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Tragedy, Euripides, Melodrama: Hamartia, Medea, Liminality
Vol. 5 (2013) | pp. 143-171 http://dx.doi.org/10.5209/rev_AMAL.2013.v5.42932 TRAGEDY, EURIPIDES, MELODRAMA: HAMARTIA, MEDEA, LIMINALITY BRIAN G. CARAHER QUEEN’S UNIVERSITY BELFAST, NORTHERN IRELAND [email protected] Article received on 29.01.2013 Accepted on 06.07.2013 ABSTRACT This article examines socio-historical dimensions and cultural and dramaturgic implications of the Greek playwright Euripides’ treatment of the myth of Medea. Euripides gives voice to victims of adventurism, aggression and betrayal in the name of ‘reason’ and the ‘state’ or ‘polity.’ Medea constitutes one of the most powerful mythic forces to which he gave such voice by melodramatizing the disturbing liminality of Greek tragedy’s perceived social and cultural order. The social polity is confronted by an apocalyptic shock to its order and its available modes of emotional, rational and social interpretation. Euripidean melodramas of horror dramatize the violation of rational categories and precipitate an abject liminality of the tragic vision of rational order. The dramaturgy of Euripides’ Medea is contrasted with the norms of Greek tragedy and examined in comparison with other adaptations — both ancient and contemporary — of the myth of Medea, in order to unfold the play’s transgression of a tragic vision of the social polity. KEYWORDS Dramaturgy, Euripides, liminality, Medea, melodrama, preternatural powers, social polity, tragedy. TRAGEDIA, EURÍPIDES, MELODRAMA: HAMARTÍA, MEDEA, LIMINALIDAD RESUMEN Este artículo estudia las dimensiones sociohistóricas y las implicaciones culturales y teatrales del tratamiento que Eurípides da al mito de Medea. Eurípides da voz a las víctimas del aventurerismo, de las agresiones y de las traiciones cometidas en nombre de la ‘razón’ y del ‘estado’ o el ‘gobierno’. -
The Structure of Plays
n the previous chapters, you explored activities preparing you to inter- I pret and develop a role from a playwright’s script. You used imagina- tion, concentration, observation, sensory recall, and movement to become aware of your personal resources. You used vocal exercises to prepare your voice for creative vocal expression. Improvisation and characterization activities provided opportunities for you to explore simple character portrayal and plot development. All of these activities were preparatory techniques for acting. Now you are ready to bring a character from the written page to the stage. The Structure of Plays LESSON OBJECTIVES ◆ Understand the dramatic structure of a play. 1 ◆ Recognize several types of plays. ◆ Understand how a play is organized. Much of an actor’s time is spent working from materials written by playwrights. You have probably read plays in your language arts classes. Thus, you probably already know that a play is a story written in dia- s a class, play a short logue form to be acted out by actors before a live audience as if it were A game of charades. Use the titles of plays and musicals or real life. the names of famous actors. Other forms of literature, such as short stories and novels, are writ- ten in prose form and are not intended to be acted out. Poetry also dif- fers from plays in that poetry is arranged in lines and verses and is not written to be performed. ■■■■■■■■■■■■■■■■ These students are bringing literature to life in much the same way that Aristotle first described drama over 2,000 years ago. -
Greek Theory of Tragedy: Aristotle's Poetics
Greek Theory of Tragedy: Aristotle's Poetics The classic discussion of Greek tragedy is Aristotle's Poetics. He defines tragedy as "the imitation of an action that is serious and also as having magnitude, complete in itself." He continues, "Tragedy is a form of drama exciting the emotions of pity and fear. Its action should be single and complete, presenting a reversal of fortune, involving persons renowned and of superior attainments, and it should be written in poetry embellished with every kind of artistic expression." The writer presents "incidents arousing pity and fear, wherewith to interpret its catharsis of such of such emotions" (by catharsis, Aristotle means a purging or sweeping away of the pity and fear aroused by the tragic action). The basic difference Aristotle draws between tragedy and other genres, such as comedy and the epic, is the "tragic pleasure of pity and fear" the audience feel watching a tragedy. In order for the tragic hero to arouse these feelings in the audience, he cannot be either all good or all evil but must be someone the audience can identify with; however, if he is superior in some way(s), the tragic pleasure is intensified. His disastrous end results from a mistaken action, which in turn arises from a tragic flaw or from a tragic error in judgment. Often the tragic flaw is hubris, an excessive pride that causes the hero to ignore a divine warning or to break a moral law. It has been suggested that because the tragic hero's suffering is greater than his offense, the audience feels pity; because the audience members perceive that they could behave similarly, they feel pity. -
Greek Tragedy Themes and Contexts 1St Edition Ebook, Epub
GREEK TRAGEDY THEMES AND CONTEXTS 1ST EDITION PDF, EPUB, EBOOK Laura Swift | 9781474236836 | | | | | Greek Tragedy Themes and Contexts 1st edition PDF Book For help and support relating to the University's computing resources:. After dialogue based interactions were eventually brought into development, the percentage of scripts read by the chorus tended to decrease in regards to their involvement in the play. Get A Copy. Refresh and try again. For a small book it packs a hefty punch, with a clear and engaging style that should be accessible to a wide audience. The philosopher also asserted that the action of epic poetry and tragedy differ in length, "because in tragedy every effort is made for it to take place in one revolution of the sun, while the epic is unlimited in time. Another novelty of Euripidean drama is represented by the realism with which the playwright portrays his characters' psychological dynamics. The Greek chorus of up to 50 men and boys danced and sang in a circle, probably accompanied by an aulos , relating to some event in the life of Dionysus. As elsewhere in the book, the chapter kicks off with contextual information, this time on the prevalence of choruses in ancient Greek life, and proceeds to a discussion of their tragic manifestation. After a brief analysis of the genre and main figures, it focuses on the broader questions of what defines tragedy, what its particular preoccupations are, and what makes these texts so widely studied and performed more than 2, years after they were written. Visit the Australia site. The theatre voiced ideas and problems from the democratic, political and cultural life of Athens. -
Fiche Pédagogique-Britannicus
Fiche pédagogique BRITANNICUS de Jean Racine mise en scène de Jean-Louis Martinelli Du vendredi 14 septembre au samedi 27 octobre 2012 Théâtre Nanterre-Amandiers – Salle transformable Contacts scolaires Aline Joyon T 01 46 14 70 61 [email protected] ______ horaires du mardi au samedi à 20h30, dimanche à 15h30 ( relâche lundi) Les jeudis à 19h30 ________ Théâtre Nanterre-Amandiers 7, avenue Pablo-Picasso 92022 Nanterre RER Nanterre-Préfecture (ligne A) Navette assurée par le théâtre avant et après les représentations www.nanterre-amandiers.com 1 Britannicus De Jean Racine Mise en scène Jean-Louis Martinelli Scénographie Gilles Taschet Lumière Jean-Marc Skatchko Costumes Ursula Patzak Coiffures, maquillages Françoise Chaumayrac Assistante à la mise en scène Amélie Wendling Avec Agrippine Anne Benoît Britannicus Éric Caruso Néron Alain Fromager Narcisse Grégoire Œstermann Albine Agathe Rouiller Junie Anne Suarez Burrhus Jean-Marie Winling Production : Théâtre Nanterre-Amandiers Le texte Britannicus est publié aux éditions Gallimard, collection La Pléiade. Durée : 2h10 2 Jean Racine, auteur Jean Racine (1639-1699) a reçu une formation janséniste au monastère de Port-Royal, une institution exemplaire qui se distinguait par la qualité et la « modernité » de son enseignement. Il est l’un des rares grands écrivains du XVII eme siècle à pouvoir lire dans le texte original les auteurs tragiques grecs. Il fait ses débuts littéraires en composant des poèmes classiques d’inspiration profane. En 1667, il crée Andromaque qui remporte un vif succès. Pendant les dix années qui suivent, Racine écrit ses chefs-d’œuvre les plus connus. En 1669, il met en scène Britannicus , une tragédie politique romaine sur les jeux et enjeux liés à la quête du pouvoir (tyrannique). -
History of Greek Theatre
HISTORY OF GREEK THEATRE Several hundred years before the birth of Christ, a theatre flourished, which to you and I would seem strange, but, had it not been for this Grecian Theatre, we would not have our tradition-rich, living theatre today. The ancient Greek theatre marks the First Golden Age of Theatre. GREEK AMPHITHEATRE- carved from a hillside, and seating thousands, it faced a circle, called orchestra (acting area) marked out on the ground. In the center of the circle was an altar (thymele), on which a ritualistic goat was sacrificed (tragos- where the word tragedy comes from), signifying the start of the Dionysian festival. - across the circle from the audience was a changing house called a skene. From this comes our present day term, scene. This skene can also be used to represent a temple or home of a ruler. (sometime in the middle of the 5th century BC) DIONYSIAN FESTIVAL- (named after Dionysis, god of wine and fertility) This festival, held in the Spring, was a procession of singers and musicians performing a combination of worship and musical revue inside the circle. **Women were not allowed to act. Men played these parts wearing masks. **There was also no set scenery. A- In time, the tradition was refined as poets and other Greek states composed plays recounting the deeds of the gods or heroes. B- As the form and content of the drama became more elaborate, so did the physical theatre itself. 1- The skene grow in size- actors could change costumes and robes to assume new roles or indicate a change in the same character’s mood. -
Jean Racine (1639-1699)
Jean Racine (1639-1699) Biographie ean Racine (22 décembre 1639 à 21 avril 1699) naquit à la Ferté Milon, dans l'Aisne. Issu d'un milieu bourgeois plutôt, il fut orphelin de mère à 2 ans et de père à 4 ans. Il fut alors J (1643) recueilli par ses grands-parents maternels. Les relations avec l'abbaye janséniste de Port-Royal imprégnèrent toute la vie de Racine. Il y subit l'influence profonde des «solitaires» et de leur doctrine exigeante. L'une de ses tantes y fut religieuse ; sa grand-mère s'y retint à la mort de son mari (1649). L'enfant fut alors admis aux Petites Écoles à titre gracieux. Deux séjours dans des collèges complétèrent sa formation : le collège de Beauvais (1653-1654) et le collège d'Harcourt, à Paris, où il fit sa philosophie (1658). À 20 ans, nantis d'une formation solide mais démuni de biens, Racine fut introduit dans le monde par son cousin Nicolas Vitart (1624-1683), intendant du duc de Luynes. Il noua ses premières relations littéraires (La Fontaine) et donna ses premiers essais poétiques. En 1660, son ode la Nymphe de la Seine à la Reine, composée à l'occasion du mariage de Louis XIV, retint l'attention de Charles Perrault. Mais, pour assurer sa subsistance, il entreprit de rechercher un bénéfice ecclésiastique et séjourna à Uzès (1661-1663) auprès de son oncle, le vicaire général Antoine Sconin. Rentré à Paris en 1663, il se lança dans la carrière des lettres. 140101 Bibliotheca Alexandrina Établi par Alaa Mahmoud, Mahi Rabie et Salma Hamza Rejetant la morale austère de Port-Royal et soucieux de considération mondaine et de gloire officielle, Racine s'orienta d'abord vers la poésie de cour : une maladie que contracta Louis XIV lui inspira une Ode sur la convalescence du Roi (1663). -
Extrait De La Publication Extrait De La Publication
Extrait de la publication Extrait de la publication Extrait de la publication BRITANNICUS Du même auteur dans la même collection BAJAZET. BÉRÉNICE (édition avec dossier). BRITANNICUS. IPHIGÉNIE (édition avec dossier). PHÈDRE (édition avec dossier). LES PLAIDEURS (édition avec dossier). THÉÂTRE I : LA THÉBAÏDE. ALEXANDRE LE GRAND. ANDRO- MAQUE. LES PLAIDEURS. BRITANNICUS. BÉRÉNICE. THÉÂTRE II : BAJAZET. MITHRIDATE. IPHIGÉNIE. PHÈDRE. ESTHER. ATHALIE. Extrait de la publication RACINE BRITANNICUS Édition de Jacques MOREL GF Flammarion Extrait de la publication © 2010, Flammarion, Paris, pour cette édition. ISBN : 978-2-0812-3804-6 Extrait de la publication INTERVIEW « François Taillandier, pourquoi aimez-vous Britannicus ?» arce que la littérature d’aujourd’hui se nourrit de celle d’hier, la GF a interrogé des écrivains contem- Pporains sur leur « classique » préféré. À travers l’évocation intime de leurs souvenirs et de leur expérience de lecture, ils nous font partager leur amour des lettres, et nous laissent entrevoir ce que la littérature leur a apporté. Ce qu’elle peut apporter à chacun de nous, au quotidien. François Taillandier est romancier et essayiste, auteur notamment de la suite romanesque La Grande Intrigue (Stock, 5 volumes) et de La Langue française au défi (Flammarion). Il a accepté de nous parler de Britannicus de Racine, et nous l’en remercions. Extrait de la publication II INTERVIEW Quand avez-vous découvert cette pièce pour la première fois? Racontez-nous les circonstances de cette découverte. C’est très banal : la pièce était au programme de la seconde. L’année précédente, nous avions déjà étudié Andromaque. On en expliquait des scènes en classe, et on devait aussi en apprendre des extraits par cœur. -
Three Different Jocastas by Racine, Cocteau and Cixous
University of Central Florida STARS Electronic Theses and Dissertations, 2004-2019 2010 Three Different Jocastas By Racine, Cocteau And Cixous Kyung Mee Joo University of Central Florida Part of the Theatre and Performance Studies Commons Find similar works at: https://stars.library.ucf.edu/etd University of Central Florida Libraries http://library.ucf.edu This Masters Thesis (Open Access) is brought to you for free and open access by STARS. It has been accepted for inclusion in Electronic Theses and Dissertations, 2004-2019 by an authorized administrator of STARS. For more information, please contact [email protected]. STARS Citation Joo, Kyung Mee, "Three Different Jocastas By Racine, Cocteau And Cixous" (2010). Electronic Theses and Dissertations, 2004-2019. 1623. https://stars.library.ucf.edu/etd/1623 THREE DIFFERENT JOCASTAS BY RACINE, COCTEAU, AND CIXOUS by KYUNG MEE JOO A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in the Department of Theatre in the College of Arts and Humanities at the University of Central Florida Orlando, Florida Fall Term 2010 Major Professor: Julia Listengarten ©2010 Kyung Mee Joo ii ABSTRACT This study is about three French plays in which Jocasta, the mother and wife of Oedipus, is shared as a main character: La Thébaïde (The Theban Brothers) by Jean Racine, La Machine Infernale (The Infernal Machine) by Jean Cocteau, and Le Nom d’Oedipe (The Name of Oedipus) by Hélène Cixous. Jocasta has always been overshadowed by the tragic destiny of Oedipus since the onset of Sophocles’ works. Although these three plays commonly focus on describing the character of Jocasta, there are some remarkable differences among them in terms of theme, style, and stage directions. -
Protecting the American Playwright John Weidman
Brooklyn Law Review Volume 72 | Issue 2 Article 5 2007 THE SEVENTH ANNUAL MEDIA & SOCIETY LECTURE: Protecting the American Playwright John Weidman Follow this and additional works at: https://brooklynworks.brooklaw.edu/blr Recommended Citation John Weidman, THE SEVENTH ANNUAL MEDIA & SOCIETY LECTURE: Protecting the American Playwright, 72 Brook. L. Rev. (2007). Available at: https://brooklynworks.brooklaw.edu/blr/vol72/iss2/5 This Article is brought to you for free and open access by the Law Journals at BrooklynWorks. It has been accepted for inclusion in Brooklyn Law Review by an authorized editor of BrooklynWorks. THE SEVENTH ANNUAL MEDIA AND SOCIETY LECTURE Protecting the American Playwright John Weidman† I want to begin by clarifying something which is going to become stunningly clear whether I clarify it now or not. I am not an attorney. I did in fact graduate from law school. I did in fact take and pass the New York Bar Exam. But to give you a sense of how long ago that was, when I finished the exam I celebrated by picking up a six pack of Heineken and going home to watch the Watergate Hearings. I have never practiced law. But as President of the Dramatists Guild of America for the last eight years I have found myself in the middle of a number of legal collisions, the most important of which I’m going to talk about today, not from a lawyer’s perspective—although I may attempt to dazzle you with a couple of actual citations—but from the perspective of the playwrights, composers, and lyricists whose interests the Guild represents. -
Athalie Mise Au Secret
Athalie mise au secret Pedro Gonçalves Rodrigues Univ. do Porto Athalie, la dernière pièce de Jean Racine, a été publiée en mars 16911 (Fo- restier, 2006: 727) mais elle ne serait professionnellement mise en scène qu’en mars 1716, à la Comédie-Française (Mongrédien, 1946: 85-86). Ce dé- calage de vingt-cinq ans est inusité dans le cadre de l’histoire des premières représentations publiques des tragédies de Racine2, ce qui fait d’Athalie un 1 Dans son édition critique d’Athalie, Georges Forestier indique les différences tex- tuelles entre la première publication de la pièce, en 1691, et celles de 1692 et de 1697, les trois éditions ayant été contrôlées par Jean Racine (2001a : 169-170). 2 Georges Forestier, dans son ouvrage biographique Jean Racine – véritable contribu- tion majeure à la recherche sur la vie et l’œuvre de cet écrivain du Classicisme français –, démontre systématiquement que toutes les tragédies antérieures ont été mises en scène avant leur publication, celle-ci lancée normalement peu de temps après. Pour plus de détails à propos de la première représentation et de la publication de chaque tragédie voir les pages indiquées : La Thébaïde (Forestier, 2006 : 212-214) ; Alexandre le Grand (idem : 237, 252) ; Andromaque (idem : 293-294, 309-310) ; Britannicus (idem : 361) ; Bérénice (idem : 383, 400) ; Bajazet (idem : 434, 436) ; Mithridate (idem : 460-462, 467-468) ; Iphi- génie (idem : 499, 522-523) ; Phèdre (idem : 549, 565). En ce qui concerne la comédie Les Plaideurs, les dates sont incertaines faute de données historiques concrètes (idem : 324- 327). Pour ce qui est d’Esther, jouée pour la première fois par les demoiselles de Saint-Cyr le 26 janvier 1689 (idem : 701), cette pièce a été publiée à la fin du mois de février de la même année (idem : 708). -
Introduction to Friz's Analyses of Racine's Plays
Introduction to Friz’s Analyses of Racine’s Plays The famous French playwright Jean Racine (1639–1700) was an important mod- el for Andreas Friz. His role in Friz’s letter on tragedies has already been dis- cussed in the general introduction to this book. The current appendix will elucidate Friz’s analysis of the dramatic works of the French-Classicist play- wright. Friz’s Analysis tragaediarum Racini takes up the first part (f. 1r–74v) of manuscript ms 938, in which also the letter on tragedies is included. It analyses most of Racine’s plays: La Thébaïde ou Les Frères Ennemis (1664), Alexandre Le Grand (1665), Andromaque (1667), Britannicus (1669), Bérénice (1670), Bajazet (1672), Mithridate (1673), Iphigénie (1674), Phèdre (1677), Esther (1689) and Athalie (1691). Only the comedy Les Plaideurs (The Litigants, 1668) is missing, which can be explained by the fact that it was a farce, while the others are all tragedies. From Friz’s letter on tragedies, his aversion of the genre of the farce is clear. Esther is discussed in the original 5-act version that Racine wrote for the girls’ school of Saint Cyr, and not the now more famous 3-act version. This 5-act version was also included in contemporary editions of Racine’s collection of works, which were Friz’s source for these plays. In the following introduction, the structure, contents and sources of these analyses will be discussed, taking a closer look at the example of one of Racine’s most famous plays, Phèdre, and comparing this to the other anal- yses.