Metamorphoses” Means Changes Or Transformations
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Accompanists Ballet Class Schedule
CHRISTINE MCMILLAN Salt Lake City, UT 84102 | [email protected] | 347-731-1135 EDUCATION Master of Fine Arts in Dance, University of Wisconsin-Milwaukee, 2015 Studies Include: Alexander Technique, Composition, Improvisation, Laban Movement Analy- sis, Ballet Technique through the lens of Alexander Technique and the DART procedures, Con- temporary Modern Technique, Choreography, 20th Century American Concert Dance History, Dance in Africa and the Diaspora, and Pilates. Bachelor of Science in Ballet & Psychology, Indiana University, 1990 Studies Include: Ballet Technique, Pointe, Pas de Deux Partnering, Character Dance, Jazz Dance, and Choreography. TEACHING EXPERIENCE University of Utah, School of Dance, Visiting Assistant Professor (2017-2019) Assistant Professor, Lecturer (2020-present) Courses Taught: • Ballet Technique (All Levels) • Pointe/Variations (All Levels) • Choreography/Composition (undergraduate and graduate) • Pedagogy (undergraduate and graduate) • Dance Kinesiology • Somatics (graduate Special Topics course) Jessica Lang Dance (2019) • Guest Teacher for Company Class American College Dance Association – Northwest Conference (2019) • “Ballet Through a Somatic Lens” & “Yoga for Dancers” Utah Summer Ballet Intensive at the University of Utah (2018, 2020) • Ballet, Pointe, & Variations (All Levels), Conditioning for Dancers New York University, Tisch School of the Arts, Adjunct Instructor (2016-2017) • Ballet & Somatics (All Levels) Cherylyn Lavagnino Dance (2008 & 2012-2017) • Company Ballet Class & Rehearsal Assistant -
Undergraduate Play Reading List
UND E R G R A DU A T E PL A Y R E A DIN G L ISTS ± MSU D EPT. O F T H E A T R E (Approved 2/2010) List I ± plays with which theatre major M E DI E V A L students should be familiar when they Everyman enter MSU Second 6KHSKHUGV¶ Play Hansberry, Lorraine A Raisin in the Sun R E N A ISSA N C E Ibsen, Henrik Calderón, Pedro $'ROO¶V+RXVH Life is a Dream Miller, Arthur de Vega, Lope Death of a Salesman Fuenteovejuna Shakespeare Goldoni, Carlo Macbeth The Servant of Two Masters Romeo & Juliet Marlowe, Christopher A Midsummer Night's Dream Dr. Faustus (1604) Hamlet Shakespeare Sophocles Julius Caesar Oedipus Rex The Merchant of Venice Wilder, Thorton Othello Our Town Williams, Tennessee R EST O R A T I O N & N E O-C L ASSI C A L The Glass Menagerie T H E A T R E Behn, Aphra The Rover List II ± Plays with which Theatre Major Congreve, Richard Students should be Familiar by The Way of the World G raduation Goldsmith, Oliver She Stoops to Conquer Moliere C L ASSI C A L T H E A T R E Tartuffe Aeschylus The Misanthrope Agamemnon Sheridan, Richard Aristophanes The Rivals Lysistrata Euripides NIN E T E E N T H C E N T UR Y Medea Ibsen, Henrik Seneca Hedda Gabler Thyestes Jarry, Alfred Sophocles Ubu Roi Antigone Strindberg, August Miss Julie NIN E T E E N T H C E N T UR Y (C O N T.) Sartre, Jean Shaw, George Bernard No Exit Pygmalion Major Barbara 20T H C E N T UR Y ± M ID C E N T UR Y 0UV:DUUHQ¶V3rofession Albee, Edward Stone, John Augustus The Zoo Story Metamora :KR¶V$IUDLGRI9LUJLQLD:RROI" Beckett, Samuel E A R L Y 20T H C E N T UR Y Waiting for Godot Glaspell, Susan Endgame The Verge Genet Jean The Verge Treadwell, Sophie The Maids Machinal Ionesco, Eugene Chekhov, Anton The Bald Soprano The Cherry Orchard Miller, Arthur Coward, Noel The Crucible Blithe Spirit All My Sons Feydeau, Georges Williams, Tennessee A Flea in her Ear A Streetcar Named Desire Synge, J.M. -
The Tenth Book of Ovid's Metamorphoses As Orpheus
THE TENTH BOOK OF Ovid’s METAMORPHOSES AS Orpheus’ EPYLLION* Ulrich Eigler By picking up the topic of the Orpheus story in his tenth Book, Ovid seeks the competition with Virgil, who treated the Orpheus myth (Verg. Georg. 4.453–527) within the Aristaeus narrative in the fourth Book of the Geor gics (315–588). In both cases the story constitutes an insertion of its own quality within the greater narrative frame, which in the former case rep- resents Virgil’s didactic poem on agriculture and in the latter case the collective poems on transformations.1 In Virgil’s version, the Orpheus story is part of the frame of the Aristaeus narrative as a second narrative string, whereas in Ovid’s version the Orpheus story constitutes a complex on its own, which again has a number of insertions. Therefore, one was speaking of an Aristaeus and congruously of an Orpheus epyllion.2 This term was chosen because, contrary to the greater poem, the connexion was not given and for the Aristaeus and for the Orpheus episode applies what Koster termed as stimulus for the postulation of the epyllion as a Kleingattung: “Das auffallendste . ist die sogenannte Einlage und dass sie in einem so deutlichen Missverhältnis zur Haupterzählung steht, dass sie gewissermassen zur Hauptsache wird.”3 Analogical observations can be made regarding the Orpheus narrative. Into the frame narrative, which is dedicated to Orpheus (Met. 10.1–85; 11.37–66), the staging of an overlong song by Orpheus is inserted; it appears like a foreign body. It seems that Ovid, inspired by Virgil, tried to * I am very thankful to Dominique Stehli for his help with the translation of this article. -
Female Suffering, Silence, and Men's Power in Ovid's Fasti
Female Suffering, Silence, and Man’s Power in Ovid’s Fasti Ovid’s treatment of women in his poetry, particularly sexual violence against women, is a divisive subject among scholars. Richlin (1992) has examined how feminist scholars might approach these portrayals, addressing the question of whether he should even be in the canon. The impact of Ovid’s upsetting understanding of consent even plays a role in modern culture, as Donna Zuckerberg investigates in her 2018 book Not All Dead White Men. These conversations often center around how Ovid portrays the female suffering: does he delight in it or offer a sympathetic portrayal of rape and its consequences? This paper explores Ovid’s foregrounding of three aspects of stories of rape in the Fasti: female suffering, female silence, and the effect that each of these have on men’s power. Carol Newlands identifies three tensions present in Ovid’s calendrical work: male versus female, arma versus pax, and Roman versus Greek (1995: 212). As an elegist and as a Roman who was ultimately exiled for not aligning with Augustan morals, Ovid aligns himself primarily with the feminine, with elegy, and with Greek. Richard King argues that Ovid uses the Fasti to examine “his own identity in relation to a Roman national identity figured by the calendar” (2006: 5). The existing debate often delineates two potential positions for Ovid: a radical feminist for his time, supporting survivors and telling their stories, or a creep delighting in the gory details of violence against women. Given Ovid’s exploration of his identity within the Roman system and his alignment with the feminine, his foregrounding of female suffering and silence in the interest of male power offers a different approach to his portrayal of rape. -
Programming; Providing an Environment for the Growth and Education of Theatre Professionals, Audiences and the Community at Large
may 2012 NOBODY LOVES YOU A World Premiere Musical Comedy Welcome to The Old Globe began its journey with Itamar Moses and Gaby Alter’s Nobody Loves You in 2010, and we are thrilled to officially launch the piece here in its world premiere production. The Globe has a longstanding relationship with Itamar Moses. He was a Globe Playwright-in-Residence in 2007-2008 when we produced the world premieres of his plays Back Back Back and The Four of Us. Nobody Loves You is filled with the same HENRY DIROCCO HENRY whip-smart humor and insight that mark Itamar’s other works, here united with Gaby’s vibrant music and lyrics. Together they have created a piece that portrays, with a tremendous amount of humor and heart, the quest for love in a world in which romance is often commercialized. Just across Copley Plaza, the Globe is presenting another musical, the acclaimed The Scottsboro Boys, by musical theatre legends John Kander and Fred Ebb. We hope to see you back this summer for our 2012 Summer Shakespeare Festival. Under Shakespeare Festival Artistic Director Adrian Noble, this outdoor favorite features Richard III, As You Like It and Inherit the Wind in the Lowell Davies Festival Theatre. The summer season will also feature Michael Kramer’s Divine Rivalry as well as Yasmina Reza’s Tony Award-winning comedy God of Carnage. As always, we thank you for your support as we continue our mission to bring San Diego audiences the very best theatre, both classical and contemporary. Michael G. Murphy Managing Director Mission Statement The mission of The Old Globe is to preserve, strengthen, and advance American theatre by: Creating theatrical experiences of the highest professional standards; Producing and presenting works of exceptional merit, designed to reach current and future audiences; Ensuring diversity and balance in programming; Providing an environment for the growth and education of theatre professionals, audiences and the community at large. -
Course Description Course Objectives & Goals Skills Assignments Time
COMM 509 Classical Rhetorical Theory Spring 2019 – Section 20787r Mondays 3:30 – 6:20 pm 4 units Location: ASC 331 Instructor: G. Thomas Goodnight Office Hours: Monday 9:00 – 9:00 am Office: ASC 206a Contact Info: [email protected] 213-821-5384 Course Description The aim of the course is to introduce students to the cultural development of rhetoric as part of Greek art, literature, drama, philosophy and public practice during the classical enlightenment. The course will feature reading, report, discussions of primary texts, with key contemporary secondary works. The course will include rhetorical, dialectical, and aesthetic theories of human being, knowledge, practice and culture. The cultural forms of mapping, sports, medicine, well- being, and conflict will furnish topics for inquiry. Course Objectives & Goals Classical rhetoric is a tradition that begins from a constellation of cultural practices in the Mediterranean located in the bronze age and extends through writing into the formative literature and history of Hellenic times. The course familiarize students with the emergence of culture and symbolic forms that persist within and against codes of honor, the household, and the market. Cultural forms focus conflict, manifest antagonism, and generate opposition, controversy and debate. The political and normative cultural forms find articulation in moral instruction, political persuasion, ethical life, and aesthetic pleasures. The relationship of rhetoric to contemporary communication assemblies, problematics, resources, and speculative ventures serves as the broad focus of inquiry. Skills Students will (1) acquire a vocabulary for rhetorical studies, (2) be able to assemble and annotate authoritative sources, (3) be taught to map the influence of classical concepts over time, (4) appreciate international, forms of life in cultural expression. -
LESSON PLAN Senator Robert F. Kennedy Speaks on Martin Luther King Jr
LESSON PLAN Senator Robert F. Kennedy Speaks on Martin Luther King Jr. Analyzing Speeches Given on April 4 and 5, 1968 after the Death of Dr. King Gregory Thornton Collection / The Sixth Floor Museum at Dealey Plaza Grade 9th – 12th Time Two 90-minute class periods Brief Synopsis This lesson allows students to analyze, compare, and contrast Senator Robert Kennedy’s speeches after the assassination of Dr. Martin Luther King Jr. 1. Senator Robert F. Kennedy, “Statement on Assassination of Martin Luther King Jr.,” Indianapolis, April 4, 1968 2. Senator Robert F. Kennedy, “Remarks at the Cleveland City Club,” April 5, 1968 Lesson Plan | Robert Kennedy’s Speech Analysis and Comparison | 2020–2021 Page 1 of 21 Historic Context On April 3, 1968, Dr. Martin Luther King Jr. spoke in Memphis to a capacity crowd at the Mason Temple Church. He gave his final speech, the now-famous “Mountaintop” speech, in which he tells the audience, preparing to participate in protests that were to begin the next day, that “he may not get there with them.” Some feel it was foreshadowing his death – on April 4, 1968, Dr. Martin Luther King Jr. was assassinated in Memphis, Tennessee at the Lorraine Motel. Senator Robert F. Kennedy was campaigning in Indiana for the Democratic Nomination for President of the United States at that time, and he gave two speeches within 24 hours in response to Dr. King’s assassination: one was spontaneous and unscripted, and the other was prepared and scripted. Essential Questions 1. How do the two speeches by Senator Robert F. -
Opvarmning Til Operasæsonen Hvofor Klapper Vi Ikke?
RUSALKA Søndag den 19/3 2017 kl. 10.30 Opvarmning til operasæsonen af Antonín Dvo ák Varighed: 4 timer 5 min. Jonas Kaufmann synger Puccini i La Scala. ř Dirigent: Mark Elder Publikum og anmeldere var ellevilde. 5 ekstranumre. Iscenesættelse: Mary Zimmerman Solister: Kristine Opolais, Søndag 16/10 kl. 10.30. Pris 160 kr. inkl. drikkevare i pausen. Ingen buffet. Katarina Dalayman og Varighed ca. 1½ time. Læs mere om handlingen - klik her Brandon Jovanovich Dirigent Jochen Rieder med Filarmonica della Scala. Læs mere om arrangementet - klik her. TRISTAN og ISOLDE Søndag den 13/11 2016 kl. 10.30 LA TRAVIATA Søndag den 9/4 2017 kl. 10.30 af Wagner Varighed: 5 timer 15 min. af Verdi Varighed: 2 timer 55 min. Dirigent: Simon Rattle Solister: Nina Stemme, Stuart Skelton Dirigent: Nicola Luisotti Solister: Sonya Yoncheva, Iscenesættelse: Mariusz Treli ski og René Pape Iscenesættelse: Willy Decker Michael Fabiano og Thomas Hampson ń Læs mere om handlingen - klik her Læs mere om handlingen - klik her DON JUAN Søndag den 4/12 2016 kl. 10.30 IDOMENEO Søndag den 30/4 2017 kl. 10.30 af Mozart Varighed: 3 timer 45 min. af Mozart Varighed: 4 timer 20 min. Dirigent: Fabio Luisi Solister: Simon Keenlyside, Dirigent: James Levine Solister: Alice Coote, Matthew Iscenesættelse: Michael Grandage Rolando Villazón, Malin Byström og Iscenesættelse: Jean-Pierre Ponelle Polenzani, Nadine, Sierra og Hibla Gerzmava Elza van den Heever Læs mere om handlingen - klik her Læs mere om handlingen - klik her L’AMOUR DE LOIN Søndag den 8/1 2017 kl. 10.30 EUGEN ONEGIN Søndag den 21/5 2017 kl. -
Ovid's Metamorphoses Translated by Anthony S. Kline1
OVID'S METAMORPHOSES TRANSLATED BY 1 ANTHONY S. KLINE EDITED, COMPILED, AND ANNOTATED BY RHONDA L. KELLEY Figure 1 J. M. W. Turner, Ovid Banished from Rome, 1838. 1 http://ovid.lib.virginia.edu/trans/Ovhome.htm#askline; the footnotes are the editor’s unless otherwise indicated; for clarity’s sake, all names have been standardized. The Metamorphoses by the Roman poet Publius Ovidius Naso (Ovid) was published in 8 C.E., the same year Ovid was banished from Rome by Caesar Augustus. The exact circumstances surrounding Ovid’s exile are a literary mystery. Ovid himself claimed that he was exiled for “a poem and a mistake,” but he did not name the poem or describe the mistake beyond saying that he saw something, the significance of which went unnoticed by him at the time he saw it. Though Ovid had written some very scandalous poems, it is entirely possible that this satirical epic poem was the reason Augustus finally decided to get rid of the man who openly criticized him and flouted his moral reforms. In the Metamorphoses Ovid recounts stories of transformation, beginning with the creation of the world and extending into his own lifetime. It is in some ways, Ovid’s answer to Virgil’s deeply patriotic epic, The Aeneid, which Augustus himself had commissioned. Ovid’s masterpiece is the epic Augustus did not ask for and probably did not want. It is an ambitious, humorous, irreverent romp through the myths and legends and even the history of Greece and Rome. This anthology presents Books I and II in their entirety. -
Edition 9 | 2018-2019
TABLE OF THE BUSHNELL CENTER CONTENTS for the PERFORMING ARTS TRUSTEE OFFICERS Message from the President & CEO ..................... 5 Jay S. Benet Chair Come From Away Robert E. Patricelli Co-Sponsored by Immediate Past Chair People’s United Bank and Travelers .................. 11 Thomas O. Barnes Vice Chair The Sound of Music Jeffrey N. Brown Sponsored by Vice Chair Voya Financial ................................................... 21 Jeffrey S. Hoffman Vice Chair Annual Fund Donor Honor Roll ......................... 32 David G. Nord Vice Chair An Extra Special Thank You ............................... 37 David M. Roth Vice Chair The Bushnell Services ....................................... 43 Henry M. Zachs Vice Chair Arnold C. Greenberg Treasurer Mark N. Mandell Assistant Treasurer Eric D. Daniels Secretary EXECUTIVE STAFF David R. Fay President and CEO Ronna L. Reynolds Executive Vice President Elizabeth Casasnovas Vice President, Development, and Chief Development Officer Patti Jackson Vice President, Finance, and Chief Financial Officer Yolande Spears Senior Vice President, Education and Community Initiatives Ric Waldman Vice President, Programming and Marketing The Bushnell is a 501(c)(3) not-for-profit organization that is proud to serve Connecticut and its citizens. | 3 MESSAGE FROM THE PRESIDENT & CEO A Look Ahead Spring has season next June. And as enticing as season finally arrived, and as that is, we were also able to tease the news it’s a particularly that Hamilton will return to The Bushnell in exciting time of year our 2020/2021 season. at The Bushnell. Our 2018/2019 season is If you’re a season-ticket holder, you should in full swing; we’ve got already have your renewal packet. If you’re two Broadway shows this month – current interested in becoming one, just contact our hit Come from Away, still going strong on box office and we’ll begin selling new series Broadway, and a classic audience favorite, packages this summer. -
The Use of Ancient Greek Myths As Imagery in Harry Potter
Article Louise Jensby Fantastischeantike.de MA in History and Classical Studies Autumn 2019 Athene McGonagall and the Devine Owl – The Use of Ancient Greek Myths as Imagery in Harry Potter 1Fig. 1. The seven Harry Potter books 1 Picture taken by Louise Jensby 1 Article Louise Jensby Fantastischeantike.de MA in History and Classical Studies Autumn 2019 Introduction During the past twenty years or so the world of Harry Potter has enraptured the minds of millions of people, young and old. The masterfully crafted magical universe sparked a world-wide interest in fantasy, magic and myths – an ongoing interest that does not seem to imply a downward trend happening in the near future. The world of Harry Potter is complex, and the parts not invented by author Joanne Rowling lends its themes, characters and narratives from a variety of sources; among these characters, myths and narratives from classical Greece and Rome. In this article the role of the owl in Harry Potter will be examined in relation to the meaning and importance of the owl in classical antiquity. The use of the owl in Harry Potter might have met some readers of Harry Potter with wonder and surprise as the owl is a non-mythical and non-magical creature. Yet, the use and, due to this, the current examination of the owl in Harry Potter can be justified as significant as the fantasy-world of Harry Potter, on the one hand, is not all comprised of magical things or beings, and on the other hand, though not mythical the owl still connotes mystique qua its nocturnal activities. -
High School Latin Curriculum on Four Myths in Ovid's Metamorphoses
High School Latin Curriculum on Four Myths in Ovid’s Metamorphoses A thesis submitted to the Miami University Honors Program in accordance with the requirements for University Honors with Distinction By Melanie Elizabeth Rund May 2010 Oxford, Ohio ABSTRACT High School Latin Curriculum on Four Myths in Ovid’s Metamorphoses By Melanie Elizabeth Rund In this paper, I offer eight lesson plans and one final assessment on Ovid’s Metamorphoses for upper level high school Latin students. The purpose of this curriculum paper is to explore how Latin high school curriculum can be meaningful, contextualized, and standards based. The lesson plans focus on four myths from Ovid’s Metamorphoses, those of Actaeon and Diana, Baucis and Philemon, Niobe, and Ceyx and Alcyone. Each lesson plan includes objectives, standards addressed, procedures, an anticipatory set, materials list, and an explanation of assessment and evaluation. After creating this curriculum and attending two professional conferences, I conclude that lesson plans should grow and change with the teacher and that a purpose driven curriculum, where Latin is contextualized and meaningful, is essential for successful Latin classrooms. ii High School Latin Curriculum on Four Myths in Ovid’s Metamorphoses By Melanie Elizabeth Rund Approved by: _________________________, Advisor Dr. Judith de Luce ___________________, Reader Dr. Martha Castaneda __________________________, Reader Mr. Jeffery Ruder Accepted by: __________________________, Director University Honors Program iii Acknowledgements I would first like to acknowledge and appreciate the support and interest that Dr. Judith de Luce, Miami University Classics Department, has shown as I work on the topic of Latin curriculum. As a student, it is beyond encouraging to have a scholar and a teacher express genuine interest in your ideas.