Gods of the Silver Screen: Cinematic Representations of Myth and Divinity Lloyd Llewellyn-Jones
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Sample Odyssey Passage
The Odyssey of Homer Translated from Greek into English prose in 1879 by S.H. Butcher and Andrew Lang. Book I In a Council of the Gods, Poseidon absent, Pallas procureth an order for the restitution of Odysseus; and appearing to his son Telemachus, in human shape, adviseth him to complain of the Wooers before the Council of the people, and then go to Pylos and Sparta to inquire about his father. Tell me, Muse, of that man, so ready at need, who wandered far and wide, after he had sacked the sacred citadel of Troy, and many were the men whose towns he saw and whose mind he learnt, yea, and many the woes he suffered in his heart upon the deep, striving to win his own life and the return of his company. Nay, but even so he saved not his company, though he desired it sore. For through the blindness of their own hearts they perished, fools, who devoured the oxen of Helios Hyperion: but the god took from them their day of returning. Of these things, goddess, daughter of Zeus, whencesoever thou hast heard thereof, declare thou even unto us. Now all the rest, as many as fled from sheer destruction, were at home, and had escaped both war and sea, but Odysseus only, craving for his wife and for his homeward path, the lady nymph Calypso held, that fair goddess, in her hollow caves, longing to have him for her lord. But when now the year had come in the courses of the seasons, wherein the gods had ordained that he should return home to Ithaca, not even there was he quit of labours, not even among his own; but all the gods had pity on him save Poseidon, who raged continually against godlike Odysseus, till he came to his own country. -
The Argonautica, Book 1;
'^THE ARGONAUTICA OF GAIUS VALERIUS FLACCUS (SETINUS BALBUS BOOK I TRANSLATED INTO ENGLISH PROSE WITH INTRODUCTION AND NOTES BY H. G. BLOMFIELD, M.A., I.C.S. LATE SCHOLAR OF EXETER COLLEGE, OXFORD OXFORD B. H. BLACKWELL, BROAD STREET 1916 NEW YORK LONGMANS GREEN & CO. FOURTH AVENUE AND 30TH STREET TO MY WIFE h2 ; ; ; — CANDIDO LECTORI Reader, I'll spin you, if you please, A tough yarn of the good ship Argo, And how she carried o'er the seas Her somewhat miscellaneous cargo; And how one Jason did with ease (Spite of the Colchian King's embargo) Contrive to bone the fleecy prize That by the dragon fierce was guarded, Closing its soporific eyes By spells with honey interlarded How, spite of favouring winds and skies, His homeward voyage was retarded And how the Princess, by whose aid Her father's purpose had been thwarted, With the Greek stranger in the glade Of Ares secretly consorted, And how his converse with the maid Is generally thus reported : ' Medea, the premature decease Of my respected parent causes A vacancy in Northern Greece, And no one's claim 's as good as yours is To fill the blank : come, take the lease. Conditioned by the following clauses : You'll have to do a midnight bunk With me aboard the S.S. Argo But there 's no earthly need to funk, Or think the crew cannot so far go : They're not invariably drunk, And you can act as supercargo. — CANDIDO LECTORI • Nor should you very greatly care If sometimes you're a little sea-sick; There's no escape from mal-de-mer, Why, storms have actually made me sick : Take a Pope-Roach, and don't despair ; The best thing simply is to be sick.' H. -
Early Theories of Foreignness (Kennedy, RECW Ch 1 Pp
Clas 122 2017 Mon Oct 2: Homer and Hesiod: Early Theories of Foreignness (Kennedy, RECW Ch 1 pp. 3-13) Overview of Homer's Odyssey -- a map of the world imagined by speakers of Greek The poem itself invites its audience to think about: What is a good society? What is a good leader? As readers here and now, we can also ask critical Questions: What are the poem's blind spots? How does the poem encourage its audience to think and behave? Do the poem's ideas about a good society and a good leader have meaning today? The images below come from a series of collages and paintings by Romare Bearden (1911-1988). The Smithsonian Institution organized a bautiful exhibit of the series recently, and there is a good free app (showing many of the works and adding audio commentary) available for I phone and android; search for "A Black Odyssey" where you get apps. As our story begins ..... During his journey back to his home in Ithaca after the war at Troy, Odysseus is on the island of Calypso. Athena asks Zeus if Odysseus can come home to Ithaca. Zeus says yes, and sends Hermes to tell Calypso that Odysseus needs to come home. Calypso lets Odysseus build a raft and he departs. This is only possible because .... RECW 1.1 Od. 1.22-26: Poseidon, the god of the sea, is visiting the Ethiopians, and thus is not watching Odysseus. Poseidon had been thwarting the homecoming because of the way that Odysseus treated the Cyclops Polyphemus, who was descended from Poseidon. -
Provided by the Internet Classics Archive. See Bottom for Copyright
Provided by The Internet Classics Archive. See bottom for copyright. Available online at http://classics.mit.edu//Homer/iliad.html The Iliad By Homer Translated by Samuel Butler ---------------------------------------------------------------------- BOOK I Sing, O goddess, the anger of Achilles son of Peleus, that brought countless ills upon the Achaeans. Many a brave soul did it send hurrying down to Hades, and many a hero did it yield a prey to dogs and vultures, for so were the counsels of Jove fulfilled from the day on which the son of Atreus, king of men, and great Achilles, first fell out with one another. And which of the gods was it that set them on to quarrel? It was the son of Jove and Leto; for he was angry with the king and sent a pestilence upon the host to plague the people, because the son of Atreus had dishonoured Chryses his priest. Now Chryses had come to the ships of the Achaeans to free his daughter, and had brought with him a great ransom: moreover he bore in his hand the sceptre of Apollo wreathed with a suppliant's wreath and he besought the Achaeans, but most of all the two sons of Atreus, who were their chiefs. "Sons of Atreus," he cried, "and all other Achaeans, may the gods who dwell in Olympus grant you to sack the city of Priam, and to reach your homes in safety; but free my daughter, and accept a ransom for her, in reverence to Apollo, son of Jove." On this the rest of the Achaeans with one voice were for respecting the priest and taking the ransom that he offered; but not so Agamemnon, who spoke fiercely to him and sent him roughly away. -
Mythology Teachers' Guide
Teachers’ Guide Mythology: The Gods, Heroes, and Monsters of Ancient Greece by Lady Hestia Evans • edited by Dugald A. Steer • illustrated by Nick Harris, Nicki Palin, and David Wyatt • decorative friezes by Helen Ward Age 8 and up • Grade 3 and up ISBN: 978-0-7636-3403-2 $19.99 ($25.00 CAN) ABOUT THE BOOK Mythology purports to be an early nineteenth-century primer on Greek myths written by Lady Hestia Evans. This particular edition is inscribed to Lady Hestia’s friend John Oro, who was embarking on a tour of the sites of ancient Greece. Along his journey, Oro has added his own notes, comments, and drawings in the margins — including mention of his growing obsession with the story of King Midas and a visit to Olympus to make a daring request of Zeus himself. This guide to Mythology is designed to support a creative curriculum and provide opportunities to make links across subjects. The suggested activities help students make connections with and build on their existing knowledge, which may draw from film, computer games, and other popular media as well as books and more traditional sources. We hope that the menu of possibilities presented here will serve as a creative springboard and inspiration for you in your classroom. For your ease of use, the guide is structured to follow the book in a chapter-by-chapter order. However, many of the activities allow teachers to draw on material from several chapters. For instance, the storytelling performance activity outlined in the section “An Introduction to Mythology” could also be used with stories from other chapters. -
The Influence of Greek Mythology on the Modern Film Industry
“Before the rise of ethnology, myth was studied mostly by The influence of Greek mythology on Wrath of the Titans traces the Although the Greek Young people classical scholars, and in particular by Hellenists. It is still story of Perseus and his gods did not used to worship difficult to define myth satisfactorily, for all the intense the modern film industry journey to save his father, Zeus specifically fight each gods through scholarly attention that the problem of definition has received from his brother and uncle, other in such a way, songs that the in the course of two and a half centuries. ...The most banal and • Introduction Ares and Hades. The battle the movie portrays Greek gods took least controversial of these may serve as a starting point: • Overview of Greek mythology involves other Titans that have how Greek gods suffer pleasure in myths are traditional tales” (Graf, 1993) partnered with Hades and Ares because people do not listening to • Greek mythology in modern (Seddon et al., 2012) worship them (Lattimore and Myths are passed on from one generation to the films anymore Lattimore, 1961) next and usually no one actually realizes who the creators of these stories are • Conclusion Greek mythology has influenced this movie to a great extent, and the issue addressed in Wrath of the Titans is the same as that in Theogony by Hesiod (Most, 2006) Most of Greek mythology contains narratives about ancient This might benefit Hollywood producers and gods and other heroes or supernatural beings representing directors in that the process -
Kleonai, the Corinth-Argos Road, And
HESPERIA 78 (2OO9) KLEONAI, THE CORINTH- Pages ioj-163 ARGOS ROAD, AND THE "AXIS OF HISTORY" ABSTRACT The ancient roadfrom Corinth to Argos via the Longopotamos passwas one of the most important and longest-used natural routes through the north- eastern Peloponnese. The author proposes to identity the exact route of the road as it passed through Kleonaian territoryby combining the evidence of ancient testimonia, the identification of ancient roadside features, the ac- counts of early travelers,and autopsy.The act of tracing the road serves to emphasizethe prominentposition of the city Kleonaion this interstateroute, which had significant consequences both for its own history and for that of neighboring states. INTRODUCTION Much of the historyof the polis of Kleonaiwas shapedby its location on a numberof majorroutes from the Isthmus and Corinth into the Peloponnese.1The most importantof thesewas a majorartery for north- south travel;from the city of Kleonai,the immediatedestinations of this roadwere Corinthto the north and Argos to the south.It is in connec- tion with its roadsthat Kleonaiis most often mentionedin the ancient sources,and likewise,modern topographical studies of the areahave fo- cusedon definingthe coursesof these routes,particularly that of the main 1. The initial fieldworkfor this Culturefor grantingit. In particular, anonymousreaders and the editors studywas primarilyconducted as I thank prior ephors Elisavet Spathari of Hesperia,were of invaluableassis- part of a one-person surveyof visible and AlexanderMantis for their in- tance. I owe particulargratitude to remainsin Kleonaianterritory under terest in the projectat Kleonai,and Bruce Stiver and John Luchin for their the auspicesof the American School the guardsand residentsof Archaia assistancewith the illustrations. -
Νοῦν Μὲγ' Ἄριστος Καὶ Γλῶσσαν 2021 Acl National Greek
ACL NATIONAL GREEK EXAM - 2021 INTRODUCTION TO GREEK νοῦν µὲγ’ ἄριστος καὶ γλῶσσαν 2021 ACL NATIONAL GREEK EXAMINATION INTRODUCTION TO GREEK TIME: 50 MINUTES DO NOT USE DICTIONARY 1) In the upper left-hand corner, fill in the boxes with your name (last, first) and fill in the corresponding bubbles below each box. 2) In the lower left-hand corner under “special codes”, fill in the boxes with your school number. Your examiner will give you your school number. Fill in the corresponding bubbles below each box. 3) In the lower right box under “exam type”, write the exam name (INTRODUCTION). 4) In the vertical column in the middle, fill in the bubble for your current grade level. INSTRUCTIONS TO STUDENT: Mark the correct choice on your answer sheet. Answers not bubbled on the answer sheet will not be scored. There is only one correct answer/choice for each question. Choose the best possible answer. Remember: Use a #2 pencil only. Fill in the bubbles on the answer sheet completely and neatly. Erase unwanted answers on the answer sheet completely. Do not make any stray marks on the answer sheet. καλὴ εὐτυχία! π 1. The letter directly following is θ. a) ο b) . ρ c) . ν. d) Γ 2. The lower-case equivalent of the letter is λ. a) τ. b) γ. c) η. d) 1 ACL NATIONAL GREEK EXAM - 2021 INTRODUCTION TO GREEK Ζηνόθεµις 3. The name in an English transliteration would be a) Zinotemis. b) Zenothemis. c) Zevothemis. d) Zanophemis. 4. The word ‘orchēstra’ in Greek characters is ὀρξήστρα. -
Introduction: Medea in Greece and Rome
INTRODUCTION: MEDEA IN GREECE AND ROME A J. Boyle maiusque mari Medea malum. Seneca Medea 362 And Medea, evil greater than the sea. Few mythic narratives of the ancient world are more famous than the story of the Colchian princess/sorceress who betrayed her father and family for love of a foreign adventurer and who, when abandoned for another woman, killed in revenge both her rival and her children. Many critics have observed the com plexities and contradictions of the Medea figure—naive princess, knowing witch, faithless and devoted daughter, frightened exile, marginalised alien, dis placed traitor to family and state, helper-màiden, abandoned wife, vengeful lover, caring and filicidal mother, loving and fratricidal sister, oriental 'other', barbarian saviour of Greece, rejuvenator of the bodies of animals and men, killer of kings and princesses, destroyer and restorer of kingdoms, poisonous stepmother, paradigm of beauty and horror, demi-goddess, subhuman monster, priestess of Hecate and granddaughter of the sun, bride of dead Achilles and ancestor of the Medes, rider of a serpent-drawn chariot in the sky—complex ities reflected in her story's fragmented and fragmenting history. That history has been much examined, but, though there are distinguished recent exceptions, comparatively little attention has been devoted to the specifically 'Roman' Medea—the Medea of the Republican tragedians, of Cicero, Varro Atacinus, Ovid, the younger Seneca, Valerius Flaccus, Hosidius Geta and Dracontius, and, beyond the literary field, the Medea of Roman painting and Roman sculp ture. Hence the present volume of Ramus, which aims to draw attention to the complex and fascinating use and abuse of this transcultural heroine in the Ro man intellectual and visual world. -
Reading Penelope and Molly: an Intertextual Analysis
Reading Penelope and Molly: An Intertextual Analysis A thesis submitted to the Miami University Honors Program in partial fulfillment of the requirements for University Honors By Michelle L. Mitchell May 2004 Oxford, OH ii Abstract Reading Penelope and Molly: An Intertextual Analysis by Michelle L. Mitchell This thesis takes an intertextual approach to Homer’s Odyssey and James Joyce’s Ulysses. Intertextual analysis goes beyond examining the ways Joyce adopts Homer’s themes and characters in his own modern epic to also consider the ways in which a reading of Ulysses can affect one’s understanding of the Odyssey. Examining the reader’s role in the production and consumption of texts allows for a more realistic examination of how texts are actually processed. The focus of my interetextual analysis of both works is on the representation of women, particularly Penelope and Molly Bloom. iii iv An Intertextual Analysis of the Representations of Women in Homer’s Odyssey and Joyce’s Ulysses by Michelle L. Mitchell Approved by: _____________________________________, Advisor Judith de Luce _____________________________________, Reader Madelyn Detloff _____________________________________, Reader Kathleen Johnson Accepted by: _____________________________________, Director, University Honors Program v vi Acknowledgements Many thanks to my advisor, Judith de Luce, for her encouragement and guidance. Thanks also to Madelyn Detloff and Kathleen Johnson, my readers, for their suggestions. I would also like to thank the Office for the Advancement of -
Adaptation and Cultural Study of Mythology: Exploration of Riordan's Literature
California State University, San Bernardino CSUSB ScholarWorks Electronic Theses, Projects, and Dissertations Office of aduateGr Studies 8-2021 Adaptation and Cultural Study of Mythology: Exploration of Riordan's Literature Breanna Martin Follow this and additional works at: https://scholarworks.lib.csusb.edu/etd Part of the Arts and Humanities Commons Recommended Citation Martin, Breanna, "Adaptation and Cultural Study of Mythology: Exploration of Riordan's Literature" (2021). Electronic Theses, Projects, and Dissertations. 1291. https://scholarworks.lib.csusb.edu/etd/1291 This Thesis is brought to you for free and open access by the Office of aduateGr Studies at CSUSB ScholarWorks. It has been accepted for inclusion in Electronic Theses, Projects, and Dissertations by an authorized administrator of CSUSB ScholarWorks. For more information, please contact [email protected]. ADAPTATION AND CULTURE STUDY OF MYTHOLOGY: EXPLORATION OF RIORDAN’S LITERATURE A Thesis Presented to the Faculty of California State University, San Bernardino In Partial Fulfillment of the Requirements for the Degree Master of Arts in English Composition by Breanna Martin August 2021 ADAPTATION AND CULTURE STUDY OF MYTHOLOGY: EXPLORATION OF RIORDAN’S LITERATURE A Thesis Presented to the Faculty of California State University, San Bernardino by Breanna Martin August 2021 Approved by: Jennifer Andersen, Committee Chair, English Miriam Fernandez, Committee Member © 2021 Breanna Martin ABSTRACT Adaptation theory is the idea that an author is taking an older text and retelling the stories in a different and often more contemporary way so that newer audiences can experience them in a different setting. Cultural studies theory is where a certain culture is studied to understand what aspects are valued within that dominant culture. -
Jason and the Gorgon's Blood
Children's Book and Media Review Volume 25 Issue 1 Article 14 2004 Jason and the Gorgon's Blood Lillian Heil Follow this and additional works at: https://scholarsarchive.byu.edu/cbmr BYU ScholarsArchive Citation Heil, Lillian (2004) "Jason and the Gorgon's Blood," Children's Book and Media Review: Vol. 25 : Iss. 1 , Article 14. Available at: https://scholarsarchive.byu.edu/cbmr/vol25/iss1/14 This Book Review is brought to you for free and open access by the Journals at BYU ScholarsArchive. It has been accepted for inclusion in Children's Book and Media Review by an authorized editor of BYU ScholarsArchive. For more information, please contact [email protected], [email protected]. Heil: Jason and the Gorgon's Blood Yolen, Jane and Harris, Robert J. Jason and the Gorgon's Blood. HarperCollins, 2004. ISBN 006029453. $15.99. 246 pp. Reviewer: Lillian H. Heil Reading Level: Intermediate, Young Adult Rating: Excellent Genre: Fantasy Fiction; Folklore; Subject: Adventure and Adventurers--Fiction; Jason (Greek Mythology)--Juvenile Fiction; Heroes--Fiction; Book--Reviews; Yolen and Harris have provided an imaginative story about the young Greek hero, Jason. As the book begins, this scrawny orphan suffers from the taunts of his five, noble-born classmates and the trails of becoming a hero. As the final test of their training, Chiron, their centaur trainer, sends them on a quest to retrieve the deadly poisonous and the life giving Blood of the Gorgon. Before they set out, Chiron tells Jason his true identity, the rightful prince of Iolcus and the son of the usurped king.