Pygmalion Bernard Shaw
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OVID's METAMORPHOSES ~ PYGMALION Latin Text Sunt Tamen
Robert Cerise OVID’S METAMORPHOSES ~ PYGMALION Latin Text Sunt tamen obscenae Venerem Propoetides ausae esse negare deam. Pro quo sua numinis ir 240 corpora cum forma primae vulgasse feruntur: utque pudor cessit sanguisque induruit oris, in rigidium parvo silicem discrimine versae. Quas quia Pygmalion aevum per crimen agentis viderat, offensus vitiis, quae plurima menti 245 femineae natura dedit, sine coniuge caelebs vivebat thalamique diu consorte carebat. Interea niveum mira feliciter arte sculpsit ebur formamque dedit, qua femina nasci nulla potest: operisque sui concepit amorem. 250 Virginis est verae facies, quam vivere credas, et, si non obstet reverentia, velle moveri: ars adeo latet arte sua. Miratur et haurit pectore Pygmalion simulati corporis ignes. Saepe manus operi temptantes admovet, an sit 255 corpus an illud ebur: nec adhuc ebur esse fatetur. Oscula dat reddique putat loquiturque tenetque, et credit tactis digitos insidere membris, et metuit, pressos veniat ne livor in artus. Et modo blanditias adhibet, modo grata puellis Robert Cerise OVID’S METAMORPHOSES ~ PYGMALION 260 munera fert illi conchas teretesque lapillos et parvas volucres et flores mille colorum liliaque pictasque pilas et ab arbore lapsas Heliadum lacrimas; ornat quoque vestibus artus, dat digitis gemmas, dat longa monilia collo: 265 aure leves bacae [pendent], redimicula pectore pendent. Cuncta decent: nec nuda minus formosa videtur. Conlocat hanc stratis concha Sidonide tinctis appellatque tori sociam, acclinataque colla mollibus in plumis, tamquam sensura, reponit. 270 Festa dies Veneris tota celeberrima Cypro venerat, et pandis inductae cornibus aurum conciderant ictae nivea cervice iuvencae, turaque fumabant: cum munere functus ad aras constitit et timide, “si di dare cuncta potestis, 275 sit coniunx, opto” non ausus “eburnea virgo” dicere Pygmalion “similis mea” dixit “eburnae.” Sensit, ut ipsa suis aderat Venus aurea festis, vota quid illa velint; et, amici numinis omen, flamma ter accensa est apicemque per aera duxit. -
The Beautiful Galatea [Opéra Comique, in Two Acts; Text by Zell and Genée
The Beautiful Galatea [Opéra comique, in two acts; text by Zell and Genée. First produced in Vienna, 1865.] PERSONAGES. Galatea, the statue. Ganymede, Greek boy. Pygmalion, sculptor. Midas, art patron. [Chorus of Grecians.] The scene is laid in Greece; time, mythological. The opera of "Die Schöne Galatea" ("The Beautiful Galatea"), though of slight construction, is one of Suppé's most melodious works, while the story is a clever setting of the familiar mythological romance in a somewhat modern frame, in which respect it resembles the stories of Helen of Troy and Orpheus and Eurydice, which Offenbach so cleverly travestied. The first act opens with a graceful chorus of Grecians on their way to worship at the temple of Venus, at dawn ("Aurora is awaking in Heaven above"). Ganymede, Pygmalion's servant, declines to go with them, preferring to sleep, and bids them good-by with a lullaby ("With Violets, with Roses, let the Temple be decked"). His master, Pygmalion, who has finished a statue of Galatea, his ideal, also goes to the temple, and Ganymede decides to take a nap. His slumbers are interrupted, however, by Midas, a professional art patron, who has heard of the statue and informs Ganymede that he is ready to buy it, but first wishes to see it. The servant declares it is impossible, as his master is in love with it. Midas makes a further appeal to him in a long descriptive arietta ("My Dear Father Gordias") in which he boasts of his abilities, his patronage, and his conquests. He finally bribes Ganymede to show it to him, and as he stands gazing at it and praising its loveliness, Pygmalion, who has suddenly returned, enters and upbraids them. -
Pygmalion My Fair Lady
a comparison of the first scene of: PYGMALION with the first scene of: MY FAIR LADY I-1-1 PYGMALION by George Bernard Shaw ACT ONE Scene One Covent Garden at 11.15 p.m. Torrents of heavy summer rain. Cab whistles blowing frantically in all directions. Pedestrians running for shelter into the market and under the portico of St. Paul's Church, where there are already several people, among them a lady and her daughter in evening dress. They are all peering out gloomily at the rain, except one man with his back turned to the rest, who seems wholly preoccupied with a notebook in which he is writing busily. The church clock strikes the first quarter. THE DAUGHTER (in the space between the central pillars, close to the one on her left) I'm getting chilled to the bone. What can Freddy be doing all this time? He's been gone twenty minutes. THE MOTHER (on her daughter's right) Not so long. But he ought to have got us a cab by this. A BYSTANDER (on the lady's right) He won't get no cab not until half-past eleven, missus, when they come back after dropping their theatre fares. THE MOTHER But we must have a cab. We can't stand here until half-past eleven. It's too bad. I-1-2 THE BYSTANDER Well, it ain't my fault, missus. THE DAUGHTER If Freddy had a bit of gumption, he would have got one at the theatre door. THE MOTHER What could he have done, poor boy? THE DAUGHTER Other people got cabs. -
My Fair Lady
LOS M usical Theatre presents Lerner and Loewe’s My Fair Lady Book and lyrics by ALAN JAY LERNER Music by FREDERICK LOEWE KINDLY SPONSORED BY Adapted from George Bernard Shaw’s Play and Gabriel Pascal’s Motion Picture “PYGMALION” 2 - 6 April 2019 Original Production Directed and Staged by Moss Hart Lewes Town Hall AUDITION PACK Visit losmusicaltheatre.org.uk for more information Tues 2 - Sat 6 April 2019 PRODUCTION TEAM Director: David Foster Musical Director: Ben Knowles Choreographer: Collette Goodwin Production Assistants: Nick Hazle and Amy Reynolds IMPORTANT EARLY DATES Wednesday 10 October, 8pm Launch night at Market Tower (MT) Monday 15 October, 7.30pm Audition workshop at MT with Musical Director/Choreographer Wednesday 17 October, 7.30pm Audition workshop at MT with Musical Director/Choreographer Monday 22 October, 7.30pm Audition workshop at MT with Musical Director/Choreographer Wednesday 24 October, 7.30pm Audition workshop at MT with Musical Director/Choreographer Sunday 28 October (times to be confirmed) Audition day at MT Monday 29 October, 7.30pm (if required) Recall day to be kept available in case call backs required Wednesday 7 November, 7.30pm First full company call CONTACT DETAILS David – 07710 855295 - [email protected] Ben – 07940 343053 - [email protected] • Collette – 07788 581940 – [email protected] Nick – 07756117037 - [email protected] • Amy – 07919 181690 - [email protected] My Fair Lady Lerner and Loewe’s My Fair Lady is one of the best-loved musicals of all time. Based on George Bernard Shaw’s play Pygmalion , Elisa Doolittle’s journey at the hands of Henry Higgins from flower girl to society lady has been enjoyed world-wide since the 1950s when it was first performed, both on stage and as a successful movie. -
Prometheus and Pygmalion." Critical Practice: Philosophy and Creativity
McQuillan, Martin. "Prometheus and Pygmalion." Critical Practice: Philosophy and Creativity. London: Bloomsbury Academic, 2019. 113–137. Bloomsbury Collections. Web. 30 Sep. 2021. <http://dx.doi.org/10.5040/9781472544391.0010>. Downloaded from Bloomsbury Collections, www.bloomsburycollections.com, 30 September 2021, 00:48 UTC. Copyright © Martin McQuillan 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. 4 Prometheus and Pygmalion In the Metamorphoses, Ovid tells the stories of two possible models for the relation between philosophy and creativity.1 They are two of the foundational myths of our understanding of art and civilization, the tales of Prometheus and Pygmalion. In this chapter, we will look at both stories with a view to better understanding the paradoxes of critical practice, each tale providing us with a different point of entry to the complexities of artistic practice and philosophical thought. The story of Prometheus has its fullest elaboration in Hesiod’s Theogony and we will attend to this tale in the second half of the chapter.2 The myth of Pygmalion also has several versions including many neoclassical and more contemporary re-tellings.3 The stories represent two different paradigms for creation, although they contain overlapping elements. The case of Prometheus is a model for creation that emphases theft and punishment, while the story of Pygmalion offers us an account of creation based upon illusion and misidentification. The former is a tale of inscription and disruption, the latter myth concerns representation and misreading. -
Scanned Image
INSIDE Singleschart, 6-7;Album chart,17; New Singles, 18; NewAlbums, 13; Airplay guide, 14-15; lndpendent Labels, 8; Retailing 5. June 28, 1982 VOLUME FIVE Number 12 65p RCA sets price Industry puts brave rises on both face on plunging LPs & singles RCAis implementing itsfirst wide- ranging increase in prices since January Summer disc sales 1981. Then its new 77p dealer price for singles sparked trade controversy but ALL THE efforts of the record industryfor the £s that records appear to be old the rest of the industry followed in due to hold down prices and generate excite-hat. People who are renting a VCR are course. ment in recorded music are meeting amaking monthly payment equivalent to With the new prices coming into stubbornly flat market. purchasing one LP a week," he said. effect on July 1, RCA claims now to be Brave faces are being worn around the Among the major companies howev- merely coming into line with other major companies but itis becominger, there is steadfast resistance to gloom. companies. clear that the business is in the middle of Paul Russell, md of CBS, puts the New dealer price for singles will be an even worse early Summer depressionproblem down to weak releases and is 85p (ex VAT) with 12 -inch releases than that of 1981. happy to be having success with Joan costing £1.49, a rise of 16p. On tapes The volume of sales mentioned by theJett, The Clash, Neil Diamond andWHETHER IT likes it or not, Polydorand albums the 3000 series goes from RB chart department shows a decline ofAltered Images with the prospect of bigis now heavy metal outfit Samson's£2.76 to £2.95, the 6000 series from between 20 and 30 percent over the samereleases from Judas Priest and REOrecord company. -
The Central Theme of Education in Shaw's Pygmalion
www.the-criterion.com The Criterion [email protected] An International Journal in English ISSN 0976-8165 The Central Theme of Education in Shaw’s Pygmalion Dr. D. Prasad Assistant Professor of English, Jeppiaar Engineering College, Chennai – 600 119 Tamilnadu, India The Central Theme of Education The contribution on Bernard Shaw to the modern English drama is significant. He discusses a serious problem of the contemporary society as intensely as he can. Therefore the readers call his plays ‘Comedies of Purpose’ In writing plays, Shaw had the deliberate object of converting the society to his views and ideas. He had no other incentive to write plays. G.K. Chesterton says: Bernard Shaw has much affinity to Plato in his instinctive elevation of temper, his courageous pursuit of ideas as far as they will go; his civic idealism, and also, it must be confessed, in his dislike of poets and a touch of delicate inhumanity (GeorgeBernard Shaw: 53) Education is enlightenment. Like a rainbow, it unfurls many hues, right from child development up to higher education. It also hovers into remedial programmes for backward students. It is an artistic science and a scientific art. It is not reading books but understanding. It is the art of imparting knowledge, not thrusting knowledge, into the unwilling throat. In Pygmalion, education is used as a tool for emancipating working class individuals. Eliza gets uprooted and has to give up personal feature. Language is linked up with identity and finds a new identity through education. Eliza’s transformation demonstrates that social distinctions such as accents, age, class barriers can be overcome by language training. -
MISALLIANCE : Know-The-Show Guide
The Shakespeare Theatre of New Jersey MISALLIANCE: Know-the-Show Guide Misalliance by George Bernard Shaw Know-the-Show Audience Guide researched and written by the Education Department of The Shakespeare Theatre of New Jersey Artwork: Scott McKowen The Shakespeare Theatre of New Jersey MISALLIANCE: Know-the-Show Guide In This Guide – MISALLIANCE: From the Director ............................................................................................. 2 – About George Bernard Shaw ..................................................................................................... 3 – MISALLIANCE: A Short Synopsis ............................................................................................... 4 – What is a Shavian Play? ............................................................................................................ 5 – Who’s Who in MISALLIANCE? .................................................................................................. 6 – Shaw on — .............................................................................................................................. 7 – Commentary and Criticism ....................................................................................................... 8 – In This Production .................................................................................................................... 9 – Explore Online ...................................................................................................................... 10 – Shaw: Selected -
The Triangle
Entertainment Opinion Comics This week. Entertainment gives you a look at Pat The world is full of jx:ople who try to take advan This week in the comics section, Beaver Boy and Benatar’s latest. True Love, Elvis Costello’s Mighty tage of others. A reader relates just such an experi Bungee Boy try their hands at cartooning. Also, Like the Rose, a summertime classic import from ence in this week’s Ed-Op pages. Also, take a look John the Engineer expands to a new format. Could Mud, and The Gourmet Express tickles your taste at one columnist’s view of Drexel University, 2017. this be the beginning of something big? Turn to page buds with summer yummies. Turn to page ten... Turn to page six... fourteen to find out... The Triangle Volume 66 • Number 33 Serving Drexel University Since 1926. May 31,1991 M ascaro defeats four candidates to become Congress president Andrew Ross mal arrangement was not publi O f The Triangle cized, however, even though it N e w p r e s , went into effect when the col Joseph Mascaro was elected leges merged in June. “There is h o p e s to President of Student Congress nothing in the constitution that over four others who desired the provides for two student deans i m p r o v e position. Elections were held of Arts and Sciences,” Richards last Tuesday and Wednesday but added. However, in the election C o n g r e s s results were not available until rules distributed by the Student Friday moming. -
How Ovid's “Pygmalion”
The Complex Relationship of Ars and Natura: How Ovid’s “Pygmalion” Employs the Power of the Artist Kelsey Littlefield ‘17 ublius Ovidius Naso, commonly known as Ovid, was a Roman poet and author who lived during the reign of P Augustus Caesar. He is renowned as poet of great variety and skill, and no work so wonderfully displays his talent as his Metamorphoses, a massive volume of mythological stories of transformation. Throughout the Metamorphoses, art and nature serve as unifying themes and are present in some capacity in each myth Ovid recounts. In particular, art and nature are prevalent in the myth of Pygmalion, a sculptor who falls in love with his ivory creation. An important contrast develops between art and nature in this story, and that contrast speaks to how the senses are woven into both. Roman literature is fond of treating the subjects of art and nature, and their contrasting figures appear again and again in the best works of the Ancient World. These two didactic terms are often used in elegiac poetry as a means of deciphering the interwoven relationships among the poet, lover, and girl (poeta, amator, and puella).1 The poet and the lover are one in the same, as the poet attempts to express the love and the experience of the beloved (i.e., the puella) to his reader. There is also, however, a sense of lament, as in all elegiac poetry, as the beloved has an unattainable quality that eventually leaves the poet/lover in despair. The girl, more specifically Pygmalion’s own beloved,2 exemplifies the erotic nature displayed in Ovid’s version of elegiac poetry and the grappling of the role that the artist plays in shaping his own art. -
My Fair Lady
TEACHER RESOURCE GUIDE Teacher Resource Guide by Sara Cooper LINCOLN CENTER THEATER AT THE VIVIAN BEAUMONT André Bishop Adam Siegel Producing Artistic Director Hattie K. Jutagir Managing Director Executive Director of Development & Planning in association with Nederlander Presentations, Inc. presents LERNER & LOEWE’S Book and Lyrics Music Alan Jay Lerner Frederick Loewe Adapted from George Bernard Shaw’s play and Gabriel Pascal’s motion picture “Pygmalion” with Lauren Ambrose Harry Hadden-Paton Norbert Leo Butz Diana Rigg Allan Corduner Jordan Donica Linda Mugleston Manu Narayan Cameron Adams Shereen Ahmed Kerstin Anderson Heather Botts John Treacy Egan Rebecca Eichenberger SuEllen Estey Christopher Faison Steven Trumon Gray Adam Grupper Michael Halling Joe Hart Sasha Hutchings Kate Marilley Liz McCartney Justin Lee Miller Rommel Pierre O’Choa Keven Quillon JoAnna Rhinehart Tony Roach Lance Roberts Blair Ross Christine Cornish Smith Paul Slade Smith Samantha Sturm Matt Wall Michael Williams Minami Yusui Lee Zarrett Sets Costumes Lighting Sound Michael Yeargan Catherine Zuber Donald Holder Marc Salzberg Musical Arrangements Dance Arrangements Robert Russell Bennett & Phil Lang Trude Rittmann Mindich Chair Casting Hair & Wigs Production Stage Manager Musical Theater Associate Producer Telsey + Company Tom Watson Jennifer Rae Moore Ira Weitzman General Manager Production Manager Director of Marketing General Press Agent Jessica Niebanck Paul Smithyman Linda Mason Ross Philip Rinaldi Music Direction Ted Sperling Choreography Christopher Gattelli Directed by Bartlett Sher The Jerome L. Greene Foundation is the Lead Sponsor of MY FAIR LADY. Major support is also generously provided by: The Blanche and Irving Laurie Foundation • Florence Kaufman The New York Community Trust - Mary P. Oenslager Foundation Fund • The Ted & Mary Jo Shen Charitable Gift Fund The Bernard Gersten LCT Productions Fund • The Peter Jay Sharp Foundation’s Special Fund for LCT with additional support from the National Endowment for the Arts. -
Pygmalion Study Guide April 16
STUDY GUIDE 2004 CONTAINS ONTARIO CURRICULUM SUPPORT MATERIAL PYGMALION by Bernard Shaw Education Partner PRESENTS Pygmalion by Bernard Shaw This study guide for Pygmalion contains background informa- tion for the play, suggested themes and topics for discussion, and curriculum-based lessons that are designed by educators and theatre professionals. TABLE OF CONTENTS The lessons and themes for discussion are organized in mod- ules that can be used independently or interdependently ac- cording to your class’s level and time availability. The Players ..............................................................................3 The general information is on white paper and the lessons are on green. Running Time .........................................................................3 The Author..............................................................................4 THIS GUIDE WAS WRITTEN AND COMPILED BY DENIS The Characters ........................................................................5 JOHNSTON, DEBRA MCLAUCHLAN, AND JOHN SWEENEY. The Story .............................................................................6-7 ADDITIONAL MATERIALS WERE PROVIDED BY BARBARA WORTHY, JACKIE MAXWELL, AND SUE LEPAGE West End Gossip Sheet.........................................................8 Director’s Notes .....................................................................9 Classroom Application Before Attending the Play .............................................10-17 Pygmalion After Attending the Play................................................18-24