ERIC ED390789: Greek and Roman Plays: For the Intermediate Grades. Fearson Teacher Aids, Grades 4-8.

291 Pages·1993·5.8 MB·English

by  ERIC

DOCUMENT RESUME
SO 025 793
ED 390 789
Cullum, Albert
AUTHOR
Greek and Roman Plays: For the Intermediate Grades
TITLE
Fearson Teacher Aids, Grades 4-8.
ISBN-0-86653-941-7
REPORT NO
PUB DATE
93
NOTE
290p.
Fearon Teacher Aids, P.O. Box 280, Carthage, IL 62321
AVAILABLE FROM
(FE-0941, $17.99).
Teaching Guides (For
Classroom Use
Guides
PUB TYPE
Teacher)
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EDRS PRICE
Acting; *Classical Literature; Comedy; *Drama;
DESCRIPTORS
*Dramatics; Inl.ermediate Grades; Junior High Schools;
*Scripts; *Theater Arts; Tragedy
Greek Mythology; *Plautus; Roman
Greece (Ancient) ;
IDENTIFIERS
Empire; Sophocles
ABSTRACT
This resource presents scripts for 15 classical plays
from ancient Greece and Rome. The scripts are adapted for classroom
presentation by intermediate level students. Each play includes an
introduction, instructions for staging and costumes, a vocabulary
list, and a cast of characters. Enough roles are provided for
participation by every child in the class. Many vocabulary words are
(1) "Electra"
repeated from play to play. Plays presented are:
(3) "Iphigenia in Aulis"
(2) "Antigone" (Sophocles);
(Sophocles);
(5) "Alcestis"
(4) "The Trojan Women" (Euripides);
(Euripides);
(7) "Prometheus Bound"
(6) "Hecuba" (Euripides) ;
(Euripides) ;
(Aeschylus); "The Orestian Trilogy" (Aeschylus), which includes,
(8)
(9) "The Libation Bearers", and (10) "The Furies";
"Agamemmon";
(11)
(12) "The Menaechmi Twins" (Plautus);
"The Haunted House" (Plautus);
and (15) "A
(14) "Amphitryo" (Plautur) ;
"Pot of Gold" (Plautus) ;
(13)
Three Dollar Day" (Plautus).
(MM)
can be made
Reproductions supplied by EDRS are the best that
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CREEK &
ROMAN PLAYS
FOR THE INTERMEDIATE GRADES
Dr. Albert Cullum
144..
FEARON TEACHER AIDS
Paramount Communication, Company
Editorial Director: Virginia L. Murphy
Editor: Caro13a Williams
Copyeditor: Kristin Eclov
Cover Design: Lucyna Green
Cover Illustration: Helen Kunze
Inside Illustration: Helen Kunze
Inside Design: Diann Abbott
Entire contents copyright © 1993 by Fearon Teacher Aids,
the
a Paramount Communications Company. However,
individual purchaser may reproduce designated materials
in this book for classroom and individual use, but the
purchase of tlis book does not entitle reproduction of any
part for an entire school, district, or system. Such use is
strictly prohibited.
ISBN 0-86653-941-7
Printed in the United States of America
9 8 7 6 5 4 3 2
1
.
CONTENTS
Introduction
4
Creating Positive Experiences
7
Electra by Sophocles
9
Antigone by Sophocles
31
lphigenia in Aulis by Euripides
47
The Trojan Women by Euripides
65
Alces,:ts by Euripides
81
Hecuba by Euripides
97
Prometheus Bound by Aeschylus
111
The Oresteian Trilogy
121
Agamemnon by Aeschylus
125
The Libatior Bearers by Aeschylus
136
The Furies by Aeschylus
149
The Haunted House by Plautus
159
The Menaechmi Twins by Plautus
183
Pot of Gold by Plautus
225
Amphitryo by Plautus
249
A Three Dollar Day by Plautus
267
3
INTRODUCTION
Walter Schirra, one of the Apollo 7 astronauts, once
commented he was pleased that his children came home
from school with much innovative math and science, but
wondered why they didn't come home more often with a
poetic verse or a line from a play. Has our fascination with
the technology of education caused us to overlook the
values of a lyrical phrase, a musical theme, a painting, or
the emotions of tragic and comic plays? The benefits of
drama in the classroom are many.
Greek & Roman Pktys for the Intermediate Grades
incorporates the classic comedies and tragedies of
Sophocles, Euripides, Aeschylus, and Plautus. Several of
the plays are similar in subject matter, but the authors
have told the stories from different points of view.
The plays are organized by author, not chronologically.
This provides an opportuntity for students to research
background information about the different plays, such as
the circumstances leading up to the events, explanations
about the main characters and general Greek or Roman
mythology.
SELF DISCOVERY
Students who are given opportunities to participate in
classroom theater will gain a greater understanding of
themselves and others. Through drama, students can place
themselves in an imaginary world. In this world, students
can identify with heroic deeds and silly laughter. They can
discuss the weaknesses of mortals and the power of the
gods. Students can begin to express opinions without
having to prove what they feel. Drama in the classroom is
not intended to prepare children for professional acting
careers, but simply to give them an opportunity to express
and experience genuine human emotions. Hughes Mearns
in his book Creative Power (Dover, 1959) states the case for
classroom dramatics persuasively:
"A higher appreciation of art always follows dramatiza-
tion whether it be of literature or history or geography.
A child who feels the wind in his limbs, soars as n bird,
and whose body opens as a bursting flower experiences
6
Introduction
4
these events with a deeper meaning. And those children
who danced and sang in the imaginary valley all their
days will feel the nearness of those mountains which
have once been themselves, and they will be better for
it!"
LITERATURE APPRECIATION
In addition to fostering emotional growth, classroom
drama can serve as an excellent introduction to great
literature. Two of the reasons classical literature has
lasted for centuries are that it deals with universal human
themes and it can be interpreted on many intellectual and
emotional levels. There is absolutely no reason to fear the
classics. Children are perfectly able to grasp the conflicts,
passions, moral issues, and vocabulary of good literature.
Young students can understand what truly creative giants
of any periad are saying. I will always remember the
distinguished character actress Mildred Dunnock's com-
ment about her favorite Electra. Before she became an
actress, Miss Dunnock was an elementary school teacher.
At an American National Theatre and Academy meeting in
New York City, she once stated that her favorite Electra
had been a sixth-grade girl!
CURRICULUM INTEGRATION
Classical dramatic literature also supports many areas of
the curriculum. Use the plays provided here as a means of
extending vocabulary. In the Greek tragedies and Roman
comedies presented in this resource, words are often re-
peated from play to play. Students will have opportunities
for "instant review" or "instant replay" as they meet the
same words in a variety of situations. Developing vocabu-
lary in this manner is a meaningful learning experience.
After reading and discussing the Greek tragedies and the
Roman comedies, students could easily add several hun-
dred words to their vocabulary.
Introduction
5
Reading a Greek tragedy or a Roman comedy can be a
delightful change of pace. Classical literature brings out
many parallels with ::ontemporary problems. In the Greek
tragedies, the playwrights forcibly express the fact that
evil doers suffer consequences, that people make great
sacrifices, and that the horrors of war are many. In the
Roman comedies, the playwright Plautus points out the
generacion gap of the times, severe class distinctions, and
the frivolity of Roman social life. After reading one of the
plays together as a class, invite students to share and
discuss their opinions. If givzu the opportunity, students
will amaze you with thei: depth of understanding of tragic
and comic situations.
Stories of the Gree: and Roman gods fascinate most
students. The gods were an integral part of Greek and
Roman culture, so use the plays to teach the attributes,
powers, and foibles of the gods in an exciting social-studies
unit. Students will become involved with these immortals
and will want to know more about them. Encourage stu-
dents to delve into independent research and to arrive at
their own conclusions. Suggest the students organize a
Zeus Committee, an Apollo Committee, or an Artemis
Committee. Through independent research, children can
explore libraries, attics, basements, and local bookstores
for all types of information about their particular immortal
god. Students may even become interested in writing their
own plays based on data collected.
Introduction
6
CREATING POSITIVE EXPERIENCES
When introducing a new play, write the names of the
characters on the chalkboard and pronounce each name
with the students until it no longer seems strange or
unfamiliar.
Ask for volunteers to read each part. Never assign roles.
Thore are two kinds of childrenthe ones who want the
leading roles and the ones who are too sensitive or too shy
to try out for the leading roles. Drama is not only for the
obviously extroverted children, but also for the very shy
quiet ones. The Greek chorus provides an opportunity for
all to participate. In the Greek chorus, shy children can
begin to take a step forward and discover their strengths.
Here is a place where children are not exposed alone, but
have the security of working in unison with others. The
Greek chorus provides an easy way to find a place in the
sun for every member of the class.
props. To present a Greek tragedy, all you need are
Limit
a few platforms. In a Roman comedy, all you need are
materials to represent the doors to two or three houses.
The doors can be authentic or simply cloth or paper
hangings with cut-out openings. Hang signs bearing the
names of the owners over the doorways to help the audi-
ence identify whose house is whose.
Keep staging simple. There need not be a change of
scenery. The curtain opens once and closes only once. You
can be creative in manipulating the Greek chorus. Possi-
bilities are limitless. Try arranging the chorus in formal
rows (kneeling or standing), in two separate groups, or
scattered randomly about the stage. Chorus members can
walk about the auditorium or sit in the first row of the
audience.
Keep in mind that Greek chorus members always speak
in unison, clearly and slowly. This is challenging and
difficult, but soon students will begin to develop this
ability. Even more importantly, the Greek chorus needs
to know how vital they are to the success of the play. A
Greek play is incomplete without a chorus commenting
on the action.
Creating Positive Experiences
Keep the action of Roman comedies moving at a swift
pace. Timing is important.
Encourage students to create their own handmade cos-
tumes. In my classroom, Creon in Antigone arranged the
folds of his large piece of white cloth exactly to his liking.
My numerous Electras planned and chose carefully the
costumes they wore. All of my royal characters from
Queen Clytemnestra to Athena hunted and searched for
appropriate pieces of purple or gold to make them look
more regal.
Respect student input and ideas. Presenting plays in the
classroom can be a highly creative experience if the
approach is student-oriented. Don't concentrate on the
final product as much as the process of getting there.
Provide encouragement. Not only do you have the privi-
lege of introducing great literature to young imaginative
minds, but you have the priceless opportunity of giving
children the gift of believing in themselves.
Creating Positive Experiences
8