Antigone by Sophocles Background Information: Drama Read the following information carefully. You will be expected to answer questions about it when you finish reading. A Brief History of Drama Plays have probably been around as long as humans could speak and had someone to listen to them. The first “drama” might have been something as simple as a caveman explaining how he was cornered by a natural predator but managed to escape. He would have used great expression and many gestures to tell his stories around a campfire to a gathering of other cavemen and women. All of the necessary elements of the drama would have been present: the stage would have been set with the campfire as background; the story would be suspenseful and would deal with conflict between the actor and his natural enemy; the audience would be listening intently; the climax would come; finally, the play would end on a satisfying note. Drama as we know it today began as simple religious ceremonies of the early Greeks. Originally, choruses would dance, sing, and speak parts worshipping gods, celebrating victories, and mourning deaths. In the sixth century, an Athenian named Thespis added a speaker to the dance and song of the chorus. Eventually, another speaker was added, and then a third. These speakers became the first actors. Drama continued to develop throughout the ages. It was the Greeks in the 5th century BCE who gave form to the drama and who by that time were presenting plays in open air amphitheaters with thousands of people present. The Acropolis, an amphitheater in Athens, could seat between 14,000 and 15,000 people! Usually, the plays were myths and legends of the Greek people. The actors did not wear costumes, but instead wore large masks with exaggerated features so that the audience could recognize their characters. For example, one mask might depict a bearded king, another a young girl. (An interesting note is that only men could take part in the plays; thus, young men would play the parts of the women.) One might think that it would be impossible to hear the actors in a theater that could seat 15,000 people, especially since there were no microphones! However, since these amphitheaters were built on hillsides, the acoustics were such that there was no difficulty in hearing the players. While hearing the dialogue was not a problem, it would have been impossible to see the faces of the players. Thus, the characterization had to be created by the dramatist’s words and the delivery of the actors. Even though actors were added, the chorus still had an important function in these early Greek plays. The chorus became a “bridge” between the actors and the audience. Sometimes, it functioned as a part of the action of the play itself. Drama continued to develop through the Roman Empire and on into the Middle Ages with plays based on the Bible, culminating in the 16th century with the dramas of William Shakespeare. Since Shakespeare’s time, plays have taken on a variety of forms, yet most still retain many of the elements of the Greek drama. Reading Comprehension Answer the following questions in COMPLETE sentences. 1. Why were the first Greek dramas performed? 2. What was the original role of the chorus in the Greek drama? 3. How did the role of the chorus change? 4. Explain what you learned about the first actors. 5. Today, actors are sometimes called Thespians. Why? Visualizing What You Read In the space below, draw a picture of a Greek actor wearing a mask. Make the mask much larger than a normal mask so that it could be seen from quite a distance. Draw exaggerated features on the mask. You can decide who your character is supposed to be; you might choose from a king, a queen, a young person, a very old person, a god, or a goddess. Literary Terms to Know Plots of all plays follow a specific formula. Tragedy has the following plot parts: Exposition: The beginning of the play which provides all the facts necessary to understanding the play including setting, characters, and what has happened before the play has begun. Rising Action: The action that occurs including the conflicts and the complications as they happen in chronological order. Climax: The point of highest interest – the turning point of the drama; the place where rising action turns into falling action. Falling Action: The events that follow the climax and resolve the conflict. In a tragedy, it is the “beginning of the end” for the hero. Resolution: The end of the play – all of the conflict is resolved. In visual form, the parts of the plot of a tragedy look like this: CLIMAX RISING ACTION FALLING ACTION EXPOSITION RESOLUTION Practice Put the letter for each part of the plot next to the correct event from one of Shakespeare’s tragedies, Romeo and Juliet. a. exposition b. rising action c. climax d. falling action e. resolution _______ Tybalt kills Mercutio and Romeo kills Tybalt, causing him to be banished. _______ Romeo meets, falls in love with, and marries Juliet. _______ Romeo drinks poison; Juliet awakens and kills herself; the feud ends. _______ Romeo is pining for Rosaline; the Capulets and Montagues dialogue. _______ Juliet fakes her death to avoid marrying; Romeo finds out and buys poison. SECTION ONE: Prologue and Parados pp. 670-674 Reading Comprehension: Prologue 1. This prologue could also be called the exposition (exposes characters, setting, and background information). List four important pieces of information that you learn in this exposition. a. b. c. d. 2. Why is Antigone so determined to bury her brother, no matter the consequences she may face? 3. Why is Ismene just as determined not to bury him? 4. Ismene talks about the role of women: “We are only women, / We cannot fight with men, Antigone!” What does this tell you about the times in which they lived? 5. Ismene calls Antigone “fiery” and “unwise,” implying that Antigone is acting or speaking too quickly without thinking it through. Do you agree with Ismene’s assessment? Why or why not? Provide specific details to support your answer. 6. Ismene says that she will keep Antigone’s actions a secret and Antigone replies that she wants Ismene to tell the world! Why do you think Antigone responds this way? What does this reveal about Antigone’s character? Reading Comprehension: Parados (The first choral song) In this choral song, the battle of Thebes is explained. There are TWO metaphors used. Read the Parados and find the metaphors, the fully explain which metaphors are used to describe: The enemy Thebes SECTION TWO: Scene 1 and Ode 1 pp. 674-678 Reading Comprehension: Scene 1 1. In the opening lines of this scene, Creon uses a metaphor. What is it? Explain the comparison. 2. Just after Creon gives his decree about the burial of the brothers, a sentry enters. What is the sentry’s message? 3. Why is the sentry so afraid? 4. What does Creon think is the motivation behind this crime? 5. Why do you think Antigone is so determined to bury her brother? (Remember – if she is caught, she must be put to death because of the decree!) Relating to the Play In classic works, there are often lines which give timeless messages to the reader. Even though the work may be set in ancient times and foreign, faraway places, what is said continues to have a great deal of meaning to the reader of today. Throughout the reading of this play, you will be asked to react to certain quotations and discuss how they apply to you and the world in which you live. 1. When Creon first comes onto the stage in this scene, he says: “I am aware, of course, that no Ruler can expect complete loyalty from his subjects until he has been tested in his office.” In other versions of the play, the same passage reads as follows: “Of course you cannot know a man completely, his character, his principles, sense of judgement, not ‘til he’s shown his colors, ruling the people, making laws. Experience, there’s the test.” Explain the meaning of these passages. Give an example of how they apply to you or to today’s society. MEANING: APPLICATION: 2. At the end of this scene, the sentry, who is afraid for his life, says: “How dreadful is it when the right judge judges wrong!” Explain the meaning of the quote, and then give an example from your own experience that supports the quote. MEANING: APPLICATION: Reading Comprehension: Ode 1 (The Second Choral Song) The second choral song is a famous one! In it, the skills of man are praised (remember the values of the Greeks!), but there is also a warning that man’s cleverness can bring evil as well as good. Read through this choral song and find one item that the playwright (Sophocles) says will eventually defeat man. What is it? SECTION THREE: Scene 2 and Ode 2 pp. 678-682 Reading Comprehension: Scene 2 1. How was Antigone caught? 2. Why do you think she has broken Creon’s law? 3. Creon is not the angry because of Antigone’s actions, but also because of her reaction once she was caught. How does she react? 4. Why do you think Ismene confesses? What is her motivation? 5. What is Antigone’s reaction to Ismene’s confession? 6. At the end of this scene, you learn about another relationship between Antigone and Creon. What is it? Interacting with the Play Using the following graphic organizer, examine one character in the play. Look at motives, actions, characteristics, and quotes of the character. Character Map of ______________________________________ My Motives… I Said… I Did… I am… SECTION FOUR: Scene 3 and Ode 3 pp. 685-688 Reading Comprehension: Scene 3 and Ode 3 1. How does Haimon act toward his father when they first begin talking? 2. What does Haimon say about how the people of Thebes feel about Antigone’s actions and her sentence of death? 3. What makes Creon so angry? 4. What does Haimon threaten to do as he rushes off stage? 5. In his final speech in this scene, Creon tells of his plan for Antigone’s death. What is his plan? Why? SECTION FIVE: Scene 4 and Ode 4 pp. 689-691 Reading Comprehension: Scene 4 and Ode 4 1. How is Antigone different in this scene than she has appeared in the others? 2. Creon enters the scene for a short time. What is his attitude? Has he undergone any change? 3. Antigone is going to be buried alive. Why is this punishment especially horrible for her? (Keep in mind the crime for which she is being punished!) SECTION SIX: Scene 5 pp. 691-695 Reading Comprehension: Scene 5 1. How does Creon greet Teiresias? 2. Creon is angry with Teiresias for telling him what to do. What does Creon say are Teiresias’ true motives? 3. Teiresias gets angry. What is the warning he gives Creon? What does Teiresias “predict” will happen to Creon’s family? 4. What change of heart does Creon have as soon as Teiresias leaves? 5. As this scene ends, what is Creon preparing to do? SECTION SEVEN: Exodus pp. 695-698 Reading Comprehension: Exodus 1. Briefly discuss the burial ceremony Creon gives to Polyneices. 2. Describe Antigone’s death. 3. What does Haimon do when he sees his father? 4. How does Haimon die? What is the motive?