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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’. -
The Hellenic Saga Gaia (Earth)
The Hellenic Saga Gaia (Earth) Uranus (Heaven) Oceanus = Tethys Iapetus (Titan) = Clymene Themis Atlas Menoetius Prometheus Epimetheus = Pandora Prometheus • “Prometheus made humans out of earth and water, and he also gave them fire…” (Apollodorus Library 1.7.1) • … “and scatter-brained Epimetheus from the first was a mischief to men who eat bread; for it was he who first took of Zeus the woman, the maiden whom he had formed” (Hesiod Theogony ca. 509) Prometheus and Zeus • Zeus concealed the secret of life • Trick of the meat and fat • Zeus concealed fire • Prometheus stole it and gave it to man • Freidrich H. Fuger, 1751 - 1818 • Zeus ordered the creation of Pandora • Zeus chained Prometheus to a mountain • The accounts here are many and confused Maxfield Parish Prometheus 1919 Prometheus Chained Dirck van Baburen 1594 - 1624 Prometheus Nicolas-Sébastien Adam 1705 - 1778 Frankenstein: The Modern Prometheus • Novel by Mary Shelly • First published in 1818. • The first true Science Fiction novel • Victor Frankenstein is Prometheus • As with the story of Prometheus, the novel asks about cause and effect, and about responsibility. • Is man accountable for his creations? • Is God? • Are there moral, ethical constraints on man’s creative urges? Mary Shelly • “I saw the pale student of unhallowed arts kneeling beside the thing he had put together. I saw the hideous phantasm of a man stretched out, and then, on the working of some powerful engine, show signs of life, and stir with an uneasy, half vital motion. Frightful must it be; for supremely frightful would be the effect of any human endeavour to mock the stupendous mechanism of the Creator of the world” (Introduction to the 1831 edition) Did I request thee, from my clay To mould me man? Did I solicit thee From darkness to promote me? John Milton, Paradise Lost 10. -
The Supplices of Euripides James Diggle
The "Supplices" of Euripides Diggle, James Greek, Roman and Byzantine Studies; Fall 1973; 14, 3; ProQuest pg. 241 The Supplices of Euripides James Diggle I ., , 42 LK€T€VW C€, Y€pCl.UX, ......, , \ 42/43 Y€pCI.LWV €t( CTOfLCl.TWV, TTpOC yovv" TTLTTTOVCCI. TO\ COV·I 44 tavofLoL T'KVCI. AVCCl.L '/"0' , .. 44/45 't' LfL€VWV V€KUWV ° L KCl.TCl.A€tTTOVCL fL'AYJ 46/47 OCl.VaTC[) AUCLfL€A€L OYJpdv OP€tOLCL j3opav. OMMENTATORS and emendators, with few exceptions, find the Cantecedent of the relative Ot in V€KVWV in line 44/45: " ... corpses which leave behind their limbs as a prey to beasts." The gibbering tjJvX~' knocking in vain at the gates of Hell, may have left its limbs behind as carrion. A corpse on the battlefield has abdicated control over its limbs: it does not enjoy the privilege of be queathing them to anybody. The conjectures of the interpreters in line 44 are not such as to redeem the improbability of their interpre tation: alla fLOL T'KVCI. AVCCl.L cfoOLfLEVWV V€KVWIl ed. Brubachiana and the early editors, rendered as "ut redimas mihi filiorum extinctorum cadauera" or "ut eximas meos liberos ex cadaueribus defunctorum," and modified by Brodaeus and Markland to avCI. fLOL KTA., "surge mihi, redime filios meos, etc."; alla A€LtjJCl.vCI. AVCCl.L Kirchhoff, ava fLOL CTtXCI. AvcCI.L Musgrave, a7T(~ CWfLCl.TCI. AVCCl.L Wecklein,1 avofL' Cl.LCX€CI. AVCCl.L Bruhn apud Murray. A few have tried a different path. Reiske and Markland find the antecedent of Ot in TEKVCI., and Markland offers a choice of three con structions for the phrase cfoOLfLEIlWV V€KVWV: (i) "ex cadaueribus defunc- 1 Ed. -
1. Classical Texts
REFERENCES I. Classical texts N.R.TheAbbfeviationsofLiddcll&Scott&JoncsforGrcekandofThesaunuLinguael'atimefotRoma¡ authorsareuscdwhentheyare"tea,enough.Inadrtitiontothoscmcntionedbetow,someFinnishEanslations (e.S.E,Rein.sHcrodotusandM.Kaimio,sAcschylus)havcoccasionallybeenuscdforquickreference. uanslaúon by A'F Animals, [tcxtl with an English N. An.: Aelian on rhe charactcristics of Aclianus: t958-59 (for I' and 3. repr. l9?l-72 used)' r r-oci cræsical Library, London scholficld, -:. 1974' B¡blioÚreca Teubneriana' Læipzig Varia R' Diirs' V. H.: Hlçr"¡t;;tliÑ;*in præ. classical rexls' oxonii 1972' ,ip,crsun ragoediasøoi, o."yr oxford Aeschylus: nyt¡,rpn^ iã alE82' Lyrici Graeci.Yol' 3' Lipsiae Alcman:Fragmenß^esc in Th. ø,"gU, f)e^¿ 1962' nri*t of Éo."*ous: fragmenls edi¡cd in Bolton cdilá i¡ FGrM 39' t¡anslatcd in Robinson 1953' Aristobulus: fragmøa Lulofs' oxford ctassical Texu' gr*rorio* an¡mat¡un,lcrc,.H.J. Drossaan Aristoreles: cen. ¡n.: lristotiti, i" A.L. pcck. Loeb classical Librarv, o! Animats,wirh an English Transl. by ^:;:;:;,tnraüonLondon 1942 (rcv' rcPr' l9ó3)' Afistorcles:H.An.:lrxtotle,,HistoriaAnimatium,wiÛranEnglishTfansl.byA.L.Pcck,l-2.Loeb London 1965-70' Ctassical Library, by A'L' Peckl lvlovemen! ot part. trrn, o! Animals,wiÛr an English Trursl Aristorcles: An.: ¡r¡rrri, Locb classical Library' an Engi*tr rranit. uy E.S. Forster' Ãnimals. progression ol Animals,wirtr 193? (rev' rePr' 196l)' l¡ndon Reese 1914' 32ff' u'" coil"cø 1908' l3ff' and Aristotcles, passug., ,.r"'ing';îi¡a ln.folchert v' Hinüber' sce Hini¡ber 1985' Aøbas¡s: ed. and rirsf' C' Winh and lsi:an: 1985, and chansainc 1927' transl' and o. v. u¡ni¡Jrl r." Hinüber Arnan: Indicazø. -
Teaching Latin Love Poetry with Pop Music1
Teaching Classical Languages Volume 10, Issue 2 Kopestonsky 71 Never Out of Style: Teaching Latin Love Poetry with Pop Music1 Theodora B. Kopestonsky University of Tennessee, Knoxville ABSTRACT Students often struggle to interpret Latin poetry. To combat the confusion, teachers can turn to a modern parallel (pop music) to assist their students in understanding ancient verse. Pop music is very familiar to most students, and they already trans- late its meaning unconsciously. Building upon what students already know, teach- ers can reframe their approach to poetry in a way that is more effective. This essay shows how to present the concept of meter (dactylic hexameter and elegy) and scansion using contemporary pop music, considers the notion of the constructed persona utilizing a modern musician, Taylor Swift, and then addresses the pattern of the love affair in Latin poetry and Taylor Swift’s music. To illustrate this ap- proach to connecting ancient poetry with modern music, the lyrics and music video from one song, Taylor Swift’s Blank Space (2014), are analyzed and compared to poems by Catullus. Finally, this essay offers instructions on how to create an as- signment employing pop music as a tool to teach poetry — a comparative analysis between a modern song and Latin poetry in the original or in translation. KEY WORDS Latin poetry, pedagogy, popular music, music videos, song lyrics, Taylor Swift INTRODUCTION When I assign Roman poetry to my classes at a large research university, I re- ceive a decidedly unenthusiastic response. For many students, their experience with poetry of any sort, let alone ancient Latin verse, has been fraught with frustration, apprehension, and confusion. -
Marathon 2,500 Years Edited by Christopher Carey & Michael Edwards
MARATHON 2,500 YEARS EDITED BY CHRISTOPHER CAREY & MICHAEL EDWARDS INSTITUTE OF CLASSICAL STUDIES SCHOOL OF ADVANCED STUDY UNIVERSITY OF LONDON MARATHON – 2,500 YEARS BULLETIN OF THE INSTITUTE OF CLASSICAL STUDIES SUPPLEMENT 124 DIRECTOR & GENERAL EDITOR: JOHN NORTH DIRECTOR OF PUBLICATIONS: RICHARD SIMPSON MARATHON – 2,500 YEARS PROCEEDINGS OF THE MARATHON CONFERENCE 2010 EDITED BY CHRISTOPHER CAREY & MICHAEL EDWARDS INSTITUTE OF CLASSICAL STUDIES SCHOOL OF ADVANCED STUDY UNIVERSITY OF LONDON 2013 The cover image shows Persian warriors at Ishtar Gate, from before the fourth century BC. Pergamon Museum/Vorderasiatisches Museum, Berlin. Photo Mohammed Shamma (2003). Used under CC‐BY terms. All rights reserved. This PDF edition published in 2019 First published in print in 2013 This book is published under a Creative Commons Attribution-NonCommercial- NoDerivatives (CC-BY-NC-ND 4.0) license. More information regarding CC licenses is available at http://creativecommons.org/licenses/ Available to download free at http://www.humanities-digital-library.org ISBN: 978-1-905670-81-9 (2019 PDF edition) DOI: 10.14296/1019.9781905670819 ISBN: 978-1-905670-52-9 (2013 paperback edition) ©2013 Institute of Classical Studies, University of London The right of contributors to be identified as the authors of the work published here has been asserted by them in accordance with the Copyright, Designs and Patents Act 1988. Designed and typeset at the Institute of Classical Studies TABLE OF CONTENTS Introductory note 1 P. J. Rhodes The battle of Marathon and modern scholarship 3 Christopher Pelling Herodotus’ Marathon 23 Peter Krentz Marathon and the development of the exclusive hoplite phalanx 35 Andrej Petrovic The battle of Marathon in pre-Herodotean sources: on Marathon verse-inscriptions (IG I3 503/504; Seg Lvi 430) 45 V. -
AMERICAN YACHTING ;-Rhg?>Y^O
Digitized by the Internet Archive in 2007 with funding from IVIicrosoft Corporation http://www.archive.org/details/americanyachtingOOsteprich THE AMERICAN SPORTSMAN'S LIBRARY EDITED BY CASPAR WHITNEY AMERICAN YACHTING ;-rhg?>y^o AMERICAN YACHTING BY W. p. STEPHENS Of TH£ UNfVERSITY Of NelD gork THE MACMILLAN COMPANY LONDON: MACMILLAN & CO., Ltd. 1904 All rights reserved Copyright, 1904, By the MACMILLAN COMPANY. Set up, electrotyped, and published April, 1904. Norwood Press Smith Co, J. S. Gushing & Co. — Berwick & Norwood^ Mass.f U.S.A. INTRODUCTION In spite of the utilitarian tendencies of the present age, it is fortunately no longer necessary to argue in behalf of sport; even the busiest of busy Americans have at last learned the neces- sity for a certain amount of relaxation and rec- reation, and that the best way to these lies in the pursuit of some form of outdoor sport. While each has its stanch adherents, who pro- claim its superiority to all others, the sport of yachting can perhaps show as much to its credit as any. As a means to perfect physical development, one great point in all sports, it has the advantage of being followed outdoors in the bracing atmos- phere of the sea; and while it involves severe physical labor and at times actual hardships, it fits its devotees to withstand and enjoy both. In the matter of competition, the salt and savor of all sport, yachting opens a wide and varied field. In cruising there is a constant strife 219316 vi Introduction with the elements, and in racing there is the contest of brain and hand against those of equal adversaries. -
Greek Lyric Syllabus
Greek 115 Greek Lyric Grace Ledbetter Fall 2010: Early Greek Poetry and Philosophy This seminar will focus on the development of early Greek poetry and philosophy (including Archilochus, Callinus, Tyrtaeus, Alcaeus, Alcman, Sappho, Hipponax, Mimnermus, Semonides, Solon, Homeric Hymns to Demeter and Apollo, Xenophanes, Heraclitus, Parmenides, and Pindar) paying particular attention to questions of normativity and subversion, exclusivity and inclusion, monstrosity, aristocracy, praise, integration, anxiety, connection, deceit, language, and bees. Required books 1) Hesiod, Theogony. ed. Richard Hamilton, Bryn Mawr Commentary. 2) D. Campbell, Greek Lyric Poetry. 3) Homeric Hymn to Apollo, eds Peter Smith and Lee Pearcy, Bryn Mawr Commentary. 4) Homeric Hymn to Demeter, ed. Julia Haig Gaisser, Bryn Mawr Commentary. 5) Heraclitus: Peri Phuseus, Henry W. Johnston, jr. Bryn Mawr Commentary. 6 Parmenides, eds David Sider and Henry Johnston, Bryn Mawr Commentary. Required work Weekly reading, presentations and discussion Weekly short translation quizzes, marked but not graded Midterm exam Thursday, 10/28 Final exam will be scheduled by registrar (date will be posted Oct. 1) Final Paper due 12/18/10 (topics and drafts due earlier) 1 Week 1 (9/2) Reading: H. Fraenkel, Early Greek Poetry and Philosophy. Individual presentations on Fraenkel Week 2 (9/9) Hesiod. Reading in Greek: Theogony 1‐616 Rest of Theogony in English Works and Days in English M. L. West, Theogony. Introduction + commentary. Week 3 (9/16) Archilochus, Callinus, Tyrtaeus Reading in Greek: all of Archilochus in Campbell + Archilochus, “cologne epode” (text on blackboard) all of Callinus and Tyrtaeus in Campbell Secondary (required) B. Snell, “The Rise of the Individual in the Early Greek Lyric” in his The Discovery of the Mind, ch. -
Select Epigrams from the Greek Anthology
SELECT EPIGRAMS FROM THE GREEK ANTHOLOGY J. W. MACKAIL∗ Fellow of Balliol College, Oxford. PREPARER’S NOTE This book was published in 1890 by Longmans, Green, and Co., London; and New York: 15 East 16th Street. The epigrams in the book are given both in Greek and in English. This text includes only the English. Where Greek is present in short citations, it has been given here in transliterated form and marked with brackets. A chapter of Notes on the translations has also been omitted. eti pou proima leuxoia Meleager in /Anth. Pal./ iv. 1. Dim now and soil’d, Like the soil’d tissue of white violets Left, freshly gather’d, on their native bank. M. Arnold, /Sohrab and Rustum/. PREFACE The purpose of this book is to present a complete collection, subject to certain definitions and exceptions which will be mentioned later, of all the best extant Greek Epigrams. Although many epigrams not given here have in different ways a special interest of their own, none, it is hoped, have been excluded which are of the first excellence in any style. But, while it would be easy to agree on three-fourths of the matter to be included in such a scope, perhaps hardly any two persons would be in exact accordance with regard to the rest; with many pieces which lie on the border line of excellence, the decision must be made on a balance of very slight considerations, and becomes in the end one rather of personal taste than of any fixed principle. For the Greek Anthology proper, use has chiefly been made of the two ∗PDF created by pdfbooks.co.za 1 great works of Jacobs, -
Studies in Early Mediterranean Poetics and Cosmology
The Ruins of Paradise: Studies in Early Mediterranean Poetics and Cosmology by Matthew M. Newman A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Classical Studies) in the University of Michigan 2015 Doctoral Committee: Professor Richard Janko, Chair Professor Sara L. Ahbel-Rappe Professor Gary M. Beckman Associate Professor Benjamin W. Fortson Professor Ruth S. Scodel Bind us in time, O Seasons clear, and awe. O minstrel galleons of Carib fire, Bequeath us to no earthly shore until Is answered in the vortex of our grave The seal’s wide spindrift gaze toward paradise. (from Hart Crane’s Voyages, II) For Mom and Dad ii Acknowledgments I fear that what follows this preface will appear quite like one of the disorderly monsters it investigates. But should you find anything in this work compelling on account of its being lucid, know that I am not responsible. Not long ago, you see, I was brought up on charges of obscurantisme, although the only “terroristic” aspects of it were self- directed—“Vous avez mal compris; vous êtes idiot.”1 But I’ve been rehabilitated, or perhaps, like Aphrodite in Iliad 5 (if you buy my reading), habilitated for the first time, to the joys of clearer prose. My committee is responsible for this, especially my chair Richard Janko and he who first intervened, Benjamin Fortson. I thank them. If something in here should appear refined, again this is likely owing to the good taste of my committee. And if something should appear peculiarly sensitive, empathic even, then it was the humanity of my committee that enabled, or at least amplified, this, too. -
I "Verthatngvsodnthesen
English and American sportsmen to a se- portune times. Joyce and Crooks are GIVEN TO vere test." credited with os error and, unfortunately. We Want DEFENDER they came in the same inning. Crooke mad FOOT_ B#LL. his on a slow bounder that he could probe- bly have secured easily if he had not been Your Wash! Casdidna s-_.r Prineeton Team so eager, while Jesse's mtiay was nde The Seoond Race for the America's on a stinging liner that off his ** Begin Training. arm cpromed We.-have,the the Some of Princeton's ummer foot ball and went into left field. Brown tum- machinery, bled a safe * * at hit from Clements' bat in the methods, the help and the de- Cup. squad .have inade .tbeir appearance sixth inning. Clements was hurt In the * termination to wash your Princeton. Of the thirty men ordered to fifth, spraining his left thumb, but he afn- * * dirty return by the 11th InstAnt, fourteen have imbed the inning and went to bat in the linen whiter and cleaner than made their who arrived sixth, but had to retire in favor of Buckley * * $ppearance. Those at the end of that any in YALKIRIE ADJUNED IN THE WRONG were a course of inning * * laundry Washington. put through light practice With better support Mercer would have Have you noted our rapid yesterday a!terndon fnder the direction of kept the visitors down to one run, and it Is * * Lee and Trainer McMasters. More barely possible that he might have shut growth in the past year? Drop Capiap them out, * * Declared to Have Violated a Yacht- men are expected to arrive by today, so home though this Is not likely. -
CLASSICS 98T General Education Course Information Sheet Please Submit This Sheet for Each Proposed Course
CLASSICS 98T General Education Course Information Sheet Please submit this sheet for each proposed course Department & Course Number Course Title Indicate if Seminar and/or Writing II course 1 Check the recommended GE foundation area(s) and subgroups(s) for this course Foundations of the Arts and Humanities ñ Literary and Cultural Analysis ñ Philosophic and Linguistic Analysis ñ Visual and Performance Arts Analysis and Practice Foundations of Society and Culture ñ Historical Analysis ñ Social Analysis Foundations of Scientific Inquiry (IMPORTAN: If you are only proposing this course for FSI, please complete the updated FSI information sheet. If you are proposing for FSI and another foundation, complete both information sheets) ñ Physical Science With Laboratory or Demonstration Component must be 5 units (or more) ñ Life Science With Laboratory or Demonstration Component must be 5 units (or more) 2. Briefly describe the rationale for assignment to foundation area(s) and subgroup(s) chosen. 3. "List faculty member(s) who will serve as instructor (give academic rank): Do you intend to use graduate student instructors (TAs) in this course? Yes No If yes, please indicate the number of TAs Page 1 of 12 Page 1 of 3 CLASSICS 98T 4. Indicate when do you anticipate teaching this course over the next three years: 2018-19 Fall Winter Spring Enrollment Enrollment Enrollment 2019-20 Fall Winter Spring Enrollment Enrollment Enrollment 2020-21 Fall Winter Spring Enrollment Enrollment Enrollment 5. GE Course Units Is this an existing course that has been modified for inclusion in the new GE? Yes No If yes, provide a brief explanation of what has changed: Present Number of Units: Proposed Number of Units: 6.