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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

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

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.

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

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.

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

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.

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

«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

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.

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

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?

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 13:34.

San Fransisco State University, εξετάσεις για τη γλώσσα: A έτος - επίπεδο αρχαρίων (Λία Παπαδάκη)

MODERN GREEK II

MIDTERM EXAM

Teacher: Lia Papadaki

STUDENT’S NAME:

DATE:

I. Supply the days in the Smurfs song:

Εμπρός Στρουμφς,

γρήγορα στις τάξεις σας για

μάθημα!

Λα-λα-λα......

--------------- κάτι έχω,

την ------------ δεν αντέχω.

------------- πώς βαριέμαι,

την ---------- δεν κρατιέμαι.

------------- πρωί,

λα-λα-λα λα-λα λα-λα,

απ' όλες τις ημέρες

η --------------- μ' αρέσει.

(Which day do you think is missing?) το

------------------------

II. Supply the right seasons:

  1. ……………………..τα φύλλα

    πέφτουν.

  2. ............................ είναι το

    Πάσχα.

  3. ........................ κάνουμε

    μπάνιο.

  4. ....................... γιορτάζουμε

    τα Χριστούγεννα.

III. Ποιους μήνες έχουν τα

γενέθλια τους

1. οι Ταύροι (4/21- 5/20);

.............................................

2. οι Ζυγοί (9/23 – 10/22);

.............................................

3. οι Κριοί (3/22 -

4/18);

...........................................

4. οι Δίδυμοι (5/21

-6/21);

............................................

5. οι Αιγόκεροι (12/22-1/20);

............................................

6. οι Καρκίνοι (6/22 - 7/22);

...............................................

7. οι Παρθένοι (8/24 – 9/22);

..............................................

8. οι Ιχθύες (2/20 – 3/20);

.................................................

9. οι Σκορπιοί (10/23 - 11/22);

............................................

10. οι Τοξότες (11/23 -12/ 21);

..............................................

11. οι Υδροχόοι (1/21 –

2/19);

................................................

12. οι Λέοντες (7/23 - 8/23);

.................................................

Ποιον μήνα έχετε εσείς τα

γενέθλιά σας;

..................................................................

IV. Supply the correct form of the adjective:

  1. Η Κάρεν είναι .....................

    (από τη Γερμανία)

  2. Μου αρέσει πολύ το ................

    φαγητό (από την Τουρκία)

  3. Ο πατέρας μου είναι

    .................. (από την Αμερική)

  4. Το χαλούμι είναι ένα

    ................. τυρί (από την

    Κύπρο)

  5. Ο φίλος μου είναι ................

    (από τη Ρωσία)

  6. Η σαμπάνια είναι ένα ...............

    ποτό (από την Γαλλία)

  7. Στο Σαν Φρανσίσκο πολλοί

    άνθρωποι μιλάνε πολύ καλά

    ...............(Ισπανία)

  8. Η δασκάλα μας είναι

    ......................... (από την

    Ελλάδα)

  9. Έχω πολλούς συμμαθητές

    ...................... (από την Ιταλία)

  10. Το ραδιόφωνό μου είναι

    ................ (από την Κίνα)

  11. Η Σουηδία είναι ένα

    ................... κράτος (της

    Ευρώπης)

  12. Το .................... ποδόσφαιρο

    είναι πολύ καλό (της

    Ισπανίας)

V. Supply the correct forms of the verbs έχω,

είμαι, βλέπω, κάνω

  1. Χθες το πρωί .............

    γυμναστική και μετά .......... την

    Ελένη. (εγώ)

  2. ................ πολύ κουρασμένη και

    ........ δουλειά. (εγώ)

  3. Η Ελένη δεν .............. καθόλου

    καλά. ............... πυρετό.

  4. Δεν ..............τίποτα. Δεν

    ...........λεφτά. (εμείς)

  5. Στο δρόμο ............... τους

    φίλους μας. (εμείς) Δεν

    ..........κέφι. (οιι φίλοι)

  6. – Τι ........................ εδώ, μας

    ρώτησαν. Δεν ........... στο

    μάθημα; (εσείς)

  7. .............. άρρωστες σήμερα,

    απαντήσαμε. (εμείς)

  8. –Εσύ, Γιάννη, τι .............

    σήμερα; Δεν .............. μάθημα;

  9. - Ο καθηγητής μας ............

    απεργία.

  10. Δεν ............ τηλεόραση;

    (εσείς)

  11. ..........όλοι στο δρόμο.

    ............πορεία.

  12. – ............... τον Πέτρο.

    (εσείς)

  13. – Δεν τον ......... κανείς.
  14. ............ ραντεβού; (εσείς)
  15. Όμως όλοι ...........τον αδερφό

    του. ..........μαζί του.

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