Medea, Written in Rage
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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. -
Jason and the Argonauts Pictures of …
Punctuating lists. There are different ways to write them, but some rules need to be followed. Imagine you are a sailor on the boat. What items will you take? Lists can be written in different ways. On the boat I took with me: • A first aid kit, • A sketchpad, • Some paints. Write some lists of your own. Show the On the boat I took with me: different ways you • a first aid kit, can punctuate • a sketchpad, them. • some paints. • On the boat I took with me: • A first aid kit in case of emergencies; • A sketchpad so I could record my adventures; • Some paints to create detailed pictures. Jason and the Argonauts Pictures of … • Hydra Golden Fleece • Centaur Argo • Clashing Rocks • How do you think these are involved in the story? Why? Discuss and then write down your answers. • 1. Who looked after Jason when his father was thrown in prison? • 2. What three subjects did Jason learn whilst he was living in the mountains? • 3. Why did Jason have to accept Pelias’ challenge? • 4. Find and copy a phrase that tells you what the goddess Athene did to make sure the Argo would be safe? • 5. Name three people who joined Jason on the Argo? 5 minutes Answers • 1. The Cenataurs • 2. hunting, sailing, history • 3. Because if he didn’t everyone would say he was a coward. • 4. Athene blessed the ship. • 5. Any three of: Heracles, Atalanta, Orpheus, Castor or Pollux. Use evidence from the text (p15) to explain your answers. • 1. Why do you think Pelias sent Jason to find the Golden Fleece? Explain. -
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. -
THE ARGONAUTIKA He'd Gone on His Vain Quest with Peirithoos: That Couple Would Have Made Their Task's Fulfillment Far Easier for Them All
Book I Starting from you, Phoibos, the deeds ofthose old-time mortals I shall relute, who by way ofthe Black Sea's mouth and through the cobalt-dark rocks, at King Pelias 's commandment, in search of the Golden Fleece drove tight-thwarted Argo. For Pelias heard it voiced that in time thereafter a grim fate would await him, death at the prompting of the man he saw come, one-sandaled, from folk in the country: and not much later-in accordance with your word-Jason, fording on foot the Anauros's wintry waters, saved from the mud one sandal, but left the other stuck fast in the flooded estuary, pressed straight on to have his share in the sacred feast that Pelias was preparing for Poseidon his father, and the rest of the gods, though paying no heed to Pelasgian Hera. The moment Pelias saw him, he knew, and devised him a trial of most perilous seamanship, that in deep waters or away among foreign folk he might lose his homecoming. ,\row singers before 7ny time have recounted how the vessel was fashioned 4 Argos with the guidance of Athena. IW~cctIplan to do now is tell the name and farnib of each hero, describe their long voyage, all they accomplished in their wanderings: may the Muses inspire mnj sinpng! First in our record be Orpheus, whom famous Kalliope, after bedding Thracian Oikgros, bore, they tell us, 44 THE XRGONAUTIKA hard by Pimpleia's high rocky lookout: Orpheus, who's said to have charmed unshiftable upland boulders and the flow of rivers with the sound of his music. -
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. -
Inconsistencies in Characters' Speeches in Apollonius' Argonautica
Inconsistencies in Characters’ Speeches in Apollonius’ Argonautica This paper argues that a number of challenging cruces in Apollonian scholarship can be solved by applying the ancient literary-critical principle of λύσις ἐκ τοῦ προσώπου, or “solution from the character speaking,” known from the ancient Homeric scholiasts and commentators like Porphyry, who gives us this term (ad Il. 3.122, 14.434). This principle holds that inconsistencies arising in a character’s speech may owe not to an oversight on the part of the poet but rather to that character’s point of view or deceptive motives (Dachs 1913, de Jong 2001: xiv, O’Hara 2007: 11). James O’Hara has put this insight to good use in his study of inconsistencies in Roman epic, arguing, for instance, that certain incongruities in the Lycaon episode of Ovid’s Metamorphoses put Jupiter’s reliability as an internal narrator in doubt (O’Hara 2007: 116–118). It is my contention that this type of analysis may be fruitfully applied to Hellenistic epic as well, whence, indeed, Latin poets may have partly derived the technique of characterization through inconsistency. Some problems in Apollonius have already benefitted from this approach; one example is the idea that Pelias invents the religious justification of the quest for the fleece as a pretext for Jason’s suicide mission (see especially Pietsch 1999: 28–49). Malcolm Campbell has noted the applicability of this explanation to a variety of cruces (see Campbell 1971: 416), but has not argued the point at any length, and for other vexed passages, this solution has yet to be proposed. -
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. -
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 -
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. -
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. -
Argonautika Entire First Folio
First Folio Teacher Curriculum Guide ARGONAUTIKA adapted and directed by Mary Zimmerman based on the story by Apollonius of Rhodes January 15 to March 2, 2008 First Folio Teacher Curriculum Guide Table of Contents Page Number Welcome to the Shakespeare Theatre Company’s production of Argonautika! About Greek Theatre Brief History of the Audience………………………...1 This season, the Shakespeare Theatre Company The History of Greek Drama……………..……………3 presents eight plays by William Shakespeare and On Greek Society and Culture……………………….5 other classic playwrights. The mission of all About the Authors …………………………...……………6 Education Department programs is to deepen understanding, appreciation and connection to About the Play classic theatre in learners of all ages. One Synopsis of Argonautika……………..…………………7 approach is the publication of First Folio Teacher Curriculum Guides. The Myth Behind the Play ..…………………………..8 The Hero’s Quest…..………………………………………..9 For the 2007-08 season, the Education Fate and Free Will…...………………..………..………..10 Department will publish First Folio Teacher Mythology: More than just a good story…...11 Curriculum Guides for our productions of Glossary of Terms and Characters..…………….12 Tamburlaine, Taming of the Shrew, Argonautika Questing…………………………………………………..…….14 and Julius Caesar. First Folio Guides provide information and activities to help students form Classroom Connections a personal connection to the play before • Before the Performance……………………………15 attending the production at the Shakespeare Journey Game Theatre Company. First Folio Guides contain God and Man material about the playwrights, their world and It’s Greek to Me the plays they penned. Also included are The Hero’s Journey approaches to explore the plays and productions in the classroom before and after (Re)Telling Stories the performance. -
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.