The Odyssey Script
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The Humour of Homer
The Humour of Homer Samuel Butler A lecture delivered at the Working Men's College, Great Ormond Street 30th January, 1892 The first of the two great poems commonly ascribed to Homer is called the Iliad|a title which we may be sure was not given it by the author. It professes to treat of a quarrel between Agamemnon and Achilles that broke out while the Greeks were besieging the city of Troy, and it does, indeed, deal largely with the consequences of this quarrel; whether, however, the ostensible subject did not conceal another that was nearer the poet's heart| I mean the last days, death, and burial of Hector|is a point that I cannot determine. Nor yet can I determine how much of the Iliadas we now have it is by Homer, and how much by a later writer or writers. This is a very vexed question, but I myself believe the Iliadto be entirely by a single poet. The second poem commonly ascribed to the same author is called the Odyssey. It deals with the adventures of Ulysses during his ten years of wandering after Troy had fallen. These two works have of late years been believed to be by different authors. The Iliadis now generally held to be the older work by some one or two hundred years. The leading ideas of the Iliadare love, war, and plunder, though this last is less insisted on than the other two. The key-note is struck with a woman's charms, and a quarrel among men for their possession. -
A Level Classical Civilisation Candidate Style Answers
Qualification Accredited A LEVEL Candidate style answers CLASSICAL CIVILISATION H408 For first assessment in 2019 H408/11: Homer’s Odyssey Version 1 www.ocr.org.uk/alevelclassicalcivilisation A Level Classical Civilisation Candidate style answers Contents Introduction 3 Question 3 4 Question 4 8 Essay question 12 2 © OCR 2019 A Level Classical Civilisation Candidate style answers Introduction OCR has produced this resource to support teachers in interpreting the assessment criteria for the new A Level Classical Civilisation specification and to bridge the gap between new specification’s release and the availability of exemplar candidate work following first examination in summer 2019. The questions in this resource have been taken from the H408/11 World of the Hero specimen question paper, which is available on the OCR website. The answers in this resource have been written by students in Year 12. They are supported by an examiner commentary. Please note that this resource is provided for advice and guidance only and does not in any way constitute an indication of grade boundaries or endorsed answers. Whilst a senior examiner has provided a possible mark/level for each response, when marking these answers in a live series the mark a response would get depends on the whole process of standardisation, which considers the big picture of the year’s scripts. Therefore the marks/levels awarded here should be considered to be only an estimation of what would be awarded. How levels and marks correspond to grade boundaries depends on the Awarding process that happens after all/most of the scripts are marked and depends on a number of factors, including candidate performance across the board. -
The Cyclops in the Odyssey, Ulysses, and Asterios Polyp: How Allusions Affect Modern Narratives and Their Hypotexts
THE CYCLOPS IN THE ODYSSEY, ULYSSES, AND ASTERIOS POLYP: HOW ALLUSIONS AFFECT MODERN NARRATIVES AND THEIR HYPOTEXTS by DELLEN N. MILLER A THESIS Presented to the Department of English and the Robert D. Clark Honors College in partial fulfillment of the requirements for the degree of Bachelor of Arts December 2016 An Abstract of the Thesis of Dellen N. Miller for the degree of Bachelor of Arts in the Department of English to be taken December 2016 Title: The Cyclops in The Odyssey, Ulysses, and Asterios Polyp: How Allusions Affect Modern Narratives and Their Hypotexts Approved: _________________________________________ Paul Peppis The Odyssey circulates throughout Western society due to its foundation of Western literature. The epic poem thrives not only through new editions and translations but also through allusions from other works. Texts incorporate allusions to add meaning to modern narratives, but allusions also complicate the original text. By tying two stories together, allusion preserves historical works and places them in conversation with modern literature. Ulysses and Asterios Polyp demonstrate the prevalence of allusions in books and comic books. Through allusions to both Polyphemus and Odysseus, Joyce and Mazzucchelli provide new ways to read both their characters and the ancient Greek characters they allude to. ii Acknowledgements I would like to sincerely thank Professors Peppis, Fickle, and Bishop for your wonderful insight and assistance with my thesis. Thank you for your engaging courses and enthusiastic approaches to close reading literature and graphic literature. I am honored that I may discuss Ulysses and Asterios Polyp under the close reading practices you helped me develop. -
An Analysis of Odysseus' Pedestrian Journeys in the Odyssey
From Fleet to Foot: An Analysis of Odysseus’ Pedestrian Journeys in the Odyssey by Jessica Higgins A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Department of Classics University of Toronto © Copyright by Jessica Higgins 2015 From Fleet to Foot: An Analysis of Odysseus’ Pedestrian Journeys in the Odyssey Jessica Higgins Doctor of Philosophy Department of Classics University of Toronto 2015 Abstract This dissertation examines the narratives of two pedestrian journeys made by Odysseus in the Odyssey in apposition to the Apologue’s narrative of his fleet’s destruction. The first journey takes place on Scheria (6.254-7. 135) and the second on Ithaca (17.182-17.341). Though the Phaeacian episode, and that of Odysseus’ return to Ithaca have been studied extensively, the pedestrian narratives within them have generally been overlooked. These narratives depict the hero in lowly circumstances, enduring the anonymity and dishonour that other heroes would not. I thus argue that the walking journeys serve a characterizing function. My analysis is informed by spatial and phenomenological theory. Odysseus’ fleet is interpreted as a “centre” of Hellenic culture that implaces him and its destruction as his social and spatial displacement. I conclude that Odysseus’ displacement is both a consequence and a reflection of an overall shift in his ethos from one that was balanced between the active, (violent and assertive) and passive (enduring and deferential) to one that favours passivity. For Odysseus, walking produces ambivalent results. Pedestrianism, in the ancient world, is born of necessity and lowliness. Nevertheless, walking allows the pedestrian a great degree of engagement, both somatic and mental, with his surroundings. -
The Faculty Advisor to the Student Writing the Thesis Wishes to Claim Joint Authorship in This Work
WILLIAMS COLLEGE LIBRARIES Your unpublished thesis, submitted for a degree at Williams College and administered by the Williams College Libraries, will be made available for research use. You may, through this form, provide instructions regarding copyright, access, dissemination and reproduction of your thesis. _ The faculty advisor to the student writing the thesis wishes to claim joint authorship in this work. In each section, please check the ONE statement that reflects your wishes. 1. PUBLICATION AND QUOTATION: LITERARY PROPERTY RIGHTS A student author automatically owns the copyright to his/her work, whether or not a copyright symbol and date are placed on the piece. The duration of U.S. copyright on a manuscript--and Williams theses are considered manuscripts--is the life of the author plus 70 years. _ I/we do not choose to retain literary property rights to the thesis, and I wish to assign them immediately to Williams College. N",vnohllO the in no a s1lldent \,vo.rk: the studerv \VCHIJd} bO\Vevcf) need conLJct the in this case to also per'missir)D to sltilatlOn arose, the Archivcs wou!d be in had _I/we wish to retain literary property rights to the thesis for a period of three years, at which time the literary property rights shall be assigned to Williams College. Selectmg this the amhor a years to make use the in m><:o,mltI2 ,II/we wish to retain literary property rights to the thesis fer~ea of __":Y'88:F&;-Qf until my death, whichever is the later, at which time the literary property rights shall be assigned to Williams College. -
Sea Scenarios
SEA SCENARIOS ellas is said to be a land of a thousand islands, so warbands Determine the Scenario: The player in the Sea realm rolls a d6. often must necessarily travel by sea in pursuit of their For each battle that the player has won since his warband has been Hgoals. A warband that has entered the realm of the Sea has at Sea, the player adds 1 to the result. If the player’s last battle was loaded their men, horses, and equipment into penteconters – small a loss, the player subtracts 1 from the total. The final result is the warships with a single sail and fifty oars. In these ships they sail the player’s Scenario: waters of the Middle Sea, travelling ever further from their homes 1. (or less) Fresh Water in the city-states of Hellas. Each Sea Scenario represents an en- 2. The Hostage counter on one of the islands where the warband stops to resupply, 3. Shipwrecked and some even contain valuable Clues to be found that will guide 4. Defend the Ship them closer to their goal. The Scenarios are organized by number, 5. Safe Passage with the lower numbers representing early encounters close to the 6. The Isle of Torment safe waters of home, and the higher numbers are distant, mysteri- 7. Isle of the Cyclopes ous islands with strange and dangerous inhabitants. 8. All Men Are Pigs 9. Isle of the Lotus Eaters The Beach: In practical terms, the main difference between Land 10. Beyond the Pillars of Heracles and Sea Scenarios is that the Sea Scenarios always take place next Once a player progresses to Scenario #10 and wins, the player’s to the ocean – one table edge will always represent a beach. -
The Function of Pantagruelion in Rabelais's Quart Livre
[Expositions 11.2 (2017) 1–33] Expositions (online) ISSN: 1747–5376 The Function of Pantagruelion in Rabelais’s Quart Livre TIMOTHY HAGLUND Ashbrook Center at Ashland University ABSTRACT The praise of the famous Pantagruelion herb that occupies the last four chapters of Rabelais’s Tiers Livre bears on the narrative of the Quart Livre. Although apparently frivolous or superfluous, the use of Pantagruelion as a blow-tube places it in the same class of beings as the other physeter in Rabelais’s text—the whale that later appears in chapters 33 and 34 of the Quart Livre. Pantagruel’s preparedness for the whale, compared with the misplaced fear of Panurge and overconfidence of the Pantagruelic artillery, rests in part on his knowledge that physeters are governed by necessities, by natures. Connecting Pantagruelion to the whale in this way reveals an order in nature, one that requires belief despite appearances. Pantagruelion supplies or inspires such belief. Nature and the Pantagruelion Herb φύσις: origin, growth, nature, constitution φυσητήρ: a blowpipe or blowtube, the blowhole or spiracle of a whale Like many of Rabelais’s passages, the praise of Pantagruelion that closes the Tiers Livre has a generative capacity, encouraging interpretation. There Rabelais cryptically describes the plant to be brought on board in preparation for the search for the Dive Bouteille, which supposedly holds the final answer to Panurge’s marriage question, initially raised with the end of the war against the Dipsodians and the onset of political peace in the Tiers Livre. The plant’s qualities seem to have little to do with this quest. -
Fulgens, Singularis, Sacra: the Many Facets of Beauty in “Nausicaa”
Papers on Joyce 15 (2009): 73-92 Fulgens, Singularis, Sacra: The Many Facets of Beauty in “Nausicaa” BENIGNO DEL RÍO MOLINA Abstract Tommy Caffrey’s “fancy” bib may stand as a metaphor for the decorative, recycled kind of beauty of the first part of the 13th episode. After the Joycean digestion of much sentimental literature, it suggests the author’s “aesthetics of nausea” although beauty also unexpectedly appears as judgmental, sacred and unique. After re-evaluating Gerty as a commodity, we reach the conclusion that her excessive embellishment and the staging of her high “persona” is her career. Being born lame and in the context of a ruthless marriage “marketplace,” her survival as a woman depends on the richness of her displays, as beauty can not only be life- saving, but the eventual, propelling force that leads to a much dreamt of, future home. lthough many aspects concerning beauty are visible in Athe lexicon, style and techniques in the thirteenth episode, beauty, as traditionally depicted by sculptors and painters throughout the centuries, also emerges from human bodies. It has become a legend, for example, the way Leonardo da Vinci used to walk around the streets of Florence, in a frenzied state, chasing beautiful eyes and neat FULGENS, SINGULARIS, SACRA: THE MANY FACETS OF BEAUTY IN “NAUSICAA” profiles in order to depict them as angels’ and Madonnas’ features. Beauty induces us to repeat and multiply the obJect perceived, as Gerty MacDowell senses in “Nausicaa”: “How moving the scene there in the gathering twilight…she could see far away the lights of the lighthouses so picturesque she would have loved to do with a box of paints…” (U 363; my emphasis). -
23 Hero-Without-Nostos.Pdf
1 23 Your article is protected by copyright and all rights are held exclusively by Springer Science +Business Media Dordrecht. This e-offprint is for personal use only and shall not be self- archived in electronic repositories. If you wish to self-archive your article, please use the accepted manuscript version for posting on your own website. You may further deposit the accepted manuscript version in any repository, provided it is only made publicly available 12 months after official publication or later and provided acknowledgement is given to the original source of publication and a link is inserted to the published article on Springer's website. The link must be accompanied by the following text: "The final publication is available at link.springer.com”. 1 23 Author's personal copy Int class trad DOI 10.1007/s12138-014-0367-6 ARTICLE A Hero Without Nostos: Ulysses’ Last Voyage in Twentieth-Century Italy Francesca Schironi © Springer Science+Business Media Dordrecht 2015 Abstract The article reviews the reception of Ulysses’ last voyage in twentieth- century Italy. Ulysses’ last voyage is used by Italian authors to discuss different and often opposing views of the ideal human life as well as the intellectual and exis- tential angsts of the twentieth century. In addition, the Italian twentieth-century Ulysses becomes part of a metapoetic discourse, as going back to the Homeric and Dantesque myths of Ulysses for an artist also means interrogating oneself on the possibility of creating something new within a long tradition. This metaliterary dimension adds to the modern Italian reception of Ulysses, making it a unique case of the intersection of many different layers of reception both in chronological and thematic terms. -
A View of the Odyssey
Curriculum Units by Fellows of the Yale-New Haven Teachers Institute 1983 Volume II: Greek and Roman Mythology A View of The Odyssey Curriculum Unit 83.02.02 by Anna K. Baker I plan to teach Homer’s Odyssey to a high school English class on an intermediate-advanced level. I teach at High School in the Community, where students are divided according to ability, interest and, at times, maturity rather than by grade level. I expect to have in my class sophomores, juniors, and seniors and perhaps a scattering of freshmen. The purpose of this unit is to help students see themselves in the mirror that mythology holds up to us all. Times have changed and so has the pace of our lives; but people are confronted by the same basic choices today as when Homer decided to put the story of the wanderings, tribulations, and homecoming of Odysseus into his own words. Students who study this great epic poem which tells a fundamental myth of our civilization will read of witches, cannibals, and monsters as well as of Olympian gods, human princesses, and dead spirits out of the underworld. These students will also read a story about human beings, Odysseus, Telemachus, Penelope, and Nausicaa, as well as about others who have experienced many of the same difficulties around growing up, making choices and becoming mature that people of today experience as they leave their childhood and enter the world of adolescence and adulthood. Today’s high school students are faced with a world that presents ever more complex choices: for example, careers, family, morality, and so forth. -
Bulfinch's Mythology
Bulfinch's Mythology Thomas Bulfinch Bulfinch's Mythology Table of Contents Bulfinch's Mythology..........................................................................................................................................1 Thomas Bulfinch......................................................................................................................................1 PUBLISHERS' PREFACE......................................................................................................................3 AUTHOR'S PREFACE...........................................................................................................................4 STORIES OF GODS AND HEROES..................................................................................................................7 CHAPTER I. INTRODUCTION.............................................................................................................7 CHAPTER II. PROMETHEUS AND PANDORA...............................................................................13 CHAPTER III. APOLLO AND DAPHNEPYRAMUS AND THISBE CEPHALUS AND PROCRIS7 CHAPTER IV. JUNO AND HER RIVALS, IO AND CALLISTODIANA AND ACTAEONLATONA2 AND THE RUSTICS CHAPTER V. PHAETON.....................................................................................................................27 CHAPTER VI. MIDASBAUCIS AND PHILEMON........................................................................31 CHAPTER VII. PROSERPINEGLAUCUS AND SCYLLA............................................................34 -
Sex in the Ancient World from a to Z the Ancient World from a to Z
SEX IN THE ANCIENT WORLD FROM A TO Z THE ANCIENT WORLD FROM A TO Z What were the ancient fashions in men’s shoes? How did you cook a tunny or spice a dormouse? What was the daily wage of a Syracusan builder? What did Romans use for contraception? This new Routledge series will provide the answers to such questions, which are often overlooked by standard reference works. Volumes will cover key topics in ancient culture and society—from food, sex and sport to money, dress and domestic life. Each author will be an acknowledged expert in their field, offering readers vivid, immediate and academically sound insights into the fascinating details of daily life in antiquity. The main focus will be on Greece and Rome, though some volumes will also encompass Egypt and the Near East. The series will be suitable both as background for those studying classical subjects and as enjoyable reading for anyone with an interest in the ancient world. Already published: Food in the Ancient World from A to Z Andrew Dalby Sport in the Ancient World from A to Z Mark Golden Sex in the Ancient World from A to Z John G.Younger Forthcoming titles: Birds in the Ancient World from A to Z Geoffrey Arnott Money in the Ancient World from A to Z Andrew Meadows Domestic Life in the Ancient World from A to Z Ruth Westgate and Kate Gilliver Dress in the Ancient World from A to Z Lloyd Llewellyn-Jones et al. SEX IN THE ANCIENT WORLD FROM A TO Z John G.Younger LONDON AND NEW YORK First published 2005 by Routledge 2 Park Square, Milton Park, Abingdon, Oxfordshire, OX14 4RN Simultaneously published in the USA and Canada by Routledge 270 Madison Ave., New York, NY 10016 Routledge is an imprint of the Taylor & Francis Group This edition published in the Taylor & Francis e-Library, 2006.