The History of Troilus and Cressida
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Crossing the Boundaries in Kushner and Shakespeare Grant Williams, University of Pittsburgh
Crossing the Boundaries in Kushner and Shakespeare Grant Williams, University of Pittsburgh Both the theater and criticism depends upon the production of the new and the reappropriation of the old. -Charles R. Lyons (97) […] the need to rehearse and renegotiate the relationship with memory and the past is nowhere more specifically expressed in human culture than in theatrical performance. -Marvin Carlson (167) arold Bloom says, “Genre, frequently metaphoric in Shakespeare, is particularly uneasy in Troilus and H Cressida, variously termed satire, comedy, history, tragedy, or what you will” (327). Moving forward to Tony Kushner’s two- part epic, Angels in America, we find another work that refuses simple classification. David Savran says of it, “Angels is a promiscuously complicated play that is very difficult to categorize […] evoking characteristics that are usually associated with both comedy and tragedy” (15). Many of the reasons for their categorical elusiveness obviously differ, but both plays employ an idea of disease as means by which corruption and politics of exclusion are problematized and changed. In Troilus and Cressida, the audience is confronted with an honored society that, underneath a noble façade, possesses a “Most putrefied core” (5.9.1). Shakespeare uses disease as a thematic tool to align theatrical entertainment with society’s own use of marginalization in order to build a connection between the characters onstage and the audience. Kushner uses disease, vis-à-vis the politics surrounding AIDS, as a platform to remedy the historical tendency to marginalize the sick. While Shakespeare’s play can be seen as a dark satire culminating in a spread of corruption, the topos of disease reveals more about the theatre than it does the legend of Troy. -
1 Divine Intervention and Disguise in Homer's Iliad Senior Thesis
Divine Intervention and Disguise in Homer’s Iliad Senior Thesis Presented to The Faculty of the Undergraduate School of Arts and Sciences Brandeis University Undergraduate Program in Classical Studies Professor Joel Christensen, Advisor In partial fulfillment of the requirements for the degree of Bachelor of Arts By Joana Jankulla May 2018 Copyright by Joana Jankulla 1 Copyright by Joana Jankulla © 2018 2 Acknowledgements First and foremost, I would like to thank my advisor, Professor Joel Christensen. Thank you, Professor Christensen for guiding me through this process, expressing confidence in me, and being available whenever I had any questions or concerns. I would not have been able to complete this work without you. Secondly, I would like to thank Professor Ann Olga Koloski-Ostrow and Professor Cheryl Walker for reading my thesis and providing me with feedback. The Classics Department at Brandeis University has been an instrumental part of my growth in my four years as an undergraduate, and I am eternally thankful to all the professors and staff members in the department. Thank you to my friends, specifically Erica Theroux, Sarah Jousset, Anna Craven, Rachel Goldstein, Taylor McKinnon and Georgie Contreras for providing me with a lot of emotional support this year. I hope you all know how grateful I am for you as friends and how much I have appreciated your love this year. Thank you to my mom for FaceTiming me every time I was stressed about completing my thesis and encouraging me every step of the way. Finally, thank you to Ian Leeds for dropping everything and coming to me each time I needed it. -
Brothers Fighting Together in the Iliad
BROTHERS FIGHTING TOGETHER IN THE ILIAD I We find in the Iliad numerous pairs of brothers (or half brothers on the father's side, or first cousins on the father's side) fighting together on foot or in the combination of chario teer-paraibates 1). And this is not confined to the men who are said to have taken part in the Trojan war, but it embraces the "mythical world of the past" 2), that of the demigods 3), the rivers 4) and even the gods 5). Moreover, if we turn to the leaders of the various groups of Greeks and Trojans, as given in book 11, we find that a 1). Such for example are: Ajax Telarnonius and Teucer (the Atav'ts, cf. p. 291), Mynes and Epistrophus (II 692f.), Phegeus and Idaeus (V 10f.), Echemon and Chromios (V 159 f.), Krethon and Orsilochus (V 542 f,), Aesepus and Pedasus (VI 21 f.), Hector and Alexander (VI 514 f., cf. VII 1 f.), Ascalaphus and lalmenus (IX 82f., cf. II 512), Peisandrus and Hip polochus (XI 122 f.), Hippodamus and Hypeirochus (XI 328 f.), Charops and Socus (XI 426 f.), the Molione (XI 750, 709 f.; XXIII 638 f.), Polybus, Agenor and Akarnas (XI 59 f.), Helenos and Deiphobus (XII 94 f,), Archelochus and Akamas (XIV 463 f.), Hector and Cebriones (XII 86 f.), Deiphobus and Polites (XIII 533 f.), Podarces and Iphiclus (XIII 693 f,), Deiphohus and Helenos (XIII 780 f.), Ascanius and Morys (XIII 792 f.), Atymnius and Maris (XVI 317 f.), Antilochus and Thrasymedes (XVI 322; XVII 377 f.; XVII 705), Euphorbus and Polydamas (XVII 1 f.), Chromius and Aretus (XVII 492 f.), Aretus and Hector (XVII 516), Polydorus and Hector (XX 407 f,), Laogonus and Dardanus (XX 460 f.), or Deiphobus and Hector (XXII 226 f.). -
Filostrato: an Unintentional Comedy?
Heliotropia 15 (2018) http://www.heliotropia.org Filostrato: an Unintentional Comedy? he storyline of Filostrato is easy to sum up: Troiolo, who is initially presented as a Hippolytus-type character, falls in love with Criseida. T Thanks to the mediation of Pandaro, mezzano d’amore, Troiolo and Criseida can very soon meet and enjoy each other’s love. Criseida is then unfortunately sent to the Greek camp, following an exchange of prisoners between the fighting opponents. Here she once again very quickly falls in love, this time with the Achaean warrior Diomedes. After days of emotional turmoil, Troiolo accidentally finds out about the affair: Diomedes is wearing a piece of jewellery that he had previously given to his lover as a gift.1 The young man finally dies on the battlefield in a rather abrupt fashion: “avendone già morti più di mille / miseramente un dì l’uccise Achille” [And one day, after a long stalemate, when he already killed more than a thou- sand, Achilles slew him miserably] (8.27.7–8). This very minimal plot is told in about 700 ottave (roughly the equivalent of a cantica in Dante’s Comme- dia), in which dialogues, monologues, and laments play a major role. In fact, they tend to comment on the plot, rather than feed it. I would insert the use of love letters within Filostrato under this pragmatic rationale: the necessity to diversify and liven up a plot which we can safely call flimsy. We could read the insertion of Cino da Pistoia’s “La dolce vista e ’l bel sguardo soave” (5.62–66) under the same lens: a sort of diegetic sublet that incorporates the words of someone else, in this case in the form of a poetic homage.2 Italian critics have insisted on the elegiac nature of Filostrato, while at the same time hinting at its ambiguous character, mainly in terms of not 1 “Un fermaglio / d’oro, lì posto per fibbiaglio” [a brooch of gold, set there perchance as clasp] (8.9). -
Study Questions Troilus and Cressida D R a F T
2012 Suggestions for Teaching Troilus and Cressida by William Shakespeare Before seeing/reading the play 1. Research the Trojan War? What was the source of the conflict? Who fought against whom? Who were the major players? How long did it last? What was the outcome? Who famously wrote about events in The Trojan War? These and other websites provide information: http://www.stanford.edu/~plomio/history.html http://www.timelessmyths.com/classical/trojanwar.html http://www.ancienthistory.about.com/cs/troyilium/a/trojanwar.htm 2. The Iliad is an epic poem written by Homer. What events are recounted in The Iliad? Who are the major characters in The Iliad? These and other websites provide information: http://www.en.wikipedia.org/wiki/Iliad http://www.timelessmyths.com/classical/trojanwar.html#Iliad 3. Read Chaucer’s Troilus and Criseyd, one of Shakespeare's sources for this play. These and other websites provide information: http://www.tkline.pgcc.net/PITBR/English/Chaucerhome.htm http://www.omacl.org/Troilus 4. According to the Random House Webster’s dictionary, status is “the position or rank of an individual in relation to others.” Describe some of the factors that determine an individual’s status. When and how can one’s status change? Describe situations in which status is important. Under what circumstances is status unimportant? What is the relationship of reputation to status? 5. I maintain that this question has nothing to do with the play. I would delete it, but I defer to someone else. Which members of the House of Atreus are associated with the Trojan War? Describe the part each plays. -
Homer – the Iliad
HOMER – THE ILIAD Homer is the author of both The Iliad and The Odyssey. He lived in Ionia – which is now modern day Turkey – between the years of 900-700 BC. Both of the above epics provided the framework for Greek education and thought. Homer was a blind bard, one who is a professional story teller, an oral historian. Epos or epic means story. An epic is a particular type of story; it involves one with a hero in the midst of a battle. The subject of the poem is the Trojan War which happened approximately in 1200 BC. This was 400 years before the poem was told by Homer. This story would have been read aloud by Homer and other bards that came after him. It was passed down generation to generation by memory. One can only imagine how valuable memory was during that time period – there were no hard drives or memory sticks. On a tangential note, one could see how this poem influenced a culture; to be educated was to memorize a particular set of poems or stories which could be cross-referenced with other people’s memory of those particular stories. The information would be public and not private. The Iliad is one of the greatest stories ever told – a war between two peoples; the Greeks from the West and the Trojans from the East. The purpose of this story is to praise Achilles. The two worlds are brought into focus; the world of the divine order and the human order. The hero of the story is to bring greater order and harmony between these two orders. -
(Tom) Palaima Department
CC 303 Intro to Classical Mythology 32925 MWF 12-1:00 JGB 2.324 Palaima, Thomas G. Professor Thomas (Tom) Palaima Department: Classics WAG 123 Mail Code: C3400 Office: Waggener 14AA Office Hours: M 3:30-4:30pm W 10-11:00 am and by appt [email protected] Campus Phone: 471-8837 fax: 471-4111 Dept. 471-5742 Assistant Instructors William (Bill) Farris Dept: Classics WAG 123 Mail Code: C3400 Office: Waggener 11 Office Hours: T 10-11am TH 12:30-1:30pm and by appt [email protected] Campus Phone: NONE fax: 471-4111 Dept. 471-5742 Samantha (Sam) Meyer Department: Classics WAG 123 Mail Code: C3400 Office: Waggener 13 Office Hours: M 9-10am F 1-2pm and by appt [email protected] Campus Phone: NONE fax: 471-4111 Dept. 471-5742 SI sessions: Mondays 5-6pm in CBA 4.330 Thursdays 6-7pm in MEZ 1.210 Supplemental Instruction (SI) consists of weekly voluntary discussion sessions that are aimed at helping students learn and practice study strategies with the course materials. Two sessions are offered each week (while you are absolutely welcome to come to both, you do not need to attend both). These sessions are facilitated by the SI leader, but primarily they are a space for collaborative, student-driven discussion and review. Please let Sam know if you have any questions! Course Description: Greek mythology is mainly a public performance literature embedded in a still primarily oral culture. Ancient Greek mythmakers (the word muthos means simply “something uttered,” i.e., what we call a “story”) used their stories in public settings to make sense of their world and to entertain, instruct, ask questions and provoke discussion among people who lived mainly in “continual fear and danger of violent death, [in historical periods when] the life of man [was] solitary, poor, nasty, brutish, and short” (Thomas Hobbes). -
Shakespeare, Aristotle, And
Colloquium on Violence & Religion Conference 2003 “Passions in Economy, Politics, and the Media. In Discussion with Christian Theology” University of Innsbruck, Austria (3.2 Literature) 14:00-15:30, Friday, June 20, 2003 Shakespeare, The ‘Prophet of Modern Advertising’, Aristotle, the ‘Strange Fellow’, and Ben Jonson and in Mimetic Rivalry the ‘Poets’ War’ Christopher S. Morrissey Department of Humanities 8888 University Drive Simon Fraser University Burnaby, British Columbia, Canada V5A 1S6 PGP email: Key ID 0x6DD0285F Background: Achilles asks Ulysses at Troilus and Cressida 3.3.95 what he is reading. Ulysses reports what “a strange fellow”, an unnamed author, teaches him through the book, which he does not name (96-102). Achilles retorts emphatically that what Ulysses reports is quite commonplace and “not strange at all” (103-112). Many modern commentators have not hesitated to take Achilles’ side on the issue. They regard what is voiced (e.g. “beauty … commends itself to others’ eyes”: 104-106) as commonplace, finding the substance of Ulysses’ report (96-102) and Achilles’ paraphrase of it (103-112) in a variety of ancient and Renaissance sources. In a previous play, however, Shakespeare had a copy of Ovid’s Metamorphoses brought onstage as a plot device (Titus Andronicus 4.1.42). Perhaps the same kind of self-conscious literary event is occurring in Troilus and Cressida, for Ulysses goes on to answer Achilles’ protest. He argues that the commonplaces (with which both Achilles and the modern commentators profess familiarity) are treated by the unnamed author in a decidedly different fashion (113-127). William R. Elton has suggested that the unnamed author is Aristotle and that the book to which the passage alludes is the Nicomachean Ethics (1129b30-3; cf. -
Shakespeare's Troilus and Cressida: a Commentary
University of Alberta Shakespeare's 'Itoüus and Cressida: A Commentary Lise Maren Signe Mills O A thesis subrnitted to the Faculty of Graduate Studies and Research in partial Mllment of the requirements for the degree of Master of Arts. Department of Politicai Science Edmonton, Alberta Spring 2000 National tibrary Bibiii ue nationale 1+i OfCamda du Cana% A uisitions and Acquisitions et B%graphii Seivicas seMces bubliographiques 385 W- Süwt 395. lue WellGngtm OttawaON K1AON4 OltawaON K1AW Canada CMada The author has granted a non- L'auteur a accordé une iicence non exclusive licence allowing the exclusive permettant à la National Lbrary of Canada to Bibliothèque nationale du Canada de reproduce, loan, distniute or seil reproduire, prêter, distriilmer ou copies of this thesis in microform, vendre des copies de cette thèse sous paper or electronic formats. la forme de niicrofiche/film, de reproduction sur papier ou sur format électronique. The author rehownership of the L'auteur conserve la propriété du copyright in this thesis. Neither the droit d'auteur qui protège cette thèse. thesis nor substantial extracts fiom it Ni la thése ni des exbraits substantiels may be printed or otherwise de de-ci ne doivent êeimprimés reproduced without the author's ou autrement reproduits sans son permission. autorisation. Troilus and Cressida is aot a play for the sentimental. Those who yeam for a seductive taie of brave waniors heroicaliy defendhg the honour of fair maidens would be better suited reading sornething hmHarlequin Romance. This thesis explores how, using the ancient story of the Trojan War as his foudation, Shakespeare strips love and glory--the two favorite motivations of men and women in popuiar romances-of their usual reverence. -
Llt 121 Classical Mythology Lecture 36 Good Morning
LLT 121 CLASSICAL MYTHOLOGY LECTURE 36 GOOD MORNING AND WELCOME TO LLT 121 CLASSICAL MYTHOLOGY IN WHICH WE TAKE UP PROBABLY THE SECOND OLDEST STORY IN THE BOOK, THE SECOND OLDEST GREAT EPIC IN WESTERN LITERATURE, THE ILIAD OF HOMER. THE GILGAMESH EPIC OF THE VARIOUS MESOPOTAMIAN PEOPLE IS OLDER. THIS IS NUMBER TWO. IT TRIES HARDER. WHEN LAST WE LEFT OFF ACHILLES WAS STILL POUTING BY THE SIDE OF HIS SWIFT, BLACK SHIPS WITH HIS FRIEND PATROCLUS. YOU WILL REMEMBER THAT ACHILLES HAS ALREADY TURNED DOWN ONE OFFER FROM AGAMEMNON FOR A COMPLETE APOLOGY, BRISEIS BACK, VALUABLE PRIZES, THE WHOLE NINE YARDS. JUST COME BACK TO US ACHILLES. WE NEED YOU. ACHILLES SAYS I'VE GOT TWO POSSIBLE FATES. ONE, I CAN DIE IN BATTLE, WIN LOTS OF GLORY, AND BE FAMOUS FOREVER AFTER. OR B, I COULD LIVE TO A LONG, GREAT OLD AGE, BE REAL HAPPY AND LEAVE BEHIND NO ARITAE OR VIRTUE AND HAVE NO KLEOS OR FAME AFTER MY DEATH. I MIGHT SAY NUMBER TWO IS LOOKING BETTER. SO THE GREEKS GET THEIR BUTTS KICKED FOR ANOTHER THREE OR FOUR BOOKS. FINALLY, NESTOR THE 300 YEAR OLD GUY WHO TALKS JUST ABOUT FOREVER COMES UP WITH AN IDEA FOR PATROCLUS. PATROCLUS, I'M GOING TO TRY TO PERSUADE YOU TO PUT ON THE ARMOR OF ACHILLES AND GO INTO BATTLE. PATROCLUS FINALLY AGREES TO GET NESTOR TO SHUT UP AND ALSO MAYBE IT'S NOT EASY TO BE GILLIGAN, SCOTTIE PIPPIN, OR ED MCMAHON, THE NUMBER TWO BANANA. YOU WANT TO.STAND IN THE LIMELIGHT AND DO A FEW OF THOSE ON PUBLISHERS CLEARINGHOUSE SWEEPSTAKES COMMERCIALS OF YOUR OWN. -
Euripides.The Women of Troy
THE WOMEN OF TROY * Characters: PosnrnoN, God of the Sea AtunNE, a goddess HEclnE, wldow of Prian Kng of TroY Cnonus of caPtive Troian women T.arrnYsru s, a Greek herald C e s s a bl P t' t, daughtcr of Heeabe of Hecabe ANo no tola c nu, 1o'ghti'inJaw Mrunrlus, a general of the Gteek army HEtElr, his wife * the city's uptyry t Scene: The ruins of Troy, two days aftu \e[1re buildings' dawn. First are seen'o'nly siihoiettes of shattued on the god ;;;:'r-r' ira gt * ,nd;i';;s smokel thei tightfalk P osnrooN. PosntuoN: 1 from the salt depths of the Aegean Sea' circling dance: *f,;"o*" the white f..t oiNt"ids treaJtheir were.my city' I am Poseidon. Troy and its people Til;;;;;iw"ll, to*"^' I and Apollo built - "nd has not faded' Squared everY stone i" ii; my tdction "td Argive spear' Ni* it.y lies dead under the conquering Stripped, iacked and smouldering' made Epeius, a Phocian from Parnassus' with armed men' To Athene's th"t horse pregnant il* sent it a;iJbt afl'future ages the"'wo-oden Horse' and through the Trojan i" gfta"1 weighty *iih hiddto death' walls. run with blood; The sacred groves are deserted; the temples B.O.P. - J 9o EURIPIDES -701 THE WOMEN OF TROY 9r On Zeus fhe Protector's altar-steps priam lies dead. ArnrNn: Measureless gold and all the loot of Troy qoes down great god honoured by gods and my father's To theGreek and now rhey wait foru follo*iog * You are a - thip-s; brother: To make glad, after ten long years, with the sight Jf wives and children May our old feud be buried? I have something to say to you. -
01. Pelling, Homer and Question
Histos Supplement ( ) – HOMER AND THE QUESTION WHY * Christopher Pelling Abstract : Historiography’s debt to Homer is immense, especially in exploring matters of cause and effect. The epics trace things back to beginnings, even if those are only ‘hinges’ in a still longer story; they use speech-exchanges not merely to characterise individuals but also to explore features of their society; the interaction of human and divine is complex, but the narrative focus characteristically rests more on the human level; allusiveness to narratives of earlier and later events also carries explanatory value. Epic and historiography alike also cast light on why readers find such aesthetic pleasure in stories of suffering, brutality, and death. Keywords: Homer, historiography, causation, explanation, intertextuality. t is no secret, and no surprise, that Greek historiography is steeped in Homer: how could it not be so? Epic was the great genre for the sweep Iof human experience, especially but not only in war; Homer was the narrator supreme. There have been many studies of the ways that individual historians exploit Homer to add depth to their work. I have contributed one myself on Herodotus, 1 Maria Fragoulaki writes in this volume on Thucydides, and others have covered writers down to and including the Second Sophistic. 2 Still, when completing a monograph on historical explanation in Herodotus,3 I was struck even more forcefully than before by how many of the characteristic interpretative techniques—not merely what they do, but how they do it—are already there in the Iliad and Odyssey. As the similarity of title shows, this paper is a companion piece to that book, though a full treatment would itself have swollen to monograph proportions, and the points have relevance to many other historical writers as well as Herodotus.