Thursday, July 12, 2012

“Stripping the Whale”

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I chose the painting by Mark Milloff, “Stripping the Whale”. This painting caught my attention because of its barbaric nature. Mark Milloff got his inspiration for this painting from chapter 6, “Cutting In”. This chapter describes the state in which the Pequod and her crew are in while they begin to process whales.

The name of the painting, “Stripping the Whale” is very similar to the title of the chapter, “Cutting In”. The painting depicts the savage nature in which the crew of the Pequod kill whales and process them. There are four main members of the crew in this painting, all of whom are impaling whales with harpoons. The massacre pictured leaves little regard for the humanity of the whalers, intensified by the small whale fully skewed on a harpoon to the right of the painting.

While the gruesome slaying of the whales takes most of the action, in the very center of the painting is the giant hook with a slab of blubber hanging from it. “To this block the great blubber hook, weighing some one hundred pounds, was attached…with a few sidelong, desperate, lunging slicings, severs it completely in twain…the long upper strip, called the blanket piece, swings clear”(84). The slab of blubber being hoisted up is white, inducing a sense of innocence and purity belonging to the whales being murdered. This thin white slab in the middle of the painting is surrounded by darker colors. The Pequod, from which the whalers come from, is a dark brown, black color, resembling the power and evil with which the whalers carry out their mission.

The painting itself is very significant to the viewer, having the action depicted so close to the surface, fully engulfing the observer into the scene. Milloff created a realistic painting in which he was able to show some irony in the novel. Throughout the novel, the whale is spoken of as evil and corrupt, and whalers performing a respectful duty by ridding the world of such malignancy. In the painting, however, the whalers are shown as the barbaric, evil hunters unmercifully slaughtering as many whales as possible. This painting depicts the true nature in which the great

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leviathon was hunted.

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what the hell

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Computer Games - Is there a problem?

Previous newsletters have discussed the dangers of technology on the mind (and body).

Computer games are an extraordinary entertainment (and educational) technology. Their popularity is amazing. Playstation 1 has had sales of over 60,000,000. More computers, including game machines, are sold for playing games than sold for business and education. Computer games is a bigger industry than the movie business.

As far as giving consumers what they want the computer games business is doing something right.

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Does this technology have a dark side?

Should we take much notice of stories like Some video games are teaching children to kill for the thrill or are gruesome games bad for kids. Will the new more real virtual reality be even more dangerous.

There is the possibility of addiction, of games influencing people towards antisocial behaviour and towards a couch potato existence. Users should be aware of these dangers. Thomas Cooper outlines the ethical issues and dangers with any new technology - many of them apply to computer games.

My own view is that computer games are a relatively benign technology with few risks. All technologies have a down-side. (In the early part of the century a German psychiatrist claimed that the telephone was responsible for driving people permanently insane.)

It is instructive to look at how people use computer games. When we see how most people use them it could be argued that games have positive social effects.

Computer Games Use

The games that people purchase are, in the main, non-violent. The most popular games are the simulation games (e.g. The Sims) role playing games (Balders Gate) games based on popular toys (Barbie or Pokemon), strategy (Age of Empires), and sports games (FIFA world cup soccer).

Games involve the participants. Many have elements of strategy, many are multi-player games. Even the so-called violent games use violence as a score keeper not as a surrogate for genuine violence.

This article reporting on a survey of game use shows that most people play games to interact with others. Games consoles are sold with two or four sets of controls, the time consuming games tend to be the multi-user role playing games, people play games in a social setting not as an isolated activity.



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This is stupid

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I cant believe just to read one little essay i have to write my own, im a crap writer so why would i want to put one of my crap essays on here for people to read and go this is stupid... so there u go! ok so it has to be 50 words long... no probs i can do that! ill just copy and paste! have fun reading this!

that should do it! thanks oh so now u say it has to much repition! what is going on! all i wanted was a little help with an essay that i have to write! this is so stupid! u better let my get this or ill just go somewhere else to find some information! oh and i bet that you will send all this crap to my email address, probably even viruses after reading this... well i dont want anything sent to my email address becuase im sick of it!!!

so i hope this is good enough... happy reading!

damn still not long enough! 50 words is a bit stupid! alrgiht ill put a bit of one of my essays on here

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My character makes an appearance on stage as “she caresses herself as though her hands were a man’s.” My initial reaction was that this girl is crazy. I had to read the monologue over and over just too completely understand what she is saying and the meaning of the monologue. Shepard is an American playwright from the 60’s who wanted to be a rock star. An eclectic form of ideas influenced his writing such as magic, witchcraft, Hollywood westerns, television in its pop or junk aspect, science fiction and many more. He likes to use the idea of transformation and this is what my character Becky does. She becomes wholly different in abrupt movements, while the scene remains the same. Also she becomes someone else as she takes off her clothes. Shepard’s plays seem incomplete because they lack clear boundaries and consistency. The monologue displays varied voices transformation which is Shepard’s style of writing.

i do drama by the way... and i performed that monologue for class!



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The Trouble With Townies

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The Trouble With Townies

Well, how many times have you been out, and found that a bunch of tracksuit-wearing ponces who can’t speak or write or type anything remotely similar to English exist in your local town? Well, this section isn’t so much dedicated to... as taking the piss out of them.

The picture on this page is of a bunch of townies on a bench. See, since I didn’t get proper permission to publicise their images and they’re minors, we had to censor the image, but you get the picture. These were jeans-wearing townies. They claim to be non-townified because they don’t wear tracksuits. Well, townification is a personality-disorder, not a dress code. Right, we can’t publish the names of the townies either, but I can note that they are a special brand of retardedness...

It’s actually rather funny, because they not only look the same as each other... they look like they can’t afford real clothes. They tuck their trousers into their socks (no Jonny, this has bugger all to do with bikes, so don’t try to defend your townie-like friends/habits) and they wear dumb Burberry caps way too high up on their huge shaven heads... bunch of queers.

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See, they obviously don’t know how comical they look... at least “alternative” people know they look like freaks... now your townie, he doesn’t... he also thinks it “the norm” to chat up 1 year old girls at the age of 17. This is why if you ever hear a female townie talk to another, it’ll sound something like

Shazza Our Shanice’s birthday’s fuckin’ soon...

Mercedes Aaaahh fuckin’ hell! When?

Shazza Her 1th birthday...

Quite amusing, no?

There we have it. I can’t be arsed writing more, but I’m sure there’ll be plenty more townie stuff to come...

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Sistine Chapel

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The Presence of God Michelangelos paintings on the Sistine Chapel contain a strong presence of God. The ideas and stories of the Bible lie at the surface of the entire ceiling. All these stories are taking from the book of Genesis, which would not be possible without God. The scenes depicted are placed in a time frame of an earlier world. This period is called ante legem, and is the period before the Mosaic Law. The scenes can be analyzed in numerous ways that depend on the analyzers faith and interpretation of the beginning of time. The chapel contains nine stories divided into three trilogies The Creation of the World, the Creation of Man, and the Story of Noah. All of these stories have a strong Godly presence, as the viewer sees the creation, progression, and, eventual, fall of man. The idea of God evolves from panel to panel by allowing the onlooker to consider God in three different situations forcing his role to change throughout each. The establishment of the vision of diverse, yet related symbols of biblical foundations presents a sense of the supernatural and divine world. The stories embody separate motifs; but, the piece is expressed as a unified whole with God being the only consistent presence in either idea or visual portrayal. The order of the ceiling, according to the book of Genesis, should be read from the Separation of Light from Darkness to the Drunkenness of Noah, if the viewer reads in chronological order. The Creation of the World is the first out of the three trilogies. This focuses on the emergence of Gods presence, arising from his creation of the earth and the cosmic environment. the Separation of Light from Darkness exemplifies the physicality of God in the beginning of his worldly universe. And God said, Let there be light, and there was light... and God divided the light from the darkness1 This story is depicted in this scene, where Michelangelo shows God whirling in a spinning motion. The shading and use of light and dark creates a feeling of the light and dark in the midst of division. God furthers his role as worldly creator in the Creation of Sun , Moon, and Planets by making two great lights; the greater light to rule the day; and the lesser one to rule the night. God appears to be in circular motion once again; but, in this instance, he seems as if he is circulating the newly created universe. He is, at first, transpiring from the universe, and then, turns his back to the viewer to concentrate on a new object in process of establishment. The final story of the origin of the world is the Separation of Land from Water. God is perceived as an ominous being, flying above the sea, and reaching out to the heavens. He appears to be extending his arms outward to a nonexistent boundary, as if he was luring the land out of the sea. Michelangelo, in the Creation of the World, demonstrates Gods limitless power by illusions of movement. The arm position, the masterful flying, and the seemingly face paced motion persuades the viewer to see a universal creator, above all fathomable beings. God appears to be traveling through all earthly dimensions, as if forcing the creation on the undeveloped world before him. The second role of God is the Creator of Man. This section is in the center of the Sistine Chapel promoting the most concentration. This is undoubtedly strategically placed, for the importance of Gods role to the God creates man to rule his last creation of the universe. This section tells the story from the creation of the primarily pure to the emergence of a sinful world. The Creation of Adam delineates God giving life to Adam. This scene encompasses an intense feeling because of the naturalistic connection between Adam and God. The body language and the positioning show the events in the story. The touching fingers give a sense of the intense power traveling from God and being transported to the fingertips of Adam. Michelangelo painted this scene with a definite basis of the bibles description, so that the viewer can actually see that God formed man of the dust of the ground; and breathed into the nostrils the breath of life. God appears to be extremely powerful. The figures in the back of God and the cloud of the heavens create a figure more commanding than his creation; even though, the creation embodies a Godly essence. The Creation of Eve and The Temptation and Expulsion from Paradise are the other stories of this second trilogy. The Creation of Eve seems less mystical than the Creation of Adam for it is arising from something already in form. This painting shows Eve stemming from Adam. The small piece of Adam is transformed by God, who has a magical role with this creation because he is changing the form of something. This mystical role shifts to a spiritual role in The Temptation and Expulsion from Paradise. God, the creator, has altered into God, the numinous, worldly onlooker. This scene shows that Eve was good for food... she took the food thereof, and did eat, and gave also unto her husband with her, and he did eat4. This is the temptation given by the serpent, who also acts as a division line in this scene. On the left is the cause, and the right is the effect. The right side shows the shameful Adam and Eve as God drove out the man; and placed at the east of the garden of Eden5. This is a transitional scene of the Sistine Chapel for the role of God and man. God is now the overlooking being that is beyond the eye of man, and is , therefore, not seen by the human eye. Man transformed to a sinful being that contains character of love, hate, and foolishness, promoting more happenings with unfavorable themes. The third section is the Story of Noah. Noah is sometimes seen as the second Adam, or Adam after having sinned. The Sacrifice of Noah and The Flood are the story of Noahs Ark. This story has God taking his anger of the sinful man out on Noah, who was a righteous man, blameless in his generation6. The first scene of this section exhibits Noah obeying Gods order to build an ark, which would encompass his family and ritually cleansed animals. The second scene, The Flood, shows Gods anger in the form of a natural disaster, a flood. Michelangelo paints a setting of chaos, as the Noahs family struggles to survive at all measures, which is sinful with a instinctive basis. The last scene of the final trilogy is The Drunkenness of Noah. This scene arises from Noahs discovery of wine, which foolishly drinks in excess he drank of the wine, and was drunken; and he was uncovered within his tent7. The sons of Noah are also displayed, where three children laugh, as the one child covers his father in his foolish state. The children who treated their father as a mockery were punished. The sin of the man is counteracted in all three of these scenes of the final trilogy, as God is seen as all knowing of his eventful world. When dividing the Sistine Chapel into an two equal parts, the role of God is the foundation of the divisions placement. The line is seen between the Creation of Eve and The Temptation and Expulsion of Paradise. This is where God changes from an active figure to a sensual spirit. The question of who or what is God is not recognized in the Sistine Chapel. The closest thing to a definition of who God is, is the description of the two roles he plays from the Separation of Light from Darkness to The Drunkenness of Noah. This description is from Michelangelos point of view for he is the creator. He takes on a Godlike position because the viewer can only see God as Michelangelo sees God if the Sistine Chapel is what is being examined. God can be defined in a number of manners for it is a personal belief and opinionated definition.

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phliosophy of expressive arts education

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All forms of art are a natural endeavor to communicate with the world around us. Art is the vehicle in which we can explore, and create the world we live in. Both verbal and visual language develops early in life and is practiced by all children. When the finished process if the main priority we end up not experiencing truly what art can offer spiritually, and emotionally. Children often loose their creativity if it is not nurtured. The result is deprivation of expression. The early childhood teacher’s goal should be to introduce children to a variety of art forms. It is my philosophy that the emphasis of expressive arts is the enjoyment of producing art and enhancing the student’s sense of personal worth and self esteem.

Creativity does not have a universal definition. Creativity is an expression of human individuality. To create is to bring into being. Creation is the act of creating or producing. A creator is one who creates. All human beings are creators. Creative roots develop early in childhood. It is here where creativity unfolds. A child has endless creativity due to the innocent nature of childhood. Every child is an artist, musician, and composer.

A young child who is in a creativity supportive environment will naturally exhibit characteristics of a creative individual. Creativity is not a special gift given to a special few. Creativity is the result of being in a supportive environment that allows freedom of expression. The early years of a child’s life are a critical time of development and experiences during these times develop into life long learning. Research concerning brain development in children addresses “windows of opportunities “. These critical times must be acknowledged to emphasize the importance of introducing young children to art and music. These critical periods are sensitive times when the brain is primed for certain types of learning to take place.

The process is more important that the product when concerning expressive arts and children. Expressive art curriculum should seek to enhance self-expression of students and to foster individual creativity. Through experiences with a variety of medial, students should be encouraged to express themselves artistically. During early childhood, children should be introduced to a variety of media and skills. The curriculum should allow for enough repetition of media and skills so children may gain a level of confidence in their abilities. The emphasis in early childhood skills involve eye and hand coordination, to transcribe visual perception. These activities must be developmentally appropriate, geared to their age level and interest. Projects should be coordinated with classroom teacher and art teachers.

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Creativity and creative arts are the essential components of the development of the whole child. Therefore, it t is essential to bring creative arts into the classroom. Children thrive in environments where arts are the way of life. Play, drama and dance are all forms of creative expression. Teachers should expose children to various forms of art daily. Children love to design, create, and explore. Children love to move to music and sing. Children love to build with blocks, mix paint colors, and shape things out of clay. Children like to get their hands into materials and to move their bodies. A creative curriculum realizes the necessity of integrating the arts throughout the daily experience inside the classroom. All children benefit when they encounter a creative teacher.

A creative teacher understands that art is another language children use to express what they know and how they feel. The creative teacher knows the arts promote social and emotional development. The process of creating art and music promote physical development. Cognitive and language development occur when children reproduce what they already know. Art introduces the child to technical vocabulary. A creative teacher is sensitive to a child’s needs when arranging the classroom to integrate expressive arts. Children need a safe, warm, place to allow for the undertaking of risks and challenges and the growth and expression of one’s ideas and knowledge.

A creative teacher is flexible. A creative teacher picks up and listens for children cues. A creative teacher weaves math, science, social studies, art, music, drama, and play into the fabric of the day. The creative teacher understands the importance of building and maintains a positive self-esteem within a child, and I recognize the need to nurture creative problem solving. Schools are there to meet the needs of the community and society. With expressive arts, schools seek to increase consciousness of individuals in the community. Schools have an obligation of helping students to recognize and develop their own special talents. This is why it is essential to be a creative teacher. The creative teacher provides her students with the opportunity to explore and appreciate the worlds of art, music and drama. With art in the classroom, the teacher seeks to develop within the student an appreciation and respect of and for both the community and the individual.

Culture has a large role in expressive arts. Art and music are visual and auditory records of the past. Art is an expression of the past and an indication of the future. Art is a means of chronicling social order and cultural values, traditions and customs. Art and music provide an opportunity to communicate across cultures. Music, drawing, dancing, and drama provide a way for appreciating and understanding other cultural values. Arts can bridge the gap between cultural differences in the classroom. A child may feel accepted through the experience of art, music or dance. Arts provide documentation for struggle, celebration, and cohabitation in our diverse world. The arts provide authentic cultural voices. Young children should be introduced to many different cultural form of art such as dance, music, food, and language. The creative teacher seeks to provide students with an environment rich in cultural expression.

Music begins in infancy. Babies respond to music almost right away. Music can enhance the intellectual development of children, and stimulate the brain. There are several positive benefits to listening or to playing music. Music is an important component in early childhood education. Throughout history, music has held a large role in the lives of children from all cultures. Music can bring families and classrooms closer. Music is a soother, healer, and a powerful resource for the creative teacher.

Music develops small motor skills in preschoolers. Their small motor coordination improves as they gain better control of their bodies through jumping, walking, and clapping to music. Children recognize patterns in music. Music calls for movement. Children love to move to music. A creative teacher plans opportunities for musical development while encouraging children to make their own. The teacher should introduce an instrument and then let the children explore the sounds on their own. The teacher does not have to have a natural talent for music. The teacher does not have to perform or compose. The creative teacher is a facilitator, and plans appropriate opportunities using music. The teacher recognizes different levels of ability and encourages all students to listen and make music. The teacher and her student benefit from a class filled with musical opportunities. Music can set the mood, cue transitions, focus attention, energize and relax children.



To dance is to discover a world of sensory awareness. Dance does not limit itself just to body movement but to an inside awareness of movement. Learning is enhanced when the body and mind come together. Dance is an art form. A highly expressive form of creative individual expression. Locomotion skills are enhanced through dance. Dance provides many ways to travel to places. Dance builds positive self-esteem, self-reliance, and confidence in moving. Dance is a form of communication through moving. Dance provides children with an opportunity to work cooperatively, and share. Experiences in dance can help a child respect the space of others as they learn about personal space and shared space.

There are many benefits of dance the development of large motor skills, communication, awareness of feelings, and development of a clear body image. The brain develops faster when stimulated by movement. Children learn rhythm, and the ability to feel a beat. When children can use their bodies expressively in space and can successfully feel and move to a beat, they are ready to experience movement in a more complex setting. Dance develops body awareness, and allows children to move freely. Dance in early childhood holds an important role in developing body awareness, space, and time. Dance fosters relationships and builds self-awareness.

The expressive arts give children a means of communicating creativity, and imaginative thinking. It is human nature to express oneself and create in an artistic manner. Every child should have opportunities for imaginative expression. Time and materials should be available to each student. Developing creative imagination in children sets the stage for further education in the future. Today’s children are creative, flexible, imaginative and risk takers. Expressive arts seek to enhance these characteristics. The schools of today and tomorrow must arm our children with art as a weapon, against hate, discrimination, and racism. Schools must give children an education filled with opportunities for children to grow as thinkers, risk-takers, creative decision makers, and expressive human beings. Today schools must change their view of arts as an “extra” and view them as a basic human need.

An image, a dance step, a song may function from time to time as entertainment, but the root and practice of the arts lie in the recognition that art is power, an instrument of communion between the self and all that is important and



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Medea Forced into Antagonism

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In considering women’s history in Greek Drama, one name always comes to mind. Medea remains an influential character in the story of a time where mythological tales intertwine with true history. Euripides’ Medea is a play that was written to save the reputation of the Greek city of Corinth. It is a controversial play charting the pain of a woman in love who knows not how to deal with the tempestuous loss of her husband, Jason, a man whom she gave the world to. The original story was close to that of Euripides, however, in it, Creon the King kills Medea’s children. This led to the avoidance and fear of tourists of the city of Corinth. It seemed that the only solution was to blame someone else. So, Medea was turned into a murderous mother. In this, I compare the true story to Euripides’ creation.

Medea’s true story begins before she was born in Thessaly. In the th century B.C., a king and queen named Athamas and Nephele had two children named Helle and Phryxus. Athamus went through a mid-life crisis during which he lost interest in Nephele, and took a younger wife. Nephele feared the younger wife would mistreat the children, so she appealed to the god Mercury. Mercury gave her a ram with golden fleece. Nephele put her children on the ram’s back and the ram flew east toward Colchis, in northeast Turkey, where Aeetes, Medea’s future father lived. En route, Helle fell off the ram’s back into the sea. The ram landed safely with Phryxus on his back. Phryxus sacrificed the ram to the god Jupiter and gave the golden fleece to Aeetes, who placed it in a sacred grove in Colchis, on the eastern shore of the Black Sea, under the care of a sleepless dragon. Medea was born into this magic-filled kingdom. Her mother died giving birth to her, and her older sister nursed her. Her aunt Circe (famous for turning men into pigs in The Odyssey) taught her how to call upon the gods to aid her sorcery.

Meanwhile, in another kingdom in Thessaly, another king, Aeson, also had a mid-life crisis. Aeson decided to give up ruling his kingdom and turned the country over to his brother Pelias on the condition that Pelias would give the kingdom to Aeson’s son, Jason, as soon as he was old enough to rule. But when Jason came of age, Pelias pretended to be willing to turn over the throne, but suggested that Jason might want to have a glorious adventure first -- a quest for the golden fleece. Pelias pretended that this fleece was the rightful property of his family because he was a relative of Athamas.

Jason liked the idea and built the biggest boat ever seen in Greece for the adventure. He hired Argus, a famous boat builder, to make him a boat that would hold 50 people. Normal Greek boats were simply hollowed out trees and small canoes. Jason was so pleased with this boat that he named it “Argo” after the builder. While Argus was building the boat, Jason recruited a band of heroes to accompany him Hercules, Theseus, Orpheus, and Nestor were among these Argonauts.

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When Jason arrived in Colchis, Medea was old enough to marry. Jason told Aeetes of his quest for the golden fleece. Aeetes consented to give Jason the fleece if Jason would lead two fire-breathing bulls to a plow and plant a field with the teeth of a dragon, from which it was well-known that a crop of armed men would spring up and turn their weapons against their producer. Jason promised Medea to marry her if she would give him success. They stood before the altar of Hecate and called the goddess to witness his oath. Then Jason accepted Aeetes’ offer. Medea gave Jason a magic charm by which he could safely encounter the breath of fire-breathing bulls and the weapons of the armed men. Her spells caused the dragon that guarded the fleece to sleep.

Though the fire that discharged from the bull’s nostrils roared like a furnace and burned up the plants as they passed, Jason walked straight up to the bulls, placed his hands on their necks and spoke calmly to them as he slipped the yoke over them. At the ceremony afterwards, during which Aeetes gave Jason the fleece and Medea married him, Jason felt something was missing. His father, Aeson, now old and sick was unable to come to the wedding. Jason asked Medea to use her arts to restore youth to his father -- he offered “take years from my life and add them to my father’s.”

Medea said she could give youth to his father without taking any years from her husband. Then she invoked Hecate of the underworld, Tellus who blesses the crops, and other natural gods. While she spoke the stars shone brightly and a chariot drawn by flying serpents bore her aloft to distant regions where for nine days and nine nights she gathered the mystical herbs and stones she needed for her sorcery.

She erected altars to Hebe, the goddess of youth. She appealed to Pluto and his stolen bride Persephone not to claim the old man’s life. Then she called white-haired Aeson forth and laid him on a bed of herbs like one dead. Beside him she made her brew. When the brew was done, she dipped in a dead olive branch, and when she pulled it out covered with leaves young olives. Where the brew dripped on the ground, grass sprang forth like spring. Seeing that all was ready, she put Aeson into a charmed sleep and slit his throat to let out all his blood. Then she poured her brew into his mouth and wound. Soon his hair and beard darkened and his limbs became muscular and strong. Aeson awoke and claimed to feel 40 years younger.

Medea’s father, Aeetes, did not want her to leave Colchis. Medea escaped in the night to go with her husband, Jason on the Argo. Her brother, Absyrtus, came after them. According to the religion of Medea’s father, it was essential to bury the bodies of the dead whole. To delay her father from following them and bringing her back, Medea killed her brother and chopped his body into pieces that she threw overboard, so her father would have to retrieve them.

One night, the Argo and a boat from Athens carrying Aegeus were stopped in the same harbor. Medea fell in love with Aegeus. But Aegeus was courting Aethra, daughter of another king also named Aeetes. Medea became jealous and cursed Aegeus to be childless. Then Aethra came to Medea as a sorceress and asked her to give her a child. Medea used her magic and Aethra became pregnant with a son she named Theseus. Aegeus lost interest in Aethra before the child was born. He left his sword and sandals under a stone in Aeetes’ courtyard and told Aethra that if the child were a son, when he grew strong enough, he should roll aside the stone, put on the sandals and carry the sword to Athens to meet his father. Medea used her arts to watch over the child as he grew.

Meanwhile, Pelias still refused to give Jason the throne, when he returned to Thessaly. But he too wanted to be young like Aeson. Again, Medea prepared her brew. She asked Pelias’ daughters to let his blood out. When they had done so, she and Jason were long gone -- off on another adventure. On this adventure, Jason behaved like Athamas before him. He lost interest in Medea and married Creusa, the daughter of the King of Corinth. Medea sent a poisoned robe as a gift to Creusa, killing her. Creon, the King of Corinth, retaliated by killing 1 of Medea’s 14 children and laid their bodies in the marketplace for all to see. Here is where the histories become confused. Even 400 years after these events, tourists were still avoiding Corinth. Nobody wanted to visit a country where the king killed children.

As she left Corinth, Hecate told Medea that the gods had only given her powers so she could help Jason -- because he, not she, was their favorite. And if she was to leave Jason, they would no longer help her sorcery. In fact, if she tried, they would curse her.

Medea fled Corinth with her one remaining child to Athens (one of the few cities in which she did not commit crimes for Jason) and sought out Aegeus. His son, Theseus had not come to Athens yet, so Aegeus thought himself childless. Medea married Aegeus and he, unable to believe she had cursed him, asked her to have his child. Medea asked her aunt Circe to give them a child and, expecting to be refused, Medea went to Turkey and became pregnant with Medeus.

Meanwhile, Theseus finally rolled away the stone and put on Aegeus’ sandals and sword and headed toward Athens. Along the roads, he killed many bandits and tyrants. As this play opens, Theseus is headed toward Athens.

With tourism dropping, in the 5th century B.C., the playwright Euripides was hired to write a play blaming Medea for the deaths of her children. He reduced the number of children from 14 to and then in his play, had Medea stabbing her own children. This play convinced many people and this version of events appears in most mythology books available today.

Euripides’ version opens with Jason having left Medea for Glauce, the Daughter of Creon. She is a young and beautiful princess that is mostly ignorant of what their relationship is doing to Jason’s family. Although she never utters a word, Glauces presence is constantly felt as an object of Medeas jealousy. When Medea hears of his betrayal, she speaks to Jason with anger and hatred almost as if man-to-man. Here, Euripides portrays her as a strong woman who feels much is owed to her. Jason accuses Medea of overreacting. By voicing her grievances so publicly, she has endangered her life and that of their children. He claims that his decision to remarry was in everyones best interest. Medea finds him spineless, and she refuses to accept his token offers of help. Insulted, she reminds him of what she has done for him and that even with money, she would not be accepted anywhere.

King Creon banishes her and her children from Corinth because he knows of her sorcery and he fears for his life and that of his daughter. At first, Medea pleads as the betrayed wife and begs Creon for his mercy but he refuses. Eventually, he gives in and grants her one full day to set her matters in order. She immediately informs her chorus that one day is all she will need to exact her revenge. She plans to complete her quest for justice--at this stage in her thinking, the murder of Creon, Glauce, and Jason. The chorus, representative of the Corinthian women, reluctantly sides with her but admits that she is a woman mad with heartbreak and cannot think clearly.

Appearing by chance in Corinth, Aegeus, King of Athens, offers Medea sanctuary in his home city in exchange for her knowledge of certain drugs that can cure his sterility. Now guaranteed an eventual haven in Athens, Medea has cleared all obstacles to completing her revenge, a plan which grows to include the murder of her own children; the pain their loss will cause her does not outweigh the satisfaction she will feel in making Jason suffer.

For the balance of the play, Medea engages in a ruse; she pretends to sympathize with Jason and offers his wife gifts, a coronet and dress. Ostensibly, the gifts are meant to convince Glauce to ask her father to allow the children to stay in Corinth. The coronet and dress are actually poisoned, however, and their delivery causes Glauces death. Seeing his daughter ravaged by the poison, Creon chooses to die by her side by dramatically embracing her and absorbing the poison himself.

A messenger recounts the gruesome details of these deaths, which Medea absorbs with cool attentiveness. Her earlier state of anxiety, which intensified as she struggled with the decision to murder her children, has now given way to a determination to fulfill her plans. Against the protests of the chorus, Medea murders her children and flees the scene in a dragon-pulled chariot provided by her grandfather, the Sun God. Jason is left cursing his lot; his hope of advancing his station by abandoning Medea and marrying Glauce, the conflict that opened the play, has been annihilated, and everything he values has been lost through the deaths that conclude the tragedy.

The innocent deaths of Medea’s children provide the greatest element of pathos--the tragic emotion of pity--in the play and gained a favorable reputation. And although a minor character, Creons suicidal embrace of his dying daughter provides one of the plays most dramatic moments, and his sentence against Medea lends urgency to her plans for revenge. This brought the city of Corinth great love and respect for its old King. Creon reveals that his persona of being a cruel, powerful king covers the truth of his sympathetic, sensitive feelings towards his acquaintances. Euripides successfully weaves this theme into the epic play. Aegeus functions in several ways as a complement to Jason. His marriage is childless, but he has remained loyal to his wife and seeks help from the oracle. Jason has broken his alliance with Medea in spite of the tie of children. Also, Aegeus acknowledges that Jason has treated Medea unjustly and he goes beyond mere sympathy in actually promising her refuge in return for her promise of ending his childlessness.

The one aspect about Jason that was fairly obvious and flattering to his character was that he was not so much torn by the deaths oh his new bride and father-in-law but by the loss of his children. He mourned them more than the loss of his plan to succeed in life. He also attempted to befriend Medea after what he had done. This, however, seemed to be only to save face with those around them. Other versions of this myth have made him sound less considerate. He was quiet distrusting of Medea’s intentions of giving yet Euripides never made him realize what it was that she was offering him. She was passing along gifts she had received from her family. She was somewhat offering Glauce a dowry for the husband she was giving up. Jason’s character was not only shaped as a careless husband but also insensitive to all of his surroundings.

Euripides’ took the characters of this tale an embellished their best qualities. This was not the case for the protagonist. Medea is a character who is skillful at speaking many languages. The chorus members fully sympathize with Medeas predicament, excepting her eventual decision to murder her own children. When she addresses herself, in the great monologue, two distinct voices appear that of the pitiful mother who loves her children and, the voice of the heroic warrior who demands revenge. The play revolves around Medeas emotional transformation, a succession from suicidal hopelessness to vicious fury. She eventually avenges Jasons betrayal with a series of murders. This, of course, is not typical of a mother and is what makes her such a notorious character.

Medea is a Xenos. She is not Greek. She is a “barbarian” from the land of Colchis. Euripides, however, is Greek and his portrayal of a woman from an alien land should not be viewed as a favor to the sex but rather an insult to all women not Greek. This was typical of Greek drama. People from other lands were constantly demeaned in order to bring some comic relief to the theatre. It also helped Greeks better understand stories and made protagonists more heroic by making those around them aliens.

Euripides is not viewed as one of the most upbeat or well-liked Greek poets, including Aeschylus and Sophocles, and had the least amount of success in his own lifetime. However, more of his plays have survived than those written by Aeschylus and Sophocles combined. Some critics say he is fascinated by the oppressed, especially women. Euripides’ Medea presents the reader with a sly version of a “subordinate” woman. It is Medea’s cunning ability to manipulate that sets her apart from the subordinate women of Athens. Euripides portrays her as having qualities seemingly unfit for a woman, qualities that, if given to a man, would receive praise. With an almost inhuman characteristic, Medea plays perfectly on the weaknesses and needs of both her enemies and her supporters.

Euripides brought Athens and Corinth a story about a woman whose mind was tortured, heart was tormented and soul was cursed by the stars. With the pain that this woman went through, it is unfair to call her a criminal, especially for the sake of a city’s fear of economic loss. As a result, she is called a murderer, a heartless woman who took the lives of her children to punish a man who didn’t love her. Many writers have been baffled by her audacity and yet, for years, her myth was a mystery. There are quiet a few versions of Medea’s true life story. Does it do this character any good to argue on her behalf? The world’s view of her is already fairly tainted. Fortunately, to many, she is still considered a hero. She spoke up about her true feelings and paved the way for women of her time. Although, Euripides didn’t do her much justice by writing in the murder of her own children, he did bring her fame and credit for just living.



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