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Hyperion or the hermit in Greece

Concept, dramaturgy and performance by Dimitra Kreps

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Hyperion or the hermit in Greece

How does Seferis’ mythical method interact with Greece’s lasting socio-political issues?

Seferis uses the mythical method in his poetry to allude to and comment upon social and political issues in Greece in his lifetime. Before discussing his poetry, it is important to define what is meant by Seferis’ mythical method. This method can be described as allusive, as although Seferis does make direct references to myth he does so in inventive ways, for example by using narrative space, symbols and characters to evoke Greek myths.

Συνέχεια

How does Seferis’ mythical method interact with Greece’s lasting socio-political issues?

In Ritsos’ Moonlight Sonata what sentiments does the woman’s confession provoke/inspire to you and how these compare to the ones felt by the young man who remains silent throughout her long monologue.

Yannis Ritsos' "Moonlight Sonata" is a poignant and emotionally charged poem that presents a deeply intimate monologue of a woman speaking to a silent young man. The setting is night, with the moonlight casting a dreamlike atmosphere over the scene. The woman's confession, filled with personal revelations, memories, and emotions, evokes a variety of sentiments in the reader and provokes a complex response.

Συνέχεια

In Ritsos’ Moonlight Sonata what sentiments does the woman’s confession provoke/inspire to you and how these compare to the ones felt by the young man who remains silent throughout her long monologue.

«Examine how homoerotic love is expressed in Cavafy’s erotic poetry» By Yousuf Danawi, Reading University

This essay aims to examine the manner in which homoerotic love is expressed in Constantine Peter Cavafy’s erotic poetry.Initially, it will provide a brief introduction entailing contextual information. Subsequently, this essay will bestow an intricate analysis of his erotic poems, with a particular focus on elucidating recurrent themes pertaining tohomoerotic love. The analysis will explore both the formal and thematic constituents of Cavafy’s erotic poetry, accompanied by a pervading extraction of deeper meaning.This examination will be enhanced utilising relevant secondary literature. The primary source that consists of the poems to be discussed in this essay derives from a digital anthology that comprises Cavafy’s ‘Recognised’, ‘Denounced’, and ‘Hidden’ poems

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«Examine how homoerotic love is expressed in Cavafy’s erotic poetry» By Yousuf Danawi, Reading University

ἐξ ἐρίων δὴ καὶ κλωστήρων καὶ ἀτράκτων

This essay examines that metaphor in the context of the political and war situation at the time Lysistrata was first performed. It considers traditional gender roles in the fifth-century Greek polis and Lysistrata’s inversion of those roles in her weaving analogy. Aristophanes’ comedic purpose in the weaving speech, in Lysistrata as a whole, and more generally across his corpus is examined. In addition, some observations are made about the sound pattern of Lysistrata’s speech and, in a personal argument, a speculative suggestion is advanced that the audience might have associated her cadences with the familiar rhythms of a domestic weaving loom.

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ἐξ ἐρίων δὴ καὶ κλωστήρων καὶ ἀτράκτων

Poetics and Histories: To What Extent Did C. P. Cavafy Alter Historical Narratives, and for What Artistic Purposes?

stuident Name: Joseph Watson Module Lecturer: Dr Dimitra Tzanidaki-Kreps Date of Submission: 11/01/2016

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Poetics and Histories: To What Extent Did C. P. Cavafy Alter Historical Narratives, and for What Artistic Purposes?

Theatricality, didacticism, prosaic verse, use of persons as symbols, contemplative mood, flashbacks are some of Cavafy’s recurring ‘tropes’. Discuss.

Within the vast poetry collection of Constantine Cavafy, arguably, a pattern of recurring tropes emerges, offering the readers an in depth understanding of what defines his artistry. The poems that I have chosen for this essay being Young Men of Sidon, Alexandrian Kings and Kaisarion, from his book The Collected poems. One might say that they serve as an example of Cavafy’s gravitation towards an array of literary devices such as theatricality, didacticism, prosaic verse, use of persons as symbols, contemplative mood and flashbacks, one might say that they create a narrative that extends beyond the individual poems, inviting us to explore the timeless themes captured by Cavafy.

Συνέχεια

Theatricality, didacticism, prosaic verse, use of persons as symbols, contemplative mood, flashbacks are some of Cavafy’s recurring ‘tropes’. Discuss.

Discuss the portrayal and effects of loss in the poetry of Cavafy

My Mother's Sin and Other Stories A series of lectures on Modern Greek literature taught by Dr Dimitra Tzanidaki-Kreps This is a first class essay of one of my students, Jenny Wight, who took my course this year writing beautifully on the effects of loss in Cavafy's poetry.

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Discuss the portrayal and effects of loss in the poetry of Cavafy

The form of Dramatic Monologue as perfected by Ritsos’ poetry.

Yannis Ritsos is widely regarded as one of the most significant figures in contemporary Greek poetry. He managed to revolutionise the idea of a dramatic monologue and create not just beautiful poetry, but also a multifaceted art form that has depth on psychological, social, and philosophical levels throughout all of his publications. The dramatic monologue form was popularised by Victorian poets such as Robert Browning, but Ritsos revitalised it and many poets to this day still use his style as inspiration. His ability to construct identities and characters that the reader can genuinely sense and almost experience is skilful.

Συνέχεια

The form of Dramatic Monologue as perfected by Ritsos’ poetry.

Discuss the portrayal and effects of loss in the poetry of Cavafy

My Mother's Sin and Other Stories A series of lectures on Modern Greek literature taught by Dr Dimitra Tzanidaki-Kreps This is a first class essay of one of my students, Jenny Wight, who took my course this year writing beautifully on the effects of loss in Cavafy's poetry.

Συνέχεια

Discuss the portrayal and effects of loss in the poetry of Cavafy
Υποβλήθηκε από joanna την Τετ, 2009-11-11 14:34.

Β έτος - Κάιρο - Ιούνιος 2004

Με τα θέματα αυτά αξιολογήθηκαν οι δευτεροετείς φοιτητές που έχουν συνολικά διδαχθεί την ελληνική γλώσσα για δύο εξάμηνα, με τέσσερις ώρες μαθημάτων την εβδομάδα. Ως τώρα, τα μαθήματα της νέας ελληνικής διδάσκονται μόνο για ένα εξάμηνο σπουδών.
Κώστας Περτσούνης

Πανεπιστήμιο Καΐρου

Τμήμα Κλασικών Σπουδών

Ακαδημαϊκό έτος 2003-4

Θέματα εξετάσεων Β' έτους (Α' εξάμηνο)

Α .Κείμενο

Κάιρο, 25 Νοεμβρίου 2003

Αγαπητέ μου φίλε Γιώργο, γεια σου. Είμαι στην Αίγυπτο εδώ και ένα χρόνο. Σου έγραψα πολλές φορές, αλλά απάντηση δεν πήρα ακόμη από σένα. Γιατί; Μήπως είσαι άρρωστος; Αν ναι, περαστικά σου. Γράψε μου όμως, να μάθω νέα σου. Κι εγώ έχω μερικές ενοχλήσεις στο στομάχι και παίρνω φάρμακα.

Ο καιρός εδώ είναι πολύ καλός: Έχει ήλιο την ημέρα χωρίς πολύ ζέστη, αλλά το βράδυ έχει κρύο. Αυτή η εποχή είναι πολύ καλή για ένα ταξίδι στην Αίγυπτο. Γιατί δεν έρχεσαι; Πάρε το αεροπλάνο και σε δυο ώρες θα είσαι στο Κάιρο. Μπορούμε να πάμε στο Λούξορ, στο Ασσουάν, στην Ερυθρά Θάλασσα ή στην Αλεξάνδρεια.

Σήμερα εδώ γιορτάζουμε το Αΐντ, το τέλος του Ραμαζανιού, κι οι άνθρωποι είναι πολύ χαρούμενοι.

Σας έχω στο νου μου,εσένα και τους φίλους μας…Τα αραβικά είναι αρκετά δύσκολα. Τα καταλαβαίνω και τα μιλώ λίγο, κάνω όμως πολλά λάθη!

Περιμένω νέα σου. Γράψε ή πάρε τηλέφωνο. Σε χαιρετώ.

Αλέξανδρος


A. Ερωτήσεις

1. Πότε έγραψε το γράμμα ο Αλέξανδρος;

……………………………………………………………………………………………

2. Τι καιρό έχει στην Αίγυπτο την εποχή αυτή;

………………………………………………………………………………………
………………………………………………………………………………………………………

3.Ποιο πρόβλημα έχει ο Αλέξανδρος με την υγεία του και τι κάνει γι' αυτό;

………………………………………………………………………………………
…………………………………………………………………………………

4.Να γράψετε μια απάντηση στο γράμμα του Αλέξανδρου (25-40 λέξεις)

Β.
Ασκήσεις

Ι. Να συμπληρώσετε τα κενά με αντωνυμίες στον κατάλληλο τύπο:

1. Ο Ανδρέας λέει μια ιστορία, αλλά κανένας δεν................προσέχει

2. Πηγαίνουμε στο σπίτι, γιατί ...........φωνάζει η μητέρα μας.

3. Έχουμε πολλές φίλες, αλλά δεν ........βλέπουμε συχνά.

ΙΙ. Να αντικαταστήσετε με την κατάλληλη αντωνυμία τις λέξεις που είναι υπογραμμισμένες.

1. Έδωσα στους φίλους μου τα λεφτά/ ...................................................

2. Λέμε σ'αυτές ανέκδοτα/..................................................................

4. Ο δάσκαλος μαθαίνει σ'εμάς ελληνικά./..............................................................

ΙΙΙ. Να συμπληρώσετε τα κενά με το σωστό τύπο των ρημάτων που είναι στην παρένθεση:

1.Οι γεωργοί.....................σιτάρι στα χωράφια τους.(καλλιεργώ)

2. Δε..............κανείς μόνο με όνειρα. (ζω)

3.Πολλοί άνθρωποι .......................τα ζώα, γιατί τα.................καλούς φίλους.(αγαπώ, θεωρώ)

IV Να συμπληρώσετε τα κενά με το σωστό τύπο των αντωνυμιών και των ρημάτων στην παρένθεση

1. Πατέρα, χθές................ ...................τσιγάρα. ..........κάπνισες όλα;- Όχι, νά τα. (εσύ, αγοράζω, αυτά)

2. Οι βρύσες του σπιτιού μας ήταν παλιές και ............ ..................(αυτές, αλλάζω)

3. .......... .............δύο εισιτήρια δίπλα δίπλα, παρακαλώ; (εμείς, δίνω)

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