From Ancient Greek Theatre and Drama to ESL/EFL Classroom: Kick Off with These Resources

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Fully into summer holidays and ancient Greek drama festivals are being held around the country. Watching at least one ancient Greek drama performance has always been in my summer holidays agenda as a natural part of it, since my hometown is close to an ancient Greek theatre with a long festival history.

Walking on the sleekly eroded stones, along with the flow of  spectators, I cannot help but think of a similar procession some two and a half thousand years ago, only not for an evening’s entertainment but for an all day experience. Ancient Greeks came to watch three entire tragedies, followed by a comedy play as this was the scheme for the drama contest taking place.

There is no contest in our days, but it is definetely considered great honor  for directors  and actors as well to have the chance to present their work in one of these theaters. As for the audience, I am sure they share a similar attitude towards the didactic nature of ancient drama with their ancestors. The theatre in ancient Greece was regarded as a place of instruction, an educational institution.

These thoughts triggered my desire to scan the web in connection to esl/efl and here we go:

ANCIENT GREEK THEATRE AND DRAMA

bbc.co.uk           photos, facts, activities, games for children

greece.mrdonn.org        information, clip art for children

youtube.com      tragedy and comedy

theatrefolk.com         who,what, where, when of ancient greek theatre and drama

artsedge city dionysia

artsedge.kennedy-center.org           historical development of theater in Ancient Greece for high school students along with a “Stage your own Tragedy” online application

Δείτε το στο slideshare.net

odysseus.culture.gr            theatres and odeums in Greece

whitman.edu      a virtual reality tour of ancient theatre in Greece

youtube.com     the ancient Greek theatre – the theatre of Epidaurus

greekfestival.gr           Epidaurus festival 2014

 

MAKE ANCIENT GREEK DRAMA MASKS AND COSTUMES

activityvillage.co.uk    mask craft

education.scholastic.co.uk   mask craft

hunkinsexperiments.com    dress up in a Greek chiton

 

LESSON PLANS ON ANCIENT GREEK DRAMA

childdrama.com   a Greek play project

brighthubeducation.com       Greek Theatre history in a fun way

incredibleart.org   art lesson plan: Greek Theatre  Masks

ket.org          characteristics of Greek Theatre                                           logo_atk_2

Role-playing is essential for children. Drama is a wonderful way to introduce language learning , letting kids improvise, assume roles and use the language in an entertaining way. Explore some of the thoughts and research bibliography about the use of drama in the EFL/ESL classroom in Chris Boudreault’s article at iteslj.org and also check Using Different Forms of Drama in the EFL Classroom at hltmag.co.uk 

For a quick brainstorm about the different aspects concerning drama in the classroom go through this presentation:

Δείτε το στο slideshare.net

 

PLAYSCRIPTS, IDEAS AND INFORMATION ON DRAMA AND LANGUAGE LEARNING

freeeslmaterials.com      an extensive list of links

shellyterrell.com              ideas, improvisation games, resources

esldrama weebly

esldrama.weebly.com      play resources

freedrama.net                   free playscripts

childdrama.com                lesson plans 

kidsinco.com                      playscripts

one-act-plays.com           browse this site for one-act playscripts

 

 

“All come true, all burst to light!” Oedipus

So, what can come true on your classroom stage?

23 April-World Book Day and UN English Language Day Celebrated with C.P.Cavafy

child reading-wpclipart

The United Nations Organisation has set 23 April as World Book Day  to promote reading and immersion to world literature. In the United Kingdom, the day is instead recognised on the first Thursday in March.

The day was selected because it is the anniversary of the death of William Shakespeare, Miguel de Cervantes, Inca Garcilaso de la Vega and Josep Pla, and the birth of Maurice Druon, Manuel Mejía Vallejo and Halldór Laxness, some of the most influential writers in the world literature.

English Language Day at the UN is also celebrated on 23 April, the birthday date  of William Shakespeare, as a day of honour for one of the two working languages of the United Nations Secretariat (the other one being French).

Prompted by this day, I would like to present  two poems of one of the most important Greek poets, C.P.Cavafy. The Greek EFL learners will have a chance to experience what our language and literature feels like in English, while the rest of my kind guests here will get to know or recollect these great poems.

I selected the particular poems for various reasons; “Ithaca”  is probably the most renowned of the poet’s work, while “The City” happens to be among my favourite ones. Then it is the poet himself;  first C.P.Cavafy spoke English and had actually spent some years in Britain and secondly he died on April 29, 1933, a date quite close to the World Book Day.

For me, all of Cavafy’s poetry stands out thanks to the constant subtle presence of irony, the word used with its ancient meaning, that of  tragic  irony, and his clean-cut language that astonishes with its fullness and candour. “Ithaca” resumes into an unexpectedly tranquil feeling of reconciliation with one’s life, while “The City” conveys the exact opposite. From the very first moment I had read this poem back in my teenage years, I deeply felt the profound, irreversible realisation of the bold truth that the poet and every man some time in their life grasp: it is not the city, the country or the place that moulds our lives, but our choices and the way we have ruined them.

Ithaka

As you set out for Ithaka
hope your road is a long one,
full of adventure, full of discovery.
Laistrygonians, Cyclops,
angry Poseidon – don’t be afraid of them:
you’ll never find things like that on your way
as long as you keep your thoughts raised high,
as long as a rare excitement
stirs your spirit and your body.
Laistrygonians, Cyclops,
wild Poseidon – you won’t encounter them
unless you bring them along inside your soul,
unless your soul sets them up in front of you.

Hope your road is a long one.
May there be many summer mornings when,
with what pleasure, what joy,
you enter harbours you’re seeing for the first time;
may you stop at Phoenician trading stations
to buy fine things,
mother of pearl and coral, amber and ebony,
sensual perfume of every kind –
as many sensual perfumes as you can;
and may you visit many Egyptian cities
to learn and go on learning from their scholars.

Keep Ithaka always in your mind.
Arriving there is what you’re destined for.
But don’t hurry the journey at all.
Better if it lasts for years,
so you’re old by the time you reach the island,
wealthy with all you’ve gained on the way,
not expecting Ithaka to make you rich.

Ithaka gave you the marvellous journey.
Without her you wouldn’t have set out.
She has nothing to give you now.

And if you find her poor, Ithaka won’t have fooled you.
Wise as you will have become, so full of experience,
you’ll have understood by then what these Ithakas mean.

from C.P. Cavafy’s Collected Poems (Hogarth Press, 1975),
trs. Edmund Keeley and Philip Sherrard

Ithaca by C.P.Cavafy (with Sean Connery & Vangelis)

The City

You said: “I’ll go to another country, go to another shore,
find another city better than this one.
Whatever I try to do is fated to turn out wrong
and my heart lies buried like something dead.
How long can I let my mind moulder in this place?
Wherever I turn, wherever I look,
I see the black ruins of my life, here,
where I’ve spent so many years, wasted them, destroyed them totally.”
You won’t find a new country, won’t find another shore.
This city will always pursue you.
You’ll walk the same streets, grow old
in the same neighborhoods, turn gray in these same houses.
You’ll always end up in this city. Don’t hope for things elsewhere:
there’s no ship for you, there’s no road.
Now that you’ve wasted your life here, in this small corner,
you’ve destroyed it everywhere in the world
poem from

Cavafy’s Alexandria

Εξώφυλλο
Edmund Keeley
Princeton University Press, 1976
found at http://books.google.gr/  page 15

Recitation by Dimitris Horn, music by Evanthia Reboutsika

 For further reading of Cavafy’s major works and other relevant material visit  The Cavafy Archive  

Unusual Greek Customs-Project by Grade E

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 The students of Class E1 prepared and displayed their project on “Unusual Greek Customs”. The customs chosen were “The Day of Babo” and “First Weekend of Lent”. It was an excellent activity for the students to investigate, learn new vocabulary, use the Present Simple, collaborate.

Here comes the procedure followed:

  1. introduction of the project topic
  2. assigning the students with the task of finding information in Greek about 2-3 unusual Greek customs
  3. having each student choose one custom and describe it in brief in class
  4. recording each custom on the board
  5. having the students vote for two of the most interesting customs
  6. assigning two different students with the task of writing a brief description of each custom and bringing it in the next class
  7. distribution of these descriptions in photocopies
  8. board translation of the descriptions by the whole class (great collaboration kids!)
  9. assigning different tasks to the students: bring stationary, engross text, find photos, write captions, help with the layout, etc.
  10. composing the final pieces

In order to help my students better understand and organise their information I also handed them the following questions to answer:

  1. Where does this custom take place?
  2. When does it take place?
  3. What does this custom celebrate?
  4. Who can take part?
  5. What do people do this day?
  6. Where does this custom come from?

Amazing work, dear students!

Anniversary of the “No”-A Message from Greece

εμπρός για το μέτωπο/moving to the front

moving to the front

Ohi Day (also spelled Ochi Day, Greek: Επέτειος του «’Οχι» Epeteios tou “‘Ohi”, Anniversary of the “No”)  commemorates 28 October 1940. That day, Greek dictator Ioannis Metaxas (in power from August 4, 1936, until January 29, 1941) used that single word (if not the actual word, this was the message of his answer) to reply to the ultimatum made by Italian dictator Benito Mussolini in the early hours of October 28, 1940.The ultimatum demanded that Greece allow Italy to invade Greece  and occupy strategic locations or otherwise face war. The Greco-Italian War had started and marked the beginning of the Balkan campaign of World War II.

On the morning of October 28 the Greek population took to the streets, irrespective of political affiliation, shouting ‘ochi’ and preparing for war in a unified mood, which is finely conveyed in” Elliniki Epopoiia 1940-1941” by Angelos Terzakis and is humbly translated here:  “…A euphoric mood, lighthearted fun, weird at the same time, roused the souls, like a morning breeze that fully distends the sail. In the eyes of the people mirrored, shone a happy astonishment, as if all these people suddenly learnt that they have some hidden youth vigor deep inside.”

Despite the hardships, lack of supplies and munitions, the bitter cold and frost that caused many injuries and deaths, the Greeks succeeded in pushing the Italian invaders back into Albania after just one week, and the Axis power spent the next three months fighting for its life in a defensive battle.

γυναίκες

women of Epirus carrying supplies

This initial Greek counter-offensive was the first successful land campaign against the Axis in the war and helped raise morale in occupied Europe. Some historians, such as John Keegan, argue that it may have influenced the course of the entire war by forcing Germany to postpone the invasion of the Soviet Union in order to assist Italy against Greece. The delay meant that the German forces invading the Soviet Union had not attained their objectives for that year before the harsh Russian winter, leading to their defeat at the Battle of Moscow.

The Greeks resisted the Italian invasion until 6 April 1941, when coming to the aid of Italy, Nazi Germany invaded Greece through Bulgaria and Yugoslavia. On 12 April, the Greek army began retreating from Albania to avoid being cut off by the rapid German advance and finally surrendered to the triple allied forces of Italy, Germany and Bulgaria, which proceeded to share control over the occupied country.

The occupation of Greece by the Axis Powers (Greek: Η ΚατοχήI Katochi, meaning “The Occupation”) began in April 1941 and lasted until Germany and its satellite Bulgaria withdrew from mainland Greece in October 1944. German garrisons remained in control of Crete and other Aegean islands until after the end of World War II, surrendering to the Allies in May and June 1945. The occupation brought about terrible hardships for the Greek civilian population. Over 300,000 civilians died in Athens alone from starvation, tens of thousands more died because of reprisals by Nazis and collaborators, and the country’s economy was ruined. At the same time the Greek Resistance was formed. These resistance groups launched guerrilla attacks against the occupying powers, fought against the collaborationist Security Battalions, and set up large espionage networks. Relevant statistics count total human losses in occupied Greece  4,5%-7.5% of its population.

It was a mentality of “ochi” towards injustice, foreign force imposition, invasion of sacred land and morals, insult of long lived values such as democracy, humanitarianism and freedom, which the fascists incarnated.

Today, when a lot is happening to make everyone consent to various direct or indirect impositions, think twice before answering “yes” or “that’s none of my business” and take the “ochi” example of those who seemed that had little to lose, but finally gave much: their lives and another bright milestone in Greek and Universal history.

SOURCES

http://en.wikipedia.org/wiki/Ohi_Day

http://en.wikipedia.org/wiki/Greco-Italian_War

http://www.history.com/this-day-in-history/italy-invades-greece

http://en.wikipedia.org/wiki/Axis_occupation_of_Greece

http://www.historyonthenet.com/WW2/statistics.htm

http://secondworldwar.co.uk/index.php/fatalities

http://en.wikipedia.org/wiki/World_War_II_casualties

Πανελλαδικές εξετάσεις-ειδικό μάθημα αγγλικά/Greek University Exams-english

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ΣΧΟΛΕΣ / ΤΜΗΜΑΤΑ που εξετάζεται μόνο η Αγγλική Γλώσσα ως ειδικό μάθημα με συντελεστή βαρύτητας 1

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ΣΧΟΛΕΣ / ΤΜΗΜΑΤΑ που εξετάζεται μία ξένη γλώσσα από την Αγγλική, τη Γαλλική, τη Γερμανική ή την Ιταλική με συντελεστή βαρύτητας 1

Επικοινωνίας και Μέσων Μαζικής Ενημέρωσης

Δημοσιογραφίας και Μέσων Μαζικής Επικοινωνίας

Διεθνών & Ευρωπαϊκών Σπουδών (Παν/μιο Παντείο και Πειραιά)

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Εφαρμογών Ξένων Γλωσσών στη Διοίκηση και στο Εμπόριο (ΤΕΙ Ηπείρου)

Τουριστικών Επιχειρήσεων (σχολές ΤΕΙ)

Τουριστικών Επαγγελμάτων (ΤΕΙ Ρόδου και Αγ. Νικολάου Κρήτης)

ΣΧΟΛΕΣ / ΤΜΗΜΑΤΑ που εξετάζονται δύο μαθήματα Ξένης Γλώσσας  ανάμεσα  από τα Αγγλικά, τα Γαλλικά ή τα Γερμανικά ως ειδικά μαθήματα  με συντελεστή βαρύτητας 2 στο Μέσο Όρο των βαθμών των δύο μαθημάτων

Ξένων Γλωσσών Μεταφρ. & Διερ/νείας Ιουνίου Πανεπιστημίου (ειδίκευση Μετάφρασης ή Διερμηνείας)

 

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The 3 September 1843 revolution, democracy and Noam Chomsky

Yesterday’s 170th  historic anniversary of 3 September 1843 revolution, which forced the king Otto to grant Constitution to the Greek people, brings forward thoughts about the development of democracy in Greece and modern societies worldwide.

Noam Chomsky’s  Media Control – The Spectacular Achievements of Propaganda unavoidably comes to mind and provides interesting citations for our higher level students to contemplate and debate on:

 “Let me begin by counter-posing two different conceptions of democracy. One conception of democracy has it that a democratic society is one in which the public has the means to participate in some meaningful way in the management of their own affairs and the means of information are open and free….

An alternative conception of democracy is that the public must be barred from managing of their own affairs and the means of information must be kept narrowly and rigidly controlled. That may sound like an odd conception of democracy, but it’s important to understand that it is the prevailing conception….

…in a properly-functioning democracy there are classes of citizens. There is first of all the class of citizens who have to take some active role in running general affairs. That’s the specialized class. They are the people who analyze, execute, make decisions, and run things in the political, economic, and ideological systems. That’s a small percentage of the population… Those others, who are out of the small group, the big majority of the population, they are what Lippman called “the bewildered herd.”

…The bewildered herd is a problem. We’ve got to prevent their rage and trampling. We’ve got to distract them. They should be watching the Superbowl or sitcoms or violent movies. Every once in a while you call on them to chant meaningless slogans like “Support our troops.” You’ve got to keep them pretty scared, because unless they’re properly scared and frightened of all kinds of devils that are going to destroy them from outside or inside or somewhere, they may start to think, which is very dangerous, because they’re not competent to think. Therefore it’s important to distract them and marginalize them.”