The Prometheus Myth in the Novels of William Golding
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The Hellenic Saga Gaia (Earth)
The Hellenic Saga Gaia (Earth) Uranus (Heaven) Oceanus = Tethys Iapetus (Titan) = Clymene Themis Atlas Menoetius Prometheus Epimetheus = Pandora Prometheus • “Prometheus made humans out of earth and water, and he also gave them fire…” (Apollodorus Library 1.7.1) • … “and scatter-brained Epimetheus from the first was a mischief to men who eat bread; for it was he who first took of Zeus the woman, the maiden whom he had formed” (Hesiod Theogony ca. 509) Prometheus and Zeus • Zeus concealed the secret of life • Trick of the meat and fat • Zeus concealed fire • Prometheus stole it and gave it to man • Freidrich H. Fuger, 1751 - 1818 • Zeus ordered the creation of Pandora • Zeus chained Prometheus to a mountain • The accounts here are many and confused Maxfield Parish Prometheus 1919 Prometheus Chained Dirck van Baburen 1594 - 1624 Prometheus Nicolas-Sébastien Adam 1705 - 1778 Frankenstein: The Modern Prometheus • Novel by Mary Shelly • First published in 1818. • The first true Science Fiction novel • Victor Frankenstein is Prometheus • As with the story of Prometheus, the novel asks about cause and effect, and about responsibility. • Is man accountable for his creations? • Is God? • Are there moral, ethical constraints on man’s creative urges? Mary Shelly • “I saw the pale student of unhallowed arts kneeling beside the thing he had put together. I saw the hideous phantasm of a man stretched out, and then, on the working of some powerful engine, show signs of life, and stir with an uneasy, half vital motion. Frightful must it be; for supremely frightful would be the effect of any human endeavour to mock the stupendous mechanism of the Creator of the world” (Introduction to the 1831 edition) Did I request thee, from my clay To mould me man? Did I solicit thee From darkness to promote me? John Milton, Paradise Lost 10. -
The Symbolism of Power in William Golding's Lord of the Flies
Estetisk-filosofiska fakulteten Engelska Björn Bruns The Symbolism of Power in William Golding’s Lord of the Flies Engelska C-uppsats Datum: Hösttermin 2008/2009 Handledare: Åke Bergvall Examinator: Mark Troy Karlstads universitet 651 88 Karlstad Tfn 054-700 10 00 Fax 054-700 14 60 [email protected] www.kau.se The Symbolism of Power in William Golding’s Lord of the Flies An important theme in William Golding’s novel Lord of the Flies is social power relations. These power relations are everywhere on the island, and are shown at different levels throughout the novel. These power relations are illustrated by symbols in the novel, which center on two different power systems, a democratic system, with Ralph as the head, and a dictatorial system with Jack as the leader. Sometimes these symbols are tied so closely together to both power systems that they mean different things for each of them. The aim of this essay is to investigate the different kinds of symbols that are used in the novel, and to show how they are tied to its social power relations. Those symbols that I have found are always important items that either Ralph or Jack use intentionally or unintentionally. The use of symbols is crucial to this novel, thus Golding shows us that an item is more powerful than it first seems. An important theme in William Golding’s novel Lord of the Flies is social power relations. These power relations are everywhere on the island, and are shown at different levels throughout the novel. The novel, according to Kristin Olsen, concentrates on describing “the desire for power, […] the fear of other people, anger and jealousy” (2). -
Prometheus C Prometheus Helios Helios Hd
LISTINO AL PUBBLICO 2017 ARMASIGHT PRODUCTS FOR OUTDOOR AND TACTICAL APPLICATIONS PROMETHEUS C Pubblico ivato TAT179MN2PROC21 Prometheus C 336 2-8x25 (9 Hz) FLIR Tau 2 - 336x256 (17μm) 9Hz Core, 25 mm Lens €4.078,63 TAT173MN2PROC21 Prometheus C 336 2-8x25 (30 Hz) FLIR Tau 2 - 336x256 (17μm) 30Hz Core, 25 mm Lens €4.078,63 TAT176MN2PROC21 Prometheus C 336 2-8x25 (60 Hz) FLIR Tau 2 - 336x256 (17μm) 60Hz Core, 25 mm Lens €4.247,79 Accessories for Prometheus C ATVR000002 IRIS Wireless Head Mounted Display for High-Performance Digital and Thermal devices €2.836,03 IALA00AMRF22001 AMRF2200 - Advanced Modular (Laser) Range Finder for LFR Clip-On systems, and High- Performance Digital and Thermal €4.604,90 devices ATAM000005 HD DVR - High-Definition Digital Recorder for all Armasight High-Performance Digital and Thermal devices €490,77 ATAM000008 Extended Battery Pack - Extended Battery Pack with Rechargeable Batteries for all Armasight High-Performance Digital and €542,98 Thermal devices ANAMTM0003 Tripod with a Grip €501,21 ANHC000001 Hard Shipping/ Storage Case #101 €162,89 PROMETHEUS TAT179MN4PROM31 Prometheus 336 3-12x42 (9 Hz) FLIR Tau 2 - 336x256 (17μm) 9Hz Core, 42mm Lens €5.306,60 TAT173MN4PROM31 Prometheus 336 3-12x42 (30 Hz) FLIR Tau 2 - 336x256 (17μm) 30Hz Core, 42 mm Lens €5.306,60 TAT176MN4PROM31 Prometheus 336 3-12x42 (60 Hz) FLIR Tau 2 - 336x256 (17μm) 60Hz Core, 42 mm Lens €5.548,85 Accessories for Prometheus ATVR000002 IRIS Wireless Head Mounted Display for High-Performance Digital and Thermal devices €2.836,03 IALA00AMRF22001 -
Taking Care of Business in the Age of Hermes Bernie Neville
Trickster's Way Volume 2 | Issue 1 Article 4 1-1-2003 Taking Care of Business in the Age of Hermes Bernie Neville Follow this and additional works at: http://digitalcommons.trinity.edu/trickstersway Recommended Citation Neville, Bernie (2003) "Taking Care of Business in the Age of Hermes ," Trickster's Way: Vol. 2: Iss. 1, Article 4. Available at: http://digitalcommons.trinity.edu/trickstersway/vol2/iss1/4 This Article is brought to you for free and open access by Digital Commons @ Trinity. It has been accepted for inclusion in Trickster's Way by an authorized administrator of Digital Commons @ Trinity. For more information, please contact [email protected]. Neville: Taking Care of Business in the Age of Hermes Trickster's Way Vol 2 Taking Care of Business in the Age of Hermes Bernie Neville The Story of Our Times For the past half century, we have been hearing from various sources that human consciousness and culture is undergoing some sort of transformation.[1] The story we hear is sometimes the story of a collapsing civilization and an inevitable global catastrophe and sometimes a story of a coming bright new age, but the pessimistic and optimistic versions have certain themes in common when they address the nature of th contemporary world. The story we hear is a story of complexity and chaos, of the dissolution of boundaries, of deceit, denial and delusion, of the preference for image over substance, of the loss o familial and tribal bonds, of the deregulation of markets, ideas and ethics, of an unwillingness of national leaders to confront reality and tell the truth, of the abandonment of rationality, of the proliferation of information, of a market-place so noisy that nothing can be clearly heard, of a world seen through a distorting lens, of an ever-tightening knot which we cannot unravel, or an ever-unraveling knot which we cannot tighten, of planetary dilemmas so profound that we cannot even think about them sensibly, let alone address them. -
LORD of the FLIES by William Golding Adapted by Nigel Williams Directed by Marcus Romer Education Resource Pack Updated Sept 08 Created by Helen Cadbury
LORD OF THE FLIES by William Golding adapted by Nigel Williams directed by Marcus Romer Education Resource Pack updated Sept 08 created by Helen Cadbury ! www.pilot-theatre.com! ! ! ! ! ! 1 CONTENTS Introduction 3 Synopsis 4 ce Pack About Pilot 5 Director's Vision 6 William Golding 7 Nigel Williams 8 From Page to Stage 9 The Casting Process The Casting Breakdown 10 From Page to Stage 11 A Day in Rehearsal 12 Meet the Actor - Davood Ghadami 13 Meet the Actor - Dominic Doughty 14 d of the Flies Education Resour The Cast 15 Lor Behind the Scenes at Pilot Theatre 16 with Katie Fathers - Projects Co-ordinator WORKSHOPS AND CLASSROOM 17 ACTIVITIES Working from Themes The Island - Descriptive Language 18 - continued 19 Betrayal - Piggy and Ralph 20 Betrayal/ first script extract 21 Betrayal/ second script extract 22 Betrayal/ third script extract 23 Killing The Pig - Dramatic Tension 24 Killing the Pig/script extract 25 Killing the Pig/novel extract 26 Further Resources 27 ! www.pilot-theatre.com! ! ! ! ! ! 2 INTRODUCTION Welcome to Pilot Theatre’s 10th Anniversary Production of Lord of The Flies ce Pack Lord of the Flies is a timeless piece of work following the central theme of the journey from boyhood to manhood. William Golding described writing his novel as ‘like lamenting the lost childhood of the world’. Our production remains true to the vision of the novel, but in keeping with Pilot’s style of performance, this show is dangerous, contemporary and exciting. This education pack offers resources that give an insight into the production and that explore the themes of the play. -
Teacher and Student Resource Pack Lord of the Flies Teacher and Student Resource Pack 1 1
A NEW ADVENTURES AND RE:BOURNE PRODUCTION TEACHER AND STUDENT RESOURCE PACK LORD OF THE FLIES TEACHER AND STUDENT RESOURCE PACK 1 1. USING THIS RESOURCE PACK p3 2. WILLIAM GOLDING’S NOVEL p4 William Golding and Lord of the Flies Novel’s Plot Characters Themes and Symbols 3. NEW ADVENTURES AND RE:BOURNE’S LORD OF THE FLIES p11 An Introduction By Matthew Bourne Production Research Some Initial Ideas Plot Sections Similarities and Differences 4. PRODUCTION ELEMENTS p21 Set and Costume Costume Supervisor Music Lighting 5. PRACTICAL WORKSHEETS p26 General Notes Character Devising and Developing Movement 6. REFLECTING AND REVIEWING p32 Reviewing live performance Reviews and Editorials for New Adventures and Re:Bourne’s Production of Lord of the Flies 7. FURTHER WORK p32 Did You Know? It’s An Adventure Further Reading Essay Questions References Contributors LORD OF THE FLIES TEACHER AND STUDENT RESOURCE PACK 2 1. USING THIS RESOURCE PACK This pack aims to give teachers and students further understanding of New Adventures and Re:Bourne’s production of Lord of the Flies. It contains information and materials about the production that can be used as a stimulus for written work, discussion and practical activities. There are worksheets containing information and resources that can be used to help build your own lesson plans and schemes of work based on Lord of the Flies. This pack contains subject material for Dance, Drama, English, Design and Music. Discussion and/or Evaluation Ideas Research and/or Further Reading Activities Practical Tasks Written Work The symbols above are to guide you throughout this pack easily and will enable you to use this guide as a quick reference when required. -
Bloom's Modern Critical Interpretations: Lord of the Flies
Bloom's Modern Critical Interpretations The Adventures of The Grapes of Wrath Portnoy’s Complaint Huckleberry Finn Great Expectations A Portrait of the Alice’s Adventures in The Great Gatsby Artist as a Young Wonderland Hamlet Man All Quiet on the The Handmaid’s Tale Pride and Prejudice Western Front Heart of Darkness Ragtime As You Like It I Know Why the The Red Badge of The Ballad of the Sad Caged Bird Sings Courage Café The Iliad The Rime of the Beloved Jane Eyre Ancient Mariner Beowulf The Joy Luck Club The Rubáiyát of Billy Budd, Benito The Jungle Omar Khayyám Cereno, Bartleby the Long Day’s Journey The Scarlet Letter Scrivener, and Other Into Night A Separate Peace Tales Lord of the Flies Silas Marner Black Boy The Lord of the Rings Song of Solomon The Bluest Eye Love in the Time of The Stranger Cat on a Hot Tin Cholera A Streetcar Named Roof Macbeth Desire The Catcher in the The Man Without Sula Rye Qualities The Sun Also Rises Catch-22 The Metamorphosis The Tale of Genji The Color Purple Miss Lonelyhearts A Tale of Two Cities Crime and Moby-Dick The Tempest Punishment Night Their Eyes Were The Crucible 1984 Watching God Darkness at Noon The Odyssey Things Fall Apart Death of a Salesman Oedipus Rex To Kill a Mockingbird The Death of Artemio The Old Man and the Ulysses Cruz Sea Waiting for Godot The Divine Comedy On the Road The Waste Land Don Quixote One Flew Over the White Noise Dubliners Cuckoo’s Nest Wuthering Heights Emerson’s Essays One Hundred Years of Young Goodman Emma Solitude Brown Fahrenheit 451 The Pardoner’s Tale Frankenstein Persuasion Bloom’s Modern Critical Interpretations William Golding’s Lord of the Flies New Edition Edited and with an introduction by Harold Bloom Sterling Professor of the Humanities Yale University Bloom’s Modern Critical Interpretations: Lord of the Flies—New Edition Copyright © 2008 Infobase Publishing Introduction © 2008 by Harold Bloom All rights reserved. -
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. -
Literary Herald ISSN: 2454-3365 an International Refereed English E-Journal Impact Factor: 2.24 (IIJIF)
www.TLHjournal.comThe Literary Herald ISSN: 2454-3365 An International Refereed English e-Journal Impact Factor: 2.24 (IIJIF) Contemporary English Fiction and the works of Kazuo Ishiguro Bhawna Singh Research Scholar Lucknow University ABSTRACT The aim of this abstract is to study of memory in contemporary writings. Situating itself in the developing field of memory studies, this thesis is an attempt to go beyond the prolonged horizon of disturbing recollection that is commonly regarded as part of contemporary postcolonial and diasporic experience. it appears that, in the contemporary world the geographical mapping and remapping and its associated sense of dislocation and the crisis of identity have become an integral part of an everyday life of not only the post-colonial subjects, but also the post-apartheid ones. This inter-correlation between memory, identity, and displacement as an effect of colonization and migration lays conceptual background for my study of memory in the literary works of an contemporary writers, a Japanese-born British writer, Kazuo Ishiguro. This study is a scrutiny of some key issues in memory studies: the working of remembrance and forgetting, the materialization of memory, and the belongingness of material memory and personal identity. In order to restore the sense of place and identity to the displaced people, it may be necessary to critically engage in a study of embodied memory which is represented by the material place of memory - the brain and the body - and other objects of remembrance Vol. 1, Issue 4 (March 2016) Dr. Siddhartha Sharma Page 80 Editor-in-Chief www.TLHjournal.comThe Literary Herald ISSN: 2454-3365 An International Refereed English e-Journal Impact Factor: 2.24 (IIJIF) Contemporary English Fiction and the works of Kazuo Ishiguro Bhawna Singh Research Scholar Lucknow University In the eighteenth century the years after the forties observed a wonderful developing of a new literary genre. -
1 Rubaiyat Khan 21H.301 Hesiod's Moral Teachings on Living In
1 Rubaiyat Khan 21H.301 Hesiod’s Moral Teachings on Living In Hesiod’s poem “Works and Days”, he explains to his brother how to live a good life. He describes both moral and practical ways of leading life. However, his emphasis lies on the moral teachings rather than the practical ones. One of the overarching themes of his work is the importance of being just in life. Hesiod believes that Zeus and the other almighty immortal Gods punish immoral men and reward moral ones. Therefore, men must not be unjust or unkind to one another. Some of his teachings are clearly moral For example, he mentions the importance of treating one’s parents well multiple times in the poem. Hesiod’s obsession with justice and morality can be inferred from this importance that he places on taking care of ones parents. To him, being disrespectful to ones aging parents is unjust and unfair because parents take care of their children when the children are young and unable to take care of themselves. Thus it is only fair and just to the parents that the children take care of them when they are too old to fend for themselves. Hesiod believes that it is not only justice that Zeus asks of people. He describes other criminal acts that he believes will make Zeus angry. He mentions wickedness, violence, seizing someone else’s property, being ungracious to a guest, adultery and cheating orphans as examples of other crimes that warrant Zeus’ wrath. “But for those who occupy themselves with violence and wickedness and brutal deeds, Kronos’ son, wide-seeing Zeus, marks out retribution. -
William Golding's Novel Conveys More Than One Idea About Individuals And
William Golding’s “Lord of the Flies” for the Common Core Worksheet 6. Theme Ideas in Lord of the Flies (teacher version) William Golding’s novel conveys more than one idea about individuals and groups. Consider information from the text supplied for you; write in the theme idea that you think the author is trying to convey through that scene. Information from the text Theme idea Piggy is overweight and asthmatic; he has weak People often judge by appearances and victimize vision; he is smart and not at all athletic. The others who seem somehow inadequate. The other boys tend to discount his ideas and make strong tend to bully the apparently weak. fun of him. The boys on the island end up at war with each War is an inevitable product of human nature. other, and war in the outside world is what led to When there is no real reason to fight, people their castaway experience in the first place. create one. When Jack first has a chance to kill a pig, he Killing, with practice, becomes easy and even hesitates. When the boys kill the sow, they are pleasurable. People can become inured to what at filled with bloodlust and savagery. first seems awful. As the novel draws to a close, it seems certain Sometimes miraculous saves do occur. (Imagine that Ralph will be killed and his head will be how different the novel would be if it ended with mounted on a stick. At the very last minute, a Ralph’s death and an island covered with burned naval officer arrives to save his life and get the out flora and fauna.) boys off the island. -
Loki's Wolves
educator’s guide curriculum connections D Mythology D Adventure D Friendship Ages 8 to 12 by K. L. Armstrong and M. A. Marr BUILDING BACKGROUND VOCABULARY Who’s Who Exhibit Throughout Loki’s Wolves there are references to many The pantheon of Norse mythology places and events, but they can be difficult to pronounce or may not be as familiar to students understand. Most of the words of Norwegian origin are as Greek gods and monsters, so explained quite clearly by reading context clues. Ask a short research project could students to create a vocabulary guide for future readers help build a foundation for by finding examples of words that may be confusing to understanding Loki’s Wolves. non-Norwegian speakers or people unfamiliar with Norse Creating a “Who’s Who of mythology. Then, have students create a companion Norse Mythology” exhibit is dictionary, defining the words they find. This exercise can an interactive way to prepare be a service to future readers, as well as a way to practice students for reading. Begin with using context clues to understand unknown words. a list of Norse gods, monsters, and creatures for students to research. Then, ask each student (or small groups of WRITING students) to choose one character from the list. They Collaborative Story should complete a short “biography” of the mythological The authors of Loki’s Wolves, K. L. Armstrong and M. A. figure, including a physical description, explanation of any Marr, collaborated on the book, each choosing to write significant connections to other mythological figures, and one or two characters’ points of view.