Shakespeare and the Greek Romance: a Study of Origins
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
2 Maccabees, Chapter 1 Letter 1: 124 B.C
Archdiocese of St. Louis Office of Sacred Worship Lectio Divina Bible The Second Book of Maccabees Second Maccabees can be divided as follows: I. Letters to the Jews in Egypt II. Author’s Preface III. Heliodorus’ Attempt to Profane the Temple IV. Profanation and Persecution V. Victories of Judas and Purification of the Temple VI. Renewed Persecution VII. Epilogue * * * Lectio Divina Read the following passage four times. The first reading, simple read the scripture and pause for a minute. Listen to the passage with the ear of the heart. Don’t get distracted by intellectual types of questions about the passage. Just listen to what the passage is saying to you, right now. The second reading, look for a key word or phrase that draws your attention. Notice if any phrase, sentence or word stands out and gently begin to repeat it to yourself, allowing it to touch you deeply. No elaboration. In a group setting, you can share that word/phrase or simply pass. The third reading, pause for 2-3 minutes reflecting on “Where does the content of this reading touch my life today?” Notice what thoughts, feelings, and reflections arise within you. Let the words resound in your heart. What might God be asking of you through the scripture? In a group setting, you can share your reflection or simply pass. The fourth reading, pause for 2-3 minutes reflecting on “I believe that God wants me to . today/this week.” Notice any prayerful response that arises within you, for example a small prayer of gratitude or praise. -
Historical Context Elizabethantheatres
Historical Context The first Elizabethan playhouse was an open air theatre built in 1567 by James Burbage called “The Theatre”. After it’s success other playhouses were built : in 1577 “The Courtain”, in 1587 “The Rose”, and in 1595 “The Swan”. In 1599 the Lord Chamberlain’s Man rebuilt “The Globe” which became the most important centre of performances. Elizabethan Theatres Performances took place during the afternoon and were acted only by man and boys. The audiences were made by all sorts of people, reach and poor who had stand on the ground, theatres were designed as large wooden structures, circular or octagonal in shape, with three tiers of galleries surrounding a yard open to the sky. The stage was roofed and was very high, and there were railings between the yard and the lower gallery. There was no scenery and the audience had to image the scene by listening to the language of the actors. There was no courtain and no intervals, so they were very quick. The platform stage was pushed out into the audience who stood around in three sides. This create assends of close intimacy between actors and audiences. Context Romeo and Juliet is one of the most famous plays written by William Shakespeare (1564-1616). When it first appeared on the stage probably in 1595 it was a very popular tale in Elizabethan times, and many versions were available. The sources of the play are Arthur Brooke’s poem “The Tragical Historye of Romeus and Juliet” (1562) which was a translation from the French Matteo Bandello’s novella “Romeo e Giulietta” (1554). -
Living Knowledge – No 6, July 2005
ISSN 1613-2270 LivingLiving No. 6 - July 2005 KnowledgeKnowledge International Journal of Community Based Research Science and Citizen Participation The Science Communication Escalator Fruitful Interplay: Science and Theatre Universities and Civic Participation Living Knowledge The International Science Shop Network Contents | Editorial Around the World Contents Editorial he fl ow of expert knowledge is undergoing Focus: Science and Ciitizen Participation Trapid change. As information highways are constructed around the globe, new questions about ethics, goals and economics must be an- swered. Science communication addresses theo- The Science Communication retical and pragmatic questions central to many Escalator of today‘s debates. But also the involvement of civil society Every type of knowledge needs its and citizens in policy deliberation and decision-making proc- specifi c way of communication. At the esses relating to scientifi c and technical issues has undergone moment there is no blueprint for the communication be- signifi cant and also highly heterogeneous changes in European tween scientists and society. Ann Van der Auweraert from countries. Ways of involving civil society and empowering the Antwerp describes a model of a ‘science communication community have been very diverse, ranging from social mobi- escalator’, based on the ‘risk communication escalator’ by lisations, the development of associations, Science Shops and Ortwin Renn. » 5 NGOs, to the introduction of formal participatory procedures in decision-making settings. The fact that Science Shops respond to civil society’s needs for expertise and knowledge is a key element that distinguishes them from other knowledge transfer mechanisms. However, many Fruitful Interplay: Science and initiatives are similar to Science Shops and do the same type of Theatre work. -
A Literary Sources
Cambridge University Press 978-0-521-82860-4 — The Hellenistic World from Alexander to the Roman Conquest 2nd Edition Index More Information Index A Literary sources Livy XXVI.24.7–15: 77 (a); XXIX.12.11–16: 80; XXXI.44.2–9: 11 Aeschines III.132–4: 82; XXXIII.38: 195; XXXVII.40–1: Appian, Syrian Wars 52–5, 57–8, 62–3: 203; XXXVIII.34: 87; 57 XXXIX.24.1–4: 89; XLI.20: 209 (b); ‘Aristeas to Philocrates’ I.9–11 and XLII.29–30.7: 92; XLII.51: 94; 261 V.35–40: XLV.29.3–30 and 32.1–7: 96 15 [Aristotle] Oeconomica II.2.33: I Maccabees 1.1–9: 24; 1.10–25 and 5 7 Arrian, Alexander I.17: ; II.14: ; 41–56: 217; 15.1–9: 221 8 9 III.1.5–2.2: (a); III.3–4: ; II Maccabees 3.1–3: 216 12 13 IV.10.5–12.5: ; V.28–29.1: ; Memnon, FGrH 434 F 11 §§5.7–11: 159 14 20 V1.27.3–5: ; VII.1.1–4: ; Menander, The Sicyonian lines 3–15: 104 17 18 VII.4.4–5: ; VII.8–9 and 11: Menecles of Barca FGrHist 270F9:322 26 Arrian, FGrH 156 F 1, §§1–8: (a); F 9, Pausanias I.7: 254; I.9.4: 254; I.9.5–10: 30 §§34–8: 56; I.25.3–6: 28; VII.16.7–17.1: Athenaeus, Deipnosophistae V.201b–f, 100 258 43 202f–203e: ; VI.253b–f: Plutarch, Agis 5–6.1 and 7.5–8: 69 23 Augustine, City of God 4.4: Alexander 10.6–11: 3 (a); 15: 4 (a); Demetrius of Phalerum, FGrH 228 F 39: 26.3–10: 8 (b); 68.3: cf. -
Creating Shakespeare's Twelfth Night Onstage, a Director's Journey
University of Massachusetts Amherst ScholarWorks@UMass Amherst Masters Theses 1911 - February 2014 2011 “What Country Friends Is This?”: Creating Shakespeare’s Twelfth iN ght Onstage, A Director's Journey Dawn Monique Williams University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/theses Part of the Performance Studies Commons, and the Theatre History Commons Williams, Dawn Monique, "“What Country Friends Is This?”: Creating Shakespeare’s Twelfth iN ght Onstage, A Director's Journey" (2011). Masters Theses 1911 - February 2014. 737. Retrieved from https://scholarworks.umass.edu/theses/737 This thesis is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Masters Theses 1911 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. “WHAT COUNTRY FRIENDS IS THIS?”: CREATING SHAKESPEARE’S TWELFTH NIGHT ONSTAGE A DIRECTOR’S JOURNEY A Thesis Presented by DAWN MONIQUE WILLIAMS Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of MASTER OF FINE ARTS September 2011 Department of Theater © Copyright by Dawn Monique Williams 2011 All Rights Reserved “WHAT COUNTRY FRIENDS IS THIS?”: CREATING SHAKESPEARE’S TWELFTH NIGHT ONSTAGE A DIRECTOR’S JOURNEY A Thesis Presented by DAWN MONIQUE WILLIAMS Approved as to style and content by: _______________________________________ Gilbert McCauley, Chair _______________________________________ Marcus Gardley, Member _______________________________________ Gina Kaufmann, Member ____________________________________ Penny Remsen, Department Head Department of Theater DEDICATION Just like the river, Jordyn, the girl of my dreams, Manifests my God. -
Myth-Making and the Historical Imagination: an Investigation of the Historiography of Islamic Iberia Through Castilian Literature
Myth-making and the Historical Imagination: An Investigation of the Historiography of Islamic Iberia Through Castilian Literature Gaston Jean-Xavier Arze Springfield, Virginia BA English, University of Virginia, 2017 A Thesis presented to the Graduate Faculty of the University of Virginia in Candidacy for the Degree of Master of Arts Department of Religious Studies University of Virginia December, 2018 Dr. Ahmed H. al-Rahim Dr. E. Michael Gerli 2 1. Introduction A historical narrative is thus necessarily a mixture of adequately and inadequately explained events, a congeries of established and inferred facts, at once a representation that is an interpretation and an interpretation that passes for an explanation of the whole process mirrored in the narrative. Hayden White, Tropics of Discourse (1978). The history of Islam in Spain is a deeply contested historical narrative, whose interpretation has significant implications for Spain’s perception of its national identity, as well as its historical memory, and modern political discourse. The rejection of Islamic Iberia plays an important role in the modern understanding of the nascence of the Spanish state. This is because, the history of medieval Iberia is largely framed as an 800-year struggle for independence from invading Muslims. This historical narrative is obviously at odds with the historical presence of the religion of Islam, the irrefutable linguistic contact between Arabic and Peninsular Romance, and the role of Arabic and Arabic sources in Iberia’s rich literary history. The aforementioned interpretation of the history of the Iberian Peninsula also rejects the influence that Islam played in the creation of identities unique to the peninsula: namely, the Mudéjars, the Moriscos and the Mozarabs. -
Copyrighted Material
Index Note : Geographical landmarks are listed under the proper name itself: for “Cape Sepias” or “Mt. Athos” see “Sepias” or “Athos.” When a people and a toponym share the same base, see under the toponym: for “Thessalians” see “Thessaly.” Romans are listed according to the nomen, i.e. C. Julius Caesar. With places or people mentioned once only, discretion has been used. Abdera 278 Aeaces II 110, 147 Abydus 222, 231 A egae 272–273 Acanthus 85, 207–208, 246 Aegina 101, 152, 157–158, 187–189, Acarnania 15, 189, 202, 204, 206, 251, 191, 200 347, 391, 393 Aegium 377, 389 Achaia 43, 54, 64 ; Peloponnesian Aegospotami 7, 220, 224, 228 Achaia, Achaian League 9–10, 12–13, Aemilius Paullus, L. 399, 404 54–56, 63, 70, 90, 250, 265, 283, 371, Aeolis 16–17, 55, 63, 145, 233 375–380, 388–390, 393, 397–399, 404, Aeschines 281, 285, 288 410 ; Phthiotic Achaia 16, 54, 279, Aeschylus 156, 163, 179 286 Aetoli Erxadieis 98–101 Achaian War 410 Aetolia, Aetolian League 12, 15, 70, Achaius 382–383, 385, 401 204, 250, 325, 329, 342, 347–348, Acilius Glabrio, M. 402 376, 378–380, 387, 390–391, 393, Acragas 119, COPYRIGHTED165, 259–261, 263, 266, 39MATERIAL6–397, 401–404 352–354, 358–359 Agariste 113, 117 Acrocorinth 377, 388–389 Agathocles (Lysimachus ’ son) 343, 345 ; Acrotatus 352, 355 (King of Sicily) 352–355, 358–359; Actium 410, 425 (King of Bactria) 413–414 Ada 297 Agelaus 391, 410 A History of Greece: 1300 to 30 BC, First Edition. Victor Parker. -
Performing Corpo-Realities in Shakespeare's Late Romances 2017
Action Bodies / Acting Bodies: Performing Corpo-Realities in Shakespeare's Late Romances Von der Philosophischen Fakultät der Gottfried Wilhelm Leibniz Universität Hannover zur Erlangung des Grades einer Doktorin der Philosophie (Dr. phil.) genehmigte Dissertation von Eve-Marie Oesterlen geboren am 24. April 1974 in München 2017 Referentin: Prof. Dr. Liselotte Glage Korreferent: Prof. Dr. Rainer Emig Tag der Promotion: 24. November 2016 Zusammenfassung Ausgangspunkt dieser Arbeit ist die Annahme, dass das Spätwerk Shakespeares sich durchgängig und intensiv damit auseinandersetzt, „was es heißt zu wissen, dass andere, dass wir Körper haben“ (Stanley Cavell). Untersucht wird die Bedeutung, die ein solcher corporeal turn für die Rezeption von drei der von der Shakespeare-Forschung bisher eher vernachlässigten Romanzen hat: Pericles, The Winter’s Tale und Cymbeline. Das Augenmerk der Analyse richtet sich hierbei insbesondere auf die Art und Weise, in der sich Repräsentationen des handelnden Körpers im doppelten Sinne (action body/acting body) zur dichten textuellen und theatralischen Selbstreflexion der Stücke verhalten. Hierbei rekurriert die Analyse auf kritische Ansätze, die sich aus der neueren kulturwissenschaftlichen Diskurswende in Bezug auf Körper und Performanz ergeben. Shakespeare, Körper, Performanz Abstract Proceeding from the premise that in his late plays Shakespeare continuously engages with the question of “what it is to know that others, that we, have bodies” (Stanley Cavell), this thesis examines the significance of such a ‘corporeal turn’ for the dramatic analysis of three of Shakespeare’s late romances: Pericles, The Winter's Tale, and Cymbeline. Following in the wake of critical approaches that have emerged from a new focus of interest in the body and performance, this thesis supplements a reading of the playtext with a reading of the text in performance to illustrate how representations of the performing body are bound up with and shaped by the plays’ intense textual and theatrical self-reflection. -
Theorizing the Language of Law
THEORIZING THE LANGUAGE OF LAW JESÚS RODRÍGUEZ-VELASCO Law transforms reality, de iure and de facto, inasmuch as it attempts to bridge the gap between that which is done de facto and that which is regulated de iure. It is standard practice, for Alfonso X of Castile,1 to reinvent the means of writing the law. He does not limit himself to compiling or revising existing legal statutes; rather, he elevates the cor- pus of the law to the level of juridical science. Dominating the meaning of the word—its hermeneutics and its relation to truth, lies, rhetoric, history, and poetry—is also the key to dominating juridical discourse itself and its capacity for creating certainty. Or, at least, for controlling uncertainty. Uncertainty, that is to say, the ambiguity in the interpretation of the relationship between words and things, appears to be one of the targets of Alfonsine juridical science. It is in the institutions that one can best study this desire for control. In particular, the need for control becomes visible in the court and the places related to it (the palace, chamber, or bedroom), codified by the law in order to put justice into action, in the rep- resentation of power, in cultural exchange, in education, and in recreation. Here legisla- tion acquires a special significance with respect to the word, to narration, and to rhetoric. This is a philological problem: How does one compose and administer a text capable of controlling its own interpretation? How does one transpose this same dynamic to the institutions? How does one transmit this notion from the institution to those who inhabit it and who are, after all, the subjects of the legal science? It is therefore fitting to examine legislation about legal discourse, which is, in itself, the theory of law—not, however, in its abstract aspects but rather in the concrete elements of the formation of a legal vocabulary, in the way in which words, whose semantic and hermeneutic problems are clear, give life to this legal vocabulary. -
Proposed Core Literature Titles Twelfth Night, Or, What You Will
Proposed Core Literature Titles The following summary is provided by the California Department of Education’s “Recommended Literature List”, and the top three Google searches of the book title and author name that produced a description of the title. Twelfth Night, or, What You Will Proposed Grade Level: 8 Title: Twelfth Night, or, What You Will Author: William Shakespeare First Published: 2002 Lexile Level: 1140 Proposed Grade Level: 8 California Department of Education, Recommended Literature List: https://www.cde.ca.gov/ci/cr/rl/ This title is on the CDE Recommended Literature List. Annotation: On the island of Illyria, Duke Orsino pines away for the love of the beautiful, but unapproachable Olivia. A tempest occurs that brings Viola and Sebastian to the shores, and a renewed pursuing of affection begins among the island's inhabitants. (Circa 1600.) Copyright: 1992: Original Copyright: 1600 Grade Level Span: 9-12 Genre: Drama Classification: Classic Topic: English-Language Arts/General Discipline: English Language Arts/Vocabulary; Visual and Performing Arts Descriptions From Top 3 Google Searches: Search: "Twelfth Night or What You Will" by William Shakespeare https://en.wikipedia.org/wiki/Twelfth_Night Viola is shipwrecked on the coast of Illyria and she comes ashore with the help of a Captain. She has lost contact with her twin brother, Sebastian, whom she believes to be drowned, and with the aid of the Captain, she disguises herself as a young man under the name Cesario and enters the service of Duke Orsino. Duke Orsino has convinced himself that he is in love with Olivia, who is mourning the recent deaths of her father and brother. -
Daniel 11 Part 22 Talk About Slogging Through! the Historical Details Are Legion in This Section of Scripture
1 graceWORKS ! GOING DEEPER The Papou Study Bible is a daily study provided by me to help folks explore the depth and joy of the “conneXion” life of God. It’s my personal study, and is not intended as a doctrinal statement or statement of any church or denomination or congregation. It’s also my belief that “grace” works, and the servant of God should always want to go deeper. Multi- tasking as usual, I’m also calling this the “Papou Study Bible.” I’m writing it as if I were speaking to my girls who love me and any descendant they have that love their Papou too. And to anyone who wants to consider me a spiritual Dad or “Papou.” I want them to be able to study the Bible with Papou (grandpa in Greek) after I’m gone---and if they don’t, I’ll haunt them. The Scriptures say it’s noble to “search the Scriptures daily” to verify truth like the ancient Bereans did (Acts 17:11). My folks came from Berea. My incredible Dad (and your grandfather and great grandfather, guys), Vasil Charles Valekis taught me to do this like he did---every day until I die. He taught me and everyone I know to go to church no matter what and to put God first. While Mama (Maria Pagona Stratakis Valekis) never really did this, she made sure we listened to Daddy on this one. She would have hit us with a spatula or frying pan or worse if we didn’t. This is a simple sharing my “daily search.” And I’d like to think it is a continuation of God’s life through my Dad through me. -
The Mythological Image of the Prince in the Comedia of the Spanish Golden Age
University of Kentucky UKnowledge Theses and Dissertations--Hispanic Studies Hispanic Studies 2014 STAGING THESEUS: THE MYTHOLOGICAL IMAGE OF THE PRINCE IN THE COMEDIA OF THE SPANISH GOLDEN AGE Whitaker R. Jordan University of Kentucky, [email protected] Right click to open a feedback form in a new tab to let us know how this document benefits ou.y Recommended Citation Jordan, Whitaker R., "STAGING THESEUS: THE MYTHOLOGICAL IMAGE OF THE PRINCE IN THE COMEDIA OF THE SPANISH GOLDEN AGE" (2014). Theses and Dissertations--Hispanic Studies. 15. https://uknowledge.uky.edu/hisp_etds/15 This Doctoral Dissertation is brought to you for free and open access by the Hispanic Studies at UKnowledge. It has been accepted for inclusion in Theses and Dissertations--Hispanic Studies by an authorized administrator of UKnowledge. For more information, please contact [email protected]. STUDENT AGREEMENT: I represent that my thesis or dissertation and abstract are my original work. Proper attribution has been given to all outside sources. I understand that I am solely responsible for obtaining any needed copyright permissions. I have obtained needed written permission statement(s) from the owner(s) of each third-party copyrighted matter to be included in my work, allowing electronic distribution (if such use is not permitted by the fair use doctrine) which will be submitted to UKnowledge as Additional File. I hereby grant to The University of Kentucky and its agents the irrevocable, non-exclusive, and royalty-free license to archive and make accessible my work in whole or in part in all forms of media, now or hereafter known.