Fourth year –E VIRGINIA NATIVIDADI.OBJECTIVES:At the end of this lesson, students will be able to

Appreciate ancient Greek drama through study of a play by Sophocles

Evaluate the cultural and historical context of Greek drama and its role in Greek society

Reconstruct the experience of seeing a Greek drama performed and share that experience in an imaginative presentation, performance, and report

Study the universal issues it raises about power, gender, family obligation, ethics, and honor.

II. A.Subject Matter:

ANTIGONE by Sophocles

B. Sources and materials:

1. Selected Readings 42. http://edsitement.neh.gov/view_

3. www.wikipedia.com

4. [http://www.watson.org/~leigh/drama.html] 5. "Study Guide: Sophocles' Antigone ." Roger Dunkle , CUNY .

[http://depthome.brooklyn.cuny.edu/classics/dunkle/studyguide/antigone.htm] 6. http://web.uvic.ca/wguide/

[http://web.uvic.ca/wguide/] 7. Internet Medieval Sourcebook

[http://www.fordham.edu/halsall/] a. Introduction to Greek Stagecraft

[http://www.didaskalia.net/studyarea/greekstagecraft.html]

b. Study Guide: Sophocles’ Antigone[http://depthome.brooklyn.cuny.edu/classics/dunkle/studyguide/antigone.htm

III. Lesson Development

A. MOTIVATION: Background Information

Antigone is just one of seven plays that have survived from the many plays Sophocles wrote during his lifetime.Ancient cultures provide some of our deepest connections to the humanities, drawing life from that distant time when the study of history, philosophy, arts, literature, and language itself began. Through the study of literature, students can return to those times, re-enter that age of discovery, and learn from their study the timeless nature of the human condition and the profound effects of the human drama on people of any era.

B.ACTIVITIES:

1. The Play for All Time

Begin by having students read and discuss Antigone by Sophocles. If desired, introduce biographical information for Sophocles and note that students will investigate aspects of Greek drama during the course of the lesson.

Focus discussion on the underlying themes of the drama:

1. the interlocking conflicts between men and women 2. age and youth

3. society and the individual,

4. human justice and divine law

5. the obligations we owe to the living and the dead.

Have students debate Antigone's choice, whether it betrays a tragic pride and inflexibility or demonstrates an heroic dedication to virtue. Conclude this discussion by having students comment on the relevance of this ancient play to contemporary life. When in recent history have individuals been forced to choose between the law and human rights? (In this connection, students might look into 20th-century versions of the play by Jean Anouilh and Bertolt Brecht.) When in their own lives have they faced a choice like Antigone's, a choice between obedience to authority and remaining true to one's conscience?

2. (If Time allows)The Student as Reporter

Have students imagine themselves time-traveling reporters sent back to the time of Sophocles to report on the opening of his new play, Antigone. Working in small groups, they can use the "Historical Overview" and the online "Encyclopedia" at the Perseus Project website, as well as resources in the school and public library, to learn about aspects of Athenian life in the 5th century B.C. Teachers might assign each group a specific topic in this research—family life, politics, the arts, religion, etc.—but have all groups explore the design and practices of the Athenian theater, as preparation for their report and presentation on Antigone in performance. The "Glory That Was Greece" website—available through the Internet Public Library—conveniently gathers information about Greek theater in a section on "Drama."

Where were Greek tragedies staged?

What did the stage look like? What kinds of props and scenery were used? When during the year were plays performed? When during the day? Who performed in them? What costumes did they wear? Who came to the plays? How did they behave? What were they looking for -

entertainment, knowledge, enlightenment? What kinds of issues were addressed in plays? What was the playwright's role in the performance?

Follow up this research with a class discussion in which students share their findings and begin to gain some imaginative command over the facts they have accumulated. Have

students explore the Greek Stage Interactive (requires Flash) to test their knowledge of the components of the Greek Stage.

3. The Play in Its Age

Next, have students consider the structure of the work and its similarities and differences to plays of today. Begin by introducing the following vocabulary, some of which may be unfamiliar to the students:

The Greek Chorus and its various functions (with an example of each)

Ode Greek Theater, its structure and layout Episode Anagnorisis Catharsis Deus ex Machina Peripeteia Stichomythia Dramatic Irony Pathos (2 examples) Tragedy, its characteristics Tragedy Tragic hero, his/her characteristics Hamartia Hubris Epiphany

Alternatively, students can use some of the resources listed above (in Background) or on the LaunchPad, as well as traditional dictionaries and encyclopedic resources, to research these terms in conjunction with the group work listed below. On the EDSITEment LaunchPad, the terms and Group Activities are grouped together.

IV. EVALUATION:

Use the Group Activities (listed on the EDSITEment LaunchPad) to guide students in their investigations.

Compare the setting of the play to those of modern plays and how its limitations affect staging. Consider what happens in the key episodes and the motivations and actions of characters when in the public setting with the Chorus always present, hearing and seeing all. Speculate how dialogue and intensity would change with a private setting versus the public setting.

Note the important functions of the chorus and have students cite examples of these functions. Discuss any modern plays that incorporate a chorus (e.g. AIDA or THE PRODUCERS and the typical chorus in musicals) and any similarities and differences with the ancient play.

Discuss the importance of the audience's prior knowledge of the events of the plot and its impact on the audience's experience and appreciation of the performance. Follow with definitions of dramatic irony and foreshadowing and a discussion of their importance, having students cite instances and their effect on the audience and the play.

Discuss the concept of the tragic hero, comparing Creon with Antigone in terms of attributes and epiphany or lack of epiphany.

. IV. VALUESConclude this discussion by having students comment on the relevance of this ancient play to contemporary life. When in recent history have individuals been forced to choose between the law and human rights?

To sharpen this summary discussion, have students debate what the play might have meant to the women of Athens. What did it say about their role in society? Suggest that students research further the roles of women in ancient Greek society. What can the play say about the relationship between men and women in society today?

V. IV. EVALUATION:

Use the Group Activities (listed on the EDSITEment LaunchPad) to guide students in their investigations.

Compare the setting of the play to those of modern plays and how its limitations affect staging. Consider what happens in the key episodes and the motivations and actions of characters when in the public setting with the Chorus always present, hearing and seeing all. Speculate how dialogue and intensity would change with a private setting versus the public setting.

Note the important functions of the chorus and have students cite examples of these functions. Discuss any modern plays that incorporate a chorus (e.g. AIDA or THE PRODUCERS and the typical chorus in musicals) and any similarities and differences with the ancient play.

Discuss the importance of the audience's prior knowledge of the events of the plot and its impact on the audience's experience and appreciation of the performance. Follow with definitions of dramatic irony and foreshadowing and a discussion of their importance, having students cite instances and their effect on the audience and the play.

Assignment: On a whole sheet of paper,discuss the concept of the tragic hero, comparing Creon with Antigone in terms of attributes and epiphany or lack of epiphany