Hamartia and Catharsis in Shakespeare's King Lear And
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Tragedy, Euripides, Melodrama: Hamartia, Medea, Liminality
Vol. 5 (2013) | pp. 143-171 http://dx.doi.org/10.5209/rev_AMAL.2013.v5.42932 TRAGEDY, EURIPIDES, MELODRAMA: HAMARTIA, MEDEA, LIMINALITY BRIAN G. CARAHER QUEEN’S UNIVERSITY BELFAST, NORTHERN IRELAND [email protected] Article received on 29.01.2013 Accepted on 06.07.2013 ABSTRACT This article examines socio-historical dimensions and cultural and dramaturgic implications of the Greek playwright Euripides’ treatment of the myth of Medea. Euripides gives voice to victims of adventurism, aggression and betrayal in the name of ‘reason’ and the ‘state’ or ‘polity.’ Medea constitutes one of the most powerful mythic forces to which he gave such voice by melodramatizing the disturbing liminality of Greek tragedy’s perceived social and cultural order. The social polity is confronted by an apocalyptic shock to its order and its available modes of emotional, rational and social interpretation. Euripidean melodramas of horror dramatize the violation of rational categories and precipitate an abject liminality of the tragic vision of rational order. The dramaturgy of Euripides’ Medea is contrasted with the norms of Greek tragedy and examined in comparison with other adaptations — both ancient and contemporary — of the myth of Medea, in order to unfold the play’s transgression of a tragic vision of the social polity. KEYWORDS Dramaturgy, Euripides, liminality, Medea, melodrama, preternatural powers, social polity, tragedy. TRAGEDIA, EURÍPIDES, MELODRAMA: HAMARTÍA, MEDEA, LIMINALIDAD RESUMEN Este artículo estudia las dimensiones sociohistóricas y las implicaciones culturales y teatrales del tratamiento que Eurípides da al mito de Medea. Eurípides da voz a las víctimas del aventurerismo, de las agresiones y de las traiciones cometidas en nombre de la ‘razón’ y del ‘estado’ o el ‘gobierno’. -
Fantasy Football University Chapter 1
Fantasy Football University Chapter 1 What is Fantasy Football? Fantasy Football puts you in charge and gives you the opportunity to become the coach, owner, and general manager of your own personal football franchise. You'll draft a team of pro football players and compete against other team owners for your league's championship. The game and its rules are designed to mimic pro football as much as possible, so you'll live the same thrills and disappointments that go along with a football season. And your goal is simple: build a complete football team, dominate the competition and win your league's championship. Why should you be playing Fantasy Football? The game is easy to learn and fun to play. You'll become more knowledgeable about football than ever before. It does not take a huge commitment to be competitive and requires only as much time as you'd like to invest. And you don't have to be a die-hard fan to enjoy playing. In fact, most people who are trying Fantasy Football for the first time are casual fans. Chapter 2 Team & League Team name: The first step to getting started is creating a name for your new team. This is how you and your team will be identified throughout the season so get creative and have a little fun. Join or create a league: Your competition will be made up of the other owners in your league. The number of teams in a Fantasy Football league can vary but should always be an even number. -
The Low-Status Character in Shakespeare's Comedies Linda St
Western Kentucky University TopSCHOLAR® Masters Theses & Specialist Projects Graduate School 5-1-1973 The Low-Status Character in Shakespeare's Comedies Linda St. Clair Western Kentucky University Follow this and additional works at: http://digitalcommons.wku.edu/theses Part of the English Language and Literature Commons Recommended Citation St. Clair, Linda, "The Low-Status Character in Shakespeare's Comedies" (1973). Masters Theses & Specialist Projects. Paper 1028. http://digitalcommons.wku.edu/theses/1028 This Thesis is brought to you for free and open access by TopSCHOLAR®. It has been accepted for inclusion in Masters Theses & Specialist Projects by an authorized administrator of TopSCHOLAR®. For more information, please contact [email protected]. ARCHIVES THE LOW-STATUS CHARACTER IN SHAKESPEAREf S CCiiEDIES A Thesis Presented to the Faculty of the Department of English Western Kentucky University Bov/ling Green, Kentucky In Partial Fulfillment of the Requirements for the Degree Master of Arts Linda Abbott St. Clair May, 1973 THE LOW-STATUS CHARACTER IN SHAKESPEARE'S COMEDIES APPROVED >///!}<•/ -J?/ /f?3\ (Date) a D TfV OfThesis / A, ^ of the Grafduate School ACKNOWLEDGEMENTS With gratitude I express my appreciation to Dr. Addie Milliard who gave so generously of her time and knowledge to aid me in this study. My thanks also go to Dr. Nancy Davis and Dr. v.'ill Fridy, both of whom painstakingly read my first draft, offering invaluable suggestions for improvement. iii TABLE OF CONTENTS ACKNOWLEDGEMENTS iii INTRODUCTION 1 THE EARLY COMEDIES 8 THE MIDDLE COMEDIES 35 THE LATER COMEDIES 8? CONCLUSION 106 BIBLIOGRAPHY Ill iv INTRODUCTION Just as the audience which viewed Shakespeare's plays was a diverse group made of all social classes, so are the characters which Shakespeare created. -
Teaching Speculative Fiction in College: a Pedagogy for Making English Studies Relevant
Georgia State University ScholarWorks @ Georgia State University English Dissertations Department of English Summer 8-7-2012 Teaching Speculative Fiction in College: A Pedagogy for Making English Studies Relevant James H. Shimkus Follow this and additional works at: https://scholarworks.gsu.edu/english_diss Recommended Citation Shimkus, James H., "Teaching Speculative Fiction in College: A Pedagogy for Making English Studies Relevant." Dissertation, Georgia State University, 2012. https://scholarworks.gsu.edu/english_diss/95 This Dissertation is brought to you for free and open access by the Department of English at ScholarWorks @ Georgia State University. It has been accepted for inclusion in English Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. TEACHING SPECULATIVE FICTION IN COLLEGE: A PEDAGOGY FOR MAKING ENGLISH STUDIES RELEVANT by JAMES HAMMOND SHIMKUS Under the Direction of Dr. Elizabeth Burmester ABSTRACT Speculative fiction (science fiction, fantasy, and horror) has steadily gained popularity both in culture and as a subject for study in college. While many helpful resources on teaching a particular genre or teaching particular texts within a genre exist, college teachers who have not previously taught science fiction, fantasy, or horror will benefit from a broader pedagogical overview of speculative fiction, and that is what this resource provides. Teachers who have previously taught speculative fiction may also benefit from the selection of alternative texts presented here. This resource includes an argument for the consideration of more speculative fiction in college English classes, whether in composition, literature, or creative writing, as well as overviews of the main theoretical discussions and definitions of each genre. -
The Structure of Plays
n the previous chapters, you explored activities preparing you to inter- I pret and develop a role from a playwright’s script. You used imagina- tion, concentration, observation, sensory recall, and movement to become aware of your personal resources. You used vocal exercises to prepare your voice for creative vocal expression. Improvisation and characterization activities provided opportunities for you to explore simple character portrayal and plot development. All of these activities were preparatory techniques for acting. Now you are ready to bring a character from the written page to the stage. The Structure of Plays LESSON OBJECTIVES ◆ Understand the dramatic structure of a play. 1 ◆ Recognize several types of plays. ◆ Understand how a play is organized. Much of an actor’s time is spent working from materials written by playwrights. You have probably read plays in your language arts classes. Thus, you probably already know that a play is a story written in dia- s a class, play a short logue form to be acted out by actors before a live audience as if it were A game of charades. Use the titles of plays and musicals or real life. the names of famous actors. Other forms of literature, such as short stories and novels, are writ- ten in prose form and are not intended to be acted out. Poetry also dif- fers from plays in that poetry is arranged in lines and verses and is not written to be performed. ■■■■■■■■■■■■■■■■ These students are bringing literature to life in much the same way that Aristotle first described drama over 2,000 years ago. -
Leonard, Philip. "Global Catastrophe." Orbital Poetics: Literature, Theory, World
Leonard, Philip. "Global Catastrophe." Orbital Poetics: Literature, Theory, World. London: Bloomsbury Academic, 2019. 107–140. Bloomsbury Collections. Web. 28 Sep. 2021. <http:// dx.doi.org/10.5040/9781350075115.ch-005>. Downloaded from Bloomsbury Collections, www.bloomsburycollections.com, 28 September 2021, 23:01 UTC. Copyright © Philip Leonard 2019. You may share this work for non-commercial purposes only, provided you give attribution to the copyright holder and the publisher, and provide a link to the Creative Commons licence. 5 Global Catastrophe The end of the world, Shakespeare’s Lear tells us, will come when a vengeful nature overwhelms all that is known: Blow, winds, and crack your cheeks! Rage, blow! You cataracts and hurricanoes, spout Till you have drench’d our steeples, drowned the cocks! You sulphurous and thought-executing fires, Vaunt-couriers to oak-cleaving thunderbolts, Singe my white head! And thou, all-shaking thunder, Strike flat the thick rotundity o’ the world, Crack Nature’s moulds, all germens spill at once That make ingrateful man! (3.2.1–9) At this moment in the play, Lear has descended into madness following the catastrophic collapse of both family and kingdom. The bonds of blood and the principle of sovereign authority have been betrayed, and as a result civilization as he understands it has fallen into disarray. ‘Blow, winds, and crack your cheeks’ is his desperate apostrophe to an enraged nature that is unmoved by the plight of a humanity that struggles with its place in the world, and Lear addresses the unruly storm that engulfs him not to seek deliverance or absolution, but to yield to a greater authority. -
Conventions of the Play
Conventions of the Play Nikpreet Singh (SVV@G_D@VVG) Colin Ludwig Mu’az Abdul-aziz Julian Stanley IB English 12 Formal Structure Prologos ● Entire part of an ancient Greek play that precedes the parodos (an ode sung by the chorus at the entrance). Formal Structure Episodes ● One series of events throughout the course of the drama. Formal Structure Exodus ● Final scene or departure How do you think the final messenger influenced the exodus? DQ 1 Discussion: 1) Who? 2) Purpose? 3) Impact? “You are right; there is sometimes danger in too much silence” (1324). Use of Peripeteia and Anagnorisis Peripeteia = turning point or shift in the drama Page 2088 when the chorus begins speaking Anagnorisis = “recognition” When a character makes a crucial finding ● Find an example on page 2083 Conventions of a play Use of Chorus- Acts as a narrator for the play, giving info not given from the actors themselves How does Sophocles use the chorus as a proactive character and how would the story change if he used a different form of narration? DQ 2 ● Uses the chorus to ask question to Creon and find out what he’s thinking ● Chorus is the one who tells the messenger to go look for Conventions of a play Conventional Characters- Stereotypical characters that are usually flat Messengers used to deliver off stage to the audience Blind Seer- embodies a contradiction High Status Characters High on the social ladder, placed in a position of power In Antigone, status contributes to the pride of Creon and how he handles Antigone’s ‘crime’ Conventions of the Tragic Hero Aristotle’s Poetica: •This text is Aristotle’s theory on drama, and the general effects of drama on humanity. -
Setting in Biblical Narrative
HOW TO READ THE BIBLE: EPISODE 7 Setting in Biblical Narrative STUDY NOTES SECTION 1: INTRODUCTION TO SETTING 00:00–01:04 Jon: In every story you’ve ever heard, the action took place somewhere. And that place is called “the setting.” And since we’ve been learning how to read Biblical narrative, let’s talk about how settings work in the Bible. Tim: So settings are a crucially important tool in the hands of the biblical authors. Jon: Really? Tim: Yeah. Think of it this way: when you start a story, everything is new. The plot and the characters are a mystery, until things unfold. Jon: Yeah, we have no idea what to expect. Tim: Except authors can use the setting of a story1 to prepare you for what’s coming. Jon: How so? 1. Setting acts as a stage from which the WATCH THE “SETTING IN BIBLICAL NARRATIVE” author positions the story. It frames VIDEO AND LEARN MORE AT THEBIBLEPROJECT.COM and orientates the reader to the “when” and “where” of the story. Tim: So let’s say a story begins in a courtroom. What do you think is going to happen? Jon: I expect a story about crime and justice. Tim: Yeah. Or how about the setting of a dark, old, run-down house? Jon: Oh, something scary is about to happen. Tim: Exactly. So settings evoke memories and emotions because of other stories you know that happened in similar places. The authors know this, and they can use settings to generate expectations about what could happen in this story.2 And a good author will get creative with settings, and they’ll mess with your expectations in order to make a point. -
Glossary of Literary Terms
Glossary of Critical Terms for Prose Adapted from “LitWeb,” The Norton Introduction to Literature Study Space http://www.wwnorton.com/college/english/litweb10/glossary/C.aspx Action Any event or series of events depicted in a literary work; an event may be verbal as well as physical, so that speaking or telling a story within the story may be an event. Allusion A brief, often implicit and indirect reference within a literary text to something outside the text, whether another text (e.g. the Bible, a myth, another literary work, a painting, or a piece of music) or any imaginary or historical person, place, or thing. Ambiguity When we are involved in interpretation—figuring out what different elements in a story “mean”—we are responding to a work’s ambiguity. This means that the work is open to several simultaneous interpretations. Language, especially when manipulated artistically, can communicate more than one meaning, encouraging our interpretations. Antagonist A character or a nonhuman force that opposes, or is in conflict with, the protagonist. Anticlimax An event or series of events usually at the end of a narrative that contrast with the tension building up before. Antihero A protagonist who is in one way or another the very opposite of a traditional hero. Instead of being courageous and determined, for instance, an antihero might be timid, hypersensitive, and indecisive to the point of paralysis. Antiheroes are especially common in modern literary works. Archetype A character, ritual, symbol, or plot pattern that recurs in the myth and literature of many cultures; examples include the scapegoat or trickster (character type), the rite of passage (ritual), and the quest or descent into the underworld (plot pattern). -
Program Overview Screenwriting Research Network
Program Overview Screenwriting Research Network 7. International Conference 17—19 October 2014 Screenwriting and Directing Audiovisual Media Keynotes by Milcho Manchevski, Jutta Brückner & Brian Winston Film University Babelsberg KONRAD WOLF, Potsdam, Germany FILMUNIVERSITÄT BABELSBERG KONRAD WOLF Conference website: www.filmuniversitaet.de/de/forschung/tagungen-symposien/tagungen/tma/detail/6706.html Thursday, 16 October 3 —5 pm Sightseeing: Potsdam Park Sanssouci www.potsdam-park-sanssouci.de/sitemap-eng.html We organized a guided tour of Sanssouci (castle and park) Thursday afternoon, October 16th, 3-5 pm. The tour is in English language with access for a group of max. 40 entrants. The fee must be shared: depending on the number of participants it could be 9,50 Euro each (40p.) up to 19 Euro (20p.) Please sign in: http://doodle.com/qyyrf69hu7yis9m8 6—9 pm Opening Reception & Get Together @ Wissenschaftsetage Potsdam (rsvp) Bildungsforum Potsdam, Am Kanal 47, 14467 Potsdam (4th floor) > www.wis-potsdam.de/en Friday, 17 October 9 am Registration (entrance hall, first floor) 10 am Welcome by PROFESSOR DR. SUSANNE STÜRMER, PRESIDENT OF FILM UNIVERSITY BABELSBERG KONRAD WOLF, PROFESSOR DR. KERSTIN STUTTERHEIM, CONFERENCE HOST AND KIRSI RINNE, CHAIR SRN 10:30 am Keynote by MILCHO MANCHEVSKI: WHY I LIKE WRITING AND HATE DIRECTING: NOTES OF A RECOVERING WRITER-DIRECTOR (Writer/Director, Scholar, Macedonia/USA) 11:30 am Coffee Break 11:45 am—1:15 pm Panel 1: WRITER–DIRECTOR’S SCREENPLAYS Ian W. Macdonald (University of Leeds, UK) SCREENWRITING AND SUBJECTIVITY Carmen Sofia Brenes (University of Los Andes, Chile) THE POETIC DENSITY OF THE STORY AS KEY ISSUE IN THE FILM NEGOTIATION BETWEEN WRITER, DIRECTOR AND PRODUCER Temenuga Trifonova (York University, Canada) THE WRITER’S SCREENPLAY AND THE WRITER/DIRECTOR’S SCREENPLAY: A COMPARATIVE ANALYSIS Jarmo Lampela (Aalto University Helsinki, Finland) ENSEMBLE AS A SCRENWRITER – THEATRE GOES MOVIES Panel 2: AUTEUR–FILM Gabriel M. -
Greek Theory of Tragedy: Aristotle's Poetics
Greek Theory of Tragedy: Aristotle's Poetics The classic discussion of Greek tragedy is Aristotle's Poetics. He defines tragedy as "the imitation of an action that is serious and also as having magnitude, complete in itself." He continues, "Tragedy is a form of drama exciting the emotions of pity and fear. Its action should be single and complete, presenting a reversal of fortune, involving persons renowned and of superior attainments, and it should be written in poetry embellished with every kind of artistic expression." The writer presents "incidents arousing pity and fear, wherewith to interpret its catharsis of such of such emotions" (by catharsis, Aristotle means a purging or sweeping away of the pity and fear aroused by the tragic action). The basic difference Aristotle draws between tragedy and other genres, such as comedy and the epic, is the "tragic pleasure of pity and fear" the audience feel watching a tragedy. In order for the tragic hero to arouse these feelings in the audience, he cannot be either all good or all evil but must be someone the audience can identify with; however, if he is superior in some way(s), the tragic pleasure is intensified. His disastrous end results from a mistaken action, which in turn arises from a tragic flaw or from a tragic error in judgment. Often the tragic flaw is hubris, an excessive pride that causes the hero to ignore a divine warning or to break a moral law. It has been suggested that because the tragic hero's suffering is greater than his offense, the audience feels pity; because the audience members perceive that they could behave similarly, they feel pity. -
Sustainable Development As Deus Ex Machina
Biological Conservation 209 (2017) 54–61 Contents lists available at ScienceDirect Biological Conservation journal homepage: www.elsevier.com/locate/bioc Discussion Sustainable development as deus ex machina Claudio Campagna a,b,⁎,DanielGuevarac, Bernard Le Boeuf d a Wildlife Conservation Society, Marine and Argentina Programs, Amenábar 1595, 1426 Buenos Aires, Argentina b Department of Ecology and Evolutionary Biology, University of California, Santa Cruz, California 95064, United States c Department of Philosophy, University of California, Santa Cruz, California 95064, United States d Department of Ecology and Evolutionary Biology, Institute for Marine Sciences, University of California, Santa Cruz, California 95064, United States article info abstract Article history: The advocacy of sustainable development (SD) by governments, NGOs and scientists over the last three decades Received 3 August 2016 has failed to diminish the alarming species extinction rate fueled by overuse and habitat destruction. Attempts to Received in revised form 9 January 2017 satisfy worldwide demands for economic growth and development have, in fact, thwarted conservation efforts Accepted 25 January 2017 and greatly diminished the diversity and abundance of life forms, including key iconic species. Here, we argue Available online xxxx that this crisis is one of values rooted in a discourse that justifies development and downplays the morality of human-caused extinction of life forms. The language of SD does not convey the loss—worse, it masks or rational- Keywords: Language izes it as blameless or necessary. The language of SD represents the loss in biodiversity as fallout from the reduced Conservation discourse capacity of ecosystems to provide services for human benefit, while providing no sense of the values necessary Species crisis for conserving life for its own sake.