1. By Sophocles

2. Some Essentials
Structure is similar to all Greek Tragedy: Introduction of conflict, with rising action (complication) leading to (denouement) climax, and falling action ending in resolution of conflict.
Parados structurally signifies the beginning of the play
Prologos presents the exposition
Within the Prologos, the essential problem is revealed and the central characters are introduced
The setting, the royal palace of Thebes is established
The god to whom the Thebans turn to for help—Apollo, the god of light, music, archery, and prophesy—is identified
Oedipus’ resolution of the riddle of the Sphinx and subsequent usurpation of the throne of Thebes are mentioned.

3. Continued…
Greek tragedy relies on the ear more than the eye to reach its audience; debate was an accepted part of daily life.
Greeks believed in moderation in all aspects of living; sought balance, order, and symmetry –ARETÊ
“Nothing that is vast enters into the life of mortals without a curse.” (Sophocles, Antigone)
“Man is the measure of all things.” (Protagoras, fifth century philosopher)
Greeks believed that words meaning “boundless,” “infinite,” “unlimited,” and “indefinite” carried negative connotations.

4. Greek Terms
HUBRIS—personality flaw in a character that causes him/her to commit their tragic mistake leading to their downfall; often this personality flaw is excessive pride or esteeming themselves as equal to or greater than the gods
HAMARTÍA—the mistake or misjudgment made by a character that leads to their downfall; the word literally means something like "missing the mark" because usually one makes their fatal mistake based on an incomplete self knowledge
CATHARSIS—the audience’s reaction at the end of the tragedy; the feeling of acceptance that while sad; it ended as it had to end; the audience recognizes their gratitude that they were not the one’s in the tragic hero’s shoes that day

5. Literary Terms
Paradox: a seeming contradiction; sounds impossible yet is in fact possible.
Stichomythia:
A poetic device originating in classical tragedy
Character A is assigned one verse line, Character B takes the following line, Character A takes the next, and so on. (ping-pong line talk)
Used for providing contrast to lengthy speeches and choral passages.
Ordinarily occurs at moments of high tension or conflict between the characters.
May present thesis and counter thesis, question and answer, or argument and refutation.
The structure of the lines are nearly parallel, and cue words lead the thought from one speech to the next.
Variation: antilabe, a single verse line is broken up between alternate speakers; even more dramatic effect.
Irony:
Verbal: words are used to suggest the opposite of their usual meaning
Situational: an event occurs that directly contradicts the expectations of the characters, the reader, or the audience
Dramatic: there is a contradiction between what a character thinks and what the reader or audience knows to be true

6. Presentation Project
The following lesson is to help you understand the universality of the themes explored in the more classical pieces of literature. By having you adapt and manipulate a portion of a play into another format, you will have to employ several skills towards synthesizing a new product. When the class views the presentations, you will then be able to see how varied the interpretations are to the same piece. The subsequent discussion can then be aimed towards how we can relate to our ancestors of the past in exploring life experiences.
Duration: The groups will be given class time to work on organizing the presentation and adapting the scripts and odes. Any additional time will be granted on a need-basis only. For the next week we will work on building background knowledge for this play (specifically we will review Aristotle’s definition of tragedy and read Plato’s The Apology). This pacing should ensure that the groups have at least two weekends to tape their presentation. Once the videotapes are collected, then the pacing should follow the class reading of the play.

7. Continued… Directions:
Six groups will be created with 4-5 people in each. (Because of the outside time required of the project I will let you choose your own groups.)
Each group will:
randomly be assigned a scene from the play to act out for the class. (I have already divided up the play into the following six parts:
Group 1: Prologos and Parados Group 4: Episode 3 and Ode 3
Group 2: Episode 1 and Ode 1 Group 5: Episode 4 and Ode 4
Group 3: Episode 2 and Ode 2 Group 6: Resolution and Exodus
thoroughly read the scene and creatively choose a theme in order to modernize the play.
divide up responsibilities fairly.

8. Continued…
3 people will be the actors (responsible for modernizing/creating the scripts, materials for props/costumes, coming up with cues cards or memorizing lines, acting out scene)
1-2 people will be the chorus (responsible for creating the chorus explaining the section [must have music on a cassette tape or CD], must be identified as an understudy and ready to take the place of an actor on the day of the performance, help actors create any props necessary, perform the ode)
Performance must be videotaped. If there is no one in your group with access to a video camera, you must make arrangements with me prior to your presentation to reserve time with the school-owned camera. Any type of medium is acceptable as long as you can ensure that it can be played on the appropriate date.

9. Continued…
The presentations will take place on the day we will be reviewing that section of text.
Yes, this means presentation of the performances will be staggered over the course of two weeks-however, in order to maintain all fairness, the taped performances will all be turned in on the following date: 12/8/08.
We will begin class by viewing the presentation and the group will serve as the experts for that section. After the presentation, the rest of the class will be allowed to ask your group questions about the study guide that everyone is completing for the play. Your group will be evaluated for its ability to clarify any misconceptions.
Afterward, I will conclude the class by reviewing Sophocles writing style building the audience’s reaction towards catharsis.

10. Continued…
By the end of class on the first day, each group will have to submit a Plan of Action:
Confirm the exchange of personal information since this project will require outside class cooperation.
Define the responsibilities accepted by each member of the group (Actor/Chorus)
Timeline of when certain tasks will be completed (ex. Reading the scene, modernizing the script and duplicating for group members, identifying items necessary for props, constructing prop/costumes, selecting music and creating the chorus explaining scene, rehearsal/practice, final taping…)

11. Continued…
By the end of class on the second day, each group will have to submit a Working Rough Draft of the script/ode.
By the end of class on the third day, each group will have to submit an updated Plan of Action:
Confirming what preparations have been completed in the project
Outlining what steps remain to be done by the appropriate group members
Final script to be used for the presentations-does not necessarily have to be polished, however the pertinent dialogues/monologue, etc. should have been selected and edited to suit their purpose.