Shakespeare and the Sixteenth Century Judgment of the Cleopatra
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Three Eras, Two Men, One Value: Fides in Modern Performances of Shakespeare’S
Three Eras, Two Men, One Value: Fides in Modern Performances of Shakespeare’s Antony and Cleopatra Depictions of Marc Antony and Caesar Augustus have changed dramatically between the first and twenty-first centuries, partially because of William Shakespeare’s seventeenth-century play Antony and Cleopatra. In 2006 and 2010, England’s Royal Shakespeare Company staged vastly different interpretations of this classically influenced Shakespearean text. How do the modern performances rework ancient views of Antony and Augustus, particularly in light of the ancient Roman value fides (loyalty or good faith)? This paper answers that question by examining the intersections between Greco-Roman literary-historic narratives – as received in Shakespeare’s early modern play – and the two modern performances. The contemporary versions of Shakespeare’s Antony and Cleopatra create contrasting constructions of Antony and Augustus by modernizing the characters and/or their worlds. The 2006 rendition (directed by Gregory Doran) presents an explosive but weak-willed Antony (Sir Patrick Stewart) and a prudish yet petulant Augustus (John Hopkins). On the other hand, the 2010 adaptation (directed by Michael Boyd) shows a hotheaded and frank Antony (Darrell D’Silva) who struggles against a cold and manipulative Augustus (John Mackay). Both performances reveal the complexity of these ancient figures as the men engage with and evaluate claims upon their familial, societal, and personal fides. Representations of Antony and Augustus necessarily involve fides, though classical accounts do not always feature this term. As military and political leaders, both men led lives filled with decisions about loyalty, specifically what deserved it and in what degree. The modern dramatizations further underscore fides in their portrayals of Antony and Augustus. -
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. -
Shame and Betrayal in Shakespeare's Antony and Cleopatra
Kawasaki Journal of Medical Welfare Vol. 26, No. 1, 2020 41-48 Original Paper Shame and Betrayal in Shakespeare’s Antony and Cleopatra Michael KREMENIK*1 (Accepted July 17, 2020) Key words: betrayal, suicide, negotiation, shame Abstract The aim of this paper is to look at how William Shakespeare took the historical information available to him in the story of Mark Antony, Triumvir of Rome, and Cleopatra, Queen of Egypt, and turned it into his tragic play Antony and Cleopatra. Four parts of the play are analyzed: The Battle of Actium, negotiations with Caesar Octavian, the Alexandrian War and Cleopatra’s Suicide. Did Antony know beforehand that Cleopatra and her navy would abandon the Battle of Actium and return to Egypt? In the aftermath of Actium both Cleopatra and Antony negotiated separately with Octavian. What is known about Cleopatra’s willingness to give up on Antony and defect to Octavian’s side? Was Antony really so surprised to see Cleopatra’s navy defect to Octavian? Or was he blindsided and right to feel betrayed by Cleopatra? And why did Cleopatra have a messenger inform Antony that she was dead? Was she afraid of Antony after her navy’s defection? Was she looking for sympathy? Trying to curtail his anger? Or was she hoping that Antony would kill himself and thus give her free reign to negotiate with Octavian as Queen of Egypt and not as Antony’s mistress? All of these questions will be looked at from the point of view of Shakespeare’s tragedy and how he manipulated the historical sources to write his own version of this world famous tragic love story. -
A Comparison of the Two Principal Characters of Shakespeare's Antony and Cleopatra with Their Prototypes in Plutarch's Life of Marcus Antonius Robert G
Loyola University Chicago Loyola eCommons Master's Theses Theses and Dissertations 1949 A Comparison of the Two Principal Characters of Shakespeare's Antony and Cleopatra with Their Prototypes in Plutarch's Life of Marcus Antonius Robert G. Lynch Loyola University Chicago Recommended Citation Lynch, Robert G., "A Comparison of the Two Principal Characters of Shakespeare's Antony and Cleopatra with Their rP ototypes in Plutarch's Life of Marcus Antonius" (1949). Master's Theses. Paper 772. http://ecommons.luc.edu/luc_theses/772 This Thesis is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Master's Theses by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 1949 Robert G. Lynch A CON;PARISON OF THE T"<'IO PRIiWIPAL CHARACTERS OF SHAKESP:2:J.RE' S ANTONY -AND CLEOPATRA laTH THEla PROTOTYl?ES IN PLUTARCH t S ~ OF r4ARCUS ANTONIUS BY ROBERT G. LYNCH, S.J. A 'fHESIS SUBI\~ITTED IN PARTIAL FULFILLMENT OF THE REQUIRl:l:;j\IENTS FOIt THE DEGREE OF MASTER OF ARTS IN LOYOLA UNIVERSITY 1949 ~ ------------------------------------------------------------~ TABLE OF CONTENTS CHAPTER PAGE I. Illll'RODUCTION •••••••••••••••••••••••••••••••••••• •• 1 The subject---state of question-- comparison of Shakespee.re and Plutarch ---Shakespeare's method of prime in terest---why characterization instead of plot or diction---why this play-- an objection answered---the procedure. II. CLEOPAffRA, COURTESAN OR QUEEN? •••••••••••••••••• 13 Reason for treating Cleopatra first-- importance of Cleopatra for the trag edy---Shakespeare's aims: specific and general---political motives in Plutarch's Queen---real love in Shakes peare's---Prof. -
THE DISPLACED NEW WORLD of ANTONY and CLEOPATRA Christopher Kane John Carroll University, [email protected]
John Carroll University Carroll Collected Masters Essays Theses, Essays, and Senior Honors Projects Summer 2016 SHADOWS OF EMPIRE: THE DISPLACED NEW WORLD OF ANTONY AND CLEOPATRA Christopher Kane John Carroll University, [email protected] Follow this and additional works at: http://collected.jcu.edu/mastersessays Part of the English Language and Literature Commons Recommended Citation Kane, Christopher, "SHADOWS OF EMPIRE: THE DISPLACED NEW WORLD OF ANTONY AND CLEOPATRA" (2016). Masters Essays. 54. http://collected.jcu.edu/mastersessays/54 This Essay is brought to you for free and open access by the Theses, Essays, and Senior Honors Projects at Carroll Collected. It has been accepted for inclusion in Masters Essays by an authorized administrator of Carroll Collected. For more information, please contact [email protected]. SHADOWS OF EMPIRE: THE DISPLACED NEW WORLD OF ANTONY AND CLEOPATRA An Essay Submitted to the Office of Graduate Studies College of Arts & Sciences of John Carroll University in Partial Fulfillment of the Requirements for the Degree of Master of Arts By Christopher J. Kane 2016 Fortis imagination generat casum (“Powerful imagination generates the event”) -Montaigne, Essais Perhaps more than any of Shakespeare’s other works, Antony and Cleopatra defies singular readings. Within its massive sprawl, the play constitutes a tragedy, the third and most complex of the Bard’s “Roman” plays, a gender-bending comedy, and an infinite number of studies on the subtopics lurking within its boundless lines. Some of these studies have paid a great deal of attention to the imperial and colonial subtext within this play, as the plot of the drama recounts the story of the Roman subjugation of the kingdom of Egypt, according to Plutarch. -
Contents. the Tragedy of Cleopatra by Samuel Daniel. Edited by Lucy Knight Editing a Renaissance Play Module Code: 14-7139-00S
Contents. The tragedy of Cleopatra By Samuel Daniel. Edited by Lucy Knight Editing a Renaissance Play Module Code: 14-7139-00S Submitted towards MA English Studies January 11th, 2011. 1 | P a g e The Tragedy of Cleopatra Front matter Aetas prima canat veneres, postrema tumultus.1 To the most noble Lady, the Lady Mary Countess of Pembroke.2 Behold the work which once thou didst impose3, Great sister of the Muses,4 glorious star5 Of female worth, who didst at first disclose Unto our times what noble powers there are In women’s hearts,6 and sent example far, 5 To call up others to like studious thoughts And me at first from out my low repose7 Didst raise to sing of state and tragic notes8, Whilst I contented with a humble song Made music to myself that pleased me best, 10 And only told of Delia9 and her wrong And praised her eyes, and plain’d10 mine own unrest, A text from whence [my]11 Muse had not digressed Had I not seen12 thy well graced Antony, Adorned by thy sweet style in our fair tongue 15 1 ‘Let first youth sing of Venus, last of civil strife’ (Propertius, 2.10.7). This quote is a reference to the Classical ‘Cursus,’ which state that you graduate from writing poetry to writing tragedy. Daniel is saying he wrote love poetry in his youth but now Mary Sidney has given him the courage to aspire to greater things, i.e. tragedy. 2 Mary Sidney. See Introduction, ‘Introductory dedication: Mary Sidney and family’. -
Judea/Israel Under the Greek Empires." Israel and Empire: a Postcolonial History of Israel and Early Judaism
"Judea/Israel under the Greek Empires." Israel and Empire: A Postcolonial History of Israel and Early Judaism. Perdue, Leo G., and Warren Carter.Baker, Coleman A., eds. London: Bloomsbury T&T Clark, 2015. 129–216. Bloomsbury Collections. Web. 30 Sep. 2021. <http:// dx.doi.org/10.5040/9780567669797.ch-005>. Downloaded from Bloomsbury Collections, www.bloomsburycollections.com, 30 September 2021, 15:32 UTC. Copyright © Leo G. Perdue, Warren Carter and Coleman A. Baker 2015. You may share this work for non-commercial purposes only, provided you give attribution to the copyright holder and the publisher, and provide a link to the Creative Commons licence. 5 Judea/Israel under the Greek Empires* In 33130 BCE, by military victory, the Macedonian Alexander ended the Persian Empire. He defeated the Persian king Darius at Gaugamela, advanced to a welcoming Babylon, and progressed to Persepolis where he burned Xerxes palace supposedly in retaliation for Persias invasions of Greece some 150 years previously (Diodorus 17.72.1-6). Thus one empire gave way to another by a different name. So began the Greek empires that dominated Judea/Israel for the next two hundred or so years, the focus of this chapter. Is a postcolonial discussion of these empires possible and what might it highlight? Considerable dif�culties stand in the way. One is the weight of conventional analyses and disciplinary practices which have framed the discourse with emphases on the various roles of the great men, the ruling state, military battles, and Greek settlers, and have paid relatively little regard to the dynamics of imperial power from the perspectives of native inhabitants, the impact on peasants and land, and poverty among non-elites, let alone any reciprocal impact between colonizers and colon- ized. -
Making History Personal: Constantine Cavafy and the Rise of Rome
Frier, “Making History Personal,” page 1 Making History Personal: Constantine Cavafy and the Rise of Rome by Bruce W. Frier1 Toward the end of his life, Constantine Cavafy observed: “I have two capacities: to write Poetry or to write History. I haven’t written History, and it’s too late now. Now, you’ll say, how do I know that I could write History? I feel it.”2 How should one understand this remark? Did Cavafy ever actually regret a path not taken? Such a thought is, quite frankly, hard to credit. Still, a very large proportion of Cavafy’s surviving poems are set against an historical backdrop, above all the history of the ancient Greek diaspora: the numerous historic city-states of Greece, Magna Graecia, Asia Minor; the sophisti- cated metropoleis of Alexandria and Antioch, and the Levant; and the Hellenized kingdoms and provinces of a later age. Almost a sixth of his poems center on one particular epoch of their his- tory: the confrontation between the independent Hellenistic kingdoms and the rising might of the Roman Republic, a confrontation that began in earnest in 200 BCE with the outbreak of the Second Macedonian War and ended in 30 BCE with the annexation of Ptolemaic Egypt.3 The 45 or so poems in question were written across the entire span of Cavafy’s adulthood, from 1893 to 1932. This is a subject to which he often returned, one he constantly reworked and re-imagined, exploring diverse angles and unexpected points of approach. Substantial reading was involved: chiefly Polybius, Plutarch, and Cassius Dio among ancient authors, but also works of secondary 1 I am happy to acknowledge my deep obligation to many of my colleagues, first and foremost to the faculty of the Michigan Modern Greek program Vassilios Lambropoulos (who originally suggested this project) and Artemis Leontis; then also to my colleagues Traianos Gagos, Elaine Gazda, David Potter, and Ruth Scodel, and to Beau Case, our departmental Field Librarian, for his help in tracking down books. -
Daniel 11 Part 1 NO
PLEASE NOTE: ALL ILLUSTRATIONS HAVE BEEN REMOVED BECAUSE OF COPYRIGHT ISSUES A Prophetic History of Daniel 11 for Today: the Great Controversy With Persia, Greece and Pagan Rome Part 1 P. Gerard. Damsteegt, Dr. Theol. [email protected] The Great Controversy with Persia, Greece, and Pagan Rome Part I: Daniel 11:1-29 539/538 BC - 476 AD Principles of Prophetic Interpretation for Daniel 11 Principles of Interpretation for Daniel 11 1. Biblical historical/historicist method of interpreting Daniel 11. 2. Outline of Daniel 11 to be parallel to Daniel 2, 7 and 8. 3. Daniel 2, 7, and 8 represent the kingdoms of Babylon, Medo- Persia, Greece and Rome in symbols, Daniel 11 presents some of the most prominent rulers of these kingdoms literally. Principles of Interpretation for Daniel 11 4. This chapter follows the Christo- centric, cross-centered interpretation of Daniel 9 that determines whether we deal with literal Israel with its literal geographical areas or spiritual Israel with its spiritual global/ universal perspectives The Great Controversy with Persia Vision of Christ and the Prince of Persia (Dan 10:12-14, 20) Prophecies About the Persian Kingdom 529 to 465 BC The Persian Kingdom Prophecy of Daniel 11:2: “And now will I shew thee the truth. Behold, there shall stand up yet three kings in Persia; and the fourth shall be far richer than they all: and by his strength through his riches he shall stir up all against the realm of Grecia.” The Persian Kingdom The four Persian kings succeeding Cyrus: 529-465 BC (1) Cambyses, Cyrus’ son (2) -
Antony and Cleopatra, a Historical Romance That Is Larger Than Life, and Had an Impact on the Roman Empire That Shaped Much of the Mediterranean for Years to Come
www.seattleshakespeare.org/education 206-733-8228 ext. 212 or [email protected] All original material copyright © Seattle Shakespeare Company 2012 SEATTLE SHAKESPEARE COMPANY Dear Educators, Fact and fiction collide in Shakespeare’s dramatic telling of the story of Antony and Cleopatra, a historical romance that is larger than life, and had an impact on the Roman Empire that shaped much of the Mediterranean for years to come. Seattle Shakespeare Company’s fall production of this play is no less dramatic, and no less epic in scope. But of course, as educators we already know that any retelling of history is as much fact as we can manage, told as a story from a certain point of view, necessarily adding some element of the fictitious. But it is these stories we tell about history that capture our imagination — it is the headdresses of Cleopatra, the fantastically adorned tomb of King Tut, the glory of ancient Rome and the Empire that we sometimes compare America to, for better or for worse. Stories can teach us something about ourselves, even as much as they teach us about history. Stories about history can highlight the folly of hubris, the danger of ambition, or the horrors of war. They can show that people have always been motivated by many of the same feelings, even when the time and place feel foreign to us. This year, I invite you to indulge in the stories at Seattle Shakespeare Company. We’ll take you from Rome at the fall of the Republic in Antony and Cleopatra, to the turn of the 20th century Norway, where women are struggling for rights in A Doll’s House. -
University of Waterloo on the World Stage
Production support is generously provided by the M.E.H. Foundation Support for the 2014 season of the Tom Patterson Theatre is generously provided by Richard Rooney & Laura Dinner i University of Waterloo on the world stage This is a place where imagination meets innovation — a place where unconventional approaches push performance to new heights and allow talent to soar. In the community and through research and teaching at our dynamic Faculty of Arts, University of Waterloo is a proud supporter of the arts. uwaterloo.ca UWaterloo Drama Scenes from an Execution by Howard Barker March 2012 WATERLOO | Canada’s most innovative university for 22 years C004608 University of Waterloo on the world stage This is a place where imagination meets innovation — a place where unconventional approaches push performance to new heights and allow talent to soar. In the community and through research and teaching at our dynamic Faculty of Arts, University of Waterloo is a proud supporter of the arts. uwaterloo.ca UWaterloo Drama Scenes from an Execution by Howard Barker March 2012 MINDS PUSHED TO THE EDGE In drama, the greater the conflict, the more riveting the result. This is the beauty of theatre: in a safe environment we watch titanic struggles and laugh or perhaps cry at the outcome. And along the way we gain a little bit of insight. In that light, I am excited to present a season of plays in which the characters are pushed to the very edge of their capabilities – and, in order to cope, must change or die. Metamorphosis, for instance, is at the very heart of A Midsummer Night’s Dream. -
Prescribed Sources for Cleopatra: Rome and Egypt, 69–30 BC
Source Methods Aims Attitudes towards Cleopatra Plutarch Wasn't writing a full history of Wanted to provide Writings may well have events, instead he was moral lessons and been shaped by Roman creating character references examples for future propaganda and anti- through anecdotes and generations to live by. Cleopatra bias that was various stories. circulating after her defeat Some historians and death. Writing around 75AD. believe he had a habit of slightly altering He can be selective with Claimed that his grandfather stories to emphasise the anecdotes he picks, so had a friend who knew particular character as to emphasise the Cleopatra’s cook, and that he traits he wanted qualities in Cleopatra, that had access to the memoirs of people to pay he saw through biased Cleopatra’s physician, attention to. E.g. sources about her. Olympus. Anthony’s weakness. Has a tendency to talk Was willing to admit when he But it does seem negatively of women in is unsure of a source/ story. unlikely that Plutarch power. E.g. Alexander’s was looking to mother, Olympia! deliberately deceive his readers when writing such popular biographies. Cassius Dio Worked incredibly hard, and He wanted to cover No personal connection to the various jobs he had held the whole period of Cleopatra or her time. in the government gave him Roman history, in a opportunities to research comprehensive and But he did believe in the Roman history through official clear way. ultimate power of Rome records/information. and the importance of He wants to write Roman Dominance, so he He spent 10 yrs researching about larger aspects of would most likely have and 12 yrs writing.