2. the Trojan Women, Euripides (415 Bc) 6 2.1
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Trojan Women: Introduction
Trojan Women: Introduction 1. Gods in the Trojan Women Two gods take the stage in the prologue to Trojan Women. Are these gods real or abstract? In the prologue, with its monologue by Poseidon followed by a dialogue between the master of the sea and Athena, we see them as real, as actors (perhaps statelier than us, and accoutered with their traditional props, a trident for the sea god, a helmet for Zeus’ daughter). They are otherwise quite ordinary people with their loves and hates and with their infernal flexibility whether moral or emotional. They keep their emotional side removed from humans, distance which will soon become physical. Poseidon cannot stay in Troy, because the citizens don’t worship him any longer. He may feel sadness or regret, but not mourning for the people who once worshiped but now are dead or soon to be dispersed. He is not present for the destruction of the towers that signal his final absence and the diaspora of his Phrygians. He takes pride in the building of the walls, perfected by the use of mason’s rules. After the divine departures, the play proceeds to the inanition of his and Apollo’s labor, with one more use for the towers before they are wiped from the face of the earth. Nothing will be left. It is true, as Hecuba claims, her last vestige of pride, the name of Troy remains, but the place wandered about throughout antiquity and into the modern age. At the end of his monologue Poseidon can still say farewell to the towers. -
Ion First Folio
FIRST FOLIO Teacher Curriculum Guide Table of Contents Page Number Welcome to the About the Play Shakespeare Theatre Company’s Synopsis of Ion……………………………….2 production of Interview with Director Ethan McSweeny….3 Ion Family Life in Ion ……………………………..4 by Euripedes Intro to Greek Mythology and Drama…..….5 People and Places in Ion ...………………….6 This season, the Shakespeare Theatre Company presents seven plays by William Classroom Connections Shakespeare and other classic playwrights. Before and After the Performance….....……7 Consistent with STC's central mission to be Resource List, Standards of Learning……...8 the leading force in producing and preserving Theatre Etiquette………………………….….9 the highest quality classic theatre , the Education Department challenges learners of The First Folio Teacher Curriculum Guide for all ages to explore the ideas, emotions and Ion was developed by the Shakespeare principles contained in classic texts and to Theatre Company Education Department, discover the connection between classic with articles compiled and written by Abby theatre and our modern perceptions. We Jackson and Michelle Jackson. Layout and hope that this First Folio Teacher Curriculum editing by Caroline Alexander. Guide will prove useful as you prepare to bring your students to the theatre! For the 2008-09 season, the Education Department will publish First Folio Teacher Curriculum Guides for our productions of Romeo and Juliet, Twelfth Night and Ion. First Folio Guides provide information and activities to help students form a personal connection to the play before attending the production. First Folio Guides contain material about the playwrights, their world and their works. Also included are approaches to exploring the plays and Next Steps productions in the classroom before and after If you would like more information on how the performance. -
'The Women of Troy' Euripides Subverts the Ancient Greek
In his play ‘The Women of Troy’ Euripides subverts the ancient Greek idea of heroism and brutally strips away heroic illusions surrounding the glory of battle. Whilst Euripides suggests that women and children are victims of war, his overarching critique on the destructive, means that the play portrays all characters as victims, including belligerents. As a powerful protest against imperialistic war common in ancient Greece and a warning against waging war, as the Greeks were preparing to do in Sicily, the play radically focuses on the immense anguish of the Trojan women. The death of the children is used to by Euripides to brutally expose the devastating impacts of war on those who are innocent and powerless. However Euripides inclusion of the suffering of the Greek soldiers displays how women and children are not the only victims of war, which is universally destructive in nature. The torment of the Trojan women is the focal point of the play as Euripides emphasises their abject misery relentlessly throughout the play. This is initially evident in the prologue where Hecuba, the “true face of misery”, laments her downfall from queen to slave and sarcastically describes her now being “throned in the dust”, highlighting to the readership her loss of status and all worldly possessions. Through Hecuba, Euripides illustrates the women’s grief using brutal and sensory imagery as she state her desire to “plough my face with my nails until the wrinkles run red”. Euripides poignantly connects he emotional pain to her physical pain to present the magnitude of her suffering in a way that is conceivable to the audience. -
Female Characters, Female Sympathetic Choruses, and the “Suppression” of Antiphonal Lament at the Openings of Euripides’ Phaethon, Andromeda, and Hypsipyle*
FRAMMENTI SULLA SCENA (ONLINE) Studi sul dramma antico frammentario Università deGli Studi di Torino Centro Studi sul Teatro Classico http://www.ojs.unito.it/index.php/fss www.teatroclassico.unito.it ISSN 2612-3908 1 • 2020 FEMALE CHARACTERS, FEMALE SYMPATHETIC CHORUSES, AND THE “SUPPRESSION” OF ANTIPHONAL LAMENT AT THE OPENINGS OF EURIPIDES’ PHAETHON, ANDROMEDA, AND HYPSIPYLE* VASILIKI KOUSOULINI NATIONAL AND KAPODISTRIAN UNIVERSITY OF ATHENS [email protected] Female choruses abound in Euripides’ plays.1 While there are many in his extant plays, we also encounter choruses of women in his fragmentary ones.2 Little attention has been paid to the existence of sympathetic female choruses in Euripides’ fragmentary dramas and their in- teraction with female characters. A sympathetic female chorus seems to appear in conjunction with a female character in many Euripidean fragmentary plays. The chorus of the Alexander in * This research is co-financed by Greece and the European Union (European Social Fund- ESF) through the Opera- tional ProGramme «Human Resources Development, Education and LifelonG LearninG» in the context of the pro- ject “Reinforcement of Postdoctoral Researchers - 2nd Cycle” (MIS-5033021), implemented by the State Scholar- ships Foundation (ΙΚΥ). 1 There is a female chorus in Euripides’ Medea, Hippolytus, Andromache, Hecuba, Suppliant Women, Ion, Electra, Trojan Women, Iphigenia among the Taurians, Helen, Phoenician Women, Orestes, Iphigenia in Aulis, and Bacchae. Mastronarde observed that there are 15 male choruses, 62 female choruses, and 105 choruses with undetermined gender in Euripides’ corpus. Cf. MASTRONARDE 2010, 103. AccordinG to Calame, the 82% of Euripides’ traGic choruses con- sists of women. Cf. CALAME 2020, 776. -
ABSTRACT a Director's Approach to Euripides' Hecuba Christopher F. Peck, M.F.A. Mentor: Deanna Toten Beard, Ph.D. This Thesi
ABSTRACT A Director’s Approach to Euripides’ Hecuba Christopher F. Peck, M.F.A. Mentor: DeAnna Toten Beard, Ph.D. This thesis explores a production of Euripides’ Hecuba as it was directed by Christopher Peck. Chapter One articulates a unique Euripidean dramatic structure to demonstrate the contemporary viability of Euripides’ play. Chapter Two utilizes this dramatic structure as the basis for an aggressive analysis of themes inherent in the production. Chapter Three is devoted to the conceptualization of this particular production and the relationship between the director and the designers in pursuit of this concept. Chapter Four catalogs the rehearsal process and how the director and actors worked together to realize the dramatic needs of the production. Finally Chapter Five is a postmortem of the production emphasizing the strengths and weaknesses of the final product of Baylor University’s Hecuba. A Director's Approach to Euripides' Hecuba by Christopher F. Peck, B.F.A A Thesis Approved by the Department of Theatre Arts Stan C. Denman, Ph.D., Chairperson Submitted to the Graduate Faculty of Baylor University in Partial Fulfillment of the Requirements for the Degree of Master of Fine Arts Approved by the Thesis Committee DeAnna Toten Beard, Ph.D., Chairperson David J. Jortner, Ph.D. Marion D. Castleberry, Ph.D. Steven C. Pounders, M.F.A. Christopher J. Hansen, M.F.A. Accepted by the Graduate School May 2013 J. Larry Lyon, Ph.D., Dean Page bearing signatures is kept on file in the Graduate School. Copyright © 2013 by Christopher F. Peck -
The Wooden Horse
THE WOODEN HORSE 0. THE WOODEN HORSE - Story Preface 1. ACHILLES 2. HELEN AND PARIS 3. THE TROJAN WAR 4. THE PLOT THICKENS 5. DEATH OF HECTOR 6. DEATH OF ACHILLES 7. THE WOODEN HORSE 8. RUINS OF TROY AND MYCENAE This vase—from about 675-650 BC—depicts a horse on wheels. If you look closely, you can also see something else: Greeks inside (and outside) the object. Image copyright Mykonos Archeological Museum, all rights reserved, and online via Beazley Archive at Oxford University. Provided here as fair use for educational purposes. Still unable to subdue the Trojans, Odysseus and the Greeks (Achaeans) needed to find a way to surreptitiously enter the fortified town. They learned, from Helenus—a Trojan seer—that in order to defeat Troy, Neoptolemus (Achilles’ son) would have to join the Achaean forces. Helenus also told the Greeks they would not win the war unless they stole the sacred Palladium—a wooden statue of Athena (called Minerva by the Romans)—which was said to have fallen from heaven. As long as that statue stood in Troy, the Greeks could not take the city take the city. On a dark night, Diomedes (with the help of Odysseus) climbed a wall of Troy. Once inside the city, Diomedes stole the Palladium, thereby weakening Troy’s defenses. Epeios (it is said) created a wooden horse big enough to hide many Greek warriors. Leaving the horse outside the gates of Troy, and moving their ships out of view, the Greeks fooled Priam and his subjects into believing their enemies had given up. -
Classical Mythology in the Victorian Popular Theatre Edith Hall
Pre-print of Hall, E. in International Journal of the Classical Tradition, (1998). Classical Mythology in the Victorian Popular Theatre Edith Hall Introduction: Classics and Class Several important books published over the last few decades have illuminated the diversity of ways in which educated nineteenth-century Britons used ancient Greece and Rome in their art, architecture, philosophy, political theory, poetry, and fiction. The picture has been augmented by Christopher Stray’s study of the history of classical education in Britain, in which he systematically demonstrates that however diverse the elite’s responses to the Greeks and Romans during this period, knowledge of the classical languages served to create and maintain class divisions and effectively to exclude women and working-class men from access to the professions and the upper levels of the civil service. This opens up the question of the extent to which people with little or no education in the classical languages knew about the cultures of ancient Greece and Rome. One of the most important aspects of the burlesques of Greek drama to which the argument turned towards the end of the previous chapter is their evidential value in terms of the access to classical culture available in the mid-nineteenth century to working- and lower- middle-class people, of both sexes, who had little or no formal training in Latin or Greek. For the burlesque theatre offered an exciting medium through which Londoners—and the large proportion of the audiences at London theatres who travelled in from the provinces—could appreciate classical material. Burlesque was a distinctive theatrical genre which provided entertaining semi-musical travesties of well-known texts and stories, from Greek tragedy and Ovid to Shakespeare and the Arabian Nights, between approximately the 1830s and the 1870s. -
Achilles and Andromache As Tragic Foils
Shannon DuBois Achilles and the Feminine: Achilles and Andromache as Tragic Foils In her article “Reverse Similes’ and Sex Roles in the Odyssey,” Helene Foley examines gender fluidity and role reversal in Homer – in particular how Odysseus often functions in characteristically feminine spheres and empathizes with women. I use a similar lens in my analysis of Achilles, arguing that female figures have the greatest influence on his decisions and on how he articulates his role in the Iliad. I then compare his more “feminized” behavior to Andromache, whose function and fate in the Iliad make her a natural foil to Achilles. The focal point of connection between Achilles and Andromache is their mutual concern for family. Achilles often casts himself in a maternal role when reflecting upon his responsibilities and his bond with Patroclus, especially in his similes (i.e.: the mother bird simile in Book IX, and the mother-daughter simile in Book XVI); this emphasis on mortal mothers and their young offspring builds on Andromache’s first appearance in Book VI, where she awaits her husband on the wall with Astyanax. Moreover, Achilles’ relationship with Patroclus and the grief he experiences at his friend’s death find their greatest thematic equivalent in Andromache’s mourning for her husband and her anticipated grief at the loss of her son. The complex interrelationships tying Achilles and Andromache together, the similarities between their actions throughout the Iliad, and the emotional crises that befall them help expand our understanding of Achilles’ character. His connection to Andromache through these narrative parallels, and the continued emphasis on familial values, suggest a latent desire in Achilles to have a family of his own (seen especially in Il. -
Fall 2015: the Trojan War in Greece and Rome, Professor Sarah Morris
CLASSICS 191: Capstone Seminar Fall 2015 Sarah P. Morris, Department of Classics, Haines A6 Dodd 247N (Office Hours: Tues 2-5 pm) Thurs 2-5 pm THE TROJAN WAR IN GREECE AND ROME This course will focus on Troy as a locus of the ancient imagination, in poetry, history, art and archaeology. We will consider the tradition of the Iliad and Odyssey in their geographic, poetic and historical settings, and trace the transformations of epic in Greek art, drama, history, and rhetoric; Hellenistic art and literature; Roman epic, tragedy, history, and art. After exploring the archaeological origins of the Trojan war in Anatolian and Aegean prehistory, we will trace later responses to the memory and monuments of Troy in art and literature, including: the evolution of early epic as a cycle of poems, of which only the Iliad and Odyssey have survived; Troy as a topos in history and rhetoric since the classical era; Hellenistic focus on the text and authority of Homer; Rome's re-invention of itself as the successor of Troy in myth, art and literature. We will try to arrange a class trip to the Getty Villa (on a Thursday or Saturday); students have the option of choosing an object in the Villa for study and presentation. Requirements Weekly reading (one primary, one secondary source) Midterm quiz (readings of ancient passages) Class presentation; final research paper (with abstract) Grading basis Class participation 20% Oral presentation 20% Midterm exam/quiz (readings, images) 20% Final Paper (12-15 pages) 40% Abstracts must be submitted with final paper for posting on website as capstone requirement Textbooks (ASCULA): Michael Wood In Search of the Trojan War (California 1998) S. -
Homer's Use of Myth Françoise Létoublon
Homer’s Use of Myth Françoise Létoublon Epic and Mythology The Homeric Epics are probably the oldest Greek literary texts that we have,1 and their subject is select episodes from the Trojan War. The Iliad deals with a short period in the tenth year of the war;2 the Odyssey is set in the period covered by Odysseus’ return from the war to his homeland of Ithaca, beginning with his departure from Calypso’s island after a 7-year stay. The Trojan War was actually the material for a large body of legend that formed a major part of Greek myth (see Introduction). But the narrative itself cannot be taken as a mythographic one, unlike the narrative of Hesiod (see ch. 1.3) - its purpose is not to narrate myth. Epic and myth may be closely linked, but they are not identical (see Introduction), and the distance between the two poses a particular difficulty for us as we try to negotiate the the mythological material that the narrative on the one hand tells and on the other hand only alludes to. Allusion will become a key term as we progress. The Trojan War, as a whole then, was the material dealt with in the collection of epics known as the ‘Epic Cycle’, but which the Iliad and Odyssey allude to. The Epic Cycle however does not survive except for a few fragments and short summaries by a late author, but it was an important source for classical tragedy, and for later epics that aimed to fill in the gaps left by Homer, whether in Greek - the Posthomerica of Quintus of Smyrna (maybe 3 c AD), and the Capture of Troy of Tryphiodoros (3 c AD) - or in Latin - Virgil’s Aeneid (1 c BC), or Ovid’s ‘Iliad’ in the Metamorphoses (1 c AD). -
Sidney's 'Defence of Poetry', Written in 1581, and the First Important Piece of Literary Criticism in English
Trojan Suffering, Tragic Gods and Transhistorical Metaphysics The Greek, decisive confrontation with the daemonic world-order gives to tragic poetry its historico-philosophical signature. Walter Benjamin1 The Reasons for Suffering When Philip Sidney defended theatre in the first substantial example of literary criticism in the English language, his Defence of Poetry (1581), he used a story from ancient Greece to illustrate tragedy's emotive power: Plutarch yielded a notable testimony of the abominable tyrant Alexander Pheraeus; from whose eyes a tragedy, well made and represented, drew abundance of tears, who without all pity had murdered infinite numbers, and some of his own blood; so as he that was not ashamed to make matters for tragedies, yet could not resist the sweet violence of a tragedy. And if it wrought no farther good in him, it was that he, in despite of himself, withdrew himself from hearkening to that which might mollify his hardened heart.2 Sidney was struck that Alexander of Pherae, a wicked Greek tyrant of the 4th century BCE, was induced to weep by 'the sweet violence of a tragedy'. Indeed, the emotion so overpowered Alexander that he had to absent himself, for fear that his hardened heart could be made capable of pity. The tragedy which upset the tyrant was Euripides' Trojan Women, as we know from the passage in Plutarch where Sidney had found it (see below). The sufferings that Alexander could not bear to watch were those of Hecuba and 1 Andromache, women who lost their families at Troy. Trojan Women constitutes an extended lament and searing statement of the philosophical incomprehensibility of human suffering. -
Euripides and Gender: the Difference the Fragments Make
Euripides and Gender: The Difference the Fragments Make Melissa Karen Anne Funke A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Washington 2013 Reading Committee: Ruby Blondell, Chair Deborah Kamen Olga Levaniouk Program Authorized to Offer Degree: Classics © Copyright 2013 Melissa Karen Anne Funke University of Washington Abstract Euripides and Gender: The Difference the Fragments Make Melissa Karen Anne Funke Chair of the Supervisory Committee: Professor Ruby Blondell Department of Classics Research on gender in Greek tragedy has traditionally focused on the extant plays, with only sporadic recourse to discussion of the many fragmentary plays for which we have evidence. This project aims to perform an extensive study of the sixty-two fragmentary plays of Euripides in order to provide a picture of his presentation of gender that is as full as possible. Beginning with an overview of the history of the collection and transmission of the fragments and an introduction to the study of gender in tragedy and Euripides’ extant plays, this project takes up the contexts in which the fragments are found and the supplementary information on plot and character (known as testimonia) as a guide in its analysis of the fragments themselves. These contexts include the fifth- century CE anthology of Stobaeus, who preserved over one third of Euripides’ fragments, and other late antique sources such as Clement’s Miscellanies, Plutarch’s Moralia, and Athenaeus’ Deipnosophistae. The sections on testimonia investigate sources ranging from the mythographers Hyginus and Apollodorus to Apulian pottery to a group of papyrus hypotheses known as the “Tales from Euripides”, with a special focus on plot-type, especially the rape-and-recognition and Potiphar’s wife storylines.