A Comparison of the Médée of Corneille with the Medea of Seneca
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The Conflict of Obligations in Euripides' Alcestis
GOLDFARB, BARRY E., The Conflict of Obligations in Euripides' "Alcestis" , Greek, Roman and Byzantine Studies, 33:2 (1992:Summer) p.109 The Conflict of Obligations in Euripides' Alcestis Barry E. Goldfarb 0UT ALCESTIS A. M. Dale has remarked that "Perhaps no f{other play of Euripides except the Bacchae has provoked so much controversy among scholars in search of its 'real meaning'."l I hope to contribute to this controversy by an examination of the philosophical issues underlying the drama. A radical tension between the values of philia and xenia con stitutes, as we shall see, a major issue within the play, with ramifications beyond the Alcestis and, in fact, beyond Greek tragedy in general: for this conflict between two seemingly autonomous value-systems conveys a stronger sense of life's limitations than its possibilities. I The scene that provides perhaps the most critical test for an analysis of Alcestis is the concluding one, the 'happy ending'. One way of reading the play sees this resolution as ironic. According to Wesley Smith, for example, "The spectators at first are led to expect that the restoration of Alcestis is to depend on a show of virtue by Admetus. And by a fine stroke Euripides arranges that the restoration itself is the test. At the crucial moment Admetus fails the test.'2 On this interpretation 1 Euripides, Alcestis (Oxford 1954: hereafter 'Dale') xviii. All citations are from this editon. 2 W. D. Smith, "The Ironic Structure in Alcestis," Phoenix 14 (1960) 127-45 (=]. R. Wisdom, ed., Twentieth Century Interpretations of Euripides' Alcestis: A Collection of Critical Essays [Englewood Cliffs 1968]) 37-56 at 56. -
My Mother Medea
MY MOTHER MEDEA TEACHER RESOURCE PACK MY MOTHER MEDEA FROM 31 JAN - 5 MAR 2017 FOR STUDENTS IN YEARS 9 - 13 By Holger Schober Translated by David Tushingham Directed by Justin Audibert WHY SHOULD WE HAVE TO ADAPT WHEN WE’RE NOT WANTED IN THE FIRST PLACE? Born to megastar parents, teenagers Eriopis and Polyxenos have a lot to live up to – and a lot to feel angry about. Their father Jason betrayed their mother, they’ve had to leave Europe, they’re displaced, they’re alienated and now they’re on their own. But they’re fed up of being ‘the foreign kids’. They’ve had enough. They sit at the front of the class in their new school and spit out the story of who they really are to anyone who’ll listen. This punchy, modern play by Austrian playwright Holger Schober offers a completely new angle on the age-old Greek myth of Jason and Medea, retelling their story through their children’s eyes. The audience sit at school desks as the new kids take centre stage and their story unravels. Contains strong language. Page 2 TEACHER RESOURCES CONTENTS INTRODUCTION p.4 MAKING THE PLAY: INTERVIEW WITH THE DIRECTOR p.5 THE CAST p.8 DRAMA ACTIVITIES p.9 • Sequence One: The Chorus - Exile p10 • Sequence Two: Children of Heroes p.13 • Sequence Three: Jason and Medea p.15 • Resources p.19 onwards Page 3 TEACHER RESOURCES INTRODUCTION Welcome to the teacher resources for My Mother Medea by Holger Schober (with translation by David Tushingham). This contemporary new play, written specifically for young audiences and directed by Justin Audibert, looks at the classic Greek story of Jason and Medea from the perspective of their children, Eriopis and Polyxenos. -
Myth Made Fact Lesson 8: Jason with Dr
Myth Made Fact Lesson 8: Jason with Dr. Louis Markos Outline: Jason Jason was a foundling, who was a royal child who grew up as a peasant. Jason was son of Eason. Eason was king until Pelias threw him into exile, also sending Jason away. When he came of age he decided to go to fulfill his destiny. On his way to the palace he helped an old man cross a river. When Jason arrived he came with only one sandal, as the other had been ripped off in the river. Pelias had been warned, “Beware the man with one sandal.” Pelias challenges Jason to go and bring back the Golden Fleece. About a generation or so earlier there had been a cruel king who tried to gain favor with the gods by sacrificing a boy and a girl. o Before he could do it, the gods sent a rescue mission. They sent a golden ram with a golden fleece that could fly. The ram flew Phrixos and Helle away. o The ram came to Colchis, in the southeast corner of the Black Sea. Helle slipped and fell and drowned in the Hellespont, which means Helle’s bridge (between Europe and Asia). o Phrixos sacrificed the ram and gave the fleece as a gift to the people of Colchis, to King Aeetes. o The Golden Fleece gives King Aeetes power. Jason builds the Argo. The Argonauts are the sailors of the Argo. Jason and the Argonauts go on the journey to get the Golden Fleece. Many of the Argonauts are the fathers of the soldiers of the Trojan War. -
Table of Contents
TABLE OF CONTENTS Resumen ........................................................................................................................... 2 1.Introduction: the legacy ................................................................................................. 3 2. The Classical world in English Literature .................................................................... 6 3. Lady Macbeth, the Scottish Medea ............................................................................ 13 4. Pygmalion: Ovid and George Bernard Shaw ............................................................. 21 5. Upgrading mythology: the American graphic novel .................................................. 33 6. Conclusion .................................................................................................................. 37 BIBLIOGRAPHY .......................................................................................................... 39 1 Resumen El propósito de este escrito es presentar el legado de las culturas griega y romana, principalmente sus literaturas, a través de la historia de la literatura. Aunque ambas tradiciones han tenido un enorme impacto en las producciones literarias de de distintos países alrededor del mundo, esta investigación está enfocada solamente a la literatura inglesa. Así pues, el trabajo iniciará hablando de la influencia de Grecia y Roma en el mundo actual para después pasar al área particular de la literatura. También se tratarán tres ejemplos incluyendo el análisis de tres obras -
A Riveting Retelling of Euripides' MEDEA on Stage at the Sean O
A riveting retelling of Euripides’ MEDEA on stage at the Sean O’Sullivan Theatre This production of Medea by the ancient Greek tragedian Euripides draws on the clichés of trash-talk TV in a dramatic blend of video, live music and performance, on stage at the Sean O’Sullivan Theatre, Nov. 13, 14, 15, 2008 at 7:30 p.m. Director Natalie Alvarez presents a disquieting critique of popular media culture and its representations of the tragic. This main stage production situates the play in a multi- media television studio recording of a daytime talk show. Designed by David Vivian, Medea features compelling performances by the students of the Department of Dramatic Arts. The private-as-public culture of ancient Athens - where personal conflicts and crimes become public in the Assembly and ancient amphitheatres - finds its modern counterpart in the voyeuristic scrutiny of current media culture. The domestic dispute at the core of the play becomes sensational fodder for television cameras, the modern lenses that replace the omnipresent gaze of the ancient gods; the Chorus Leader becomes talk-show host, while the chorus retains its ancient function as an extension of the audience, passive and complicit witnesses of this tragic story of betrayal and revenge. A surprise musical guest transforms the Chorus' words into chart-topping contemporary rock, bringing us the signature of Niagara's vibrant music scene. Medea will leave audiences with a greater understanding of how revenge, pain and anger can compel one to seek justice on individual terms. For a media presentation visit: www.brocku.ca/dramatic_arts/events0809.html Runs Nov. -
Euripides : Suppliant to the Divine Feminine
Montclair State University Montclair State University Digital Commons Theses, Dissertations and Culminating Projects 1-2020 Euripides : Suppliant to the Divine Feminine Liz Amato Montclair State University Follow this and additional works at: https://digitalcommons.montclair.edu/etd Part of the Arts and Humanities Commons Recommended Citation Amato, Liz, "Euripides : Suppliant to the Divine Feminine" (2020). Theses, Dissertations and Culminating Projects. 333. https://digitalcommons.montclair.edu/etd/333 This Thesis is brought to you for free and open access by Montclair State University Digital Commons. It has been accepted for inclusion in Theses, Dissertations and Culminating Projects by an authorized administrator of Montclair State University Digital Commons. For more information, please contact [email protected]. Abstract The Euripidean tragedies Hippolytus., The Bacchae and The Medea present us with female characters who have sacred and profcrund interactionrs with the gods. These women havr: powerful ritualistic abilities that move the tragic a,ction. Sirrrilarly, Euripides' versions of Hecuba ancl Electra present us v,rith dynamio female characters who derive their agency from tlhe religio-judiroial need for cosmic ;,rtonement. .tt is up to these heroines to uphold the sacred laws decreed by the gods. Why does l:uripides errLpower these fernales with such direct means of divination? Arguably, Euripides felt it necessary to use these,deistic feminine connections to destroy the titular male characters. The tragedian's implicaticn is clear: divine feminine power supersedes patriarchal power. This divine power is inherent in all women and it compels them act on behalf of cosmic necessity'. The importance of Medea's, Phaedra's and Agave's respective spiritual connections shows us the crucial role that women ptayed in ancient religious worship. -
The Medea of Euripides and Seneca: a Comparison
Loyola University Chicago Loyola eCommons Master's Theses Theses and Dissertations 1941 The Medea of Euripides and Seneca: A Comparison Mary Enrico Frisch Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_theses Part of the Classics Commons Recommended Citation Frisch, Mary Enrico, "The Medea of Euripides and Seneca: A Comparison" (1941). Master's Theses. 180. https://ecommons.luc.edu/luc_theses/180 This Thesis is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Master's Theses by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 1941 Mary Enrico Frisch -If.. THE MEDEA OF EURIPIDES AND SENECA: A COMPARISON by Sister Mary Enrico Frisch, S.S.N.D. A Thesis submitted 1n partial ~ul~illment o~ the requirements ~or the degree o~ Master o~ Arts Loyola University August, 1941 TABLE OF CONTENTS CHAPTER PAGE I Introduction: Survey o~ Opinion. 1 II Broad Similarities in Moti~ and 6 Sentiment. III Broad Similarities in the Plot 30 o~ the Medea o~ Euripides and the Medea o~ Seneca. IV Parallels in Phraseology. 51 v Characters and Their Attitude 73 to the Gods. Bibliography a. Re~erences ~or the Medea 91 o~ Euripides. b. Re~erences ~or the Medea 95 o~ Seneca. c. General Works. 98 THE MEDEA OF EURIPIDES AND SENECA: A COMPARISON Chapter I INTRODUCTION: SURVEY OF OPINION It is not a new theory that Seneca used the plays o~ Eurip ides as models for his Latin tragedies, particularly his Medea, Hippolytus, Hercules Furens, Troades and the Phoenissae. -
VG Interview: Cherrie Moraga
VG Interview: Cherrie Moraga Maria-Antónia Oliver-Rotger (M-A O-R): What have been your major dramatic influences? Cherrie Moraga (CM): My major influence has been the bilingual- ism and working-class theater of the Chicano Teatro movements, especially El Teatro Campesino. Also the poetic sensuality of Fed- erico García Lorca. The teachings of María Irene Fornes allowed me to enter playwriting as a poet, to find the story through image and character, i.e. an organic place of the heart, rather than through the progressive plot-line (action-driven) structure. I have been inspired by the technique of other playwrights: the language and structural inventiveness of African-American Suzan Lori Parks, the courage of the female characterization of the Puerto Rican playwright Migdalia Cruz. The storytelling en voz alta de mis tías y mi mamá around the kitchen table introduced me (especially my mother) to the dramatic art of story-telling. M-A O-R: What caused you to start writing drama after having written poetry and prose? CM: After publishing Loving in the War Years (1983) which was very autobiographical, my own story had finally been told on the page. This allowed space within me for character (some one other than myself to enter) my unconscious. The character started speaking out loud. This was Corky from Giving Up the Ghost. It was oral. Thus, the beginnings of dramatic writing. Interview by: Maria-Antónia Oliver-Rotger Date: January 2000 1 © 2009 Regents of the University of Minnesota. All rights reserved. The University of Minnesota is an equal opportunity educator and employer. -
MEDEA in OVID's METAMORPHOSES and the OVIDE MORALISE: TRANSLATION AS TRANSMISSION Joel N
MEDEA IN OVID'S METAMORPHOSES AND THE OVIDE MORALISE: TRANSLATION AS TRANSMISSION Joel N. Feimer Ovide Moralist of the early fourteenth century is much more than a translation into Old French of the first-century Latin Metamorphoses of Ovid. It has long been observed that mediaeval translators were not driven by a passion for "accuracy," or torn by a sense of the futility of their task as their modern counterparts have been. As a comparison of the two texts clearly shows, the mediaeval poet augmented Ovid's work where he found it lacking, displaying an encyclopaedic erudition in the process. The author ,1 2 of Ovide Moralise also adapted the pagan content of Ovid's Metamorphoses to convey Christian dogma to his audience. Every narrative element, every character, and every symbol is employed to represent a Christian signifi• cance by means of allegorical exegeses which are as long as or longer than the passages they explicate. An excellent example of the mediaeval poet's use of his translation of Ovid's text to transmit his orthodox mediaeval vision to his audience may be found in his treatment of the story and character of Medea from Book VII of The Metamorphoses. Ovide Moralise contains the most complete portrait of Medea among the mediaeval narrations of her story.3 It traces the tale from Jason's acceptance of the quest to obtain the Golden Fleece to Medea's attempt to poison Theseus and her subsequent escape. To be sure, there are a number of works in both vernacular and Latin to which the title, Ovide Moralise, has been ascribed. -
Pasolini's Medea: a Twentieth Century Tragedy Susan O. Shapiro (Utah State University) “Pasolini Did Not Make Greek Tragedy
Pasolini's Medea: A Twentieth Century Tragedy Susan O. Shapiro (Utah State University) “Pasolini did not make Greek tragedy. He made very striking films about the myths on which tragedy is based.”1 Although this comment by Greek film director Michael Cacoyannis was not intended as a compliment, it nonetheless provides an important insight into the three films based on Greek tragedies that Pier Paolo Pasolini wrote and directed: Oedipus Rex (1967), Medea (1969), and Notes for an African Oresteia (1970). In re-shaping ancient tragedies for the twentieth century, Pasolini did exactly what the Greek tragic poets had done centuries before: he used inherited myth to express timeless themes in a way that was relevant to a contemporary audience. Thus Pasolini’s Oedipus Rex interprets Sophocles from a Freudian point of view, and Notes for an African Oresteia is inspired by Marx, Freud and Antonio Gramsci, as well as by Aeschylus. This paper focuses on the Medea and shows how Pasolini re-interprets Euripides’ play with the help of Carl Jung, Mircea Eliade and Sir James Frazer. Through the figure of the centaur (a stand-in for the director himself),2 Pasolini shows us an over-rationalized Western civilization that is both fascinated and repelled by the pre- rational world view it had long ago abandoned. The key to the interpretation of the film is provided by three dreamlike scenes: (1) the Centaur’s poetic invocation to the nature deities at the beginning of the film; (2) a ritual of human sacrifice, performed in primitive Colchis (with Medea as -
Hellenistic Magic in the Argonautica
Hellenistic Magic in the Argonautica While the scholarship on the magic of Apollonius’s Medea is significant, there nonetheless remains in it a curious gap: all scholars can agree that Medea is, clearly, a formidable magician, but a study of the specific elements of her magic is long overdue. This paper seeks to provide but a portion of it: an examination of Medea’s portrayal not merely as a powerful magic-user, but as four distinct aspects of the Hellenistic magician. At first glance, of course, yet another talk on witchcraft and Medea—yet another anything on witchcraft and Medea—may seem a bit like flogging a dead horse. Considering all that has been written on this topic, it may in fact, to borrow a quote from Neil Gaiman, seem a bit like flogging the greasy patch on the driveway where a dead horse once used to lie. Medea’s powers have ever been one of the first things that come to mind, when we think of her and of her legend, and when it comes to considering her as a character in Apollonius, they have certainly garnered more than their fair share of scholarly interest. Yet for all the attention paid to how Medea’s use of magic casts her in the traditional feminine role of helper-maiden, in the traditional male role as the hero, as a stock character from folk tale, or as a Nausicaa from hell (Clauss 1997), nothing has been done to evaluate the kind of magic she employs in the poem. And a look at the kind of magic Medea employs in the Argonautica is an appealing look indeed, for it is very, very different from the kind of magic she employs in Pindar; it is very different from the kind of magic she employs in Euripides. -
ON the ORACLE GIVEN to AEGEUS (Eur
ON THE ORACLE GIVEN TO AEGEUS (Eur. Med. 679, 681) Aegeus, according to Euripides the childless king of Athens, consulted the oracle at Delphi on the matter of his childlessness, and was given a puzzling answer. He decided, therefore, to seek an explanation from Pittheus/ king of Troezen, who had the reputation of being a prophetic expert and a wise interpreter. On his way from Delphi to Troezen Aegeus passes through Corinth,1 meets with Medea, and repeats to her the Pythia’s advice: ἀσκοΰ με τὸν προυχοντα μὴ λῦσαι πόδα ... (679) πρὶν ἄν πατρῷαν αΰθις ἐστίαν μόλω. (681) Ί am not to loosen the hanging foot of the wineskin ... until I return again to the hearth of my fathers.’ Medea does not attempt to interpret the oracle, but offers instead to cure Aegeus’ childlessness with drugs when she arrives at his court, and the Athenian king having promised to grant her asylum proceeds to Troezen and to the begetting of Theseus. Ἀ hexametric version of the oracle, which somewhat differs from that of Euripides, appears in Apollod. Bibl. 3, 15, 6 (and in Plut. Thes. 3, 5): ἀσκοΰ τὸν προυχοντα πόδα, μεγα, φερτατε λαῶν, μὴ λυσῃς πρὶν ἐς ἄκρον Ά·θηναίων ἀφίκηνοα. ‘The bulging mouth of the wineskin, Ο best of men, loose not until thou hast reached the height of Athens.’2 1 Cf. T.B.L. Webster, The Tragedies of Euripides (London 1967) 54: ‘It is reasonable that he should pass through Corinth on his way from Delphi to Troezen,’ but cf. Α. Rivier, Essai sur le tragique dEuripide (Lausanne 1944) 55, and the literature cited by him.