Talthybius in Euripides' Troades
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Essay 2 Sample Responses
Classics / WAGS 23: Second Essay Responses Grading: I replaced names with a two-letter code (A or B followed by another letter) so that I could read the essays anonymously. I grouped essays by levels of success and cross-read those groups to check that the rankings were consistent. Comments on the assignment: Writers found all manner of things to focus on: Night, crying, hospitality, the return of princes from the dead (Hector, Odysseus), and the exchange of bodies (Hector, Penelope). Here are four interesting and quite different responses: Essay #1: Substitution I Am That I Am: The Nature of Identity in the Iliad and the Odyssey The last book of the Iliad, and the penultimate book of the Odyssey, both deal with the issue of substitution; specifically, of accepting a substitute for a lost loved one. Priam and Achilles become substitutes for each others' absent father and dead son. In contrast, Odysseus's journey is fraught with instances of him refusing to take a substitute for Penelope, and in the end Penelope makes the ultimate verification that Odysseus is not one of the many substitutes that she has been offered over the years. In their contrasting depictions of substitution, the endings of the Iliad and the Odyssey offer insights into each epic's depiction of identity in general. Questions of identity are in the foreground throughout much of the Iliad; one need only try to unravel the symbolism and consequences of Patroclus’ donning Achilles' armor to see how this is so. In the interaction between Achilles and Priam, however, they are particularly poignant. -
Trojan Women: Introduction
Trojan Women: Introduction 1. Gods in the Trojan Women Two gods take the stage in the prologue to Trojan Women. Are these gods real or abstract? In the prologue, with its monologue by Poseidon followed by a dialogue between the master of the sea and Athena, we see them as real, as actors (perhaps statelier than us, and accoutered with their traditional props, a trident for the sea god, a helmet for Zeus’ daughter). They are otherwise quite ordinary people with their loves and hates and with their infernal flexibility whether moral or emotional. They keep their emotional side removed from humans, distance which will soon become physical. Poseidon cannot stay in Troy, because the citizens don’t worship him any longer. He may feel sadness or regret, but not mourning for the people who once worshiped but now are dead or soon to be dispersed. He is not present for the destruction of the towers that signal his final absence and the diaspora of his Phrygians. He takes pride in the building of the walls, perfected by the use of mason’s rules. After the divine departures, the play proceeds to the inanition of his and Apollo’s labor, with one more use for the towers before they are wiped from the face of the earth. Nothing will be left. It is true, as Hecuba claims, her last vestige of pride, the name of Troy remains, but the place wandered about throughout antiquity and into the modern age. At the end of his monologue Poseidon can still say farewell to the towers. -
CLAS 4000 Seminar in Classics on Seneca's Thyestes and LATN 4002 Roman Drama
CLAS 4000 Seminar in Classics on Seneca’s Thyestes and LATN 4002 Roman Drama http://myweb.ecu.edu/stevensj/CLAS4000/2016syllabus.pdf Prof. John A. Stevens Spring 2016 Office: Ragsdale 133 [email protected] Office Hours: TTh 11-1:30 and by appt. (252) 328-6056 Objectives. Upon completion of this course, you will be able to: • Situate Senecan tragedy in the contexts of Roman literature, history and political philosophy • Analyze the elements of Roman Stoicism present in Seneca’s Thyestes • Characterize contemporary literary approaches to the play • Evaluate the play’s literary and philosophical elements as an integral whole Writing Intensive (WI) CLAS 4000 is a writing intensive course in the Writing Across the Curriculum Program at East Carolina University. With committee approval, this course contributes to the twelve-hour WI requirement for students at ECU. Additional information is available at: http://www.ecu.edu/writing/wac/. WI Course goals: • Use writing to investigate complex, relevant topics and address significant questions through engagement with and effective use of credible sources; • Produce writing that reflects an awareness of context, purpose, and audience, particularly within the written genres (including genres that integrate writing with visuals, audio or other multi-modal components) of their major disciplines and/or career fields; • Understand that writing as a process made more effective through drafts and revision; • Produce writing that is proofread and edited to avoid grammatical and mechanical errors; • Ability to assess and explain the major choices made in the writing process. • Students are responsible for uploading the following to iWebfolio (via Courses/Student Portfolio in OneStop): 1) A final draft of a major writing project from the WI course, 2) A description of the assignment for which the project was written, and 3) A writing self-analysis document (a component of our QEP). -
Senecan Tragedy and Virgil's Aeneid: Repetition and Reversal
City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 10-2014 Senecan Tragedy and Virgil's Aeneid: Repetition and Reversal Timothy Hanford Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/427 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] SENECAN TRAGEDY AND VIRGIL’S AENEID: REPETITION AND REVERSAL by TIMOTHY HANFORD A dissertation submitted to the Graduate Faculty in Classics in partial fulfillment of the requirements for the degree of Doctor of Philosophy, The City University of New York 2014 ©2014 TIMOTHY HANFORD All Rights Reserved ii This dissertation has been read and accepted by the Graduate Faculty in Classics in satisfaction of the dissertation requirement for the degree of Doctor of Philosophy. Ronnie Ancona ________________ _______________________________ Date Chair of Examining Committee Dee L. Clayman ________________ _______________________________ Date Executive Officer James Ker Joel Lidov Craig Williams Supervisory Committee THE CITY UNIVERSITY OF NEW YORK iii Abstract SENECAN TRAGEDY AND VIRGIL’S AENEID: REPETITION AND REVERSAL by Timothy Hanford Advisor: Professor Ronnie Ancona This dissertation explores the relationship between Senecan tragedy and Virgil’s Aeneid, both on close linguistic as well as larger thematic levels. Senecan tragic characters and choruses often echo the language of Virgil’s epic in provocative ways; these constitute a contrastive reworking of the original Virgilian contents and context, one that has not to date been fully considered by scholars. -
Extended Abstract Vol 3, Iss 1 International Journal of Advanced
Extended Abstract International Journal of Advanced Research in Electrical, Electronics and Vol 3, Iss 1 Instrumentation Engineering 2020 Machine Learning 2019: Cassandra-A novel versatile fully scalable Predictive Maintenance solution: Ludovic A. Krundel - IngDan Labs • Cogobuy Group, Comtech Tower, Hong Kong Ludovic A. Krundel IngDan Labs, Cogobuy Group, Comtech Tower, Hong Kong Machines with moving parts induce vibrations. Paris, who demands that he will travel to Sparta, and Various readings such as wavelength, frequency, on the off chance that Hesione isn't returned to him, he phase, amplitude, and more, measure these vibrations. will take Helen. The pressure increments when Analysis of these readings can not only identify but Cassandra encounters a sort of fit and collapses, also facilitate the prediction of faults. Advanced having anticipated the drop of Troy. By the time she calculations such as Fast Fourier Transform and recuperates, Paris has cruised to Sparta and returned, application of pre-trained deep networks lead to bringing Helen, who wears a veil. Cassandra before projection estimates. long starts to suspect—but does not need to believe— that Helen isn't in Troy, after all. No one is allowed to Cassandra provides accurate Predictive Maintenance see her, and Cassandra has seen Paris' previous darling for all types of machinery with moving parts and more Oenone clearing out his room. Be that as it may, she is such as train rails. Our solution is as revolutionary as incapable to acknowledge that Troy—that her father— replacing the horse by the car: using Cassandra in a would proceed to get ready for a war on the off chance factory can avoid considerable costs in the break down that its preface were untrue.In spite of the fact that related expenses. -
Ion First Folio
FIRST FOLIO Teacher Curriculum Guide Table of Contents Page Number Welcome to the About the Play Shakespeare Theatre Company’s Synopsis of Ion……………………………….2 production of Interview with Director Ethan McSweeny….3 Ion Family Life in Ion ……………………………..4 by Euripedes Intro to Greek Mythology and Drama…..….5 People and Places in Ion ...………………….6 This season, the Shakespeare Theatre Company presents seven plays by William Classroom Connections Shakespeare and other classic playwrights. Before and After the Performance….....……7 Consistent with STC's central mission to be Resource List, Standards of Learning……...8 the leading force in producing and preserving Theatre Etiquette………………………….….9 the highest quality classic theatre , the Education Department challenges learners of The First Folio Teacher Curriculum Guide for all ages to explore the ideas, emotions and Ion was developed by the Shakespeare principles contained in classic texts and to Theatre Company Education Department, discover the connection between classic with articles compiled and written by Abby theatre and our modern perceptions. We Jackson and Michelle Jackson. Layout and hope that this First Folio Teacher Curriculum editing by Caroline Alexander. Guide will prove useful as you prepare to bring your students to the theatre! For the 2008-09 season, the Education Department will publish First Folio Teacher Curriculum Guides for our productions of Romeo and Juliet, Twelfth Night and Ion. First Folio Guides provide information and activities to help students form a personal connection to the play before attending the production. First Folio Guides contain material about the playwrights, their world and their works. Also included are approaches to exploring the plays and Next Steps productions in the classroom before and after If you would like more information on how the performance. -
The Sacrifice of Polyxena
The Sacrifice of Polyxena Melissa Natividade The Sacrifice of Polyxena By Charles Le Brun 1619–1690 Paris Date: 1647 Accession Number: 2013.183 Much has been discussed in great detail throughout this semester but naturally much more happened during the Trojan War than can be discussed in the three hours of class each week. Polyxena is one of those subjects that was touched upon but never truly explored in detail, making the painting recounting her sacrifice at the Metropolitan Museum of Art quite surprising and intriguing. Though there are discrepancies regarding details in the setup of the painting, The Sacrifice of Polyxena by Charles Le Brun successfully used specific iconography to capture and reconstruct the exact moment in the Trojan War that he wished to portray to his audience. At first glance, it was clear that the painting was a sacrifice of a young woman, leaving little room for debate on the possible identity of the subject of the painting. With minimal knowledge of the Trojan War, the subject of the sacrifice could be narrowed down to either the sacrifice of Iphigenia at Aulis or the sacrifice of Polyxena at Troy. One object, Achilles’ tomb, in the background of the painting immediately clarifies the circumstance as being the sacrifice of Polyxena. Achilles was the only great warrior that would have gotten such a proper burial and though that did not happen in the Homer’s original works, Le Brun represents Achilles’ tomb as being quite grand to invoke Achilles’ presence in the situation despite his physical absence. Other characters specific to this scene in Ovid’s “Metamorphoses” are Hecuba and Neoptolemus, who has substantial iconography in the painting. -
Rhetoric on Rhetoric: Criticism of Oratory in Seneca’S Troades
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by ELTE Digital Institutional Repository (EDIT) RHETORIC ON RHETORIC: CRITICISM OF ORATORY IN SENECA’S TROADES TOBIAS DÄNZER While statements criticizing contemporary rhetoric are considerably few in the prosaic work of the younger Seneca, there is clear evidence for harsh criticism in his tragedies. This paper draws attention to the word battle between Ulysses and Andromache in the Troades (vv. 522–814), where the protagonists appear to quarrel over the fate of little Astyanax, son of Andromache and Hector and potential avenger of Troy. The true matter of the rhetorically organised dispute, however, is rhetoric itself. Ulysses presents himself as a shrewd and ruthless advocate in a lawsuit, trying to reveal the boy’s true whereabouts, in order to kill him. He accuses Andromache, who tries to save her child, of rhetorical tricks, grandiloquence and obstinacy. By embellishing his criticism with myth and poetry, Seneca has found a way to accuse contemporary rhetoric of political ineffectiveness, forensic uselessness, and moral turpitude. The literature of the 1st century AD knew various interpretations concerned with the circumstances that caused the decline of contemporary rhetoric.1 The elder Seneca, who was the first to advance arguments on the topic, saw the rhetoric of his age in decline for three main reasons. To him, the decline began soon after Cicero’s time and was due either to the decadent lifestyle of his contemporaries, to the fading prospects of honour, or to the persistent and natural change of greatness and depravity.2 1 Literature on the topic is abundant: HELDMANN (1982) dedicates a detailed study on the subject; good overviews are given by CAPLAN (1944), FANTHAM (1978), WILLIAMS (1978: 6–51), KENNEDY (1972: 446–464), FAIRWEATHER (1981: 132– 148) and KENNEDY (1994: 159–200, esp. -
ABSTRACT a Director's Approach to Euripides' Hecuba Christopher F. Peck, M.F.A. Mentor: Deanna Toten Beard, Ph.D. This Thesi
ABSTRACT A Director’s Approach to Euripides’ Hecuba Christopher F. Peck, M.F.A. Mentor: DeAnna Toten Beard, Ph.D. This thesis explores a production of Euripides’ Hecuba as it was directed by Christopher Peck. Chapter One articulates a unique Euripidean dramatic structure to demonstrate the contemporary viability of Euripides’ play. Chapter Two utilizes this dramatic structure as the basis for an aggressive analysis of themes inherent in the production. Chapter Three is devoted to the conceptualization of this particular production and the relationship between the director and the designers in pursuit of this concept. Chapter Four catalogs the rehearsal process and how the director and actors worked together to realize the dramatic needs of the production. Finally Chapter Five is a postmortem of the production emphasizing the strengths and weaknesses of the final product of Baylor University’s Hecuba. A Director's Approach to Euripides' Hecuba by Christopher F. Peck, B.F.A A Thesis Approved by the Department of Theatre Arts Stan C. Denman, Ph.D., Chairperson Submitted to the Graduate Faculty of Baylor University in Partial Fulfillment of the Requirements for the Degree of Master of Fine Arts Approved by the Thesis Committee DeAnna Toten Beard, Ph.D., Chairperson David J. Jortner, Ph.D. Marion D. Castleberry, Ph.D. Steven C. Pounders, M.F.A. Christopher J. Hansen, M.F.A. Accepted by the Graduate School May 2013 J. Larry Lyon, Ph.D., Dean Page bearing signatures is kept on file in the Graduate School. Copyright © 2013 by Christopher F. Peck -
Preliminary Studies on the Scholia to Euripides
Preliminary Studies on the Scholia to Euripides CALIFORNIA CLASSICAL STUDIES NUMBER 6 Editorial Board Chair: Donald Mastronarde Editorial Board: Alessandro Barchiesi, Todd Hickey, Emily Mackil, Richard Martin, Robert Morstein-Marx, J. Theodore Peña, Kim Shelton California Classical Studies publishes peer-reviewed long-form scholarship with online open access and print-on-demand availability. The primary aim of the series is to disseminate basic research (editing and analysis of primary materials both textual and physical), data-heavy re- search, and highly specialized research of the kind that is either hard to place with the leading publishers in Classics or extremely expensive for libraries and individuals when produced by a leading academic publisher. In addition to promoting archaeological publications, papyrologi- cal and epigraphic studies, technical textual studies, and the like, the series will also produce selected titles of a more general profile. The startup phase of this project (2013–2017) is supported by a grant from the Andrew W. Mellon Foundation. Also in the series: Number 1: Leslie Kurke, The Traffic in Praise: Pindar and the Poetics of Social Economy, 2013 Number 2: Edward Courtney, A Commentary on the Satires of Juvenal, 2013 Number 3: Mark Griffith, Greek Satyr Play: Five Studies, 2015 Number 4: Mirjam Kotwick, Alexander of Aphrodisias and the Text of Aristotle’s Metaphys- ics, 2016 Number 5: Joey Williams, The Archaeology of Roman Surveillance in the Central Alentejo, Portugal, 2017 PRELIMINARY STUDIES ON THE SCHOLIA TO EURIPIDES Donald J. Mastronarde CALIFORNIA CLASSICAL STUDIES Berkeley, California © 2017 by Donald J. Mastronarde. California Classical Studies c/o Department of Classics University of California Berkeley, California 94720–2520 USA http://calclassicalstudies.org email: [email protected] ISBN 9781939926104 Library of Congress Control Number: 2017916025 CONTENTS Preface vii Acknowledgments xi Abbreviations xiii Sigla for Manuscripts of Euripides xvii List of Plates xxix 1. -
' “Always the Foremost Argive Champion”? The
Scheijnen T. (2015); ‘ “Always the Foremost Argive Champion”? The Representation of Neoptolemus in Quintus of Smyrna’s Posthomerica’ Rosetta 17.5: 93 – 110 http://www.rosetta.bham.ac.uk/issue17.5/Scheijnen.pdf ‘Always the Foremost Argive Champion’? The Representation of Neoptolemus in Quintus of Smyrna’s Posthomerica Tine Scheijnen Abstract: Neoptolemus rather seldom figures in Ancient Greek literature. The Posthomerica of Quintus of Smyrna is one of the scarce examples in which the son of Achilles is staged as a hero on the battlefield. This paper investigates the representation of Neoptolemus as the successor of his father in the Trojan War. The vigorous youth who takes Achilles’ place as the principal Achaean champion is repeatedly recognised as latter’s heir. Various narrative techniques reinforce this profound assimilation, which proves crucial to determine Neoptolemus’ identity as a warrior. The image that is thus created of the young hero clearly enters into dialogue with the Homeric epics, in which the post-Achilles episode of the Trojan War is only indirectly treated. To complete what his father has left unfinished, Neoptolemus finds inspiration in his rich inheritance. ‘And in truth, as often as we took counsel around the city of Troy, he was always the first to speak, and never erred in his words; godlike Nestor and I alone surpassed him. But as often as we fought with the bronze on the Trojan plain, he would never remain behind in the throng or press of men, but would run forward far to the front, yielding to none in his prowess; and many men he slew in dreadful combat.’ (Odysseus: Odyssey 11, 510-516)1 During his visit to the Underworld in Odyssey 11, Odysseus encounters Achilles and describes to him how his son Neoptolemus became a worthy champion in the Trojan War. -
Discovering Romanity in Seneca's De Otio and De Brevitate Vitae Joshua Dean Wimmer [email protected]
Marshall University Marshall Digital Scholar Theses, Dissertations and Capstones 1-1-2012 Lend Me Your Voice: Discovering Romanity in Seneca's De otio and De brevitate vitae Joshua Dean Wimmer [email protected] Follow this and additional works at: http://mds.marshall.edu/etd Part of the Ancient History, Greek and Roman through Late Antiquity Commons Recommended Citation Wimmer, Joshua Dean, "Lend Me Your Voice: Discovering Romanity in Seneca's De otio and De brevitate vitae" (2012). Theses, Dissertations and Capstones. Paper 255. This Thesis is brought to you for free and open access by Marshall Digital Scholar. It has been accepted for inclusion in Theses, Dissertations and Capstones by an authorized administrator of Marshall Digital Scholar. For more information, please contact [email protected]. LEND ME YOUR VOICE: DISCOVERING ROMANITY IN SENECA’S DE OTIO AND DE BREVITATE VITAE A Thesis submitted to the Graduate College of Marshall University In partial fulfillment of the requirements for the degree of Master of Arts in Latin by Joshua Dean Wimmer Approved by Dr. E. Del Chrol, Committee Chairperson Dr. Caroline Perkins Dr. Christina Franzen Marshall University May 2012 Copyright by Joshua Dean Wimmer 2012 ii Dedication and Acknowledgments DEDICATION Pro parentibus meis ACKNOWLEDGMENTS I would sincerely like to extend my most deeply felt gratitude to Dr. E. Del Chrol, Dr. Caroline Perkins, and Dr. Christina Franzen of the Department of Classics at Marshall University, as well as to any and to all who have helped in some way, no