Arachne and Athena: Towards a Different Poetics of Women’S Writing
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Ariadne and Dionysus
Ariadne and Dionysus. Foreword. The Greek legends, as we know them from Homer, Hesiod, and other ancient sources, have their origins in the Bronze Age about the time of the thirteenth century B.C., which is when many scholars think something resembling the Trojan War may have taken place. The biblical Abraham may be of the same period. It was a time when the concept of Earth as the great Mother-Goddess, immanent in all things as all things were in Her, was being replaced throughout the region by the idea of an external Sky God, probably introduced by the marauding nom- adic tribes coming down from the north. At the same time, and for the same reasons, the principle of matriarchy was being replaced by patriarchy. The transformation was slow and spor- adic but eventually complete, at least on the surface. The legends, repeated by story-tellers for centuries before they were written down, probably with many deviations from the original, were meant to be pleasing to men. It has been my object to imagine the same events from the point of view of the women concerned. To this end I have added "fictional" material of my own. The more familiar version of the story of Ariadne and Dionysus is that she married him after being abandoned by Theseus. Dionysus was either man or god, as with many of the old myth- ical characters. I have imagined that she gave birth to him. Some may complain of the way I tell it, but after so long a time, who knows? In all the legends there are different known versions. -
Przegląd -Cz-4 Net-Indd.Indd
pejzaże kultury Urszula Chowaniec Feminism Today, or Re-visiting Polish Feminist Literary Scholarship Since 1990s Almost every time the gendered perspective on a particular issue (so often called oblique- ly the woman’s voice) appears in the media, it is immediately confronted by the almost for- mulaic expression “feminism today,” which suggests instantaneously that feminism is, in fact, a matter of the past, and that if one needs to return to this phenomenon, then it requires some explanation. Such interconnections between gender, women and feminism are a con- stant simplifi cation. The article seeks to elaborate this problem of generalization expressed by such formulas as “feminism today.”1 “Feminism today” is a particular notion, which indeed refers to the long political, social, economic and cultural struggles and transformations for equality between the sexes, but also implies the need for its up-dating. Feminism seems to be constantly asked to supply footnotes as to why the contemporary world might still need it, as though equality had been undeniably achieved. This is the common experience of all researchers and activists who deal with the ques- tioning of the traditional order. Even though the order examined by feminism for over 200 years has been changed almost all over the world to various extents, the level of equal- ity achieved is debatable and may still be improved in all countries. Nevertheless, the word feminism has become an uncomfortable word; hence its usage always requires some justi- fi cation. During the past few years in Britain, attempts to re-defi ne feminism may be noted in various media. -
The Transformation of Arachne Into a Spider.Pdf
Name: Class: The Transformation of Arachne into a Spider By Ovid From Metamorphoses (Book Vi) 8 A.D. Ovid (43 B.C.-17 A.D.) was a Roman poet well-known for his elaborate prose and fantastical imagery. Ovid was similar to his literary contemporary, Virgil, in that both authors played a part in reinventing classical poetry and mythology for Roman culture. Metamorphoses, one of Ovid’s most-read works, consists of a series of short stories and epic poems whose mythological characters undergo transformation in some way or another. As you read, take notes on Ovid’s choice of figurative language and imagery. [1] Pallas,1 attending to the Muse's2 song, Approv'd the just resentment of their wrong; And thus reflects: While tamely3 I commend Those who their injur'd deities4 defend, [5] My own divinity affronted stands, And calls aloud for justice at my hands; Then takes the hint, asham'd to lag behind, And on Arachne' bends her vengeful mind; One at the loom5 so excellently skill'd, [10] That to the Goddess6 she refus'd to yield. Low was her birth, and small her native town, She from her art alone obtain'd renown. Idmon, her father, made it his employ, "Linen Weaving" is licensed under CC BY-ND 2.0. To give the spungy fleece7 a purple dye: [15] Of vulgar strain her mother, lately dead, With her own rank had been content to wed; Yet she their daughter, tho' her time was spent In a small hamlet,8 and of mean descent, Thro' the great towns of Lydia gain'd a name, [20] And fill'd the neighb'ring countries with her fame. -
Aesthetics After Finitude Anamnesis Anamnesis Means Remembrance Or Reminiscence, the Collection and Re- Collection of What Has Been Lost, Forgotten, Or Effaced
Aesthetics After Finitude Anamnesis Anamnesis means remembrance or reminiscence, the collection and re- collection of what has been lost, forgotten, or effaced. It is therefore a matter of the very old, of what has made us who we are. But anamnesis is also a work that transforms its subject, always producing something new. To recollect the old, to produce the new: that is the task of Anamnesis. a re.press series Aesthetics After Finitude Baylee Brits, Prudence Gibson and Amy Ireland, editors re.press Melbourne 2016 re.press PO Box 40, Prahran, 3181, Melbourne, Australia http://www.re-press.org © the individual contributors and re.press 2016 This work is ‘Open Access’, published under a creative commons license which means that you are free to copy, distribute, display, and perform the work as long as you clearly attribute the work to the authors, that you do not use this work for any commercial gain in any form whatso- ever and that you in no way alter, transform or build on the work outside of its use in normal aca- demic scholarship without express permission of the author (or their executors) and the publisher of this volume. For any reuse or distribution, you must make clear to others the license terms of this work. For more information see the details of the creative commons licence at this website: http://creativecommons.org/licenses/by-nc-nd/2.5/ National Library of Australia Cataloguing-in-Publication Data Title: Aesthetics after finitude / Baylee Brits, Prudence Gibson and Amy Ireland, editors. ISBN: 9780980819793 (paperback) Series: Anamnesis Subjects: Aesthetics. -
Dionysus and Ariadne in the Light of Antiocheia and Zeugma Mosaics
Anatolia Antiqua Revue internationale d'archéologie anatolienne XXIII | 2015 Varia Dionysus and Ariadne in the light of Antiocheia and Zeugma Mosaics Şehnaz Eraslan Electronic version URL: http://journals.openedition.org/anatoliaantiqua/345 DOI: 10.4000/anatoliaantiqua.345 Publisher IFEA Printed version Date of publication: 1 June 2015 Number of pages: 55-61 ISBN: 9782362450600 ISSN: 1018-1946 Electronic reference Şehnaz Eraslan, « Dionysus and Ariadne in the light of Antiocheia and Zeugma Mosaics », Anatolia Antiqua [Online], XXIII | 2015, Online since 30 June 2018, connection on 18 December 2020. URL : http://journals.openedition.org/anatoliaantiqua/345 ; DOI : https://doi.org/10.4000/anatoliaantiqua. 345 Anatolia Antiqua TABLE DES MATIERES Hélène BOUILLON, On the anatolian origins of some Late Bronze egyptian vessel forms 1 Agneta FRECCERO, Marble trade in Antiquity. Looking at Labraunda 11 Şehnaz ERASLAN, Dionysus and Ariadne in the light of Antiocheia and Zeugma Mosaics 55 Ergün LAFLI et Gülseren KAN ŞAHİN, Middle Byzantine ceramics from Southwestern Paphlagonia 63 Mustafa AKASLAN, Doğan DEMİRCİ et Özgür PERÇİN en collaboration avec Guy LABARRE, L’église paléochrétienne de Bindeos (Pisidie) 151 Anaïs LAMESA, La chapelle des Donateurs à Soğanlı, nouvelle fondation de la famille des Sképidès 179 Martine ASSENAT et Antoine PEREZ, Localisation et chronologie des moulins hydrauliques d’Amida. A propos d’Ammien Marcellin, XVIII, 8, 11 199 Helke KAMMERER-GROTHAUS, »Ubi Troia fuit« Atzik-Köy - Eine Theorie von Heinrich Nikolaus Ulrichs (1843) -
Arachne's Attitude: Metamorphoses 6.25
764 Miscellanea / J.D. Hejduk / Mnemosyne 65 (2012) 764-768 Arachne’s Attitude: Metamorphoses 6.25 ‘certet’ ait ‘mecum; nihil est quod uicta recusem.’ (Ov. Met. 6.25) Arachne’s retort to the goddess whose mastery she refuses to acknowledge initi- ates a well-known series of events: Arachne ignores the warning of Minerva in dis- guise, wins the weaving contest, and is punished for her victory. All modern English translators understand the sentence to mean something like ‘Let her compete with me; if defeated, there is no penalty I would refuse to pay’ (‘O’).1) I propose quite a diffferent translation of the second clause: ‘there is no reason for me to refuse, defeated’—that is, ‘to admit defeat by refusing to compete’ (‘M’). M aligns better than O with allusions to Virgil’s Turnus, with Arachne’s situation and character, and with the irony of her story’s conclusion.2) In his memorable opening speech in Aeneid 12, Turnus, like Arachne, auda- ciously challenges an adversary whom divine backing makes invincible: 1) Raeburn 2004, 211: ‘ “Let us hold a contest,” she said. “If I’m beaten, I’ll pay any forfeit.” ’ Ambrose 2004, 126: ‘ “Let her compete with me. If defeated, there is nothing I’d refuse!” ’ Martin 2004, 190: ‘ “Let her compete with me, and if she wins I’ll pay whatever penalty she sets!” ’ Slavitt 1994, 105: ‘ “I invite the goddess—I dare her—to compete with me,” she said, / in jest perhaps, but these jokes are a way of disguising the truth. / “I’d bet whatever I have— my life itself,” she said.’ Hill 1992, 39: ‘ “Let her compete”, she said, “with me; there is nothing I would refuse if defeated.” ’ Melville 1986, 121: ‘ “Let her contend with me. -
Bacchus and Ariadne by Titian
PRIMARY TEACHERS’ NOTES PRIMARY TEACHERS’ NOTES BACCHUS AND ARIADNE TITIAN Open daily 10am – 6pm Charing Cross / Leicester Square Fridays until 9pm www.nationalgallery.org.uk 1 PRIMARY TEACHERS’ NOTES ‘BACCHUS AND ARIADNE’ BY TITIAN (born between 1480 and 1485; died 1576) The actual size of the picture is 172.2 x 188.3 cm. It was painted in oils on canvas in about 1521-3. These notes and a large print of Titian’s ‘Bacchus and Ariadne’ are for primary teachers attending the one-day course ‘In the Picture’ at the National Gallery in 2000/2001. Cross- curricular work produced in schools as a result of these courses will be shown in an exhibition called Take One Picture to be held at the National Gallery in 2002. The notes offer teachers basic information about the painting and the artist, as well as suggestions for classroom activities, and curriculum links. The Take One Picture project is generously supported by Mr and Mrs Christoph Henkel. Open daily 10am – 6pm Charing Cross / Leicester Square Fridays until 9pm www.nationalgallery.org.uk 2 PRIMARY TEACHERS’ NOTES Why was the painting made? ‘Bacchus and Ariadne’ was commissioned by Alfonso d’Este, Duke of Ferrara, as part of a decorative scheme for a small room, the Camerino d’Alabastro (alabaster chamber), in the ducal palace. Alfonso’s plan was for works by the best artists in Italy to hang together there, to recreate an ancient picture gallery, as described in a lateantique Greek text. Two of the commissioned artists, Raphael and Fra Bartolommeo, died before completing their works, and Titian ended up painting three pictures (the other two are in the Prado, in Madrid). -
Olympians Teachers' Guide
Olympians Teachers’ Guide Introduction Many of our modern political, economic, and philo- sophical systems are rooted in Ancient Greek culture. The Ancient Greeks had one of the earliest known democracies, a rich literary tradition, and unique art and architecture, which we see copied all over the world and still used symbolically. Greek philosophy, medicine, science, and technology were all ahead of their time, and a familiarity with them is essential for understanding the world today—if for no other reason ABOUT THE OLYMPIANS BOOKS than because so much of our own culture, and even language, is based on Ancient Greek words and ideas. The myths and gods of Ancient Greece shine a bright HC ISBN 978-1-59643-625-1 . PB ISBN: 978-1-59643-431-8 $9.99 PB/$16.99 HC . 7.5 x 10 . Full Color Graphic Novel light onto the culture of one of the world’s oldest ZEUS: KING OF THE GODS known civilizations. Because of the influence Ancient The strong, larger-than-life heroes of Zeus: King of Greek culture has on our world today, studying the the Gods can summon lightning, control the sea, turn myths can help explain current beliefs about science, invisible, and transform themselves into any animal democracy, and religion. Myths are, by definition, ficti- they choose. This first book of the series introduces tious. But the origin stories of the Ancient Greeks were Zeus, the ruler of the Olympian pantheon, and tells real to them—as real as our understanding of how the his story from his boyhood to his adventure-filled Earth began. -
Ovid Arachne in Translation
Ovid, Metamorphoses 6.1-145: The Story of Arachne Translated by A. S. Kline, http://www.poetryintranslation.com/PITBR/Latin/Metamorph6.htm BkVI:1-25 Arachne rejects Minerva Tritonian Minerva had listened to every word, and approved of the Aonian Muses’s song, and their justified indignation. Then she said, to herself, ‘To give praise is not enough, let me be praised as well, and not allow my divine powers to be scorned without inflicting punishment.’ Her thoughts turned to Arachne, of Maeonia, whom she had heard would not give her due credit, in the art of spinning. The girl was not known for her place of birth, or family, but for her skill. Her father, Idmon of Colophon, dyed the absorbent wool purple, with Phocaean murex. Her mother was dead. She too had been of humble birth, and the father the same. Nevertheless, though she lived in a modest home, in little Hypaepa, Arachne had gained a name for artistry, throughout the cities of Lydia. Often the nymphs of Mount Tmolus deserted their vine-covered slopes, and the nymphs of the River Pactolus deserted their waves, to examine her wonderful workmanship. It was not only a joy to see the finished cloths, but also to watch them made: so much beauty added to art. Whether at first she was winding the rough yarn into a new ball, or working the stuff with her fingers, teasing out the clouds of wool, repeatedly, drawing them into long equal threads, twirling the slender spindle with practised thumb, or embroidering with her needle, you could see she was taught by Pallas. -
ELA Grade 9 Unit of Study
Getting to the Core English Language Arts Grade 9 Unit of Study Introduction to Mythology STUDENT RESOURCES Final Revision: June 4, 2014 TABLE OF CONTENTS Contents Pages Lesson 1: What are the criteria of a myth? What patterns exist in myths? Resource 1.1 Anticipatory Guide: Thinking about My World 1 Resource 1.2 Myths and Mythology 2 Resource 1.3 Three Criteria of a Myth 3 Resource 1.4 Transcript for TED Talks Video + Essential Questions 4-5 Resource 1.5 Patterns in Mythology Matrix 6 Resource 1.6 Evidence of Patterns Matrix 7 Resource 1.7 “How the Crocodile Got Its Skin” text 8 Resource 1.8 “Arachne the Spinner” text 9-11 Resource 1.9 Pre-assessment: Writing an Argument 12 Resource 2.1 Warm-up: Responding to Video Clip 13 Resource 2.2 A Summary of How the World Was Made 14-15 Resource 2.3A-E “The Beginning of Things” Parts 1- 5 16-20 Resource 2.4 Collaborative Annotation Chart – “Beginning” Part I 21 Resource 2.5 Collaborative Annotation Chart – “Beginning” Part_ 22 Resource 2.6 Myth Comparison Matrix: “The Beginning of Things” 23 Resource 2.7 Writing an Argument #2 24-25 Resource 2.8 Model Paragraph (Writing Outline) 26 Resource 3.1 Cyclops Painting & Quick-Draw 27-28 Resource 3.2 PowerPoint Notes: Introduction to Epic/Myth/Cyclops 29-32 Resource 3.3 Collaborative Annotation Chart – “The Cyclops” 33 Resource 3.4 Section Analysis Chart 34-41 Resource 3.5A Cyclops Comic Strip Planning Sheet 42-43 Resource 3.6 Cyclops Comic Strip Gallery Walk: Focused Questions 44-45 Resource 3.7 Evidence of Cultural Beliefs, Values & Patterns Matrix 46 Resource 3.8 Argumentative Writing Task #3 47-48 Resource 4.1 “Patterns” Project Instructions 49 Resource 4.2 “Patterns” Project Rubric 50 Resource 4.3 “Patterns” Project Example 51 ELA Grade 9 Intro to Mythology, Lesson 1 Resource 1.1 Anticipatory Guide: Thinking about My World Opinion Explanation Agree Disagree Patterns help us 1. -
Dante Alighieri's Divine Comedy – Inferno
DIVINE COMEDY -INFERNO DANTE ALIGHIERI HENRY WADSWORTH LONGFELLOW ENGLISH TRANSLATION AND NOTES PAUL GUSTAVE DORE´ ILLUSTRATIONS JOSEF NYGRIN PDF PREPARATION AND TYPESETTING ENGLISH TRANSLATION AND NOTES Henry Wadsworth Longfellow ILLUSTRATIONS Paul Gustave Dor´e Released under Creative Commons Attribution-Noncommercial Licence. http://creativecommons.org/licenses/by-nc/3.0/us/ You are free: to share – to copy, distribute, display, and perform the work; to remix – to make derivative works. Under the following conditions: attribution – you must attribute the work in the manner specified by the author or licensor (but not in any way that suggests that they endorse you or your use of the work); noncommercial – you may not use this work for commercial purposes. Any of the above conditions can be waived if you get permission from the copyright holder. English translation and notes by H. W. Longfellow obtained from http://dante.ilt.columbia.edu/new/comedy/. Scans of illustrations by P. G. Dor´e obtained from http://www.danshort.com/dc/, scanned by Dan Short, used with permission. MIKTEXLATEX typesetting by Josef Nygrin, in Jan & Feb 2008. http://www.paskvil.com/ Some rights reserved c 2008 Josef Nygrin Contents Canto 1 1 Canto 2 9 Canto 3 16 Canto 4 23 Canto 5 30 Canto 6 38 Canto 7 44 Canto 8 51 Canto 9 58 Canto 10 65 Canto 11 71 Canto 12 77 Canto 13 85 Canto 14 93 Canto 15 99 Canto 16 104 Canto 17 110 Canto 18 116 Canto 19 124 Canto 20 131 Canto 21 136 Canto 22 143 Canto 23 150 Canto 24 158 Canto 25 164 Canto 26 171 Canto 27 177 Canto 28 183 Canto 29 192 Canto 30 200 Canto 31 207 Canto 32 215 Canto 33 222 Canto 34 231 Dante Alighieri 239 Henry Wadsworth Longfellow 245 Paul Gustave Dor´e 251 Some rights reserved c 2008 Josef Nygrin http://www.paskvil.com/ Inferno Figure 1: Midway upon the journey of our life I found myself within a forest dark.. -
The Story of Ariadne, Theseus and the Minotaur
1 OUT OF ART INTO STORYTELLING THE STORY OF ARIADNE, THESEUS AND THE MINOTAUR BY PIE CORBETT INSPIRED BY TITIAN’S ‘BACCHUS AND ARIADNE’, 1520-3 Maybe it was somebody in the crowd – perhaps she had meant to do it… but somehow the bracelet slipped from her wrist and fell into the harbourside water. She gasped as it slithered through the crystal blue. A moment later, there was a shout from the quayside and Theseus dived into the sea. The crowd moved closer to the edge and waited. Far below, they could see Theseus swimming deeper and deeper. Then with a sudden rush, he burst through the water's surface, holding the bracelet aloft and in his other hand a beautiful coronet of coral that twinkled with eight shiny diamonds. Placing the coronet and bracelet in Ariadne's hand, Theseus bowed. That evening, Theseus stood by the entrance to the labyrinth. Through the steel grill, he could smell the stench of decaying bodies. From somewhere deep under the palace, he could hear the sound of the Minotaur, a low rumbling roar as it paced the cold stone floors. Ariadne pressed a ball of toughened string into Theseus' hands and fastened one end to the metal grill. Moments later, Theseus was inside the great maze, pacing through the darkness with only an oil lantern to guide the way. Shadows flickered. Gripping his sword tightly, Theseus crouched down and began to pay out the ball of string as he moved forwards. Deeper and deeper he made his way into the lair, expecting at any moment to be attacked.