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The Cultural and Ideological Significance of Representations of Boudica During the Reigns of Elizabeth I and James I
EXETER UNIVERSITY AND UNIVERSITÉ D’ORLÉANS The Cultural and Ideological Significance Of Representations of Boudica During the reigns of Elizabeth I and James I. Submitted by Samantha FRENEE-HUTCHINS to the universities of Exeter and Orléans as a thesis for the degree of Doctor of Philosophy in English, June 2009. This thesis is available for library use on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgment. I certify that all material in this thesis which is not my own work has been identified and that no material has previously been submitted and approved for the award of a degree by this or any other University. ..................................... (signature) 2 Abstract in English: This study follows the trail of Boudica from her rediscovery in Classical texts by the humanist scholars of the fifteenth century to her didactic and nationalist representations by Italian, English, Welsh and Scottish historians such as Polydore Virgil, Hector Boece, Humphrey Llwyd, Raphael Holinshed, John Stow, William Camden, John Speed and Edmund Bolton. In the literary domain her story was appropriated under Elizabeth I and James I by poets and playwrights who included James Aske, Edmund Spenser, Ben Jonson, William Shakespeare, A. Gent and John Fletcher. As a political, religious and military figure in the middle of the first century AD this Celtic and regional queen of Norfolk is placed at the beginning of British history. In a gesture of revenge and despair she had united a great number of British tribes and opposed the Roman Empire in a tragic effort to obtain liberty for her family and her people. -
Bibliography
206 Fletcherian Dramatic Achievement Bibliography Primary sources Apology for Actors Thomas Dekker, An Apology for Actors (1612), ed. Richard H. Per- kinson, New York 1941 Aristotle Poetics, tr. W. Hamilton Fyfe, The Loeb Classics Library, Cam- bridge, Mass., London 1927 St Augustine St Augustine, The Teacher, in Against the Academicians; and, The Teach- er, trans. Peter King, Indianapolis, Cambridge 1995 Bellenden The Chronicles of Scotland: Compiled by Hector Boece: Translated into Scots by John Bellenden, 1531, ed. R. W. Chambers and Edith C. Batho, vol. I, Edinburgh and London 1938 Bowers I-X The Dramatic Works in the Beaumont and Fletcher Canon, gen. ed. Fredson Bowers, 10 vols, Cambridge UP 1966–1996 [Cicero] Ad Herennium, tr. Harry Caplan; The Loeb Classical Library, Cambridge, Mass., London 1954 Demetrius and Enanthe MS John Fletcher, Demetrius and Enanthe, ed. Margaret McLaren Cook and F. P. Wilson, The Malone Society Reprints 1950 (1951) Dio Dio Cassius, Dio’s Roman History, tr. Earnest Cary, vol. vii, The Loeb Classical Library, Cambridge, Mass., London 1961 Faithful Friends The Faithful Friends, ed. G. R. Proudfoot and G. M. Pinciss, The Malone Society Reprints 1970 (1975) Henslowe’s Diary Henslowe’s Diary, ed. R. A. Foakes, 2nd edition, Cambridge UP 2002. Howard-Hill (1980) Sir John Van Olden Barnavelt: by John Fletcher and Philip Massinger, ed. T. H. Howard-Hill, The Malone Society Reprints 1979 (1980) Bonduca MS Bonduca: by John Fletcher, ed. W. W. Greg, The Malone Society Re- prints, 1951 Mann Thomas Mann, Doctor Faustus, tr. H. T. Lowe-Porter, Everyman’s Library, vol.80, 1992 Masque of Queens Ben Jonson, The Masque of Queens (1609), published in his Workes (1616): 945–964 Meres Francis Meres, Palladis Tamia (1598), Scholars’ Facsimiles & Re- prints, New York 1938 Metrical Boece (1858) The Buik of the Chroniclis of Scotland; or, A Metrical Version of the History of Hector Boece; By William Stewart (1535), ed. -
Sejanus, the King's Men Altar Scenes, and the Theatrical Production Of
2952 Early Theatre 20.2 (2017), 77–98 http://dx.doi.org/10.12745/et.20.2.2952 John Kuhn Sejanus, the King’s Men Altar Scenes, and the Theatrical Production of Paganism This article traces the lineage of the popular performance set-piece of the ‘oracular altar scene’ from its inception in Jonson’s Sejanus through its frequent reuse by the King’s Men and their imitators later in the century. By doing so, it demonstrates how material practices of reuse in the seventeenth-century theatre helped shape the produc- tion of popular knowledge about the nature of ‘pagan’ ritual and its practitioners in the Stuart era of intensified antiquarian discovery and colonial expansion. The fifth act of Ben Jonson’s Sejanus, a Jacobean tragedy set in decadent imper- ial Rome, contains a striking moment of intersection between antiquarianism and performance, as the play’s scheming, eponymous favourite agrees to propiti- ate a statue of the goddess Fortuna, grudgingly seeking divine advice about his political fortunes. Accompanied by the music of flutes and trumpets, a priest incants lines translated from Seneca while performing complex rituals of lustra- tion (washing his hands), libation (eating and administering honey and milk to the participants), and propitiation (placing milk, honey, and burning poppy on the altar bearing Fortuna’s statue), all as Sejanus looks on. Surprisingly, these distinctly alien, non-Christian religious rites produce true future knowledge: the hitherto sessile statue of the goddess (probably a company member in a statue costume) miraculously becomes animated and turns her face away. The predic- tion implied by this silent rejection — that Sejanus has lost her favour and his luck has run out — is quickly vindicated for the audience in the next scene, when the favourite’s downfall begins. -
2019 Seminar Abstracts: the King's Men and Their Playwrights
1 2019 Seminar Abstracts: The King’s Men and Their Playwrights Meghan C. Andrews, Lycoming College James J. Marino, Cleveland State University “Astonishing Presence”: Writing for a Boy Actress of the King’s Men, c. 1610-1616 Roberta Barker, Dalhousie University Although scholarship has acknowledged the influence of leading actors such as Richard Burbage on the plays created for the King’s Men, less attention has been paid to the ways in which the gifts and limitations of individual boy actors may have affected the company’s playwrights. Thanks to the work of scholars such as David Kathman and Martin Wiggins, however, it is now more feasible than ever to identify the periods during which specific boys served their apprenticeships with the company and the plays in which they likely performed. Building on that scholarship, my paper will focus on the repertoire of Richard Robinson (c.1597-1648) during his reign as one of the King’s Men’s leading actors of female roles. Surviving evidence shows that Robinson played the Lady in Middleton’s Second Maiden’s Tragedy in 1611 and that he appeared in Jonson’s Catiline (1611) and Fletcher’s Bonduca (c.1612-14). Using a methodology first envisioned in 1699, when one of the interlocutors in James Wright’s Historia Histrionica dreamt of reconstructing the acting of pre-Civil War London by “gues[sing] at the action of the Men, by the Parts which we now read in the Old Plays” (3), I work from this evidence to suggest that Robinson excelled in the roles of nobly born, defiant tragic heroines: women of “astonishing presence,” as Helvetius says of the Lady in The Second Maiden’s Tragedy (2.1.74). -
From Source to Play: Bonduca
95 Chapter 5 From Source to Play: Bonduca In reconstructing the hypothetical processes of composing Bonduca, I will use the hypothetically authentic compositional stage of Elizabethan play-writing, the Plat (see Chapter 3 ‘Plats and Plays’). The gradual stages cover generally different types of dramatic work. The composition of the Plat requires the ability to form the crucial dramatic situation that would best convey the import. Realizing the Plat in dialogues needs verbal dexterity in carrying out the potential of the play: creating character, thought, dramatic situation, and a feeling for detail. Although in reality it is doubtful if these stages are kept apart physically—or if the historical Fletcher really separated them—it is helpful to keep them apart for the sake of an intrinsic, analytical study of technique.1 Although Clifford Leech (1962) claims that Fletcher was taking great liberty in dramatizing Briton history, the preceding chapter has shown that there is rather little material that could not be traced down to chronicles. Perhaps, what Leech re- fers to is Fletcher’s characteristic ‘onstage presence’, a specific ‘world’ of a mostly ignoble and ludicrous character, petty conflicts against a background of sublime and honourable action. Fletcher does not present the play’s protagonists, Bon- duca, Caratach or Junius, as heroes. The exuberant Bonduca of the very start is slighted by the second speech of the play—Caratach’s disdainful retort. Caratach is presented in the play as a naive idealist, and Junius is a general laughing stock altogether. It may be said without much distortion that Fletcher gives no noble notion of history; his legends are unsettlingly physical, sensual and replete with foolish individuals. -
Unearthing the Tempest
Unearthing The Tempest The Tempest tells the story of Prospero, the deposed Duke of Milan, and his daughter, Miranda, who have spent the last twelve years in exile on a mysterious island. Upon first washing ashore with his infant child, Prospero captures two of the island’s occupants; with their help, Prospero spends the next twelve years plotting his revenge. The play opens on its namesake: a great storm of Prospero’s devising. Through the magic he has appropriated from Ariel, a mystical spirit, and the natural resources he has acquired from Caliban, the island’s only known native inhabitant, Prospero washes those who wronged him to his shores, seeking to bring them to justice and reestablish Milan’s natural order of succession. What follows is a story of revenge, redemption, and renewal as Prospero learns the meaning of mercy and forgiveness. Born in Stratford-upon-Avon, England in 1564, William Shakespeare is the author of some of the most well known plays in the western canon of dramatic literature. As he moved into the last stage of his career and life, Shakespeare was increasingly drawn to stories of restoration and rebirth, with a strong emphasis on father-daughter relationships. Other plays that share these themes have become known as “the romances,” which also include The Winter’s Tale, Cymbeline, and Pericles: Prince of Tyre. Penned between 1610 and 1611 under the patronage of King James I of England, The Tempest had its first recorded performance in 1611 on All Saints’ Day at Whitehall Palace. The King’s Men, the acting troupe to which Shakespeare belonged, performed the play before the King and his court. -
Semester at Sea Course Syllabus
SEMESTER AT SEA COURSE SYLLABUS Voyage: Spring 2013 Discipline: English Literature ENGL 1559: The Sea And The Mirror Lower Division Faculty Name: Dr. J. H. Miller Pre-requisites: An introductory literature course COURSE DESCRIPTION There be three things which are too wonderful for me, yea, four which I know not: The way of an eagle in the air; the way of a serpent upon a rock; the way of a ship in the midst of the sea; and the way of a man with a maid. The way of a ship in the midst of the sea has fascinated human beings from the very beginnings of literature to the present day. Celebrating the elemental relationship of man and the natural world, the sea itself and voyages upon it have inspired poems, short stories, novels, and plays, often – as Hamlet said – “to show virtue her feature, scorn her own image, and the very age and body of the time his form and pressure.” The sea also functions as a metaphor for the great, universal themes of humanity. From the darkness upon the face of the deep, to the spirit moving upon the face of the waters, to the way of a man with a maid, this course will study selected sea voyage narratives that enlighten our relationships to each other and to the sea around us. COURSE OBJECTIVES Our geographic journey over the next four months will expose us to life at sea and to different cultures as we sail across oceans and visit fourteen countries on three continents. But we are also collectively embarking on another journey – an interior and highly personal one of exploration and self-discovery. -
Douglas Bruster
DOUGLAS BRUSTER Mody C. Boatright Regents Professor in American and English Literature Distinguished Teaching Professor Department of English, 1 University Station B5000 The University of Texas at Austin Austin, Texas 78712-1164 512.471.3635 (Office) ● 512.550.3465 (Mobile) [email protected] CURRICULUM VITAE EDUCATION ______________________________________________________________________________ 1990 Harvard University Ph.D. (English) 1987 Harvard University M.A. (English) 1985 University of Nebraska B.A. (English, History, Latin) ______________________________________________________________________________ APPOINTMENTS ______________________________________________________________________________ 2009- The University of Texas at Austin 2008 Université de Paris X (visiting professor) 1999-2008 The University of Texas at Austin 1995-99 The University of Texas at San Antonio 1991-95 The University of Chicago 1990-91 Harvard University ______________________________________________________________________________ PUBLICATIONS ~ BOOKS _____________________________________________________________________________ v Shakespeare and the Power of Performance: Stage and Page in the Elizabethan Theatre. Cambridge: Cambridge University Press, 2008. With Robert Weimann. v To Be or Not To Be. London and New York: Continuum, 2007. v Prologues to Shakespeare’s Theatre: Performance and Liminality in Early Modern Drama. London and New York: Routledge, 2004. With Robert Weimann. v Shakespeare and the Question of Culture: Early Modern Literature -
The King's Men's Shakespearean Repertory Meghan C. Andrews
1 The King’s Men’s Shakespearean Repertory Meghan C. Andrews, University of Texas at Austin My paper will focus on the immediately post-Shakespearean seventeenth century: the King’s Men’s repertory in the wake of Shakespeare’s retirement, and specifically the plays written by Fletcher (and his co-authors) while he was principal dramatist for the King’s Men. I will argue that the company was the first group to make Shakespeare “Shakespeare” and to imagine themselves in a specifically post-Shakespearean moment, for even after Shakespeare’s death the company self-consciously cultivated a Shakespearean repertory style in order to provide continuity with their earlier drama. In this way, Shakespeare became a guiding ideal for the company as much as a former sharer, his descendants’ works less derivative and more working within a specific house style. Particularly, I plan to examine two moments in Fletcher’s career. The first is the period 1620-22, in which Fletcher wrote a cluster of plays that were heavily influenced by The Tempest. I will argue that these plays served as a form of advance marketing for the First Folio, and constructed a particular image of “Shakespeare” that a reader opening to the first page of the Folio would immediately recognize. The second moment concerns the group of plays written by Fletcher (and Beaumont) for the King’s Men from Philaster on. The influence of Beaumont and Fletcher’s tragicomedy on Shakespeare has long been acknowledged, but I will argue that as Fletcher began to write for the King’s Men before, during, and after Shakespeare’s quasi-retirement in 1610, he cultivated a Shakespearean style, especially intrigued by the elder playwright’s focus on active heroines. -
Rita Banerjee the Ocean and Its Traffique: Miscegenation And
1 Rita Banerjee The Ocean and its Traffique: Miscegenation and Conversion in The Island Princess and The Renegado In the very first volume of Purchas His Pilgrimes, Samuel Purchas showers encomiums on the sea and the art of navigating it. The most important way the ‘multitudinous seas’ served humankind was by uniting it, through trade: “Uniter by Traffique all Nations,” providing an “open field for Merchandize in Peace.”1 It was international trade that connected Jacobean England to the East. Purchas echoes the sentiments expressed in Elizabeth I’s letter to six kings in the Indies which she sent with the East India Company in 1601: That one Countrie should have need of another, and out of the abundance of the fruit which some region enjoyeth the necessities of another should be supplied: By which means men of several and far remote countries have commerce and traffic one with another, and by their interchange of commodities are linked together in amitie and friendship.2 Likewise, the sea enables the spread of the message of Christianity to all lands. Purchas hopes that “as there is one Lord, one Faith, one Baptisme, one Body, one spirit, one Inheritance, one God and Father, so there may thus be one Church truly Catholike, one Pastor and one Sheepfold? And this also wee hope shall one day be the true Ophirian Navigation, when Ophir shall come into Jerusalem, as Jerusalem then went unto Ophir.”3 Conversion was closely related to marriage between Christian and non-Christian partners, and ‘connubium’ often facilitated ‘commercium.’4 While Pocahontas’s much- publicized case in the New World provided an example to the East-Indian ventures, conversion and marriage, like trade, acquired its own distinctive character in the East. -
The Tempest Seminar Abstracts
SAA 2013: The Tempest seminar abstracts “Dukedom large enough”: The Prospero Trap Al Cacicedo Writing about Miranda, Jessica Slights argues that one can consider the character as her own agent and at the same time acknowledge her “embeddedness in a formative social and political community.”1 Slights is in part reacting to a reading of Miranda—and from the point of view of other discursive frameworks, of Caliban and Ariel and the gentlemen who find themselves shipwrecked on the island as well—as a victimized puppet, controlled by grand master Prospero. Prospero, it seems, stands above the ideological apparatus that he wields as he controls the other characters, and his control is, as my students almost invariably assert, make him a kind of god. As a sort of transcendental subject, then, Prospero seems to be an entirely unembedded character. I want to consider the embeddedness of Prospero, not only in the community of the island, which of course is an important component of his representation, but also in the larger European community from which he is exiled. That community, I think, is the universe defined by the liberal arts, of which Prospero tells us he is “the prime duke” (1.2.72).2 To that end, I want to consider the function of a liberal education in the Renaissance, and situate Prospero in relation to the learning outcomes of that educational system.3 I will be using some secondary sources, but primarily want to think about Renaissance ideas about the liberal arts and their purpose. So here are a couple of the texts I’ll be considering: Elyot, Thomas. -
The Absence of America on the Early Modern Stage by Gavin R. Hollis A
The Absence of America on the Early Modern Stage by Gavin R. Hollis A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (English Language and Literature) in The University of Michigan 2008 Doctoral Committee: Professor Valerie J. Traub, Chair Professor Michael C. Schoenfeldt Associate Professor Susan M. Juster Associate Professor Susan Scott Parrish © Gavin Hollis 2008 To my parents ii Acknowledgements In an episode of The Simpsons, Marge urges Bart not to make fun of graduate students because “they’ve just made a terrible life choice.” This may be true, but one of the many advantages of this “life choice” is that I have met, been inspired by, and become firm friends with an array of people on both sides of the pond. The first debt I owe is to my advisors at the University of Michigan, who have seen this project through its many stages of confusion and incoherence. Mike Schoenfeldt, Scotti Parrish, and Sue Juster have been supportive, critical, rigorous, inventive, and excellent company. My biggest debt of gratitude is owed however to Valerie Traub, the chair of my dissertation committee, whose influence on this project and has been, and I hope will continue to be, immense. I’m also indebted to faculty at Trinity Hall, Cambridge and at The Shakespeare Institute who have shaped me as a scholar before I made it these shores. I am especially grateful to Peter Holland, who, it is no exaggeration to say, taught me how to read Shakespeare. Thank you also to John Jowett, Drew Milne, and John Lennard.