Project III.

Oedipus Rex by Sophocles

 | Lessons  | Study Questions | Creative Writing Ideas| Extended Studies | Vocabulary | Resources |Essay Topics | Regents Tasks | Analysis |Topics for Research| Oedipus Group Project |

bulletObjectives:
1. The student will analyze the characteristics of literary genre-classical tragedy.
2.The student will explore the related themes in the play, i.e. fate vs character, blindness vs vision, truth vs illusion , Greek law vs. Roman (English) law ,etc.
3. The student will learn to argue for their point: what determines a person's life, fate or character?
4.To make thematic connections between contemporary works and the classics.
5. To compare two works written in different time periods on the same theme or topic.
bulletMaterials:
bullet  Oedipus ( online text  )
bullet The Phoenician Women by Euripides
bulletTechnology Involved: Web creation, web navigating, Discussion Forum creation
bulletTime Frame: 3 weeks

Lesson 1

Aim: What is the Oedipus myth?

Do Now: Visit the following websites to gather information about Oedipus myth.

  1. Oedipus the King, The Riddle of the Sphinx, the Oracles, Jocasta, the Old Shepherd...
  2. Legend of Oedipus
  3. About Greek Theater, Chorus, Classical Tragedies, Greek Thoughts, Greek Theology
  4. What was Thebe like before Oedipus?, the time of Oedipus, and his genealogy.

Procedure:

  1. Share in class the information the student has collected from the sites.
  2. What does Oedipus's name mean? Why?
  3. Read the Notes on Greek Tragedy/Tragic Hero-pertinent to your understanding of Oedipus and discuss why we still enjoy reading tragedies despite the fact that they sadden the reader.

    Literary Criticism on Tragedies

    I. Literary Criticism

    II. Tragic Hero

    Tragedy is the limitation of a certain magnitude. The tragic hero is a man of noble birth, a man of high degree. His fate affects many. He is good but has flaws (hamartia). His flaw is an error or frailty and is not caused by vice or depravity. His flaw brings about his inevitable down fall or catastrophe. Tragic irony lies in the contrast between the vision he has of his future and the disaster, which befalls him. Despite the inevitability of his fate, (disaster, catastrophe). The protagonist asserts his dignity and is committed inexorably to a noble cause. He believe he is doing the "right "thing. He struggles against his fate (disaster, catastrophe, and downfall) which is inevitable. He struggles to be more than human and increase his stature as a man. But since he is a man, he goes too far. He experiences a reversal and recognition. He recognizes his error and suffers profoundly. He has to suffer pity. He suffers and protests his fate. The suffering enables him to become human, wise, and see his place in the universe that he is not a god, but a man, limited. The audience watches the spectacle of suffering and experiences fear and pity and then catharsis. The release of these emotions leaves a sense of tragic awe at the nobility of human spirit, which struggles against its limitations.

    III. Notes on Tragedy

    1. Elements of Greek Tragedy
    1. Plots were religious myths familiar to the audience
    1. No suspense-more subtle techniques
    1. foreshadowing-hint or clue of a future event
    2. verbal or "Sophoclean irony"-audience knows more than the character and a different meaning for the audience
    1. All Greek plays had Unity
    bulletTime-takes place within a single day
    bulletPlace-scene does not change
    bulletAction-one story-no subplots
    1. Form
    1. Sophocles changed form of Greek Tragedy
    bulletAdded scene painting and a third actor
    bulletIncreased the chorus from 2-15
    1. The Chorus
    bulletSets the mood
    bulletRepresents the common man
    bulletSides with one character or another
    bulletMay warn a character of possible danger
    Aristotle 384-322BC
    1. Wrote Poetics-the study of Greek Drama
    Tragedy
    1. Subject of tragedy is a struggle and down falls of a hero
    2. Aim of tragedy is to bring about a catharsis--is a process that causes the audience to feel pity and fear and then purges them of these emotions so that they leave the theater feeling cleansed and uplifted.
    bulletAudience feels pity for a hero because he doesn't deserve his misfortune
    bulletAudience feels fear because they recognize that the hero is a man like themselves and what happened to the hero could happen to them.
    Tragic Hero
    1. Man/Woman of noble birth-a "good" person, not god-like
    2. Has a flaw in his character
    bulletUsually pride, hubris that ultimately causes his downfall
    bulletHero's fate flows from his character (flaw) it is not the result or an accident
    1. involved in a noble cause-an action of a certain magnitude in which the hero believes he is doing the right thing.
    2. Struggles against his fate that is inevitable
    3. Experiences reversal and recognition
    bullet Reversal-the opposite of what is planned for actually occurs
    bullet Recognition-lives and suffers with the knowledge of what he has done

HW. #1

bulletRetell the Oedipus myth in your own words.
bulletWrite an article for the school newspaper giving advice on what the students need to know if they ever  want to read a Greek tragedy on their own.

Lesson 2 (Prologue)

Aim: What is the state of Thebes as the play begins? What kind of king is Oedipus as revealed in the Prologue?

Do Now: In your journal, write down some thoughts on what makes a good king/leader.

Procedure:

  1. Read aloud the Prologue.
  2. Discuss the questions

Ideas for Creative Writing based on the Prologue-

bulletCreating a missing scene-When Creon went to Delphi to ask Apollo for help, when did he say to get the hints?
bulletThe dialogues among Thebans complaining about the situation they are in.

HW.#2 Pick one of the following assignments to do and make sure members of the same group don't choose the same assignment.

bullet Write a summary of the Prologue.
bulletCreate a glossary.
bulletList as many examples of literary elements/techniques as possible used in the Prologue.
bulletWrite an analysis of the Prologue explaining why it is vital for the development of the play considering the state Thebes is in and the kind of king Oedipus is.
bulletRespond to the contents of the Prologue creatively.
bulletUse your own poetic language to retell what happened in the Prologue.
bulletFind one thing in the Prologue and do research on it, i.e. who is Apollo? Why do the Thebans worship him?
bulletWrite an editorial to comment on the important issues mentioned in the Prologue.
bulletStart creating the headline of a newspaper that will follow the development of the story.
bulletCreate an illustration of the Prologue or find a painting that illustrate the scene.
bulletIs there a poem, a story or any other writing you know that has the similar setting or story? What is it? In what way are they similar?

Lesson 3 (Scene 1)

Aim:

bulletWho is Teiresias and why does he appear in the play? What is ironic about Teiresias? What is the meaning of Teiresias' prophecy to Oedipus on pp. 23-24?
bulletWhat do you think Teiresias thinks of Oedipus by the end of Scene 1?

Do Now: In your journal , use some metaphors or similes to describe truth and illusion/lies.

Procedure:

  1. Read scene 2 aloud.
  2. Discuss the questions.
  3. Discuss  with your group members what homework assignment you will do for the Oedipus project.

Creative Writing Ideas:

bulletHow does Teiresias feel after he left the Palace (Oedipus)? Create a soliloquy to describe his emotions.

HW#3 Pick one of the following assignments to do and make sure members of the same group don't choose the same assignment.

bullet Write a summary of Scene1.
bulletCreate a glossary.
bulletMy favorite quotes from the scene.
bulletList as many examples of literary elements/techniques as possible used in Scene 1.
bulletWrite an analysis of Scene 1 using the questions discussed in class.
bulletRespond to the contents of scene 1 creatively.
bulletUse your own poetic language to retell what happened in scene 1.
bulletFind one thing in Scene 1 and do research on it.
bulletWrite an editorial to comment on the important issues mentioned in scene 1.
bulletAdd another story to the  newspaper that has been  following  the development of the story.
bulletCreate an illustration of scene 1 or find a painting that illustrate the scene.
bulletIs there a poem, a story or any other writing you know that has the similar setting or story? What is it? In what way are they similar?

Lesson 4 ( Scene 2 )

Aim:

  1. How does Creon defend himself against Oedipus' accusations of conspiring with Teiresias to take over the throne?
  2. How does Oedipus' mood and attitude change throughout Scene 2? Why?

Do Now: Respond to the quotation," You can not judge unless you know the facts."(p.28)

Procedure:

  1. Read aloud Scene 2.
  2. Discuss the study questions.
  3. In small group, discuss the specific homework assignment each member will do for Scene 2.

Creative Writing Ideas:

bulletPretend to be the conflict mediator and try to smoothen out the friction between Creon and Oedipus. Write a scene based on this.

Homework #4 Pick one of the following assignments to do and make sure members of the same group don't choose the same assignment.

bullet Write a summary of Scene2 and Create a glossary.
bulletMy favorite quotations from the scene.
bulletCreate a literary glossary-List as many examples of literary elements/techniques as possible used in Scene 2.
bulletWrite an analysis of Scene 2 using the questions discussed in class.
bulletRespond to the contents of scene 1 creatively.
bulletUse your own poetic language to retell what happened in scene 2.
bulletFind one thing in Scene 2 and do research on it.
bulletCreate a quiz on the scene.
bulletWrite an editorial to comment on the important issues mentioned in scene 2.
bulletAdd another story to the  newspaper that has been  following  the development of the story.
bulletCreate an illustration of scene 2 or find a painting that illustrate the scene.
bulletCreate a character image gallery
bulletIs there a poem, a story or any other writing you know that has the similar setting or story? What is it? In what way are they similar?

Lesson 5 (Scene 3)-Reversal Scene-his origin has been reversed- he is not Polybos' son

Aim:

  1. What important news is delivered to Oedipus at the beginning of Scene 3?
  2. What is Iocaste's reaction to the messenger's "news"? What does her behavior foreshadow for the audience?
  3. Why doesn't Oedipus heed Iocaste's warnings not to pursue the news from the messenger further?

Do Now: In your journal, respond to to the following prompt:

"What prevents people from seeing the truth? What type of people often have the urge to discover truth? If a person knew the truth may harm him, why would he still seeks it and how does this illustrate his personality?"

Procedure:

  1. Go over the Scene 3  glossary .
  2. Read aloud Scene 3.
  3. Discuss the scene 3  study questions.
  4. In small group, discuss the specific homework assignment each member will do for Scene 3.

Creative Writing Ideas:

bulletIn the end of the scene 3, Jocaste already knew about the truth so she left the stage leaving behind her last words,"... You are fatally wrong! May you never learn who you are!/...Ah, miserable!/ This is the only word I I have for you now...: Imagine, when she goes back to her chamber, what thoughts and emotions go through her mind before she decides to kill herself? Whom would she talk to in her mind? What would she say or comment about her life and tragedy and the oracle? Write a monologue for her to describe her emotions and thoughts.

HW #5 Do the same homework assignment you have chosen for scene 3. I f you wish, you may also choose a different one to do as long as other group members haven't chosen the same one.

Lesson 6 (Scene 4-Ode IV)-Recognition scene-the oracle has all come true!

Aim:

  1. What transpires between the messenger and the shepherd in this scene?
  2. Why does Oedipus persist in questioning the old shepherd , even though he has been warned by the shepherd and Iocaste not to go on with his inquiry?

Creative Writing ideas:

bulletOedipus realizes in the end of the scene that he didn't escape the oracle after all. Maybe at this moments, all the things he did in the past (what his parents did in the past) all came back to me. What would he say about his previous action (out of his own free will)? What would he say about God? Oracle? Free will? His life? Truth? Sight? Lies?

Do Now:  In your journal, interpret and respond to the following statements:

"That mind ( of Oedipus ) was a strong bow.
Deep, how deep you drew it then , hard, archer,
At a dim fearful range,
And brought dear glory down!"

Procedure:

  1. Go over the Scene 4  glossary .
  2. Read aloud Scene 4.
  3. Discuss the scene 4  study questions.
  4. In small group, discuss the specific homework assignment each member will do for Scene 4.
    5.

HW #6 Pick a assignment to do based on scene4.

Lesson 7 (Exodos)

Aim:

  1. How is the "evil" of Oedipus and Iocaste willed?
  2. How does Oedipus' punishment embody the Light/Dark imagery used throughout the play?

Do Now: In your journal, respond:

bullet" A man may be guilty through no fault of his own"
bullet"Man is often the victim of circumstance-yeas, often his own nobility demands that he shall sacrifice his own most noble qualities."
bullet"The greatest griefs are those that we cause ourselves".

Procedure:

  1. Go over the Exodos  glossary .
  2. Read aloud Exodos.
  3. Discuss the Exodos  study questions.
  4. In small group, discuss the specific homework assignment each member will do for Exodos.

Creative Writing Ideas-

bulletIf Laos could talk from heaven, what would he say to his son Oedipus?
bulletIf you could interview all the characters involved in the play, Oedipus, Laos, Jocaste, Creon( Pretend none of them died), what would they say about the life if they could have the 2nd opportunity?

 

 Vocabulary words from Oedipus

Hubris: Pride

Hamartia n. TRAGIC FLAW

peri·pe·teia:n. a sudden or unexpected reversal of circumstances or situation especially in a literary work

Theban Plays: ancient city E Greece in Boeotia NNW of Athens
 

Prologue

Parodos

Strophe

Date: 1603
1 a : a rhythmic system composed of two or more lines repeated as a unit; especially : such a unit recurring in a series of strophic units b : STANZA
2 a : the movement of the classical Greek chorus while turning from one side to the other of the orchestra b : the part of a Greek choral ode sung during the strophe of the dance

Antistrophe

1 a : the repetition of words in reversed order b : the repetition of a word or phrase at the end of successive clauses
2 a : a returning movement in Greek choral dance exactly answering to a previous strophe b : the part of a choral song delivered during the antistrophe
 

Ode (Chorus)

Exodos

Study Questions - Prologue

 

  1. What is the state of Thebes as the play begins?
  2. What does the priest want of Oedipus?
  3. Why does the priest think that Oedipus is better able to help Thebes than any other individual?
  4. What is Oedipus' reaction to the words of the priest?
  5. What does the line "let them all hear it…" (page 7) reveal about Oedipus?
  6. What did the Oracle at Delphi tell Creon?
  7. Who was Laios and what happened to him? Why is this important to Thebes at the time the play begins?
  8. What is foreshadowing? How does it begin to show itself early in the play?
  9. What is irony? How does it begin to show itself early in the play?

Study Questions - Parados
  1. What main literary device is found in the strophe, page 10? Explain.
  2. What other literary device is found in the same strophe? Explain.
  3. Upon which gods does the Chorus call in order to help Thebes? Why these gods?
  4. What is the meaning of the last two lines of the Antistrophe 3, page 12? Why do you think they are said as Oedipus enters?

 

Vocabulary - Prologue and Parados

p. 3 1. lateral - to the side

      1. façade - false front
      2. chaplets - wreaths
      3. suppliants - beggars
      4. hearth - fireplace, "home"
      5. lamentation - show of sorrow, grief

p. 4 7. preys - feeds upon, devours

      1. multitude - many, crowds
      2. detestable - hateful
      3. immortal - undying

p. 5 11. remedy - cure

12. augury - omen

p. 6 13. revelation - act of showing the unknown

14. bay - leaf from the laurel tree, victory leaf

15. oracle - divine words, place gods give the truth

      1. vague - not clear

p. 7 17. defilement - filth, contamination

p. 8 18. pilgrimage - journey, usually religious

      1. resolve - decide strongly

p. 9 20. faction - small group

      1. avenge - get even
      2. compunction - uneasiness due to guilt, hesitation

p. 10 23. strophe - chorus statement in a Greek poem

24. antistrophe - chorus response in Greek poem

p. 11 25. afflictions - wounds, injuries

      1. pallid - pale, faint in color

p. 12 27. besieger - one who surrounds, captures

      1. ravages - overtakes, attacks, overwhelms

Study Questions - Scene 1
  1. What three things does Oedipus proclaim about the murder of Laios in Scene 1, pp. 12-13?
  2. Who is Teiresias and why does he appear in the play? Who has sent for him?
  3. What is ironic about Teiresias?
  4. What is Teiresias' reaction when Oedipus asks the seer for his help?
  5. How does the mood of the play change with the appearance of Teiresias? What is the meaning of his dialogue on pp. 18-20?
  6. Why does Creon's name come into the argument? (p. 20)? Of what does Oedipus accuse Teiresias and Creon?
  7. What is ironic/foreshadowing about the lines on pp. 21-22? Why does Teiresias mention Oedipus' parents?
  8. What is the meaning of Teiresias' prophecy to Oedipus on pp. 23-24?
  9. * What do you think Teiresias thinks of Oedipus by the end of Scene 1?

Vocabulary - Scene 1

p. 13 29. edict - law, declaration

      1. lustration - ceremonial cleansing
      2. lurking - hidden, secret

p. 15 32. expedient - convenient under the circumstances

      1. clairvoyant - able to see the future

34. seer - prophet

p. 16 35. pestilence - plague, disease

36. purify - cleanse, make clean

37. contagion - something that spreads disease

p. 17 38. temperate - moderate

39. opportune - well-timed

40. prudent - wise, having good sense

41. arrogance - claim to superiority

p. 18 42. proclamation - public announcement

43. insolence - rudeness

p. 19 44. infamy - disgrace, evil, dishonor

p. 20 45. decrepit - old and weak, falling apart from old age

      1. mystic - spiritually symbolic or significant
      2. mummery - disguise, mask

p. 21 48. exorcist - one who expels evil spirits

49. mock - make fun of, ridicule, belittle

50. wretchedness - lowliness, misery

p. 22 51. berthing - a place to rest (pun on "birth")

52. infantile - childish

53. abracadabra - word purported to have magic powers

Study Questions - Ode 1
  1. Paraphrase (restate in your own words) the meaning of the Strophe 1 and the Antistrophe, p. 24.
  2. Paraphrase the meaning of the Strophe 2, pp. 24-25.
  3. Paraphrase the meaning of the Antistrophe 2, p. 25.
  4. What is the purpose of alternating the Strophe with the Antistrophe in the Odes? What effect does it give for the reader?
  5. What is the purpose of Ode 1? Why is it placed after Scene 1?
  6. How does the language of the Ode differ from that of the Scene?
  7. * Whose side is the Chorus taking in Ode 1? Against who?

Vocabulary - Ode 1

p. 25 54. regicide - the killing of a king

p. 26 55. avail - value, advantage

56. hovers - stands over, flies above circulating

Study Questions - Scene 2
  1. How does Creon defend himself against Oedipus' accusations of conspiring with Teiresias to take over the throne?
  2. Explain p. 30 - "It is a sentence I should cast my vote for - but not without evidence!" Why is this point important?
  3. What is the reaction of Choragos?
  4. Why does Oedipus continue to believe that Creon is his enemy?
  5. What is Iocaste's reaction to Oedipus' accusations?
  6. What "proof" of the falseness of prophecies does Iocaste give Oedipus? Why does she share this incident with Oedipus?
  7. What is your reaction to Iocaste's story? Oedipus' reaction?
  8. What does Oedpius learn from Iocaste's details?
  9. Describe Oedipus' tale, pp. 40-42.
  10. As Oedipus and Iocaste relate their stories of prophecy, what conclusions are the readers drawing? What "answers" have you arrived at from these clues?
  11. * How does Oedipus' mood and attitude change throughout Scene 2? Why?

Vocabulary - Scene 2

p. 28 57. brazen - bold, rude

p. 31 58. scepter - symbol of a ruler or king

      1. perquisites - payment
      2. anarchy - disorder, lack of government rule

p. 32 61. duplicity - trickery

      1. parry - to turn aside, evade, avoid

p. 33 63. incarnate - in physical form

p. 34 64. din - loud noise

      1. tumult - confusion

p. 35 66. malice - evil

67. Helios - sun god

p. 37 68. hearsay - unverified information from others

p. 38 69. soothsayer - one who foresees events

p. 40 70. herald - messenger

71. marauders - attackers

p. 42 72. maundering - wandering, rambling

p. 43 73. malediction - curse

p. 44 74. abomination - evil thing

Study Questions - Ode 2
  1. What is the meaning of the Strophe 1?
  2. What is the Antistrophe 2 saying about the proud leader?
  3. What is the Strophe 2 saying outrages the gods, and what will the gods do in reaction?
  4. What is the conclusion of the Antistrophe 2?
  5. What is the importance of Ode 2 in relationship to the rest of the play?

Vocabulary - Ode 2

p. 45 75. reverent - respectful

p. 46 76. begot - gave birth to

      1. ordinance - law
      2. haughtiness - showing off, acting superior
      3. disdain - to show disrespect for
      4. levity - lightness, laughter
      5. blasphemy - cursing
      6. impious - not religious

Study Questions - Scene 3
  1. What important news is delivered to Oedipus at the beginning of Scene 3?
  2. What was Iocaste doing at the beginning of Scene 3? What is her reaction to the news of Polybus' death? What does this reveal about her character?
  3. What is Oedipus' next concern after learning of Polybus' death?
  4. What additional news "news" does the messenger give Oedipus?
  5. What is the meaning of "Oedipus"? Why is this important?
  6. What is Iocaste's reaction to the messenger's "news"? What does her behavior foreshadow for the audience?
  7. Why doesn't Oedipus heed Iocaste's warnings not to pursue the news from the messenger further?
  8. What does Oedipus think about his origins (p. 56 to the end of Scene 3)?
  9. What emotions are present at the end of Scene 3? What does the audience (reader) expect to happen at this point?

Vocabulary - Scene 3

p. 49 83. sepulchre - burial vault built of stone

Study Questions - Ode 3
  1. Whom is the Chorus addressing in the Strophe pp. 56-57?
  2. What question is the Chorus asking in the Antistrophe, p. 57?

Vocabulary - Ode 3

p. 58 84. nymphs - lesser gods, young women

Study Questions - Scene 4
  1. What transpires between the messenger and the shepherd in this scene?
  2. Why does the shepherd try to resist answering Oedipus' questions? What literary device is being used here?
  3. Why does Oedipus persist in questioning the old shepherd , even though he has been warned by the shepherd and Iocaste not to go on with his inquiry?
  4. Why did Iocaste give the child away to die so many years before?
  5. What was the prophecy connected to the baby?
  6. Why didn't the shepherd leave the baby to die as intended? What human quality does the shepherd demonstrate when he saves the baby?
  7. What does Oedipus realize at the end of Scene 4? What is his reaction? What do you think he will do now? Why?
  8. * Why do you think Sophocles put so many metaphors involving light/dark and sight/blindness in Scene 4 especially?

Vocabulary - Scene 4

p. 64 85. wretched - lowly

Study Questions - Ode 4
  1. What is the meaning of the first four lines of the Strophe 1? What is a paradox? How is paradox used here?
  2. What is the metaphor that appears in the Strophe 1 and is repeated throughout the Ode? How does the god Apollo reinforce this image?
  3. What happens to light as the play nears its end?
  4. What other use of figurative language is used at the end of the Strophe 1?
  5. At the beginning of the Antistrophe 1, what metaphor and extended metaphor can be found?
  6. In Antistrophe 1, what other literary device can be found?
  7. How does the quality of the language change from the scenes to the odes? What sections have more uses of the literary devices? How does the language in the odes differ from the language in the scenes?
  8. In Strophe 2, what is the metaphor that occurs throughout (extended metaphor)? In Antistrophe 2, what is the extended metaphor? How does it foreshadow what is to happen in the next section?

Study Questions - Exodos
  1. What news does the Second Messenger bring at the beginning of this scene?
  2. How is the evil of Oedipus and Iocaste willed? (p. 65)
  3. How does Iocaste punish herself? Why is her punishment self-induced?
  4. How does Oedipus punish himself? Why is his punishment self-induced?
  5. Why doesn't Oedipus kill himself? Why does he choose blinding?
  6. How does Oedipus' punishment embody the Light/Dark imagery used throughout the play?
  7. What is ironic about Oedipus and Iocaste's worship of Apollo?
  8. Why does the punishment of Iocaste take place off stage, instead of in front of the audience?
  9. Although Oedipus has gouged out his sight, what still remains (p. 67, top)? Why is this important?
  10. In Antistrophe 2 (p. 70), what does Oedipus wish? Why wasn't the prophecy of the gods respected?
  11. What metaphor is used to describe incest (p. 72, middle: "Oh marriage…how evil!")? Why is this an appropriate description?
  12. What is Oedipus' attitude about Creon in the Exodos? What does this reveal about Oedpius?
  13. What is Creon's attitude about Oedipus in the Exodos? What does this reveal about Creon?
  14. Why does Creon say he must consult the Oracle again? Why is this an important difference between Oedipus and Creon?
  15. What requests of Creon does Oedipus make on pp. 74-75, top?
  16. Describe Oedipus' farewell to his daughters. What is the meaning of the lines on page 75: "Children, where are you…to this way of seeing."?
  17. How does the reader know that Creon has accepted responsibility for Oedipus' daughters, Antigone and Ismene? Why is Oedipus so concerned for his daughters and not for his sons?
  18. What is the meaning of the last lines by Choragos?
  19. What guidance does he give the people in the final lines? What lessons does he offer the reader?
  20. * What will become of Oedipus? Will he kill himself or merely be exiled? Why?

Vocabulary - Exodos

p. 67 86. venerate - respect

p. 68 87. vigil - watch, a period of being on guard

p. 73 88. primal - primary, basic, first

p. 74 89. rankness - rotten, offensive smell

      1. execrable - harshly denounced

p. 75 91. engendered - caused

92. incest - marriage to a relation

      1. reproach - to find fault with

p. 76 94. affront - a show of disrespect

95.kindred - related

      1. parricide - killing of a parent

p. 78 97. fount - source, origin

Our Conclusions
  1. What is the theme of the play Oedipus Rex?
  2. What is the conflict of the play? How is it resolved?
  3. Where is the climax located? Explain why this is the climax.
  4. What is the definition of the term "hero"? Who is the hero of the play? How does he fulfill the definition?
  5. In what ways is the play a modern play? An ancient play?
  6. Choose one line or several lines which you think are very important in the play, and explain what they mean and why you chose them.
  7. What is your general reaction to the play as a whole? Explain your answer?
  8. Of what "crimes" is Oedipus guilty? Not guilty? Explain.

Extensions:

  1. Read Aristotle's On Poetry and Music
  2.  Literary Criticism
  3. About Sophocles'
  4. Summary of Oedipus the King
  5. Go to this site, and you will read an analysis about the play and other Greek tragedies. Get some ideas from the critical analysis of Oedipus.

TOPICS FOR CRITICAL ESSAY ON OEDIPUS REX

1. Define the concept of tragedy and how it relates to the play. What is
the difference between the Greek view of tragedy and the modern view of
the term? What is tragic about the story of Oedipus? Find at least three
specific lines and scenes which show tragedy.

2. Define the concept of dramatic irony. How is it used in the play? How
does this technique get the audience interested in the play? Which
characters find themselves in ironic situations? How? Find at least three
lines or scenes which show dramatic irony.

3. Blindness vs. vision: Show how this concept is presented in the play.
Who is blind? Who sees? In what ways are the characters blind? How do they
gain vision? Find at least three lines or scenes that show this concept in
the play. Feel free to bring in related ideas that come up in the play
(for example, light, truth, etc.).

4. Illness and metaphor that refer to illness are prevalent throughout the
play. What effect do the use of these words have on the atmosphere,
emotions, and interaction between the characters? How effective is the use
of these metaphors on the telling of the story? Review the play to list as
many illness-related metaphors as your group can find and write a
statement about their use in the play. Include lines and scenes.

5. In literature, as in life, people often face difficult situations that
they helped create. In the play, is Oedipus a helpless victim of fate? Or
were there times when he could have acted to prevent his downfall? Include
lines from the play to support your point of view. Pay special attention
to the last four lines of the play (spoken by Choragos, p. 81).

6. Oedipus Rex has many characters which contribute to its plot. Choose
one of the following and explain why they are a significant character in
the play. Provide at least three reasons why the character is significant,
and support your reasons with evidence from the text:
a) Tiresias
b) The Sphinx
c) Creon
d) The Chorus

7. Why Is Oedipus the Tragic Hero?( The Flaw of Oedipus)

8. The Innocence of Oedipus (or The Guilt of Innocence)

9. Intentions and Actions

 

    Regents Tasks

bulletRegents Task I
bulletRegents Task II
bulletRegents Task III
bulletRegents Task IV

Creative Writing Ideas

*There are many scenes missing in Oedipus. Create a imaginary ,monologue or dialogue to add to the play. Make sure to let the reader know where in the play the dialogue or the monologue could fit in( for example, write a monologue from Iocoste's point of view after she became aware of the ultimate truth about her and Oedipus and right before she killed herself.).

2. After studying the play, write an essay to debate over whether one's fate or character determines a person's life in a dialogue form or an essay form; or whether one should be judged by Greek law or Roman law. Make sure to convince your readers with evidence form the play and also examples from real life. You should link all your references to your page (essential!)

3.Identify a theme that you are most interested in of the play, and describe it. Then find another work (poem, story, essay, play etc.) that shares the same theme. Find out   how the same theme is explored in this particular work you found. Write a short analysis. Link the work to your web site.

4. Compare Oedipus to Things Fall Apart or The Jungle or any other work you are familiar with ,and discuss how each work presents tragedy and tragic hero differently.

5. If you were asked to choose one thing you have learned from the play and apply it to your life, what would it be? Why?

Topics for research:

  1. The Origin of the Oedipus Myth
  2. The "Oedipus Complex" concept by Sigmund Freud

Resources:

  1. Oedipus and Sphinx image
  2. The House of Thebes
  3. Images of Oedipus
    bullet Sphinx and Oedipus
  4. Greek Amphitheater (1)

    Image 2

  5. The Phoenician Women by Euripides

Oedipus Group Project (Oedipus website) should contain the following contents-

  1. Writing from each group member based on each scene, i.e. summary/glossay, analysis, editorial, headline article, comparison, creative rendering of the scene, creative response to the scene, etc)
  2. Analysis essays( on various topics provided)-each member needs to select a different topic
  3. One or two illustrations of the play

 
| Summary by the Scene | Glossary | Journals | Creative Responses | Scene Analysis | Oedipus-the Tragic Hero | On Oedipus' Innocence | Dramatic Irony in Oedipus |
 

Oedipus by Sophocles

(Illustration |