Oral Tradition and Sappho
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Sappho of Lesbos [Born C
Sappho of Lesbos [born c. 612 B.C.] Know the following people, places, and terms: Aphrodite (=Kypris [refers to her sanctuary on Cyprus], =Cytherea [refers to her sanctuary on Cythera]) Eros, Aphrodite's son (sometimes known as Boy, Love or Cupid) Helen, wife of Menelaus, abducted by Paris to Troy Artemis, sister of Phoebus Apollo, goddess of the hunt Hector, greatest of the Trojan warriors, son of King Priam Andromache, Hector's wife Sardis, a town in Lydia, the area of Asia Minor across from Lesbos choriamb: − ∪ ∪ − Sapphic meter: three hendecasyllabic lines − ∪ − x | − ∪ ∪ − | ∪ − − followed by an Adonean − ∪ ∪ − | − 1. What is Sappho's world like? With whom does she associate and care for? What recurring images do we find in Sappho's poetry? In short, what did she value? 2. How is Aphrodite portrayed? Playful? Serious? Powerful? What were her powers? attributes? How does Sappho's view of Aphrodite compare with Homer's and Hesiod's? Whose view do you prefer? 3. What is Sappho's attitude toward love? Does Sappho's portrayal of Aphrodite (her theory of love, if you will) correspond to her actual relationships (i.e. the practice of love)? 4. What kind of relationship did Sappho have with her hetairai , "female companions"? Was it physical as well as emotional? Was there an intellectual component? If you were to speculate, what were the reasons for Sappho's attachment to her companions? What evidence is there that Sappho's hetairai were attracted to her? Is there any evidence in her poems of the erastes-eromenos relationship that we see in classical Athens? 5. -
The Play of Memory and Imagination in the Arena of Performance: an Attempt to Contextualise the History and Legend of Amar Singh
The Play of Memory and Imagination in the Arena of Performance: An Attempt to Contextualise the History and Legend of Amar Singh Rathore as taken forward by various Performing Arts First Six-Monthly Report Tripurari Sharma This report attempts to compile and analyse certain aspects that have come to the fore while exploring the various dimensions that emerge from the subject of study. It is true, that Amar Singh as a character has been celebrated in the Folk Performing Arts, like, Nautanki, Khayal and Puppetry. However, that is not all. There are also songs about him and some of the other characters who are part of his narrative. Bards also tell his story and each telling is a distinct version and interpretation of him and his actions. As his presence expands through various cultural expressions of Folklore, it seems necessary to explore the varying dimensions that have enabled this legend construct. A major challenge and delight in this research has been the discovering of material from various sources, not in one place and a lot by interaction and engaging with artists of various Forms. Books, that deal with History, Cultural Studies, Folk poetry, Life styles of Marwar and Rajputs, Mughal Court, Braj Bhasha and Folklore have been studied in detail. The N.M.M.L. has provided much material for reading. This has facilitated, thinking, formulating connections with the Legend, Society and Performative Arts. There have been discussions with artists engaged with Puppetry and Nautanki. Some of them have been preliminary in nature and some fairly exhaustive. Archival material of some senior artists has been examined and more is in process. -
Understanding Poetry Are Combined to Unstressed Syllables in the Line of a Poem
Poetry Elements Sound Includes: ■ In poetry the sound Writers use many elements to create their and meaning of words ■ Rhythm-a pattern of stressed and poems. These elements include: Understanding Poetry are combined to unstressed syllables in the line of a poem. (4th Grade Taft) express feelings, ■ Sound ■ Rhyme-similarity of sounds at the end of thoughts, and ideas. ■ Imagery words. ■ The poet chooses ■ Figurative ■ Alliteration-repetition of consonant sounds at Adapted from: Mrs. Paula McMullen words carefully (Word the beginning of words. Example-Sally sells Language Library Teacher Choice). sea shells Norwood Public Schools ■ Poetry is usually ■ Form ■ Onomatopoeia- uses words that sound like written in lines (not ■ Speaker their meaning. Example- Bang, shattered sentences). 2 3 4 Rhythm Example Rhythm Example Sound Rhythm The Pickety Fence by David McCord Where Are You Now? ■ Rhythm is the flow of the The pickety fence Writers love to use interesting sounds in beat in a poem. The pickety fence When the night begins to fall Give it a lick it's their poems. After all, poems are meant to ■ Gives poetry a musical And the sky begins to glow The pickety fence You look up and see the tall be heard. These sound devices include: feel. Give it a lick it's City of lights begin to grow – ■ Can be fast or slow, A clickety fence In rows and little golden squares Give it a lick it's a lickety fence depending on mood and The lights come out. First here, then there ■ Give it a lick Rhyme subject of poem. -
The Role of Aphrodite in Sappho Fr. 1 Keith Stanley
The Rôle of Aphrodite in Sappho Fr.1 Stanley, Keith Greek, Roman and Byzantine Studies; Winter 1976; 17, 4; ProQuest pg. 305 The Role of Aphrodite in Sappho Fr. 1 Keith Stanley APPHO'S Hymn to Aphrodite, standing so near to the beginning of Sour evidence for the religious and poetic traditions it embodies, remains a locus of disagreement about the function of the goddess in the poem and the degree of seriousness intended by Sappho's plea for her help. Wilamowitz thought sparrows' wings unsuited to the task of drawing Aphrodite's chariot, and proposed that Sappho's report of her epiphany described a vision experienced ovap, not v7rap.l Archibald Cameron ventured further, suggesting that the description of Aphrodite's flight was couched not in the language of "the real religious tradition of epiphany and its effect on mortals" but was "Homeric and conventional"; and that the vision was not, therefore, the record of a genuine religious experience, but derived rather from "the bright world of Homer's fancy."2 Thus he judged the tone of the ode to be one of seriousness tempered by "a vein of prettiness and almost of playfulness" and concluded that there was no special ur gency in Sappho's petition itself. While more recent opinion has tended to regard the episode as a poetic fiction which serves to 'mythologize' a genuine emotion, Sir Denys Page has not only maintained that Aphrodite's descent is a "flight of fancy, with much detail irrelevant to her present theme," but argued further that the poem as a whole is a lightly ironic melange of passion and self-mockery.3 Despite a con- 1 Sappho und Simonides (Berlin 1913) 45, with Der Glaube der Hellenen 3 II (Basel 1959) 109; so also J. -
English 201 Major British Authors Harris Reading Guide: Forms There
English 201 Major British Authors Harris Reading Guide: Forms There are two general forms we will concern ourselves with: verse and prose. Verse is metered, prose is not. Poetry is a genre, or type (from the Latin genus, meaning kind or race; a category). Other genres include drama, fiction, biography, etc. POETRY. Poetry is described formally by its foot, line, and stanza. 1. Foot. Iambic, trochaic, dactylic, etc. 2. Line. Monometer, dimeter, trimeter, tetramerter, Alexandrine, etc. 3. Stanza. Sonnet, ballad, elegy, sestet, couplet, etc. Each of these designations may give rise to a particular tradition; for example, the sonnet, which gives rise to famous sequences, such as those of Shakespeare. The following list is taken from entries in Lewis Turco, The New Book of Forms (Univ. Press of New England, 1986). Acrostic. First letters of first lines read vertically spell something. Alcaic. (Greek) acephalous iamb, followed by two trochees and two dactyls (x2), then acephalous iamb and four trochees (x1), then two dactyls and two trochees. Alexandrine. A line of iambic hexameter. Ballad. Any meter, any rhyme; stanza usually a4b3c4b3. Think Bob Dylan. Ballade. French. Line usually 8-10 syllables; stanza of 28 lines, divided into 3 octaves and 1 quatrain, called the envoy. The last line of each stanza is the refrain. Versions include Ballade supreme, chant royal, and huitaine. Bob and Wheel. English form. Stanza is a quintet; the fifth line is enjambed, and is continued by the first line of the next stanza, usually shorter, which rhymes with lines 3 and 5. Example is Sir Gawain and the Green Knight. -
The Poetry Handbook I Read / That John Donne Must Be Taken at Speed : / Which Is All Very Well / Were It Not for the Smell / of His Feet Catechising His Creed.)
Introduction his book is for anyone who wants to read poetry with a better understanding of its craft and technique ; it is also a textbook T and crib for school and undergraduate students facing exams in practical criticism. Teaching the practical criticism of poetry at several universities, and talking to students about their previous teaching, has made me sharply aware of how little consensus there is about the subject. Some teachers do not distinguish practical critic- ism from critical theory, or regard it as a critical theory, to be taught alongside psychoanalytical, feminist, Marxist, and structuralist theor- ies ; others seem to do very little except invite discussion of ‘how it feels’ to read poem x. And as practical criticism (though not always called that) remains compulsory in most English Literature course- work and exams, at school and university, this is an unwelcome state of affairs. For students there are many consequences. Teachers at school and university may contradict one another, and too rarely put the problem of differing viewpoints and frameworks for analysis in perspective ; important aspects of the subject are omitted in the confusion, leaving otherwise more than competent students with little or no idea of what they are being asked to do. How can this be remedied without losing the richness and diversity of thought which, at its best, practical criticism can foster ? What are the basics ? How may they best be taught ? My own answer is that the basics are an understanding of and ability to judge the elements of a poet’s craft. Profoundly different as they are, Chaucer, Shakespeare, Pope, Dickinson, Eliot, Walcott, and Plath could readily converse about the techniques of which they are common masters ; few undergraduates I have encountered know much about metre beyond the terms ‘blank verse’ and ‘iambic pentameter’, much about form beyond ‘couplet’ and ‘sonnet’, or anything about rhyme more complicated than an assertion that two words do or don’t. -
A Close Look at Two Poems by Richard Wilbur
Ouachita Baptist University Scholarly Commons @ Ouachita Honors Theses Carl Goodson Honors Program 4-16-1983 A Close Look at Two Poems by Richard Wilbur Jay Curlin Ouachita Baptist University Follow this and additional works at: https://scholarlycommons.obu.edu/honors_theses Part of the Comparative Literature Commons, and the Poetry Commons Recommended Citation Curlin, Jay, "A Close Look at Two Poems by Richard Wilbur" (1983). Honors Theses. 209. https://scholarlycommons.obu.edu/honors_theses/209 This Thesis is brought to you for free and open access by the Carl Goodson Honors Program at Scholarly Commons @ Ouachita. It has been accepted for inclusion in Honors Theses by an authorized administrator of Scholarly Commons @ Ouachita. For more information, please contact [email protected]. A CLOSE LOOK AT TWO POEMS BY RICHARD WILBUR Jay Curlin Submitted in partial fulfillment of the requirements of the University Honors Program Ouachita Baptist University The Department of English Independent Study Project Dr. John Wink Dr. Susan Wink Dr. Herman Sandford 16 April 1983 INTRODUCTION For the past three semesters, I have had the pleasure of studying the techniques of prosody under the tutelage of Dr. John Wink. In this study, I have read a large amount of poetry and have studied several books on prosody, the most influential of which was Poetic Meter and Poetic Form by Paul Fussell. This splendid book increased vastly my knowledge of poetry. and through it and other books, I became a much more sensitive, intelligent reader of poems. The problem with my study came when I tried to decide how to in corporate what I had learned into a scholarly paper, for it seemed that any attempt.to do so would result in the mere parroting of the words of Paul Fussell and others. -
A Study of the Poetic Relationship Between Thomas Hardy and A.C
HARDY'S DANGEROUS COMPANION: A STUDY OF THE POETIC RELATIONSHIP BETWEEN THOMAS HARDY AND A.C. SWINBURNE by EILEEN DELEHANTY PEARKES B.A. Stanford University, 1983 THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER: OF ARTS in THE FACULTY OF GRADUATE STUDIES (English) We accept this thesis as conforming to the required standard THE UNIVERSITY OF BRITISH COLUMBIA October 1991 (c) Eileen Delehanty Pearkes, 1991 In presenting this thesis in partial fulfilment of the requirements for an advanced degree at the University of British Columbia, I agree that the Library shall make it freely available for reference and study. I further agree that permission for extensive copying of this thesis for scholarly purposes may be granted by the head of my department or by his or her representatives. It is understood that copying or publication of this thesis for financial gain shall not be allowed without my written permission. Department of ^MQrUtSM The University of British Columbia Vancouver, Canada Date oa- it mi DE-6 (2/88) ABSTRACT Thomas Hardy's elegy to A.C. Swinburne, composed in 1910 shortly after his death, points to a poetic relationship between the two poets which goes beyond admiration or influence. The relationship between Hardy and Swinburne has not been adequately explored by twentieth century critics, and it is the central purpose of this thesis to examine more closely parallels between them on the level of technique. Analysis of Hardy's elegy entitled "A Singer Asleep" suggests how Hardy may have identified with Swinburne on the level of technique. -
The Walrus and the Carpenter
R E S O U R C E L I B R A R Y A RT I C L E The Walrus and the Carpenter National Geographic photographs illustrate Lewis Carroll's "The Walrus and the Carpenter," and instructional material provides a guide through the poem's literary devices. G R A D E S 7 - 12+ S U B J E C T S English Language Arts C O N T E N T S 1 Interactive For the complete geostories with media resources, visit: http://www.nationalgeographic.org/media/walrus-carpenter-natgeo/ "The Walrus and the Carpenter," a silly and surprisingly morbid poem by Lewis Carroll, was published in 1865. It was a part of the book Through the Looking Glass, and What Alice Found There, a sequel to Alice's Adventures in Wonderland. The poem is a narrative, or story, told by the annoying twins Tweedledum and Tweedledee. The GeoStory "The Walrus and the Carpenter . And National Geographic", above, provides the entire text of the poem. It also includes a walk through the poem, with an image and map accompanying each stanza, and in many cases individual lines. The images are either literal representations or metaphors of a line in the stanza. Use the GeoStory to better understand metaphors and other literary devices. Metaphors are figures of speech or visual representations in which a term is applied to something it could not possibly be. "Students have an appetite for learning," for example, is a metaphor. Students don't actually have an appetite for anything except food! Carroll uses a number of other literary devices in "The Walrus and the Carpenter." A series of possible discussion questions about the literary devices used in the poem is provided in the following tab, "Questions." The discussion topics progress from the simplest to the most difficult. -
Meet the Philosophers of Ancient Greece
Meet the Philosophers of Ancient Greece Everything You Always Wanted to Know About Ancient Greek Philosophy but didn’t Know Who to Ask Edited by Patricia F. O’Grady MEET THE PHILOSOPHERS OF ANCIENT GREECE Dedicated to the memory of Panagiotis, a humble man, who found pleasure when reading about the philosophers of Ancient Greece Meet the Philosophers of Ancient Greece Everything you always wanted to know about Ancient Greek philosophy but didn’t know who to ask Edited by PATRICIA F. O’GRADY Flinders University of South Australia © Patricia F. O’Grady 2005 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior permission of the publisher. Patricia F. O’Grady has asserted her right under the Copyright, Designs and Patents Act, 1988, to be identi.ed as the editor of this work. Published by Ashgate Publishing Limited Ashgate Publishing Company Wey Court East Suite 420 Union Road 101 Cherry Street Farnham Burlington Surrey, GU9 7PT VT 05401-4405 England USA Ashgate website: http://www.ashgate.com British Library Cataloguing in Publication Data Meet the philosophers of ancient Greece: everything you always wanted to know about ancient Greek philosophy but didn’t know who to ask 1. Philosophy, Ancient 2. Philosophers – Greece 3. Greece – Intellectual life – To 146 B.C. I. O’Grady, Patricia F. 180 Library of Congress Cataloging-in-Publication Data Meet the philosophers of ancient Greece: everything you always wanted to know about ancient Greek philosophy but didn’t know who to ask / Patricia F. -
Archaic Lyric Voices
Archaic Lyric Voices An Introduction to Three Greek Lyric Poets: Alcman, Alcaeus, and Sappho The aim of this short article is to provide an introduction to three lyric poets of the archaic period, Alcman, Alcaeus, and Sappho. We will examine each poet and examples of his or her poetry individually, while at the same time exploring some overarching themes. I will throughout consider how and to what extent the poetry of these authors is different from the well known epics of Homer, the Iliad and Odyssey, and whether there is any continuity. I will also look at the performance context, mode, and tone of the poetry to give a sense of what is individual and unique about the poetry of Alcman, Alcaeus, and Sappho. Let me begin by situating these three poets chronologically in the tradition of Greek poetry and geographically in the ancient Greek world. The dates of literary activity I am about to mention are approximate, as our knowledge of the lives of these poets is in most cases quite scanty, but they will at least give you a sense of when these poets were working. The locations are more certain, and, as we will see, very important for the understanding of the lyric poetry. Now, the Iliad and the Odyssey attributed in antiquity to the blind bard Homer, although derived from a long oral tradition, were put into a form close to that which we have today between the end of the 8th and middle of the first half of the 7th century B.C.E., most probably in Ionia. -
ED 105 498 CS 202 027 Introduction to Poetry. Language Arts
DOCUMENT RESUME ED 105 498 CS 202 027 TITLE Introduction to Poetry. Language Arts Mini-Course. INSTITUTION Lampeter-Strasburg School District, Pa. PUB DATE 73 NOTE 13p.; See related documents CS202024-35; Product of Lampeter-Strasburg High School EDRS PRICE MF-$0.76 HC-$1.58 PLUS POSTAGE DESCRIPTORS Class Activities; *Course Descriptions; Course Objectives; *Curriculum Guides; Instructional Materials; *Language Arts; Literature; *Poetry; Secondary Education; *Short Courses IDENTIFIERS Minicourses ABSTRACT This language arts minicourse guide for Lampeter-Strasburg (Pennsylvania) High School contains a topical outline of an introduction to a poetry course. The guide includes a list of twenty course objectives; an outline of the definitions, the stanza forms, and the figures of speech used in poetry; a description of the course content .nd concepts to be studied; a presentation of activities and procedures for the classroom; and suggestions for instructional materials, including movies, records, audiovisual aids, filmstrips, transparencies, and pamphlets and books. (RB) U S Oh PAR TmENT OF HEALTH C EOUCATKIN WELFARE NAT.ONA, INSTITUTE OF EOUCATION Ch DO. Ls. 1 N THA) BE E 4 REPRO ^,,)I qAt L'e AS RECEIVED FROM 1' HI PE 4 sON OR ulICHLNIZA T ION ORIGIN :.' 4L, , T PO,N' s OF .IIE K OR OP .NICINS LiN .." E D DO NOT riFcE SSARL + RE PRE ,E % , Lr lat_ 4.% 00NAL INS T TUT e OF CD c D , .'`N POs. T 1C14 OR POLICY uJ Language Arts Mini-Course INTRODUCTION TO POETRY Lampeter-Strasburg High School ERM.SSION TO RE POODuCETHIS COPY M. 'ED MATERIAL HA; BEEN GRANTED BY Lampeter, Pennsylvania Lampeter-Strasburg High School TD ERIC AV) ORGANIZATIONS OPERATING P.t,EP AGREEMENTS .SiTH THE NATIONAL IN STTuTE Or EDUCATION FURTHER 1973 REPRO PUCTION OU'SIDE THE EPIC SYSTEMRE QUIRES PERMISS'ON OF THE COPYRIGHT OWNER N O INTRODUCTION TO POETRY OBJECTIVES: 1.