Rites of Passage: Dionysus and the Chorus of Satyrs1
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Dionysus, Wine, and Tragic Poetry: a Metatheatrical Reading of P.Koln VI 242A=Trgf II F646a Anton Bierl
BIERL, ANTON, Dionysus, Wine, and Tragic Poetry: A Metatheatrical Reading of a New Dramatic Papyrus , Greek, Roman and Byzantine Studies, 31:4 (1990:Winter) p.353 Dionysus, Wine, and Tragic Poetry: A Metatheatrical Reading of P.Koln VI 242A=TrGF II F646a Anton Bierl EW DRAMATIC PAPYRUS1 confronts interpreters with many ~puzzling questions. In this paper I shall try to solve some of these by applying a new perspective to the text. I believe that this fragment is connected with a specific literary feature of drama especially prominent in the bnal decades of the bfth century B.C., viz. theatrical self-consciousness and the use of Dionysus, the god of Athenian drama, as a basic symbol for this tendency. 2 The History of the Papyrus Among the most important papyri brought to light by Anton Fackelmann is an anthology of Greek prose and poetry, which includes 19 verses of a dramatic text in catalectic anapestic tetrameters. Dr Fackelmann entrusted the publication of this papyrus to Barbel Kramer of the University of Cologne. Her editio princeps appeared in 1979 as P. Fackelmann 5. 3 Two years later the verses were edited a second time by Richard Kannicht and Bruno Snell and integrated into the Fragmenta Adespota in 1 This papyrus has already been treated by the author in Dionysos und die griechische Trag odie. Politische und 'metatheatralische' Aspekte im Text (Tiibingen 1991: hereafter 'Bieri') 248-53. The interpretation offered here is an expansion of my earlier provisional comments in the Appendix, presenting fragments of tragedy dealing with Dionysus. 2 See C. -
It Always Gives Watching: the Nothing and the Parahuman in Rilke's Duino
Filozofski vestnik Volume/Letnik XXVI • Number/Številka 2 • 2005 • 161–171 IT ALWAYS GIVES WATCHING: THE NOTHING AND THE PARAHUMAN IN RILKE’S DUINO ELEGIES Miglena Nikolchina A well known story has it that Rainer Maria Rilke heard the first sentence of what was to become the first of his Duino Elegies while a strong Bora was blow- ing up from the sea. It was January 1912 and Rilke was staying at the Duino Castle on the Adriatic as a guest of Princess Marie von Thurn und Taxis- Hohenlohe. It is she who provides the anecdote according to which, while Rilke was walking by the sea, it seemed to him that in the raging of the storm a voice had called to him: ‘Who, if I cried out, would hear me among the angelic orders?’…. He took out his notebook, which he always carried with him, and wrote down these words …1 A voice from the storm – a disembodied voice without a source – cries out a question to Rilke. Instead of answering – and, indeed, although an- gelic perception of the world will run as one of the persistent queries of the Elegies, whom and in what capacity could Rilke answer regarding the hearing of angels? – Rilke writes the question down. The question does not expect an answer and in a way hopes that there would be no answer: for, we are told, if by any chance an angel would press the poet to his heart, the poet would be consumed in the angel’s stronger existence. The question cried out at the poet by nobody is reflected back as the poet’s own question to nobody. -
Book 10 – the Kingdom of the Dead Hades (1) God of the Dead, Ruler of the Underworld, Which Was Accordingly Known As Hades
Book 10 – The Kingdom of the Dead Hades (1) God of the dead, ruler of the Underworld, which was accordingly known as Hades. In various adventures, Hades abducted the maiden Persephone, tricked the heroes Theseus and Peirithous and managed to get himself handcuffed by Sisyphus. The god Hades was a dread figure to the living, who were quite careful how they swore oaths in his name. To many people, simply to utter the word "Hades" was a frightening proposition. Realm of the dead, either underground or in the far West of the world known to the early Greeks - or both. Named for the god Hades, its ruler. Hades (2) As is not surprising, the ancient Greeks did not know what to expect after death. Notions of the afterlife were various and conflicting. Some thought that great heroes lucked out by traveling to the Elysian Fields, where they could hunt and feast and socialize in pleasant company for eternity, while commoners were consigned to a lifeless and boring abode in the Fields of Asphodel. First they'd drink the waters of Lethe, which caused them to lose all memory of their former lives and thus lack anything to talk about. In its earlier depictions, the underworld kingdom of Hades was such a dank and dark and moldering place that were it laid open to the heavens, the gods themselves would turn away in disgust. Persephone Beautiful daughter of Zeus and Demeter; sometimes considered an Olympian. While gathering flowers in a field one day, Persephone was abducted to the Underworld by Hades, who arose in his chariot from a fissure in the ground. -
The Function of Lethe
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Flinders Academic Commons This is an electronic version of an article published in M. Baker and D. Glenn (eds) 2000. ‘Dante Colloquia in Australia: 1982-1999’, Australian Humanties Press: Adelaide. Coassin, Flavia 2000. The Function of Lethe. In M. Baker and D. Glenn (eds). ‘Dante Colloquia in Australia: 1982-1999’, Australian Humanties Press: Adelaide, 95-102. THE FUNCTION OF LETHE FLAVIA COASSIN WHEN, in the last canto of the Purgatorio, Dante-character claims not to remember having ever estranged himself from Beatrice, she reminds him that he has just drunk of Lethe, and adds that his inability to remember is proof of his estrangement, just as from smoke fire is inferred: "E se tu ricordar non te ne puoi," sorridendo rispuose, "or ti rammenta come bevesti di Letè ancoi; e se dal fummo foco sargomenta, cotesta oblivion chiaro conchiude colpa ne la tua voglia altrove attenta". (Purg. XXXIII, 94-99) According to Reggio, l who also quotes Chimenz, the comparison is insubstantial, because there is no logical connection between oblivion and sin as there is between smoke and fire, and thus oblivion does not count as proof, his assumption being that there could be oblivion without sin. This assumption, however, is incorrect. In Dantes poem, as well as in the classical myths concerning the afterlife, we find that the connection between the two is, on the contrary, one of cause and effect. It is not by coincidence that the episode in question (lines 91-129) contains two instances of forgetfulness, namely, of having sinned and of Mateldas previous explanation of the function of the two rivers. -
Lecture 9 Good Morning and Welcome to LLT121 Classical Mythology
Lecture 9 Good morning and welcome to LLT121 Classical Mythology. In our last exciting class, we were discussing the various sea gods. You’ll recall that, in the beginning, Gaia produced, all by herself, Uranus, the sky, Pontus, the sea and various mountains and whatnot. Pontus is the Greek word for “ocean.” Oceanus is another one. Oceanus is one of the Titans. Guess what his name means in ancient Greek? You got it. It means “ocean.” What we have here is animism, pure and simple. By and by, as Greek civilization develops, they come to think of the sea as ruled by this bearded god, lusty, zesty kind of god. Holds a trident. He’s seriously malformed. He has an arm growing out of his neck this morning. You get the picture. This is none other than the god Poseidon, otherwise known to the Romans as Neptune. One of the things that I’m going to be mentioning as we meet the individual Olympian gods, aside from their Roman names—Molly, do you have a problem with my drawing? Oh, that was the problem. Okay, aside from their Roman names is also their quote/unquote attributes. Here’s what I mean by attributes: recognizable features of a particular god or goddess. When you’re looking at, let’s say, ancient Greek pottery, all gods and goddesses look pretty much alike. All the gods have beards and dark hair. All the goddesses have long, flowing hair and are wearing dresses. The easiest way to tell them apart is by their attributes. -
Emily Blomquist Blomqst2 Pre-Quiz 5: Vergil’S Description of the Underworld
Emily Blomquist Blomqst2 Pre-Quiz 5: Vergil’s Description of the Underworld 1. There are five rivers that make up the underworld. What is unique about all five is that they all have negative attributes that represent them. The river of woe, Acheron, is the river that Charon would use to make new souls in the underworld. This is where Styx and Cocytus came from. The Cocytus is the river that is known for wailing. Its color is pitch black and wraps around the forests of the underworld. The third river is Styx, which came from Acheron. Styx is the river of hatred and separates the earth from the underworld. The next river is Phlegethon, the river of fire known as the burning river. It is said to flow into Tartarus. The last river in the underworld is Lethe. Lethe is described as where the dead go to drink to forget their past lives in order to begin a new one. The rivers in the underworld created an atmosphere of despair but also a way for the dead to begin a new life if they desired to. 2. Mythological Characters (4): Each punishment is unique and eternal. The gods are very creative when it comes to punishments Tityus: i. Crime: Attempted to rape Leto ii. Punishment: Vultures tear out and eat his liver every day that it grows back. His punishment lasts for the rest of his life until he dies. Ephialtes: i. Crime: Assaulted the heavens to try and tear it down as well as remove Jupiter as their king ii. -
A Theology of Memory: the Concept of Memory in the Greek Experience of the Divine
A Theology of Memory: The Concept of Memory in the Greek Experience of the Divine Master’s Thesis Presented to The Faculty of the Graduate School of Arts and Sciences Brandeis University Department of Classical Studies Leonard Muellner, Advisor In Partial Fulfillment of the Requirements For Master’s Degree by Michiel van Veldhuizen May 2012 ABSTRACT A Theology of Memory: The Concept of Memory in the Greek Experience of the Divine A thesis presented to the Department of Classical Studies Graduate School of Arts and Sciences Brandeis University Waltham, Massachusetts By Michiel van Veldhuizen To the ancient Greek mind, memory is not just concerned with remembering events in the past, but also concerns knowledge about the present, and even the future. Through a structural analysis of memory in Greek mythology and philosophy, we may come to discern the particular role memory plays as the facilitator of vertical movement, throwing a bridge between the realms of humans and gods. The concept of memory thus plays a significant role in the Greek experience of the divine, as one of the vertical bridges that relates mortality and divinity. In the theology of Mnemosyne, who is Memory herself and mother of the Muses, memory connects not only to the singer-poet’s religiously efficacious speech of prophetic omniscience, but also to the idea of Truth itself. The domain of memory, then, shapes the way in which humans have access to the divine, the vertical dimension of which is expliticly expressed in the descent-ascent of the ritual passage of initiation. The present study thus lays bare the theology of Memory. -
Teacher's Resource
TEACHER’S RESOURCE Produced by the Education Department UBC Museum of Anthropology 6393 NW Marine Dr. Vancouver BC, V6T 1Z2 www.moa.ubc.ca [email protected] 2020 Learning Through Puppetry + Play ii TABLE OF CONTENTS CONTENTS Teaching Kit Overview ....................................................................................v Chapter 1 Puppets: An Introduction .............................................................1 In the Teacher’s Resource ............................................................................... 1 In the Kit ......................................................................................................... 1 Stories ............................................................................................................ 2 Making + Performing Puppets ......................................................................... 2 Chapter 2 Bringing Puppets to Life ..............................................................5 Tips for New Puppeteers ................................................................................. 5 Chapter 3 Class Activities ............................................................................9 Puppet Cards ................................................................................................ 10 Care + Handling ............................................................................................ 10 Meet the Puppets .......................................................................................... 11 BIG IDEAS • Puppetry is shared -
Download the Digital Booklet
ORIGINAL TELEVISION SOUNDTRACK A GERRY ANDERSON PRODUCTION MUSIC BY BARRY GRAY Calling International Rescue... Palm Treesflutterandthesoundofdistantcrashingwaves echoaroundaluxuriouslookinghouse.Suddenlyalow gravellyhumemergesfromaswimmingpoolasitslides aside,revealingancavernoushangerbelow.Muffled automatedsoundsecho,beforeanalmightyroarfollowedby thelightning-fastblurofarocketasitshootsskyward.Thisis Thunderbird1,high-speedreconnaissance craft,pilotedbyScottTracy. Momentsago,Scott’sbrotherJohn radioed-inadistresscallfromThunderbird5, amannedorbitalsatellite.Alifeis indangerwithallhopelost,except foronepossibility:International Rescue.JeffTracy,theboys’father assessesthesituationandduly deployshissonsintoaction. AsThunderbird1propelsitself towardsthedangerzone(now inhorizontalflight),itsfellowcraft Thunderbird2isreadiedforlaunch.This giantgreentransporterstandsontop ofaconveyer-beltofsixPods,each containingadifferentarrayoffantastic rescueequipment.WiththenecessaryPod selected,VirgilTracy(joinedbybrothers AlanandGordon)taxisthehugevehicleto thelaunchramp,whichraisesthecraftto40 degreesbeforeittooblastsskywards.International Rescueareontheirway,Thunderbirdsarego! Inspiredbythisdramaticevent,forhisnexttelevisionseriesGerry Approaching Danger Zone... Andersonenvisionedanorganisationpreparedforsucheventualities IntheAutumnof1963,writerandproducer -
Eurydice: a Brief Synopsis of the Myth Production History Highlights of Eurydice Motifs in the Play
PLAYGOER’S GUIDE Prepared by Production Dramaturg Kimberly Colburn and Literary Intern Rachell Campbell TABLE OF CONTENTS Part I: THE PLAY Orpheus and Eurydice: A Brief Synopsis of the Myth Production History Highlights of Eurydice Motifs in the Play Part II: THE PLAYWRIGHT About the Playwright: Sarah Ruhl by David Myers List of Ruhl’s Plays Part III: THE PRODUCTION Designing Eurydice Part IV: QUESTIONS FOR DISCUSSION Before the Show After the Show Part V: RESOURCES Other Study Guides and Programs Reference Materials Articles Part I: THE PLAY Orpheus and Eurydice: A Brief Synopsis of the Myth hile there are many variations on the myth of Orpheus and Eurydice among poets Ovid, Virgil, and WApollonius or philosophers Plato and Aristotle, the basic story goes as follows. A charming and talented musician, Orpheus is the son of a Thracian king and the muse Calliope. When Orpheus plays, every animate and inanimate thing follows and his music can divert the course of rivers. He meets and marries the maiden Eurydice—thought to be perhaps a nymph (minor Greek deity related to nature), or maybe a daughter of Apollo. Their joy is brief; on their wedding day Eurydice travels through a meadow with her bridesmaids (in some versions, she’s running to Orpheus Leading Eurydice from the Underworld by Jean-Baptiste-Camille Corot, 1861. escape the sexual advances of a satyr or shepherd) and she steps into a pit of vipers. She is bitten by a snake and dies. never touches a myth without developing, expanding, and sometimes radically changing it.” Eurydice’s father Overcome with grief, Orpheus strikes a sad note on his doesn’t play a role in the original myth, but he plays a lyre and travels to the Underworld. -
Making Marionette (Puppets) from Paper Pulp by Karen Elzinga
Making Marionette (Puppets) from Paper Pulp By Karen Elzinga Recommended for children Grade 6 and above if done as a class activity. What Ingredients do l need? -Recycled paper or copy paper - Plastic drinking straws - Strong string - Sticks or as l have used old wooden vertical blinds cut down to size. - Drill (Preferable but not a necessity) - Plaster faces (you can just use the pulp but if you want more life like then these are great (They are available in the shop, CLICK HERE to view them. For larger quantities just email in for a quote. -Paint and decorative items (fabric, hair, wool etc) tissue paper is a great item for dressing as is feathers. - Large needle or skewer for threading body bits together through the straws -Tub or blender - No nails glue or craft glue - Patience!! TWO METHODS FOR PULPING PAPER The first method for pulping paper is to use a The second method is to use a tub, this is food blender, adding a bit of paper in stages to very effective if larger quantities are required. a blender, this is a quick method and very Add hot water to the tub and immerse paper, effective for smaller quantities. You can use you can use cold water the process of paper sort of recycled paper, but make sure to take breakdown just takes longer. Leave the tub out sticky tape or staples prior to pulping. and paper alone for at least 30 mins, an hour is preferable at minimum. If using as a school project and you wish students to be involved in the process you can decant paper and HOW TO TURN PAPER INTO PULP water into smaller tubs and have students work the paper into pulp. -
The Power of the Puppet
Union Internationale de la Marionnette The Power of the Puppet Editor Livija Krofl in The UNIMA Puppets in Education, Development and Therapy Commission Croatian Centre of UNIMA Zagreb, 2012 ffinal_12_06_2012_.inddinal_12_06_2012_.indd 3 112.6.20122.6.2012 117:46:387:46:38 THE POWER OF THE PUPPET Publishers The UNIMA Puppets in Education, Development and Therapy Commission Croatian Centre of UNIMA Editor Livija Krofl in English Language Editor Meg Amsden Reviewers Iva Gruić, Ph.D Prof. Dr. Robi Krofl ič Dr Peter Lang Layout, Design & Printed by Teovizija, Zagreb A print run of 400 copies © UNIMA 2012 All Rights Reserved A CIP catalogue record for this book is available from the National and University Library in Zagreb under 804855 ISBN 978-953-96856-6-7 ffinal_12_06_2012_.inddinal_12_06_2012_.indd 2 112.6.20122.6.2012 117:46:387:46:38 CONTENTS PREFACE Livija Krofl in . 7 Art as a Pathway to the Child Edi Majaron . 11 Aff ective Education through the Art of Animation Theatre Ida Hamre. 18 Playing with Puppets in Class – Teaching and Learning with Pleasure Helena Korošec . 29 The Role of the Puppet in Language Teaching Livija Krofl in . 46 Puppetry for Development Cariad Astles . 63 The Politics of Applied Puppetry Matt Smith . 79 Being Carbon Neutral Meg Amsden . 86 Puppets and the Emotional Development of Children – an International Overview Barbara Scheel . 96 Biographies of the Authors . 107 Index of names . 113 Index of terms. 116 ffinal_12_06_2012_.inddinal_12_06_2012_.indd 5 112.6.20122.6.2012 117:46:397:46:39 PREFACE The power of the puppet shows itself in diverse fi elds: not only in the puppet theatres, not only in rituals and magical spells, but also in the broad range of education and therapy.