Julius Caesar
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The Tragedy of Julius Caesar ______
THE TRAGEDY OF JULIUS CAESAR ___________________________ by Dan Gurskis based on the play by William Shakespeare THE TRAGEDY OF JULIUS CAESAR FADE IN: A STATUE OF JULIUS CAESAR in a modern military dress uniform. Then, after a moment, it begins. First, a trickle. Then, a stream. Then, a rush. The statue is bleeding from the chest, the neck, the arms, the abdomen, the hands — dozens of wounds. DISSOLVE TO: EXT. HILLY COUNTRYSIDE — DAY Late winter. The ground is mottled with patches of snow and ice. BURNED IN are the words: "Kosovo, soon after the unrest." Somewhere in the distance, an open-topped Jeep bounces along a rutted, twisting road. INT. OPEN-TOPPED JEEP — MOVING FLAVIUS and MARULLUS, two military officers in uniform, occupy the front passenger's seat and the rear seat, respectively. An ENLISTED MAN is behind the wheel. The three ride in silence for a moment, huddled against the cold, wind whipping through their hair. There is a casual almost careless air to the men. If they do not feel invincible, they feel at the very least unconcerned. Even the machine gun mounted on the rear of the Jeep goes unattended. Just then, automatic sniperfire RINGS OUT of the surrounding woods. The windshield SHATTERS. The driver's forehead explodes in a spray of blood and bone. He slumps over the steering wheel, pulling it hard to the side. ANGLE ON THE JEEP swerving off the road, flipping down an embankment. All three men are thrown from the Jeep, which comes to rest on its side. The driver, clearly dead, lies wide-eyed in a ditch. -
12 AUGUST 2017 “For There Is Nothing Either Good Or Bad, but Thinking Makes It So.“ Hamlet, Act II, Scene 2
29 JUNE – 12 AUGUST 2017 “For there is nothing either good or bad, but thinking makes it so.“ Hamlet, Act II, Scene 2. Ramsey Island, Dargonwater. Friday. June. DIRECTOR ASSISTANT DIRECTOR MARK KILMURRY SHAUN RENNIE CAST CREW ROY DESIGNER ANDREW HANSEN HUGH O’CONNOR NEVILLE LIGHTING DESIGNER DAVID LYNCH BENJAMIN BROCKMAN ANGUS SOUND DESIGNER DARYL WALLIS CRAIG REUCASSEL DRAMATURGY GORDON JANE FITZGERALD CHRIS TAYLOR STAGE MANAGER STEPHANIE LINDWALL WITH SPECIAL THANKS TO: ASSISTANT STAGE MANAGER SLADE BLANCH / DANI IRONSIDE Jacqui Dark as Denise, WARDROBE COORDINATOR Shaun Rennie as DJ Kirk, ALANA CANCERI Vocal Coach Natasha McNamara, MAKEUP Kanen Breen & Kyle Rowling PEGGY CARTER First performed by Stephen Joseph Theatre, Scarborough in May 1992. NEVILLE’S ISLAND @Tim Firth Copyright agent: Alan Brodie Representation Ltd. www.alanbrodie.com RUNNING TIME APPROX 2 HOURS 10 MINUTES INCLUDING INTERVAL 02 9929 0644 • ensemble.com.au TIM FIRTH – PLAYWRIGHT Tim’s recent theatre credits include the musicals: THE GIRLS (West End, Olivier Nomination), THIS IS MY FAMILY (UK Theatre Award Best Musical), OUR HOUSE (West End, Olivier Award Best Musical) and THE FLINT STREET NATIVITY. His plays include NEVILLE’S ISLAND (West End, Olivier Nomination), CALENDAR GIRLS (West End, Olivier Nomination) SIGN OF THE TIMES (West End) and THE SAFARI PARTY. Tim’s film credits include CALENDAR GIRLS, BLACKBALL, KINKY BOOTS and THE WEDDING VIDEO. His work for television includes MONEY FOR NOTHING (Writer’s Guild Award), THE ROTTENTROLLS (BAFTA Award), CRUISE OF THE GODS, THE FLINT STREET NATIVITY and PRESTON FRONT (Writer’s Guild “For there is nothing either good or bad, but thinking makes it so.“ Award; British Comedy Award, RTS Award, BAFTA nomination). -
The Architecture of Marcus Vitruvius Pollio, in Ten Books
www.e-rara.ch The architecture of Marcus Vitruvius Pollio, in ten books Vitruvius London, 1826 Bibliothek Werner Oechslin Shelf Mark: A04a ; app. 851 Persistent Link: http://dx.doi.org/10.3931/e-rara-19442 Life of Vitruvius. www.e-rara.ch Die Plattform e-rara.ch macht die in Schweizer Bibliotheken vorhandenen Drucke online verfügbar. Das Spektrum reicht von Büchern über Karten bis zu illustrierten Materialien – von den Anfängen des Buchdrucks bis ins 20. Jahrhundert. e-rara.ch provides online access to rare books available in Swiss libraries. The holdings extend from books and maps to illustrated material – from the beginnings of printing to the 20th century. e-rara.ch met en ligne des reproductions numériques d’imprimés conservés dans les bibliothèques de Suisse. L’éventail va des livres aux documents iconographiques en passant par les cartes – des débuts de l’imprimerie jusqu’au 20e siècle. e-rara.ch mette a disposizione in rete le edizioni antiche conservate nelle biblioteche svizzere. La collezione comprende libri, carte geografiche e materiale illustrato che risalgono agli inizi della tipografia fino ad arrivare al XX secolo. Nutzungsbedingungen Dieses Digitalisat kann kostenfrei heruntergeladen werden. Die Lizenzierungsart und die Nutzungsbedingungen sind individuell zu jedem Dokument in den Titelinformationen angegeben. Für weitere Informationen siehe auch [Link] Terms of Use This digital copy can be downloaded free of charge. The type of licensing and the terms of use are indicated in the title information for each document individually. For further information please refer to the terms of use on [Link] Conditions d'utilisation Ce document numérique peut être téléchargé gratuitement. -
Teacher Resource Pack I, Malvolio
TEACHER RESOURCE PACK I, MALVOLIO WRITTEN & PERFORMED BY TIM CROUCH RESOURCES WRITTEN BY TIM CROUCH unicorntheatre.com timcrouchtheatre.co.uk I, MALVOLIO TEACHER RESOURCES INTRODUCTION Introduction by Tim Crouch I played the part of Malvolio in a production of Twelfth Night many years ago. Even though the audience laughed, for me, it didn’t feel like a comedy. He is a desperately unhappy man – a fortune spent on therapy would only scratch the surface of his troubles. He can’t smile, he can’t express his feelings; he is angry and repressed and deluded and intolerant, driven by hate and a warped sense of self-importance. His psychiatric problems seem curiously modern. Freud would have had a field day with him. So this troubled man is placed in a comedy of love and mistaken identity. Of course, his role in Twelfth Night would have meant something very different to an Elizabethan audience, but this is now – and his meaning has become complicated by our modern understanding of mental illness and madness. On stage in Twelfth Night, I found the audience’s laughter difficult to take. Malvolio suffers the thing we most dread – to be ridiculed when he is at his most vulnerable. He has no resolution, no happy ending, no sense of justice. His last words are about revenge and then he is gone. This, then, felt like the perfect place to start with his story. My play begins where Shakespeare’s play ends. We see Malvolio how he is at the end of Twelfth Night and, in the course of I, Malvolio, he repairs himself to the state we might have seen him in at the beginning. -
Grade 10 Literature Mini-Assessment Excerpt from Julius Caesar, Act III, Scene Ii
Grade 10 Literature Mini-Assessment Excerpt from Julius Caesar, Act III, Scene ii by William Shakespeare This grade 10 mini-assessment is based on an excerpt from Julius Caesar, Act III, Scene ii by William Shakespeare and a video of the scene. This text is considered to be worthy of students’ time to read and also meets the expectations for text complexity at grade 10. Assessments aligned to the Common Core State Standards (CCSS) will employ quality, complex texts such as this one. Questions aligned to the CCSS should be worthy of students’ time to answer and therefore do not focus on minor points of the text. Questions also may address several standards within the same question because complex texts tend to yield rich assessment questions that call for deep analysis. In this mini- assessment there are seven selected-response questions and one paper/pencil equivalent of technology enhanced items that address the Reading Standards listed below. Additionally, there is an optional writing prompt, which is aligned to both the Reading Standards for Literature and the Writing Standards. We encourage educators to give students the time that they need to read closely and write to the source. While we know that it is helpful to have students complete the mini-assessment in one class period, we encourage educators to allow additional time as necessary. Note for teachers of English Language Learners (ELLs): This assessment is designed to measure students’ ability to read and write in English. Therefore, educators will not see the level of scaffolding typically used in instructional materials to support ELLs—these would interfere with the ability to understand their mastery of these skills. -
INGO GILDENHARD Cicero, Philippic 2, 44–50, 78–92, 100–119 Latin Text, Study Aids with Vocabulary, and Commentary CICERO, PHILIPPIC 2, 44–50, 78–92, 100–119
INGO GILDENHARD Cicero, Philippic 2, 44–50, 78–92, 100–119 Latin text, study aids with vocabulary, and commentary CICERO, PHILIPPIC 2, 44–50, 78–92, 100–119 Cicero, Philippic 2, 44–50, 78–92, 100–119 Latin text, study aids with vocabulary, and commentary Ingo Gildenhard https://www.openbookpublishers.com © 2018 Ingo Gildenhard The text of this work is licensed under a Creative Commons Attribution 4.0 International license (CC BY 4.0). This license allows you to share, copy, distribute and transmit the text; to adapt the text and to make commercial use of the text providing attribution is made to the author(s), but not in any way that suggests that they endorse you or your use of the work. Attribution should include the following information: Ingo Gildenhard, Cicero, Philippic 2, 44–50, 78–92, 100–119. Latin Text, Study Aids with Vocabulary, and Commentary. Cambridge, UK: Open Book Publishers, 2018. https://doi. org/10.11647/OBP.0156 Every effort has been made to identify and contact copyright holders and any omission or error will be corrected if notification is made to the publisher. In order to access detailed and updated information on the license, please visit https:// www.openbookpublishers.com/product/845#copyright Further details about CC BY licenses are available at http://creativecommons.org/licenses/ by/4.0/ All external links were active at the time of publication unless otherwise stated and have been archived via the Internet Archive Wayback Machine at https://archive.org/web Digital material and resources associated with this volume are available at https://www. -
Julius Caesar © 2015 American Shakespeare Center
THE AMERICAN SHAKESPEARE CENTER STUDY GUIDE Julius Caesar © 2015 American Shakespeare Center. All rights reserved. The following materials were compiled by the Education and Research Department of the American Shakespeare Center, 2015. Created by: Cass Morris, Academic Resources Manager; Sarah Enloe, Director of Education and Research; Ralph Cohen, ASC Executive Founding Director and Director of Mission; Jim Warren, ASC Artistic Director; Jay McClure, Associate Artistic Director; ASC Actors and Interns. Unless otherwise noted, all selections from Julius Caesar in this study guide use the stage directions as found in the 1623 Folio. All line counts come from the Norton Shakespeare, edited by Stephen Greenblatt et al, 1997. The American Shakespeare Center is partially supported by a grant from the Virginia Commission for the Arts and the National Endowment for the Arts. American Shakespeare Center Study Guides are part of Shakespeare for a New Generation, a national program of the National Endowment for the Arts in partnership with Arts Midwest. -2- Dear Fellow Educator, I have a confession: for almost 10 years, I lived a lie. Though I was teaching Shakespeare, taking some joy in pointing out his dirty jokes to my students and showing them how to fight using air broadswords; though I directed Shakespeare productions; though I acted in many of his plays in college and professionally; though I attended a three-week institute on teaching Shakespeare, during all of that time, I knew that I was just going through the motions. Shakespeare, and our educational system’s obsession with him, was still a bit of a mystery to me. -
Study Guide 2016-2017
Study Guide 2016-2017 by William Shakespeare Standards Theatre English Language Arts Social Studies TH.68.C.2.4: Defend personal responses. LAFS.68.RH.1.2: Determine central ideas. SS.912.H.1.5: Examine social issues. TH.68.C.3.1: Discuss design elements. LAFS.910.L.3.4: Determine unknown words. TH.68.H.1.5: Describe personal responses. LAFS.910.L.3.5: Demonstrate figurative language. TH.912.S.1.8: Use research to extract clues. LAFS.1112.SL.1.1: Initiate collaborative discussions. TH.912.S.2.9: Research artistic choices. TH.912.H.1.4: Interpret through historical lenses. Content Advisory: Antony and Cleopatra is a political drama fueled by intimate relationships. There are battle scenes. If it were a movie, Antony and Cleopatra would be rated “PG-13.” !1 Antony and Cleopatra Table of Contents Introduction p. 3 Enjoying Live Theater p. 3 About the Play p. 6 Plot Summary p. 6 Meet the Characters p. 7 Meet the Playwright p. 8 Historical Context p. 11 Elizabethan Theater p. 11 Activities p. 12 Themes and Discussion p. 17 Bibliography p. 17 !2 Antony and Cleopatra An Introduction Educators: Thank you for taking the time out of your very busy schedule to bring the joy of theatre arts to your classroom. We at Orlando Shakes are well aware of the demands on your time and it is our goal to offer you supplemental information to compliment your curriculum with ease and expediency. What’s New? Lots! First, let me take a moment to introduce our new Children’s Series Coordinator, Brandon Yagel. -
Refractions of Rome in the Russian Political Imagination by Olga Greco
From Triumphal Gates to Triumphant Rotting: Refractions of Rome in the Russian Political Imagination by Olga Greco A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Comparative Literature) in the University of Michigan 2015 Doctoral Committee: Professor Valerie A. Kivelson, Chair Assistant Professor Paolo Asso Associate Professor Basil J. Dufallo Assistant Professor Benjamin B. Paloff With much gratitude to Valerie Kivelson, for her unflagging support, to Yana, for her coffee and tangerines, and to the Prawns, for keeping me sane. ii TABLE OF CONTENTS Dedication ............................................................................................................................... ii Introduction ............................................................................................................................. 1 Chapter I. Writing Empire: Lomonosov’s Rivalry with Imperial Rome ................................... 31 II. Qualifying Empire: Morals and Ethics of Derzhavin’s Romans ............................... 76 III. Freedom, Tyrannicide, and Roman Heroes in the Works of Pushkin and Ryleev .. 122 IV. Ivan Goncharov’s Oblomov and the Rejection of the Political [Rome] .................. 175 V. Blok, Catiline, and the Decomposition of Empire .................................................. 222 Conclusion ........................................................................................................................... 271 Bibliography ....................................................................................................................... -
Did Caesar Destroy the Republic?
Did Caesar Destroy the Republic? By John Green (adapted) Gaius Julius Caesar was born around 100 BCE to one of Rome’s leading patrician families. Coming from the senatorial class, it was natural that Caesar would serve in both the army and the Senate, which he did. He rose through the ranks, and after some top-notch generalling, and a gig as the governor of Spain, he decided to run for consul. In order to win, Caesar needed financial help, which he got from Crassus, one of Rome’s richest men. Crassus ran a private fire company whose business model was essentially, “hey, I notice your house is on fire. Give me some money and I’ll help you out with that.” Caesar succeeded in becoming consul in 59 BC and thereafter sought to dominate Roman politics by allying himself with Crassus and also with Rome’s other most powerful man, the general Pompey, a guy who loved Alexander the Great so much that he copied his hairstyle. Pompey, Crassus, and Caesar were the so-called first triumvirate, and the alliance worked out super well… for Caesar. After a year as consul that included getting the senate to pass laws largely because of intimidation by Pompey’s troops, Caesar became the governor of Gaul (modern day France), at least the southern part of Gaul that Rome controlled. He quickly conquered the rest of Gaul and his four loyal armies — or legions, as the Romans called them — became his source of power. Caesar continued his conquests, invading Britain and waging another successful war against the Gauls. -
Julius+Caesar+Play+Critique.Pdf
"Julius Caesar." Shakespearean Criticism. Ed. Michael L. LaBlanc. Vol. 74. Detroit: Gale, 2003. Literature Resources from Gale. Gale. Cape Cod Regional Technical High School. 4 Jan. 2011 <http://go.galegroup.com/ps/start.do?p=LitRG&u=mlin_s_ccreg>. Title: Julius Caesar Source: Shakespearean Criticism. Ed. Michael L. LaBlanc. Vol. 74. Detroit: Gale, 2003. From Literature Resource Center. Document Type: Work overview, Critical essay Introduction Further Readings about the Topic Introduction Julius Caesar contains elements of both Shakespeare's histories and tragedies, and has been classified as a "problem play" by some scholars. Set in Rome in 44 b.c., the play describes a senatorial conspiracy to murder the emperor Caesar and the political turmoil that ensues in the aftermath of the assassination. The emperor's demise, however, is not the primary concern for critics of Julius Caesar; rather, most critics are interested in the events surrounding the act--the organization of the conspiracy against Caesar and the personal and political repercussions of the murder. Shakespeare's tragedies often feature the death of the titular character at the play's end. Many commentators have noted that Julius Caesar's unusual preempting of this significant event--Caesar is killed less than halfway through the play--diminishes the play's power early in the third act. Scholars are interested in the play's unconventional structure and its treatment of political conflict, as well as Shakespeare's depiction of Rome and the struggles the central characters face in balancing personal ambition, civic duty, and familial obligation. Modern critics also study the numerous social and religious affinities that Shakespeare's Rome shares with Elizabethan England. -
Ancient Rome
HISTORY AND GEOGRAPHY Ancient Julius Caesar Rome Reader Caesar Augustus The Second Punic War Cleopatra THIS BOOK IS THE PROPERTY OF: STATE Book No. PROVINCE Enter information COUNTY in spaces to the left as PARISH instructed. SCHOOL DISTRICT OTHER CONDITION Year ISSUED TO Used ISSUED RETURNED PUPILS to whom this textbook is issued must not write on any page or mark any part of it in any way, consumable textbooks excepted. 1. Teachers should see that the pupil’s name is clearly written in ink in the spaces above in every book issued. 2. The following terms should be used in recording the condition of the book: New; Good; Fair; Poor; Bad. Ancient Rome Reader Creative Commons Licensing This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. You are free: to Share—to copy, distribute, and transmit the work to Remix—to adapt the work Under the following conditions: Attribution—You must attribute the work in the following manner: This work is based on an original work of the Core Knowledge® Foundation (www.coreknowledge.org) made available through licensing under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. This does not in any way imply that the Core Knowledge Foundation endorses this work. Noncommercial—You may not use this work for commercial purposes. Share Alike—If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one. With the understanding that: For any reuse or distribution, you must make clear to others the license terms of this work.