Robert Browning
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Samuel Ramey
welcome to LOS i\Ilgeles upera http://www.losangelesopera.comlproduction/index.asp?... •• PURCHASE TICKETS • 2003/2004 SEASON LA AMNATION DE FAD T La damnation de Faust The damnation of Faust / Hector Berlioz Nicholas and In French with English Supertitles Ticket Information Alexandra Lucia di Samuel Ramey, Synopsis Lammermoor r-----------.., Program Notes Denyce Graves and Photo Gallery Orfeo ed Euridice Paul Groves star in a spectacular new Recital: production by Achim Ask an Expert Hei-Kyung Hong Forward to a Freyer with Kent Friend Recital: Cecilia Nagano conducting. Bartoli Generously Madama Europe's master Underwritten by: Butterfly theatre artist Achim Freyer matches his New production Die Frau ohne made possible by a Schatten painterly visual imagery with Hector generous gift from Mr. and Mrs. Recital: Dmitri Berlioz's vivid musical imagination in the premiere of Hvorostovsky Milan Panic this new production featuring a cast of more than Le nozze di 100 singers and dancers. The legend of Faust, which Figaro tells the story of the man who sold his soul to the II trovatol'"e Devil, has captivated great imaginations for centuries. Marlowe, Goethe, Gounod, Schumann, Liszt, Mahler and Stravinsky all found inspiration in SEASON G!J1]) the Faust tale, which continues to reverberate in SPONSOR Audt today's modern world. Originally conceived as an oratoriO, Hector Berlioz's dramatic La damnation de Faust is now a mainstay of opera houses around the world. Haunting melodies and startling orchestrations flood the score and illustrate the beWitching tale of Faust's desperate struggle for power, riches, youth and, ultimately, redemption. PRODUCTION DATES: Wednesday September 10, 20036:30 p.m. -
The Armstrong Browning Library Newsletter God Is the Perfect Poet
The Armstrong Browning Library Newsletter God is the perfect poet. – Paracelsus by Robert Browning NUMBER 51 SPRING/SUMMER 2007 WACO, TEXAS Ann Miller to be Honored at ABL For more than half a century, the find inspiration. She wrote to her sister late Professor Ann Vardaman Miller of spending most of the summer there was connected to Baylor’s English in the “monastery like an eagle’s nest Department—first as a student (she . in the midst of mountains, rocks, earned a B.A. in 1949, serving as an precipices, waterfalls, drifts of snow, assistant to Dr. A. J. Armstrong, and a and magnificent chestnut forests.” master’s in 1951) and eventually as a Master Teacher of English herself. So Getting to Vallombrosa was not it is fitting that a former student has easy. First, the Brownings had to stepped forward to provide a tribute obtain permission for the visit from to the legendary Miller in Armstrong the Archbishop of Florence and the Browning Library, the location of her Abbot-General. Then, the trip itself first campus office. was arduous—it involved sitting in a wine basket while being dragged up the An anonymous donor has begun the cliffs by oxen. At the top, the scenery process of dedicating a stained glass was all the Brownings had dreamed window in the Cox Reception Hall, on of, but disappointment awaited Barrett the ground floor of the library, to Miller. Browning. The monks of the monastery The Vallombrosa Window in ABL’s Cox Reception The hall is already home to five windows, could not be persuaded to allow a woman Hall will be dedicated to the late Ann Miller, a Baylor professor and former student of Dr. -
Proquest Dissertations
INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, som e thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6” x 9” black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. Bell & Howell Information and Learning 300 North Zeeb Road, Ann Artxsr, Ml 48106-1346 USA 800-521-0600 UMI* NOTE TO USERS Page(s) missing in number only; text follows. Page(s) were microfilmed as received. 131,172 This reproduction is the best copy available UMI FRANK WEDEKIND’S FANTASY WORLD: A THEATER OF SEXUALITY DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University Bv Stephanie E. -
Eco-Migration: Shakespeare and the Contemporary Novel
SAA 2021: Ecomigration: Shakespeare and the Contemporary Novel Seminar Organizer: Sharon O’Dair, University of Alabama Abstracts. Walter Cohen University of Michigan SAA 2021 Historical Novel (and other genres) of Early Modern World (1450-1700) Key issues a. History/temporality i. Renaissance vs. other periods as object of historical representation. Do you get anything different from delimiting the historical novels under scrutiny to the early modern period—i.e. anything different from historical novels about other periods? This question asks us to compare the historical novels in this study grouping to historical novels about Antiquity, the Middle Ages, the 18th-mid 20th century. ii. Different periods in which accounts of Renaissance are composed. Do you get anything different from delimiting the historical novels under scrutiny to the early modern period—i.e. anything different from seeing realism- modernism-postmodernism as successive forms of the historical novel? This question asks us to compare the historical novels in this grouping to each other along the historical/formalist lines of the three obvious periods of the historical novel. It uses Perry Anderson’s 2011 survey of the historical novel as a baseline for comparison. iii. Composite account of the era? What if you keep the different times when the novels were written, the different genres (realism-modernism- postmodernism), the different languages in which they’re written, and the different places and events they treat all in the background? Instead, we ask: what do we get from reading these novels as a composite account of the era? Is it different from what we get from a more familiar history of the historical novel (Lukács-Anderson) and/or from the current state of historiography of the period? How is it inflected by early modern writers themselves—above all Shakespeare? b. -
Alban Berg's Filmic Music
Louisiana State University LSU Digital Commons LSU Doctoral Dissertations Graduate School 2002 Alban Berg's filmic music: intentions and extensions of the Film Music Interlude in the Opera Lula Melissa Ursula Dawn Goldsmith Louisiana State University and Agricultural and Mechanical College, [email protected] Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_dissertations Part of the Music Commons Recommended Citation Goldsmith, Melissa Ursula Dawn, "Alban Berg's filmic music: intentions and extensions of the Film Music Interlude in the Opera Lula" (2002). LSU Doctoral Dissertations. 2351. https://digitalcommons.lsu.edu/gradschool_dissertations/2351 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Doctoral Dissertations by an authorized graduate school editor of LSU Digital Commons. For more information, please [email protected]. ALBAN BERG’S FILMIC MUSIC: INTENTIONS AND EXTENSIONS OF THE FILM MUSIC INTERLUDE IN THE OPERA LULU A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The College of Music and Dramatic Arts by Melissa Ursula Dawn Goldsmith A.B., Smith College, 1993 A.M., Smith College, 1995 M.L.I.S., Louisiana State University and Agricultural and Mechanical College, 1999 May 2002 ©Copyright 2002 Melissa Ursula Dawn Goldsmith All rights reserved ii ACKNOWLEDGMENTS It is my pleasure to express gratitude to my wonderful committee for working so well together and for their suggestions and encouragement. I am especially grateful to Jan Herlinger, my dissertation advisor, for his insightful guidance, care and precision in editing my written prose and translations, and open mindedness. -
The Qualities of Browning
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Mid-West Quarterly, The (1913-1918) Mid-West Quarterly, The (1913-1918) 1914 The Qualities of Browning Harry T. Baker Follow this and additional works at: https://digitalcommons.unl.edu/midwestqtrly Part of the Arts and Humanities Commons Baker, Harry T., "The Qualities of Browning" (1914). Mid-West Quarterly, The (1913-1918). 43. https://digitalcommons.unl.edu/midwestqtrly/43 This Article is brought to you for free and open access by the Mid-West Quarterly, The (1913-1918) at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Mid-West Quarterly, The (1913-1918) by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Published in THE MID-WEST QUARTERLY 2:1 (October 1914), pp. 57-73. Published by G.P. Putnam’s Sons & the University of Nebraska. THE QUALITIES OF BROWNING I The opening lines of Pippa Passes pulse with the tremendous vitality which the reader of Browning has early learned to expect of his poetry: "Day! Faster and more fast, O'er night's brim day boils at last: Boils, pure gold, o'er the cloud-.cup's brim Where spurting and suppressed it lay, For not a froth-flake touched the rim Of yonder gap in the solid gray Of the eastern cloud, an hour away; But forth one wavelet, then another, curled, Till the whole sunrise, not to be suppressed, Rose, reddened, and its seething breast Flickered in bounds, grew gold, then overflowed the world." Of this remarkable vital force the last poem from his pen, the Epilogue to Asolando, shows no diminution. -
Faust: Ein Bildungsdrama Florian Breitkopf Washington University in St
Washington University in St. Louis Washington University Open Scholarship All Theses and Dissertations (ETDs) 1-1-2011 Faust: Ein Bildungsdrama Florian Breitkopf Washington University in St. Louis Follow this and additional works at: https://openscholarship.wustl.edu/etd Recommended Citation Breitkopf, Florian, "Faust: Ein Bildungsdrama" (2011). All Theses and Dissertations (ETDs). 460. https://openscholarship.wustl.edu/etd/460 This Thesis is brought to you for free and open access by Washington University Open Scholarship. It has been accepted for inclusion in All Theses and Dissertations (ETDs) by an authorized administrator of Washington University Open Scholarship. For more information, please contact [email protected]. WASHINGTON UNIVERSITY Department of Germanic Languages & Literatures FAUST: EIN BILDUNGSDRAMA DER BILDUNGSDISKURS DER GOETHEZEIT UND SEINE LITERARISCHE REFLEKTION IN JOHANN WOLFGANG GOETHES FAUST by Florian Dominik Breitkopf A thesis presented to the Graduate School of Arts and Sciences of Washington University in partial fulfillment of the requirements for the degree of Master of Arts May 2011 Saint Louis, Missouri copyright by Florian Dominik Breitkopf 2011 Meinem Vater, Helmut Anton Breitkopf. Gliederung 1. Einleitung und Zielsetzung............................................................................................1 2. Der Bildungsbegriff .....................................................................................................10 2.1. Einführung. Das Bildungsprojekt der Goethezeit .................................................10 -
Annual Atwood Bibliography 2016
Annual Atwood Bibliography 2016 Ashley Thomson and Shoshannah Ganz This year’s bibliography, like its predecessors, is comprehensive but not complete. References that we have uncovered —almost always theses and dissertations —that were not available even through interlibrary loan, have not been included. On the other hand, citations from past years that were missed in earlier bibliographies appear in this one so long as they are accessible. Those who would like to examine earlier bibliographies may now access them full-text, starting in 2007, in Laurentian University’s Institutional Repository in the Library and Archives section . The current bibliography has been embargoed until the next edition is available. Of course, members of the Society may access all available versions of the Bibliography on the Society’s website since all issues of the Margaret Atwood Studies Journal appear there. Users will also note a significant number of links to the full-text of items referenced here and all are active and have been tested on 1 August 2017. That said—and particularly in the case of Atwood’s commentary and opinion pieces —the bibliography also reproduces much (if not all) of what is available on-line, since what is accessible now may not be obtainable in the future. And as in the 2015 Bibliography, there has been a change in editing practice —instead of copying and pasting authors’ abstracts, we have modified some to ensure greater clarity. There are a number of people to thank, starting with Dunja M. Mohr, who sent a citation and an abstract, and with Desmond Maley, librarian at Laurentian University, who assisted in compiling and editing. -
Tempest Activities.Pub
Classroom Connections Before the performance... Stormy Weather Ariel & Caliban in Visual Art It’s no surprise that a play named The Tempest opens in the Ariel and Caliban, two of Shakespeare’s non-human middle of a huge storm at sea. But how can a director and a characters, have left much room for interpretation in how team of designers create that storm onstage? Ask students they can be portrayed. The 19th century produced a number to brainstorm different ways to present the storm and of artists inspired by Shakespeare who put scenes of his play shipwreck onstage. Then break the class into three groups on canvas. Visit this site (http://www.english.emory.edu/ and assign each a budget—one group has a high school classes/Shakespeare_Illustrated/TempestPaintings.html) and drama club budget, one has a regional theatre budget, and find a painting depicting Ariel or Caliban from The Tempest. one has a Broadway theatre budget. Each group should Compare how you expected these characters to look with develop a concept or proposal for the storm scene, complete the artist’s rendering. Keep these images in mind when you with lights, set, sound, props and costumes, considering see the play and compare all three interpretations! their respective budgets. Have each group present their ideas to the class. How does budget affect the staging of the storm? How realistically should the storm be staged? What Really Happened in Jamestown As described in the article A Whole New World, Shakespeare Love at First Sight drew inspiration for The Tempest from real accounts of a crew headed to Jamestown, Virginia, that crashed on the In The Tempest Miranda and Ferdinand are instantly island of Bermuda and then reappeared almost a year later. -
Robert Browning's Views of Life and Death
Robert Browning's Views of Life and Death. Thouch Robert Browning is acknowledged on all sides to "All that is, at all, Lasts ever, be a great poet, to be worthy of our love and admiration, past recall; f Earth but soul and God stand sure." and fit to be honoured burial in the thrice-hallowed changes, thy by wb? And in one of his later he of himself as one ground of Poet's Corner, yet how many there are who say, poems speaks " wearily, "We cannot understand him," or, "I have tried to At least believed in soul, was very sure of God." read Browning's poetry, and cannot make out the meaning." The uses of life are, he taught, simply to learn to love h1? With these disappointed ones we have considerable sym- to know the truth. In "Fifine at the Fair," one of hard pathy ; much of Browning's poetry is confessedly most delightful poems, in which are freely discussed reading, but his thoughts are so fine, his hope is so stead- uses to which man puts life, and the lessons, often bitter' fast, his belief in God so undimmed, his faith in humanity learnt thereby, he says and immortality so unquenchable, that we trust that after " Life means?learning to abhor by perusing the following short exposition of his views on life The false and love the true, truth treasured snatch snatch." and death many of our readers will seek, not only interest of an intellectual character, but that moral strength and Taking life so earnestly, he insisted upon the responSl encouragement, which comes from intercourse with a great bilrty of youth, and he says : " and noble mind, in the pages of the now dead poet. -
Caliban Upon Setebos”
Skibinski 1 Nick’s Key Passage Analysis on Robert Browning’s “Caliban Upon Setebos” “Thinketh, such shows not right nor wrong in him, Nor kind, nor cruel: He is strong and Lord. ‘Am strong myself compared to yonder crabs That march now from the mountain to the sea, ‘Let twenty pass, and stone the twenty-first, Loving not, hating not, just choosing so. ‘Say, the first straggler that boasts purple spots Shall join the file, one pincer twisted off; ‘Say, this bruised fellow shall receive a worm, And two worms he whose nippers end in red; As it likes me each time, I do: so He.” Page 1368, Lines 98-108 In this poem, Browning uses Caliban’s prayer as a thinly veiled criticism of Christianity. This is hinted at in this passage by the usage of the word “Lord” in reference to Setebos, which is also used in Christian references to God. The intent of this section is stated very clearly in the first lines: “Thinketh, such shows not right nor wrong in him,/ Nor kind, nor cruel: He is strong and Lord.” This offers insight into Caliban’s issues of faith. While Caliban still believes in and worships Setebos, he cannot bring himself to see a deity that allowed him to be enslaved as kind. This in turn shows what this section is arguing: that God is neither good nor evil, rather, God is capable of enacting whatever arbitrary judgements he pleases. There is no fairness to God’s actions, and there is no judgement, merely the exercise of power by a being that is impossible to comprehend. -
Tempest in Literary Perspective| Browning and Auden As Avenues Into Shakespeare's Last Romance
University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 1972 Tempest in literary perspective| Browning and Auden as avenues into Shakespeare's last romance Murdo William McRae The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation McRae, Murdo William, "Tempest in literary perspective| Browning and Auden as avenues into Shakespeare's last romance" (1972). Graduate Student Theses, Dissertations, & Professional Papers. 3846. https://scholarworks.umt.edu/etd/3846 This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. THE TEMPEST IN LITERAEY PERSPECTIVE: BRaWING AM) ADDER AS AVENUES INTO SHAKESPEARE'S LAST ROMANCE By Murdo William McRae B.A. University of Montana, 1969 Presented in partial fulfillment of the requirements for the degree of Master of Arts TJNIVERSITT OF MONTANA • 1972 Approved by; IAIcxV^><L. y\ _L Chairman, Board ox Exarainers tats UMI Number EP34735 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent on the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. UMT MUiMng UMI EP34735 Copyright 2012 by ProQuest LLC.