Robin Hood an Adaption in Two Acts
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Outlaw: Wilderness and Exile in Old and Middle
THE ‘BESTLI’ OUTLAW: WILDERNESS AND EXILE IN OLD AND MIDDLE ENGLISH LITERATURE A Dissertation Presented to the Faculty of the Graduate School of Cornell University In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy by Sarah Michelle Haughey August 2011 © 2011 Sarah Michelle Haughey THE ‘BESTLI’ OUTLAW: WILDERNESS AND EXILE IN OLD AND MIDDLE ENGLISH LITERATURE Sarah Michelle Haughey, Ph. D. Cornell University 2011 This dissertation, The ‘Bestli’ Outlaw: Wilderness and Exile in Old and Middle English Literature explores the reasons for the survival of the beast-like outlaw, a transgressive figure who highlights tensions in normative definitions of human and natural, which came to represent both the fears and the desires of a people in a state of constant negotiation with the land they inhabited. Although the outlaw’s shelter in the wilderness changed dramatically from the dense and menacing forests of Anglo-Saxon England to the bright, known, and mapped greenwood of the late outlaw romances and ballads, the outlaw remained strongly animalistic, other, and liminal, in strong contrast to premodern notions of what it meant to be human and civilized. I argue that outlaw narratives become particularly popular and poignant at moments of national political and ecological crisis—as they did during the Viking attacks of the Anglo-Saxon period, the epoch of intense natural change following the Norman Conquest, and the beginning of the market revolution at the end of the Middle Ages. Figures like the Anglo-Saxon resistance fighter Hereward, the exiled Marcher lord Fulk Fitz Waryn, and the brutal yet courtly Gamelyn and Robin Hood, represent a lost England imagined as pristine and forested. -
Outlaw Triathlon 2012 - Provisional Results: Version 4 Email Enquiries - [email protected]
OUTLAW TRIATHLON 2012 - PROVISIONAL RESULTS: VERSION 4 EMAIL ENQUIRIES - [email protected] POS NAME SURNAME CLUB RACE NO. GENDER CAT CAT POS. SWIM T1 BIKE SPLIT 1 BIKE SPLIT 2 BIKE SPLIT 3 BIKE T2 RUN SPLIT 1 RUN SPLIT 2 RUN SPLIT 3 RUN SPLIT 4 RUN SPLIT 5 RUN SPLIT 6 RUN FINISH NOTES 1 GI TRI CLUB 936 TEAM TEAM 1 00:57:09 00:01:06 00:26:14 02:35:55 03:31:17 04:28:33 00:00:17 00:21:44 01:39:31 01:17:59 01:39:31 02:18:32 02:42:00 03:23:07 08:50:14 Finished 2 THE SHERIFFS 977 TEAM TEAM 2 00:50:05 00:02:01 01:41:33 02:49:44 03:55:32 05:04:40 00:00:19 00:18:07 00:35:59 01:07:27 01:25:49 01:59:22 02:19:42 02:55:46 08:52:53 Finished 3 HARRY WILTSHIRE DRIVIN TO TRI 918 MALE 25/29 1 00:48:35 00:01:49 01:41:53 02:48:00 03:49:02 04:53:29 00:02:33 00:20:55 00:42:44 03:19:47 09:06:16 Finished 4 CHRIS GOODFELLOW 231 MALE 30/34 1 00:54:48 00:02:53 00:31:27 02:48:13 03:49:33 04:53:21 00:02:50 00:20:12 00:40:41 01:16:52 01:38:09 02:16:17 02:39:16 03:17:25 09:11:19 Finished 5 CANCER RESEARCH UK 929 TEAM TEAM 3 00:55:25 00:00:45 00:36:06 02:57:42 04:00:51 05:04:58 00:00:16 00:20:24 00:40:27 01:16:32 01:37:51 02:14:35 02:36:11 03:14:17 09:15:44 Finished 6 DAWN 2 934 TEAM TEAM 4 01:03:09 00:00:54 01:48:57 02:59:59 04:09:10 05:22:17 00:00:19 00:19:29 00:38:12 01:11:09 01:30:23 02:04:21 02:23:59 02:59:07 09:25:50 Finished 7 NATHAN BRADFORD CLIMB ON BIKES HEREFORD 205 MALE 30/34 2 00:59:28 00:02:00 00:32:17 02:56:08 03:58:13 05:02:49 00:02:02 00:21:26 00:42:11 01:19:17 01:40:12 02:18:22 02:41:09 03:19:39 09:26:01 Finished 8 JOHN WHITWORTH 304 MALE 30/34 -
Towards a Reconstruction of Robin Hood and the Sheriff of Nottingham
Early Theatre 14.1 (2011) Alexis Butzner ‘Sette on foote with gode Wyll’: Towards a Reconstruction of Robin Hood and the Sheriff of Nottingham Lythe and listin, gentilmen, That be of frebore blode; I shall you tel of a gode yeman, His name was Robyn Hode. A Gest of Robyn Hode1 In the greenwood of England, a game is afoot. Robin Hood, the noble ban- dit, has been identified as the audacious hero of Sherwood and Barnsdale for centuries, and his constant presence in ballads and drama since the four- teenth century attests to his popularity in and influence on the culture of the English nation. In a manuscript fragment of the late fifteenth century,2 the legend finds incarnation in a twenty-one-line drama (forty-two, if the caesurae are recognized instead as line-breaks), known by most scholars as Robin Hood and the Sheriff of Nottingham. The text contains no indication of scene-divisions or stage directions, and does not offer any notation to indi- cate the identity of the various speakers. Because the text offers so little in the way of definite answers, it invites interpretation. Despite their admirable efforts to treat the fragment, however, scholars have reached little consensus: critics, while advancing the probable accuracy of their own reconstructions, have yet to resolve some crucial difficulties that arise in the extant text. By reading the script Robin Hood and the Sheriff of Nottingham as a single and complete play-text, as I do in this re-examination, readers may reconcile its apparent inconsistencies. Since the first extant record of Robin Hood in literature, in the four- teenth century Piers Plowman, tales and rhymes of the legendary outlaw have permeated Anglophone culture — a feat of public memory that, according to Stephen Knight, is surpassed only by stories of King Arthur.3 That the Robin Hood legend survives — and thrives — should not come as a shock; 61 62 Alexis Butzner even in his earliest incarnations, he occupies a liminal space between social strata. -
Treacherous 'Saracens' and Integrated Muslims
TREACHEROUS ‘SARACENS’ AND INTEGRATED MUSLIMS: THE ISLAMIC OUTLAW IN ROBIN HOOD’S BAND AND THE RE-IMAGINING OF ENGLISH IDENTITY, 1800 TO THE PRESENT 1 ERIC MARTONE Stony Brook University [email protected] 53 In a recent Associated Press article on the impending decay of Sherwood Forest, a director of the conservancy forestry commission remarked, “If you ask someone to think of something typically English or British, they think of the Sherwood Forest and Robin Hood… They are part of our national identity” (Schuman 2007: 1). As this quote suggests, Robin Hood has become an integral component of what it means to be English. Yet the solidification of Robin Hood as a national symbol only dates from the 19 th century. The Robin Hood legend is an evolving narrative. Each generation has been free to appropriate Robin Hood for its own purposes and to graft elements of its contemporary society onto Robin’s medieval world. In this process, modern society has re-imagined the past to suit various needs. One of the needs for which Robin Hood has been re-imagined during late modern history has been the refashioning of English identity. What it means to be English has not been static, but rather in a constant state of revision during the past two centuries. Therefore, Robin Hood has been adjusted accordingly. Fictional narratives erase the incongruities through which national identity was formed into a linear and seemingly inevitable progression, thereby fashioning modern national consciousness. As social scientist Etiénne Balibar argues, the “formation of the nation thus appears as the fulfillment of a ‘project’ stretching over centuries, in which there are different stages and moments of coming to self-awareness” (1991: 86). -
The Outlaw Hero As Transgressor in Popular Culture
DOI 10.6094/helden.heroes.heros./2014/01/10 Andreas J. Haller 75 The Outlaw Hero as Transgressor in Popular Culture Review of Thomas Hahn, ed. Robin Hood in Popular Culture: Violence, Trans- gression, and Justice. Cambridge: D. S. Brewer, 2000. A look at the anthology Robin Hood in Popu- All articles in the anthology but one (by Sherron lar Culture, edited by Thomas Hahn, can give Lux) describe Robin Hood or his companions as some valuable insights into the role and func- heroes or heroic or refer to their heroism. Nei- tions of the hero in popular culture. The subtitle ther can we fi nd an elaborate theory of the pop- Violence, Transgression, and Justice shows the ular hero, nor are the models of heroism and direction of the inquiry. As the editor points out, heroization through popular culture made ex- since popular culture since the Middle Ages has plicit. Still, we can trace those theories and mo- been playful and transgressive, outlaw heroes dels which implicitly refer to the discourse of the are amongst the most popular fi gures, as they heroic. Therefore, I will paraphrase these texts “are in a categorical way, transgressors” (Hahn and depict how they treat the hero, heroization, 1). And Robin Hood is the most popular of them and heroism and how this is linked to the idea of all. Certainly, the hero is a transgressor in gen- transgression in popular culture. eral, not only the outlaw and not only in popular culture. Transgressiveness is a characteristic Frank Abbot recalls his work as a scriptwriter for trait of many different kinds of heroes. -
Resource Guide the Adventures of Robin Hood
2019-2020 Theatre Season Heroes and Villains Blinn College Division of Visual/Performing Arts and Kinesiology Brenham Campus The Adventures of Robin Hood Resource Guide This resource guide serves as an educational starting point to understanding and enjoying Michele L. Vacca’s adaptation of The Adventures of Robin Hood. With this in mind, please note that the interpretations of the theatrical work may differ from the original source content. Performances November 21 & 22 7 p.m. November 23 & 24 2 p.m. Elementary School Preview Performances: November 21 & 22 10 a.m. & 1 p.m. Dr. W.W. O’Donnell Performing Arts Center Auditorium Brenham, Texas Tickets can be purchased in advance online at www.blinn.edu/BoxOffice, by calling 979-830-4024, or by emailing [email protected] Directed by Brad Nies Technical Theatre Direction by Kevin Patrick Costume, Makeup, and Hair Design by Jennifer Patrick KCACTF Entry The Adventures of Robin Hood is Blinn College-Brenham’s entry to the 2019 Kennedy Center American College Theatre Festival. The aims of this national theater program are to identify and promote quality in college-level theater production. Each production entered is eligible for a response by a KCACTF representative. Synopsis Based on the novel The Merry Adventures of Robin Hood by Howard Pyle, and adapted by Chicago playwright Michele L. Vacca, this play tells the story of a heroic outlaw who lives in Sherwood Forest and bestows generosity to the less fortunate. But when the nasty Sheriff of Nottingham forces the locals to pay unaffordable taxes, Robin fights against him by stealing from the rich so that he may give to the poor. -
Little Red Robin Hood CHARACTER SCHEDULE
Characters of Little Red Robin Hood CHARACTER SCHEDULE AMELIA, A.K.A. LITTLE RED ROBIN HOOD The young heroine of our panto. The forest creatures nickname Amelia “Little Red Robin Hood” because of her red cloak and how she reminds them of their long-lost savior, Robin Hood. She is a strong-willed, fifteen-year- old orphan with a knack for archery and a determination to save Sherwood Forest. MAUD A.K.A. THE GRANNY IN THE WOODS The Granny is a classic character from Little Red Riding Hood, but Maud is much more than a wolf’s dinner. She fights side-by-side with Little Red against a greedy villainess, inspires the whole forest with her letters to the editor, and is the dame of this panto! What’s a dame, you ask? In basic terms, the dame is the beloved matriarch of any panto, and is always a drag role – think Robin Williams in Mrs. Doubtfire. LADY NOTTINGHAM Unlike Maud and Amelia, Lady Nottingham doesn’t have a direct fairytale counterpart. She’s the villain of our story and is a sort of combination between Prince John from Disney’s cartoon Robin Hood and Cersei Lannister from Game of Thrones. CHARACTER SCHEDULE LUPO The big bad wolf of our story isn’t really that big, and truly isn’t that bad, either. Lupo gets caught up in a bad crowd working for Lady Nottingham, but doesn’t want to eat Little Red or her Granny like in the original tales. He serves as more of a narrator in our version. -
Teacher's Guide to the Core Classics Edition of Robin Hood
Teacher’s Guide to The Core Classics Edition of Robin Hood By Judy Gardner Copyright 2003 Core Knowledge Foundation This online edition is provided as a free resource for the benefit of Core Knowledge teachers and others using the Core Classics edition of Robin Hood. This edition is retold from Old Ballads by J. Walker McSpadden. Resale of these pages is strictly prohibited. Publisher’s Note We are happy to make available this Teacher’s Guide to the Core Classics version of Robin Hood and His Merry Outlaws prepared by Judy Gardner. We are presenting it and other guides in an electronic format so that they are accessible to as many teachers as possible. Core Knowledge does not endorse any one method of teaching a text; in fact we encourage the creativity involved in a diversity of approaches. At the same time, we want to help teachers share ideas about what works in the classroom. In this spirit we invite you to use any or all of the ways Judy Gardner has found to make this book enjoyable and understandable to fourth grade students. We hope that you find the background material, which is addressed specifically to teachers, useful preparation for teaching the book. We also hope that the vocabulary and grammar exercises designed for students will help you integrate the reading of literature with the development of skills in language arts. Most of all, we hope this guide helps to make Robin Hood a marvelous adventure in reading for both you and your students. 2 Contents Publisher’s Note.....................................................................................................................2 -
The Sheriff of Nottingham and Robin Hood the Sheriff of Nottingham Appears in the Early Ballads with Robin’S Other Enemies, the Rich Clergy
Teen Readers Stage 3 Eli Readers is a beautifully illustrated series of timeless classics and specially-written stories for learners of English. Robin Hood The daring and handsome nobleman Robin Hood is forced to live as an outlaw in Sherwood Forest, after the evil Sheriff of Nottingham kills his family and takes his land and money. With the help of his Merry Men, Robin becomes a hero, stealing from the rich to give to the poor. Will the wicked Sheriff of Nottingham manage to capture Robin and 3 Stage his friends? Will Robin regain his land and be able to offer Marian, his love, a real home? Read about this legendary hero of the English Middle Ages and discover all the exciting and romantic adventures he has ROBIN HOOD with his band of Merry Men! In this reader you will find: - Focus on… - Comprehension activities - Glossary of difficult words - Test yourself - CLIL activity Tags Adventure Friendship Stage 1 Elementary 600 headwords A1 Movers Stage 2 Pre-Intermediate 800 headwords A2 Flyers/KET Teen ELI Readers Teen Stage 3 Intermediate 1000 headwords B1 PET Classic with with free downloadable TEEN ELI READERS Audio CD ISBN 978-88-536-0654-9ELI s.r.l. Booklet Robin Hood ELT www.elireaders.com ELT Teen Readers B1 B1 Teen Readers B1 The ELI Readers collection is a complete range of books and plays for readers of all ages, ranging from captivating contemporary stories to timeless classics. There are three series, each catering for a different age group; Young ELI Readers, Teen ELI Readers and Young Adult ELI Readers. -
Robin Hood | Ángela Torronteras Moreno Telf
C/ San Antonio, 22 21800 Moguer (Huelva) Robin Hood | Ángela Torronteras Moreno Telf. 959 371 677 [email protected] ACTIVITIES C/ San Antonio, 22 21800 Moguer (Huelva) Robin Hood | Ángela Torronteras Moreno Telf. 959 371 677 [email protected] ROBIN HOOD 1. Who are these people? Explain who are the main characters of the story following the example: a) Richard the Lionheart: he was the king of England. He left to fight in the Crusades. b) Robin Hood: ____________________________________________________________ c) Marian: ____________________________________________________________ d) Prince John: ____________________________________________________________ e) The Sheriff: ____________________________________________________________ f) Guy of Gisborne: ____________________________________________________________ g) Richard of Verysdale: ____________________________________________________________ h) Little John: ____________________________________________________________ i) Friar Tuck: ____________________________________________________________ 2. Are these sentences true or false? Check it in the book and justify your answer: a) Prince John is a very good king to England. b) Richard leaves to fight in the Crusades because he doesn’t like being king. c) Robin and Marian want to marry. d) Little John is a very little man. e) The Sheriff wants to have Marian’s lands. f) Richard of Verysdale rents a boat that belongs to the Sheriff. C/ San Antonio, 22 21800 Moguer (Huelva) Robin Hood | Ángela Torronteras Moreno Telf. 959 371 677 [email protected] 3. Complete the sentences with the correct word from the box: a) Richard of Verysdale ___________that prince John was ___________Edward’s death. b) When prince John became king, he asked terrible Norman ___________to be his ___________. c) When Robin and Little John met in the middle of the ___________, Little John ___________Robin into the river. d) Guy of Gisborne ordered to ___________Much’s ___________. -
Full Beer Menu
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—Six for the Hangman“ —Lights Out“
“SIX FOR THE HANGMAN” Strange and Intriguing Murder Cases From The New Brunswick Past Barry J. Grant 1983; Fiddlehead Poetry Books & Goose Lane Editions, Ltd. Fredericton, NB ISBN 0-86492-042-3 Chapter Two “LIGHTS OUT” They found her under a hummock of moss in a field by the Harbour Road. The moss thereabouts was peculiar, a kind having long stems and feathery heads. It grew everywhere and one mound covered what looked much like any other. But one was different and “you wouldn’t have noticed it unless you were looking for it.” a policeman said later. Its difference was that a human foot protruded from it. “There she is!” a girl shrieked, and then fled. The girl who almost stepped on the mossy “grave” was one of the four who went to the lonely field that afternoon looking for traces of their friend. Moments before Cpl. Dunn had found a girl’s shoe, the mate to another Thomas Gaudet picked up a few hours earlier on Deadman’s Harbour Road nearby. Gaudet spotted the show as he and Oscar Craig walked along the road about 4:00 pm that Sunday in 1942. It was a good shoe and a new one. Not all women in Blacks Harbour had such expensive footwear as this. News travels fast in a small town. He’d heard that day that one of the Connors girls was missing and suspicion made him take the shoe home. One of the Gaudet children was almost certain: it belong to Bernice Connors. Bernice, one of a family of 12 children, lived with her parents, Mr.