Perseus and Medusa
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The Cambridge Companion to Greek Mythology (2007)
P1: JzG 9780521845205pre CUFX147/Woodard 978 0521845205 Printer: cupusbw July 28, 2007 1:25 The Cambridge Companion to GREEK MYTHOLOGY S The Cambridge Companion to Greek Mythology presents a comprehensive and integrated treatment of ancient Greek mythic tradition. Divided into three sections, the work consists of sixteen original articles authored by an ensemble of some of the world’s most distinguished scholars of classical mythology. Part I provides readers with an examination of the forms and uses of myth in Greek oral and written literature from the epic poetry of the eighth century BC to the mythographic catalogs of the early centuries AD. Part II looks at the relationship between myth, religion, art, and politics among the Greeks and at the Roman appropriation of Greek mythic tradition. The reception of Greek myth from the Middle Ages to modernity, in literature, feminist scholarship, and cinema, rounds out the work in Part III. The Cambridge Companion to Greek Mythology is a unique resource that will be of interest and value not only to undergraduate and graduate students and professional scholars, but also to anyone interested in the myths of the ancient Greeks and their impact on western tradition. Roger D. Woodard is the Andrew V.V.Raymond Professor of the Clas- sics and Professor of Linguistics at the University of Buffalo (The State University of New York).He has taught in the United States and Europe and is the author of a number of books on myth and ancient civiliza- tion, most recently Indo-European Sacred Space: Vedic and Roman Cult. Dr. -
Pictorial Real, Historical Intermedial. Digital Aesthetics and the Representation of History in Eric Rohmer's the Lady And
ACTA UNIV. SAPIENTIAE, FILM AND MEDIA STUDIES, 12 (2016) 27–44 DOI: 10.1515/ausfm-2016-0002 Pictorial Real, Historical Intermedial. Digital Aesthetics and the Representation of History in Eric Rohmer’s The Lady and the Duke Giacomo Tagliani University of Siena (Italy) E-mail: [email protected] Abstract. In The Lady and the Duke (2001), Eric Rohmer provides an unusual and “conservative” account of the French Revolution by recurring to classical and yet “revolutionary” means. The interpolation between painting and film produces a visual surface which pursues a paradoxical effect of immediacy and verisimilitude. At the same time though, it underscores the represented nature of the images in a complex dynamic of “reality effect” and critical meta-discourse. The aim of this paper is the analysis of the main discursive strategies deployed by the film to disclose an intermedial effectiveness in the light of its original digital aesthetics. Furthermore, it focuses on the problematic relationship between image and reality, deliberately addressed by Rohmer through the dichotomy simulation/illusion. Finally, drawing on the works of Louis Marin, it deals with the representation of history and the related ideology, in order to point out the film’s paradoxical nature, caught in an undecidability between past and present. Keywords: Eric Rohmer, simulation, illusion, history and discourse, intermediality, tableau vivant. The representation of the past is one of the domains, where the improvement of new technologies can effectively disclose its power in fulfilling our “thirst for reality.” No more cardboard architectures nor polystyrene stones: virtual environments and motion capture succeed nowadays in conveying a truly believable reconstruction of distant times and worlds. -
The Limits of Communication Between Mortals and Immortals in the Homeric Hymns
Body Language: The Limits of Communication between Mortals and Immortals in the Homeric Hymns. Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Bridget Susan Buchholz, M.A. Graduate Program in Greek and Latin The Ohio State University 2009 Dissertation Committee: Sarah Iles Johnston Fritz Graf Carolina López-Ruiz Copyright by Bridget Susan Buchholz 2009 Abstract This project explores issues of communication as represented in the Homeric Hymns. Drawing on a cognitive model, which provides certain parameters and expectations for the representations of the gods, in particular, for the physical representations their bodies, I examine the anthropomorphic representation of the gods. I show how the narratives of the Homeric Hymns represent communication as based upon false assumptions between the mortals and immortals about the body. I argue that two methods are used to create and maintain the commonality between mortal bodies and immortal bodies; the allocation of skills among many gods and the transference of displays of power to tools used by the gods. However, despite these techniques, the texts represent communication based upon assumptions about the body as unsuccessful. Next, I analyze the instances in which the assumed body of the god is recognized by mortals, within a narrative. This recognition is not based upon physical attributes, but upon the spoken self identification by the god. Finally, I demonstrate how successful communication occurs, within the text, after the god has been recognized. Successful communication is represented as occurring in the presence of ritual references. -
Hesiod Theogony.Pdf
Hesiod (8th or 7th c. BC, composed in Greek) The Homeric epics, the Iliad and the Odyssey, are probably slightly earlier than Hesiod’s two surviving poems, the Works and Days and the Theogony. Yet in many ways Hesiod is the more important author for the study of Greek mythology. While Homer treats cer- tain aspects of the saga of the Trojan War, he makes no attempt at treating myth more generally. He often includes short digressions and tantalizes us with hints of a broader tra- dition, but much of this remains obscure. Hesiod, by contrast, sought in his Theogony to give a connected account of the creation of the universe. For the study of myth he is im- portant precisely because his is the oldest surviving attempt to treat systematically the mythical tradition from the first gods down to the great heroes. Also unlike the legendary Homer, Hesiod is for us an historical figure and a real per- sonality. His Works and Days contains a great deal of autobiographical information, in- cluding his birthplace (Ascra in Boiotia), where his father had come from (Cyme in Asia Minor), and the name of his brother (Perses), with whom he had a dispute that was the inspiration for composing the Works and Days. His exact date cannot be determined with precision, but there is general agreement that he lived in the 8th century or perhaps the early 7th century BC. His life, therefore, was approximately contemporaneous with the beginning of alphabetic writing in the Greek world. Although we do not know whether Hesiod himself employed this new invention in composing his poems, we can be certain that it was soon used to record and pass them on. -
Jan Lievens (Leiden 1607 – 1674 Amsterdam)
Jan Lievens (Leiden 1607 – 1674 Amsterdam) © 2017 The Leiden Collection Jan Lievens Page 2 of 11 How To Cite Bakker, Piet. "Jan Lievens." In The Leiden Collection Catalogue. Edited by Arthur K. Wheelock Jr. New York, 2017. https://www.theleidencollection.com/archive/. This page is available on the site's Archive. PDF of every version of this page is available on the Archive, and the Archive is managed by a permanent URL. Archival copies will never be deleted. New versions are added only when a substantive change to the narrative occurs. Jan Lievens was born in Leiden on 24 October 1607. His parents were Lieven Hendricxsz, “a skillful embroiderer,” and Machtelt Jansdr van Noortsant. 1 The couple would have eight children, of whom Jan and Dirck (1612–50/51) would become painters, and Joost (Justus), the eldest son, a bookseller. 2 In 1632 Joost married an aunt of the painter Jan Steen (1625/26–79). 3 At the age of eight, Lievens was apprenticed to Joris van Schooten (ca. 1587–ca. 1653), “who painted well [and] from whom he learned the rudiments of both drawing and painting.” 4 According to Orlers, Lievens left for Amsterdam two years later in 1617 to further his education with the celebrated history painter Pieter Lastman (1583–1633), “with whom he stayed for about two years making great progress in art.” 5 What impelled his parents to send him to Amsterdam at such a young age is not known. When he returned to Leiden in 1619, barely twelve years old, “he established himself thereafter, without any other master, in his father’s house.” 6 In the years that followed, Lievens painted large, mostly religious and allegorical scenes. -
Art, Argento and the Rape-Revenge Film
University of Edinburgh Postgraduate Journal of Culture and the Arts Issue 13 | Autumn 2011 Title The Violation of Representation: Art, Argento and the Rape-Revenge Film Author Alexandra Heller-Nicholas Publication FORUM: University of Edinburgh Postgraduate Journal of Culture and the Arts Issue Number 13 Issue Date Autumn 2011 Publication Date 6/12/2011 Editors Dorothy Butchard & Barbara Vrachnas FORUM claims non-exclusive rights to reproduce this article electronically (in full or in part) and to publish this work in any such media current or later developed. The author retains all rights, including the right to be identified as the author wherever and whenever this article is published, and the right to use all or part of the article and abstracts, with or without revision or modification in compilations or other publications. Any latter publication shall recognise FORUM as the original publisher. FORUM | ISSUE 13 Alexandra Heller-Nicholas 1 The Violation of Representation: Art, Argento and the Rape-Revenge Film Alexandra Heller-Nicholas Swinburne University of Technology Considering the moral controversies surrounding films such as I Spit on Your Grave (Meir Zarch, 1976) and Baise-Moi (Virginie Despentes and Coralie Trinh-Thi, 2000), the rape-revenge film is often typecast as gratuitous and regressive. But far from dismissing rape-revenge in her foundational book Men, Women and Chain Saws: Gender in the Modern Horror Film (1992), Carol J. Clover suggests that these movies permit unique insight into the representation of gendered bodies on screen. In Images of Rape: The ‘Heroic’ Tradition and Its Alternatives (1999), art historian Diane Wolfthal demonstrates that contradictory representations of sexual violence co-existed long before the advent of the cinematic image, and a closer analysis of films that fall into the rape-revenge category reveals that they too resist a singular classification. -
Hercules, Heracles, Herakles
Ms. Lardas/Mrs. Despines/Mrs. Rentschler February 2013 Hercules, Heracles, Herakles Print Books that may be helpful are located on a cart. These books will not be checked out of the library so that everyone has fair access to them. General encyclopedias may be helpful. They are located near the computers at the front of the library. eBooks USC High School’s FollettShelf eBooks: Go to the high school web site and click on the LIBRARY tab, or go the the USCHS Library class in Blended Schools. Notice that there is a link to the Quick Reference Guide for the Follett Digital Reader to help you navigate through the ebook. Click onto the FOLLETTSHELF icon. User name: uschs password: panther Click onto The Facts on File encyclopedia of world mythology and legend. Click the OPEN BOOK link. After you are done reading the book, you must go to the top left of toolbar and click the FOLLETT SHELF ICON. On the next screen, click CLOSE TITLE. 1 POWER Library Database---eBooks from EBSCOhost From STUDENT LINKS, click POWER Library. Under LITERATURE click eBooks on EBSCO Type the title of your work in the FIND bar. If necessary, make sure to select FULL TEXT. For home access: Go to STUDENT LINKS or go to the Township Library’s web page http://www.twpusc.org/library/index.html o You will need the barcode number from your TOWNSHIP LIBRARY CARD! o On the right-hand side of the screen, click onto ONLINE DATABASES. Click POWER LIBRARY under “Databases by Subject,” or “General Reference.” o Follow the directions and enter the barcode number on your Township Library card. -
Redalyc.The Hydromythology and the Legend from Natural Events
Revista Iberoamericana de Ciencia, Tecnología y Sociedad - CTS ISSN: 1668-0030 [email protected] Centro de Estudios sobre Ciencia, Desarrollo y Educación Superior Argentina Martos García, Aitana; Bravo Gaviro, Ana The Hydromythology And The Legend From Natural Events Revista Iberoamericana de Ciencia, Tecnología y Sociedad - CTS, vol. 12, núm. 35, junio, 2017, pp. 183-199 Centro de Estudios sobre Ciencia, Desarrollo y Educación Superior Buenos Aires, Argentina Available in: http://www.redalyc.org/articulo.oa?id=92452928009 How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative The Hydromythology And The Legend From Natural Events Hidromitología y leyendas naturalistas Hidromitologia e Lendas Naturalistas Aitana Martos García and Ana Bravo Gaviro * 183 We analyse the role of mythical narratives in relation to phenomena typical of the geology and hydrology, reviewing the scientific status of hydrology, its methods and scientific paradigms that would contribute to its definition. We delve into the role of myths as explanatory devices in application to hydrogeographic realities. In that sense, we compare some relevant cases involving caves and other karst landscapes, as well as oracles and various mythological characters and episodes related to water. The need for a holistic approach is advocated from a broad consideration of the nature of myth, applying perspectives such as Euhemerism and other hermeneutical currents. Key words: geomythology, hydromythology, naturalist legends, myths, hermeneutics * Aitana Martos García: Department of Education, University of Almería, Spain. -
Hamilton's Perseus.Pdf
.; I CHAPTER I Perseus This story is on the level of the fairy story. Hermes and Atherw. act like the fairy godmother in Cinderella. The magi- cal wallet and cap belong to the properties fairy tales abound in everywhere. It is the only myth in which magic plays a decisive part, and it seems to have been a great favorite in Greece. Many poets allude to it. The description of Danae in the wooden chest was the most famous passage of a fa- mous poem by Simonides of Ceos, a great lyr'ic poet who lived in the sixth century. The entire story is told by both Ovid and Apollodorus. The latter, probably a hundred years later than Ovid, is here the superior of the two. His account is simple and stmightforward; OvicI s extremely verbose- for instance, he takes a hundred lines to kill the sea serpent. I have followed Apollodorus, but I have added the fragment from Simonides, and short quotations from other poets, no- tably IIesiod and Pirular. ING ACRISIUS of Argos had only one child, a daugh- Kter, Danae. She was beautiful above all the other women of the land, but this was small comfort to the King for not having a son. He journeyed to Delphi to ask the god if there was any hope that some day he would be the father 198 Mythology Perseus 199 of a boy. The priestess told him no, and added what was boy's life was a terrible danger to his own. He was afraid to far worse: that his daughter would have a son who would kill him for the same reason that had kept him from killing kill him. -
Greek Mythology: Heroes
Greek Mythology: Heroes Baldwin’s Mythology Heroes ● Odysseus ● Heracles (Hercules) ● Jason ● Theseus ● Achilles ● Perseus Odysseus ● Legendary Hero in Greek Mythology ● King of the island of Ithaca and the protagonist in Homer’s epic The Odyssey ● It all started over a woman... Odysseus (continued) ● Odysseus was one of the suitors that wanted to marry Helen, step-daughter of king Tyndareus of Sparta. However, there suitors, so they drew straws. As a result, Menelaus drew the lucky straw, while Odysseus married Penelope. ● Helen was abducted by Prince Paris of Troy, so all suitors were summoned to help Menelaus in his quest to bring her back. ● After the Greeks reached Troy and the war started, Odysseus played a particularly influential role as an advisor. He maintained the morale of the Greeks in a high level and managed to keep everyone sane. Odysseus (continued) ● Odysseus was most famous in the war for his contribution to create the Trojan Horse, a huge wooden horse that was supposed to be a gift to the Trojans by the retreating Greeks. The Trojans accepted the gift joyfully and started celebrating around it. When the night fell and everyone was drunk, the Greek warriors, who had hidden in the hollow body of the horse, revealed themselves and slew the Trojans, winning the war. Hercules ● Heracles (or Hercules) is best known as the strongest of all mortals, and even stronger than many gods. ● He was the last mortal son of Zeus, and the only man born of a mortal woman to become a god upon his death. ● Terrible things happened to him because of Hera's hatred, a hatred that he was not responsible for. -
Heroic Pattern Chart Perseus King Arthur
HEROIC PATTERN CHART PERSEUS THESEUS HERCULES KING ARTHUR PROPHECY Will kill grandfather, Oracle to Aegeus not to Tiresias confirms that Would become King of Acrisius open wineskin Father is Zeus, and that England Heracles will be immortal UNUSUAL Zeus as liquid stream of Aegeus drunk & Poseidon Zeus stops the sun for Uther visits Ygraine BIRTH/ gold also involved three days to sleep with disguised as her husband; Alcmene, disguised as her at birth, handed over to CONCEPTION husband Merlin PRECOCIOUS Sent to sea in a chest/ Raised by single mom; Super-strong: survives Raised by a foster family CHILDHOOD rescued by Zeus/ attacks Herculesʼ lion skin being abandoned in a field; (Ector) in Wales Foster-child at 7 years old kills 2 snakes in his crib CALL TO King Polydectesʼ At 15, mother reveals his Eurystheus calls on him to Pulls sword from stone at a ADVENTURE challenge to get him out true identity; he takes on complete his Labours. tournament of the way his fatherʼs gifts and (Initial refusal) heads to Athens to claim his birthright. QUEST The Medusaʼs head Free the Athenians from 10-12 Labours (two didnʼt Create the Round Table— the curse of the Minotaur count) unify England; ultimately they embark on the Quest for the Holy Grail HELPERS/GIFTS Athena & Hermes in Father leaves sword & Childhood lessons by Merlinʼs magic; disguise; objects: pair of sandals; experts (bow, wrestling, All his knights winged sandals, leather Ariadne gives him ball of etc.) bag, helmet of thread to get out of the Iolaus helps with the invisibility; sickle- Labyrinth Hydra; Athenaʼs rattles, etc. -
Olga Michael Scrapbooking Caravaggio's Medusa, Reconfiguring Blake: What It Is, One! Hundred! Demons! and Lynda Barry's Femi
Article “Scrapbooking Caravaggio’s Medusa, Reconfiguring Blake: What It Is, One! Hundred! Demons! and Lynda Barry’s Feminist Intervention in the (Male) Artistic Canon” Michael, Olga Available at http://clok.uclan.ac.uk/21174/ Michael, Olga ORCID: 0000-0003-0523-9929 (2017) “Scrapbooking Caravaggio’s Medusa, Reconfiguring Blake: What It Is, One! Hundred! Demons! and Lynda Barry’s Feminist Intervention in the (Male) Artistic Canon”. ImageText: Interdisciplinary Comics Studies, 9 (3). ISSN 1549-6732 It is advisable to refer to the publisher’s version if you intend to cite from the work. For more information about UCLan’s research in this area go to http://www.uclan.ac.uk/researchgroups/ and search for <name of research Group>. For information about Research generally at UCLan please go to http://www.uclan.ac.uk/research/ All outputs in CLoK are protected by Intellectual Property Rights law, including Copyright law. Copyright, IPR and Moral Rights for the works on this site are retained by the individual authors and/or other copyright owners. Terms and conditions for use of this material are defined in the policies page. CLoK Central Lancashire online Knowledge www.clok.uclan.ac.uk Olga Michael Scrapbooking Caravaggio’s Medusa, Reconfiguring Blake: What It Is, One! Hundred! Demons! and Lynda Barry’s Feminist Intervention in the (Male) Artistic Canon Introduction Lynda Barry’s graphic memoirs, One! Hundred! Demons! (2002) and What It Is (2009) describe the autobiographical subject’s fragmented memories from her childhood and adulthood, primarily in relation to her abusive mother. As such, like the work of other contemporary American women cartoonists, Barry’s work negotiates childhood trauma caused by an abusive parent; yet, it is unique in that it expands both what the genre of “autographics” can entail and what the language of comics can be (Whitlock 265).1 In Hillary Chute’s words “Barry’s visual style […] is expressively imaginative […].