agenda Thu Jan 28: Malaysia work day

F / 10:30

H / 1:50

learning goal: where are the smaller corrections or adjustments this original short story needs–at the sentence level?

 

each story gets two readings–by two different proofreaders

the contextual paragraphs need drafting and feedback

author photos need taking

with any time left, we can start reading (aloud together) the last section of Antigone

 

 

agenda Tue Jan 26: last third of Antigone

8:30 / H block

11:45 / F block

learning goal: does the last third of the play continue to tighten the knot of the core conflict, or does it eventually untie/resolve it?

Follow the instructions on the sheet distributed at the start of class.
This is a project to be completed by you—independently. You are the only one responsible for the ideas and details on the sheet. No conversation with classmates.

By the end of the class, return the sheet with your name on it.
If you return the sheet before class ends, you may do other work, but without talking to classmates.

due Tue Jan 26: Antigone thru line 1089

Come to Tuesday’s class having finished reading the play through line 1089.

As part of this assignment, complete the sheet distributed in class-the one on which we recorded several entries during this past Friday’s class.

Remember that for each dialogue you are recording specifically how this exchange develops/builds, intensifies the play’s core conflict–i.e., the know to which Ismene refers in lines 47-49.

agenda Fri Jan 22: Antigone, the heart of the knot

H / 9:30-10:25

F / 11:30-12:25

learning goal: how does each of the dialogues in the middle third of the play further develop the core conflict?  what distinctive contribution does each dialogue make?

together aloud read lines 536-1089, using the sheet distributed in our previous class to record brief answers to the learning-goal question

whatever we do not read in class, please read before next class, making sure to complete the dialogue sheet

 

 

 

agenda Wed Jan 20: structuring dialogues

F / 8:30

H / 11:45

learning goal: how does a sequence of separate dialogues develop/build/intensify the core conflict in the play?

Malaysian story

review lines 1-534, with diagram of opposing forces and choral comment

explanation of sheet for lines 535-1089; together read first chunk and summarize development on sheet

quietly with partner, begin reading next chunks, stopping to write on sheet after each dialogue

for Wed Jan 20: read in ANTIGONE

For Wednesday’s class, read whichever chunks listed below that we did not read in Friday’s class.  Mark your book for lines that increase the play’s core conflict–lines that tighten the knot.

(1-120) A & I;   (121-184) Elders;   (185-255) Ldr & K;   (256-363) Grd & K;                        (364-413) Elders;   (414-477) Ldr, Grd, K;   (478-534) K & A

agenda Fri Jan 15: Antigone and working pairs

F / 10:30

H / 1:50

learning goal: What is the core conflict of Sophocles’s play Antigone–the conflict that drives all others in the tragedy?

read aloud together the first 500 lines of the play–in various arrangements of working pairs

with time left, start a chart that shows what each character thinks is right (list each character, summary of that individual’s beliefs, and line numbers that demonstrate/suggest those beliefs

(1-120) A & I;   (121-184) Elders;   (185-255) Ldr & K;   (256-363) Grd & K;                        (364-413) Elders;   (414-477) Ldr, Grd, K;   (478-534) K & A

agenda Wed Jan 13: Celebr-8 Poetry festival

H / 8:30

F / 11:45

 

learning goal:  what is the range of what a Chorus can add to the dialogue of the actors?

 

festival performance of the winning mini-plays

with time left, turn some of your choral odes into verse (insert as newest page into your Poetry Folder)

 

agenda Mon Jan 11: mini-plays and Sophocles

Remember Membean re-starts this week (Mon Jan 11 – Sun Jan 17).

H / 10:30

F / 1:50

learning goal: during the time of Sophocles in Greece, in what essential ways does the Chorus differ from the two actors in dialogue?

read aloud mini-plays in your quartets (the two actors read from one script, and the two-person chorus from another)

each quartet selects best mini-play for festival performance on Appreshee-8 Poetry Day (Wed Jan 13)

whole-group reading of opening to Sophocles’s Antigone (two actors and 12-person chorus)

HW: exam reflection due to TRNTN before Wed class

 

 

due Mon Jan 11: full mini-play

Please bring to Monday’s class a full, printed, typed copy of your mini-play.

To help you compose, refer to Thursday’s agenda (Jan 7).  It has links to an audio of Antigone.  If you listen to the first ten minutes, you will hear the difference between the dialogue and choral sections.  Use this difference as a guide for your own composition.  The key difference is that the chorus speaks in unison (originally they would always sing their lines), whereas the two actors engage in dialogue and sound more realistic.  You may want to consider writing the choral sections in verse–i.e., poetry, since rhythm helps the chorus speak together.

Lastly, Sophocles’s play Antigone is a tragedy and has a decidedly serious tone.  Don’t feel obligated to match that tone.  You may want to, but also feel free to inject a lighter side into your mini-play.  The aim of this exercise is to introduce the basic structure of Greek theatre during the time of Sophocles.  Have fun.  Good luck.

 

photo credit: http://33.media.tumblr.com/22eed7557ca97f726effbed08b6f4ec0/tumblr_inline_n44oavml7u1se0g5i.jpg