamorphoses for upper level high school Latin students. The purpose of this curriculum paper is to explore how Latin high school curriculum can be meaningful, contextualized, and standards based. The lesson plans focus on four myths from Ovid’s Metamorphoses, those of Actaeon and Diana, Baucis and Philemon, Niobe, and Ceyx and Alcyone. Each lesson plan includes objectives, standards addressed, procedures, an anticipatory set, materials list, and an explanation of assessment and evaluation. After creating this curriculum and attending two professional conferences, I conclude that lesson plans should grow and change with the teacher and that a purpose driven curriculum, where Latin is contextualized and meaningful, is essential for successful Latin classrooms. ii High School Latin Curriculum on Four Myths in Ovid’s Metamorphoses By Melanie Elizabeth Rund Approved by: _________________________, Advisor Dr. Judith de Luce ___________________, Reader Dr. Martha Castaneda __________________________, Reader Mr. Jeffery Ruder Accepted by: __________________________, Director University Honors Program iii Acknowledgements I would first like to acknowledge and appreciate the support and interest that Dr. Judith de Luce, Miami University Classics Department, has shown as I work on the topic of Latin curriculum. As a student, it is beyond encouraging to have a scholar and a teacher express genuine interest in your ideas. -
A Study of the Late Antique Latin Wedding Centos
INSTITUTIONEN FÖR SPRÅK OCH LITTERATURER DE INCONEXIS CONTINUUM A Study of the Late Antique Latin Wedding Centos DE INCONEXIS CONTINUUM A Study of the Late Antique Latin Wedding Centos SARA EHRLING QuickTime och en -dekomprimerare krävs för att kunna se bilden. SARA EHRLING DE INCONEXIS CONTINUUM INSTITUTIONEN FÖR SPRÅK OCH LITTERATURER DE INCONEXIS CONTINUUM A Study of the Late Antique Latin Wedding Centos SARA EHRLING Avhandling för filosofie doktorsexamen i latin, Göteborgs universitet 2011-05-28 Disputationsupplaga Sara Ehrling 2011 ISBN: 978–91–628–8311–9 http://hdl.handle.net/2077/24990 Distribution: Institutionen för språk och litteraturer, Göteborgs universitet, Box 200, 405 30 Göteborg Acknowledgements Due to diverse turns of life, this work has followed me for several years, and I am now happy for having been able to finish it. This would not have been possible without the last years’ patient support and direction of my supervisor Professor Gunhild Vidén at the Department of Languages and Literatures. Despite her full agendas, Gunhild has always found time to read and comment on my work; in her criticism, she has in a remarkable way combined a sharp intellect with deep knowledge and sound common sense. She has also always been a good listener. For this, and for numerous other things, I admire and am deeply grateful to Gunhild. My secondary supervisor, Professor Mats Malm at the Department of Literature, History of Ideas, and Religion, has guided me with insight through the vast field of literary criticism; my discussions with him have helped me correct many mistakes and improve important lines of reasoning. -
Book Xiii Neil Hopkinson
OVID BOOK XIII edited by NEIL HOPKINSON Fellow of Trinity College, Cambridge ab published by the press syndicate of the university of cambridge The Pitt Building, Trumpington Street, Cambridge, United Kingdom cambridge university press The Edinburgh Building, Cambridge cb22ru, UK www.cup.cam.ac.uk 40 West 20th Street, New York, ny 10011±4211, USA www.cup.org 10 Stamford Road, Oakleigh, Melbourne 3166, Australia Ruiz de AlarcoÂn 13, 28014 Madrid, Spain Cambridge University Press 2000 This book is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2000 Printed in the United Kingdom at the University Press, Cambridge Typeset in 10/12 Baskerville and New Hellenic Greek [ao] A catalogue record for this book is available from the British Library Library of Congress Cataloguing in Publication data Ovid, 43 bc±ad 17 or 18 [Metamorphoses. Liber 13] Metamorphoses. Book xiii /Ovid;editedbyNeilHopkinson. p. cm. ± (Cambridge Greek and Latin classics) Text in Latin; introduction and commentary in English. Includes bibliographical references and index. isbn 0 521 55421 7 (hardback) isbn 0 521 55620 1 (paperback) 1. Mythology, Classical ± Poetry. 2. Metamorphosis ± Poetry. i.Hopkinson, N. ii.Title.iii. Series. pa6519.m6 a13 2000 8730.01±dc21 99-087439 isbn 0 521 55421 7 hardback isbn 0 521 55620 1 paperback CONTENTS Preface page vii Map viii±ix Introduction 1 1 Metamorphosis 1 2 Structure and themes 6 3 Lines 1±398: the Judgement of Arms 9 4 Lines 408±571: Hecuba 22 5 Lines 576±622: Memnon 27 6 Lines 632±704: Anius and his daughters 29 7 Lines 13.730±14.222: Acis, Galatea and Polyphemus; Scylla, Glaucus and Circe 34 The text and apparatus criticus 44 P.