Ancient Greek Theatre: Theatre for Secondary Theatre Level 2

Session Design by Alyssa Landroché and Reanna Russell

LEARNING OBJECTIVES
Content Standards
● Standard L2.T.R.5:
Analyze and assess a drama/theatre work by connecting it to art forms, history, culture,
and other disciplines using supporting evidence and criteria
● Standard L2.T.CR.6:
Investigate historical and cultural conventions and their impact on the visual composition
of a drama/theatre work.
● Standard L2.T.CO.2:
Formulate creative choices for a devised or scripted drama/theatre work based on theatre
research about the selected topic.

Essential Questions
● Why is learning about Greek theatre important?
● What connections do Greek theatre have to modern day theatre?
● What does Ancient Greek theatre say about the culture of ancient Greece?

Enduring Understandings
● Students will understand that elements and influences of Greek Theatre are evident in
modern western theatre.

Key Knowledge
● Students will know that the Chorus narrates the show, establishes background, and
reveals character motivations.
● Students will know that a Prologue is a monologue or dialogue presenting the tragedy's
topic.
● Students will know that Parados is the entry of the chorus; using unison chant and dance,
they explain what has happened leading up to this point.
● Students will know that an Episode is the main section of the play, where most of the plot
occurs. Actors speak dialogue about the plot (more so than taking action, much of which
is offstage and later commented upon). The chorus often interacts with the actors.
● Students will know that the Exodos is the final chorus chant where the moral of the
tragedy is discussed.
● Students will know that the 3 Unities are the unity of time, unity of place, and unity of
action.
● Students will know that hubris is excessive pride experienced by a character that usually
leads to their downfall.
 ● Students will know that hamartia is the fatal flaw possessed by a character that usually
leads to their downfall.
● Students will know that catharsis is a purging or releasing of strong emotions.
● Students will know that deus ex machina is a plot device whereby a seemingly unsolvable
problem in a story is suddenly and abruptly resolved by an unexpected and seemingly
unlikely occurrence.

ASSESSMENT
Performance Tasks
● Students will observe the performances of their peers’ adaptation of their Greek myths
and complete The Dionysian Festival Judges Rubric (attached) which includes the
literary structure of a Greek tragedy, adherence to the 3 Unities, chorus synchronicity,
and effective adaptation of their myth in order to analyze and assess a drama/theatre work
by connecting it to art forms, history, culture, and other disciplines using supporting
evidence and criteria.

Other Assessments
● Students will research their Greek myth, costumes, lighting, and scenery of ancient Greek
theatre and fill out the How to Win a Goat packet (attached) formulating how they will
use their research to make creative choices in their Greek adaptations in order
demonstrate their ability to formulate creative choices for a devised or scripted
drama/theatre work based on theatre research about the selected topic.
● Students will take the Greek Theatre Quiz (attached) which tests their knowledge on the
literary structure of a Greek tragedy and common characteristics found in Greek
Tragedies in order to assess the key knowledges.
● Students will write a 750 word essay in response to the following academic prompts in
order to demonstrate their understanding that elements and influences of Greek Theatre
are evident in modern western theatre, and to investigate historical and cultural
conventions and their impact on the visual composition of a drama/theatre work.
○ What elements or influences from ancient Greek theatre are evident in the theatre
you see today?
○ How did the cultural and historical conventions of ancient Greece and ancient
Greek theatre affect the visual composition of your play?

MATERIALS NEEDED
Teacher Materials
 ● Dionysus costume (white bed sheet, safety pins, wine glass full of grape juice, laurel
wreath of grape vine or greenery).
● Computer
● TV/ SmartBoard/ Projector Screen
● Mask Example
● Orpheus and Eurydice Example (attached)
● Paper columns
● Greenery for the festival
● Other festival decorations such as banners, wreaths, etc.
● Rubric Completion Checklist (attached)
● Greek Theatre PowerPoint
(https://docs.google.com/presentation/d/1QA925TK0HbDSYlsuW2iPLZ4xW2yX4xxtfM
ysuixm1-o/edit?usp=sharing)

Student Materials
● Definitions of Common Characteristics Pages (attached)
● Dionysian Festival Judges’ Rubric (attached)
● Research Worksheet (attached)
● Agamemnon Worksheet (attached)
● Definitions Worksheet (attached)
● Greek Theatre Quiz (attached)
● Greek Myths Handout (attached)
● Cardstock (multiple colors)
● Feathers
● Glue sticks/ Elmers Glue
● Staplers
● Staples
● Scissors
● Tape
● Elastic
● Dowels

LEARNING PLAN
Set-Up
1. Prepare YouTube Videos
a. https://www.youtube.com/watch?v=BjLrMxO4cys
b. https://www.youtube.com/watch?v=jToXlJQZC_g
c. https://www.youtube.com/watch?v=BjLrMxO4cys
d. https://www.youtube.com/watch?v=Pa0lMzaljTk
 e. https://www.youtube.com/watch?v=YyRZwdgHN_A&list=PLrEN8V8iSSW4zIc
w0yLCqPquOFlNXfNXq
f. https://www.youtube.com/watch?v=UfUkhR1E5oM
2. Dress as Dionysus
3. Print off the Definitions of Common Characteristics Pages (attached)

Day 1
Framing / Hook
1. Introduce Teacher-in-role as Dionysus (3 min)
1. Dressed as Dionysus, come in and address the students as mortals and express
disappointment in them for not participating in the festival of Dionysia. Demand
that the students write “goat-songs” (Tragedies) to perform at Dionysia.
2. Teacher not in role explains to Dionysus that the students don’t know anything
about Greek Theatre or Dionysia.
1. NOTE: If there is only one teacher involved in this lesson, you can
differentiate when you are Dionysus and when you are the teacher
by removing the laurel wreath. You might also find it effective to
employ a character voice when you are in role, and drop the
character voice when you are acting as yourself.
3. Dionysus says “*Outraged* YOU FOOLS! You mean to tell me that your
thespians don’t know anything about how theatre was developed?! Your students
don’t understand that my festival laid down the foundation for Western Theatre as
you know it today?! Aw, Hades! Well, I command you all to write tragedies to
perform at the Dionysian Festival and hopefully that will instill in you an
appreciation for Greek Theatre! I’m sure your mortal instructor can teach you
what you need to know. You have 4 days to create a Greek Tragedy to perform.
Remember, you must follow all the rules or I will feed you to Persephone's three-
headed-hellhound Cerberus. If you create the best and most tragic tragedy at the
festival, I will reward you with the greatest and most majestic material
possession--a goat.” Dionysus exits.
1. NOTE: It could also be effective to film this beforehand so that the
teacher in the room can remain out of role.

Process
2. Discussion with class about previous knowledge (2 min)
1. Ask students the following questions:
i. Have we ever seen Greek Theatre?
ii. What do we know about it?
 2. Explain to the students that learning about Greek Theatre is valuable because the
majority of western theatre was built off of the conventions surrounding Greek
Theatre.
3. Share with the students that if they are going to appease Dionysus, they will have
to start learning about Greek Theatre immediately so they can prepare for the
festival.
3. Preparatory Lecture (5 min)
1. Following along with the Greek Theatre PowerPoint (link in teacher materials),
give students the following information:
i. Who was that guy?
1. Dionysus was the son of Zeus and Semele, a mortal. Zeus wife
Hera convinced Semele that she would only know that Zeus truly
loved her if he would allow her to see his true form, which,
according to Greek Mythology would instantly burn any mortal to
a crisp. Semele ask Zeus to prove his love, and he did reveal his
true form, and she did combust, but to rescue fetal Dionysus, he
cut him free of his mother and stitched him into his thigh, where he
carried him to term. Dionysus became the God of fertility, wine,
and theatre.
ii. What is this festival all about?
1. The festival was a spring religious festival worshipping Dionysus
to appease him for their growing season. It was done in
conjunction with the planting of the crops.
2. This festival was attended by all Athenian citizens and visitors
throughout Greece.
3. 6-day event that showcased theater, music, dance, and the
community.
4. For three days, the most respected playwrights would present their
works. Each would present three tragedies and one satyr play.
5. The plays were judged by “agonothetai”, and critics of theatre
developed what regulations or rules were considered the best
practices of theater.
6. The winner was rewarded with a goat which was a sacred religious
symbol.
iii. Structure of a Greek Tragedy (6 min)
1. Explain that following the strict structure of a Greek tragedy was
important to the playwrights because it was designed to effectively
communicate not only the story of the play, but also the underlying
moral to the audience.
 2. A Chorus narrates the show, establishes background, and reveals
character motivations.
3. Up to three actors were to perform using masks to switch between
multiple characters.
4. Prologue: A monologue or dialogue presenting the tragedy's topic.
5. Parados: The entry of the chorus; using unison chant and dance,
they explain what has happened leading up to this point.
6. Episode: This is the main section of the play, where most of the
plot occurs. Actors speak dialogue about the plot (more so than
taking action, much of which is offstage and later commented
upon). The chorus often interacts with the actors.
7. Stasimon: The chorus comments upon the episode to the audience.
8. Exodos: The final chorus chant where the moral of the tragedy is
discussed.
4. Examples of Tragic Structure in Modern times (7 min)
1. Show clips of the following videos to the class and have them identify which part
of the tragedy is being shown. (I.E. Prologue, Parados, Episode, Exodos) Play
about 30 seconds of each clip and after the clip is shown go through each essential
section and ask if that waswhat was being shown in the clip)
i. https://www.youtube.com/watch?v=YyRZwdgHN_A&list=PLrEN8V8iSS
W4zIcw0yLCqPquOFlNXfNXq
ii. https://youtu.be/Pa0lMzaljTk?t=23
iii. https://www.youtube.com/watch?v=RRq7lLawQB4&index=3&list=PLrE
N8V8iSSW4zIcw0yLCqPquOFlNXfNXq
iv. https://www.youtube.com/watch?v=UfUkhR1E5oM
v. https://www.youtube.com/watch?v=Pa0lMzaljTk
a. NOTE: You prepared these videos at the beginning of class
to avoid advertisements and buffering.
2. Ask the students if they can think of other examples they have seen in modern
entertainment that uses the same tragic structure.
5. Return to Preparatory Lecture
1. Aristotle's Unities
i. Time: The play should represent the passage of no more than one day
ii. Place: The setting of the play should be one location.
iii. Action: All actions or scenes in the play should contribute directly in some
way to the main plot.
2. Common characteristics of Greek Tragedy (3 min)
i. Hubris: Excessive pride possessed by a character that usually leads to their
downfall.
 ii. Reversal of Fortune: The protagonist (hero) in a Greek tragedy was
expected to experience a reversal of fortune and a downfall, usually due to
his reach for a lofty goal being thwarted by his own hubris, or excessive
pride. While this downfall could result in death, it could also be followed
by a catharsis.
iii. Hamartia: The fatal flaw possessed by a character that usually leads to
their downfall.
iv. Catharsis: a purging or releasing of strong emotions, usually experienced
by the audience as a result of a dramatic work, or by the protagonist within
a story to suggest redemption.
v. Deus Ex Machina: a plot device whereby a seemingly unsolvable problem
in a story is suddenly and abruptly resolved by an unexpected and
seemingly unlikely occurrence. In the case of the Greeks, divine
intervention.
6. Characteristics in Tableau (15 min)
1. Have students prepare the room for drama.
i. Work with the students to move desks, chairs, backpacks, and all other
tripping hazards against the walls of the room to create a large open space.
2. Separate the class into 5 groups by counting off.
3. Explain to the students that they will be creating tableau representing one of the 5
common characteristics of Greek tragedy we discussed.
i. Remind the students that a tableau is a still image we create with our
bodies to represent an idea or emotion.
4. Assign each group one of the 5 common characteristics of Greek tragedy
discussed in the above section by handing them a Definitions of Common
Characteristic Page (attached).
5. Have students, in 3 minutes, prepare a tableau that effectively conveys the
common characteristic their group was given.
6. Have students take turns presenting their tableaus to the class. After each group
has frozen in their positions, ask the observing students the following questions:
i. What do you see?
ii. Who are the characters in this image?
iii. What common characteristic do you think this image is portraying?
Reflection
1. Ask the students the following questions:
1. Where have you seen hamartia in pop culture/ movies/ plays?
2. Where have you seen hubris in pop culture/ movies/ plays?
3. Where have you seen deus ex machina in pop culture/ movies/ plays?
4. Where have you seen reversal of fortune in pop culture/ movies/ plays?
 5. What experiences in watching a theatre work or film have caused you to
experience catharsis?
Day 2
Set up: Create a list of emotions, nouns, adjectives, and verbs for the Chorus activity

The students will enter the room as normal and take their seats. The teacher will start
class by explaining to the students that Dionysus emailed her and attached a video of a the Greek
Tragedy Agamemnon (https://www.youtube.com/watch?v=ZZyQNOkLfNE) so the students can
have a better idea of what Ancient Greek Theatre looked like. The students will fill out the
Agamemnon Guided Notes Worksheet as a formative assessment. (see attached) The teacher
will then have a discussion with the students about what they saw and heard in the video and
what was significant about the visual composition in respect to Greek culture and society. (IE
masks, chorus, music, etc).
Discuss briefly that the two main performance components to Greek theatre is the actors
(up to three), and the chorus. Ask the students if they remember what the role of the Chorus was
that they learned last class period. Discuss with the class why masks were often used during
Greek theatre.
Prepare the room for drama by creating a space big enough where the students can stand
in their own space. Split the class into groups of 4 or 5. The teacher will have a list of emotions,
nouns, adjectives, and verbs. The teacher will explain to the students that each group represents a
greek chorus and that the purpose of the chorus is to work together to create meaning with their
bodies and to create an interesting visual composition. The teacher will yell out one of the words
and the students will have 15 seconds to create a movement with their body to represent that
word. Have each of the groups observe the other groups one at a time. Go through 3-4 words
depending on time. After, hand each student group a slip of paper with a line from a Greek
Tragedy. Explain to the students that they will together as a group use movement and their voice
to portray the line of dialogue. Each group will have 5 minutes to prepare the movement and the
dialogue and will then perform for their classmates. Afterwards, discuss the visual composition
some groups made to portray meaning and whether or not it was effective.
Explain to the students that most of Greek Theatre was adapted from religious texts from
and myths from their history and that they will get the opportunity to adapt a Greek myth into a
Greek tragedy. Explain that since the students didn’t grow up in Ancient Greece, Dionysus in his
wisdom and infinite mercy has provided the sacred text: How to Win a Goat by. Dionysus. Hand
out the sacred text to each group. Included in the How to Win a Goat will be the following: the
myth they will be adapting into a Greek tragedy, the Dionysian Festival Judges Rubric, the
Orpheus and Eurydice example sheet, the research worksheet for Greek Theatre, and the
definitions of Greek Theatre sheet. Go through each page of the packet and explain each page.
(Detailed instructions of the purpose of each worksheet will be included on the worksheet.)
Spend most of your time going through the example adaptation and the rubric so the students
have clear expectations of what their performance should look like. Explain that for homework
they need to, as a group,use the Greek Myth Adaptation worksheet in their How to win a Goat
packet to research their myth, as well as conventions of Ancient Greek Theatre to gain more
context for the myth and how it should be performed, and then begin writing a script. Tell the
students they will be turning in the packet so to complete everything in the packet. Answer any
questions the students have and then move onto the discussion.

Reflection questions:
a. How does Greek Theatre reflect Modern theatre? Why is it important to learn
about Greek theatre?
b. Why is the chorus an effective way to storytell? What does it say about Greek
culture? Was there anything challenging about working as a chorus?
c. Where do we find choruses in modern film/theatre?
d. How does the theatre space affect the performance?

Day 3
At the beginning of class gather the students together in a circle and play the group
counting game where the students will attempt to count to 15 as a group with one person saying
one number at a time and that if more than one person says a number they have to start the
counting over. Explain to the students that this game will give them an insight into how much
focus it would take to be a chorus member.
After the warm-up game explain that Dionysus again reached out and has asked for the
students to be the judges of the Dionysian Festival because all of their judges have died of the
plague. Explain that the theatre festivals in Ancient Greece had rules and criteria they needed to
follow in order to receive high Mark's in the festival. Ask the students about any modern day
theatre competitions they know of and what kind of criteria may be found at those competitions.
Make the connection between ancient Greek theatre competitions and modern day theatre
competitions through this discussion. Have the students turn to the Dionysian Festival Judges
Worksheet in their packet and explain that they will be the judges for the festival. Tell the
students that in order to be an effective judge they have to be able to justify each score they give
to performers by analyzing how the performance connects to the culture and history of Ancient
Greek Theatre. Give the students an example of how they would justify their scoring on the
rubric. (For example, I gave Jose’s group 10 points for their overall performance because they
had creative and effective blocking, costumes, and delivery of lines. I could hear and
understanding everything Jose said, and have a better understanding of the myth they performed
because of their adaptation).
Have the students break out into their groups and allow them to start working on creating
their play for the rest of the class period by going through How to Win a Goat. These steps might
include additional research, outlining the plot structure and breaking it down into the essential
parts of a Greek tragedy, writing a script, casting the piece, deciding on costumes, scenery, and
props, etc.
 At the end of the class period gather the students for a quick reflection asking the
following questions: What challenges have you come across when creating your festival pieces?
Has anything surprised you about the process? How much progress has your group made with
the creation of the play? Before the bell, let the students know that the next day they will
continue to work on their tragedies, and that there is a brief quiz on the vocabulary from the
powerpoint, as well as on the structure of a Greek theatre. The class after next is the Festival!

Day 4
Students will have this day to work within their groups to rehearse their Greek tragedy
for performance the following class period. Before the students break out into their groups, ask
the students to consider how the rehearsal process may have looked in ancient Greece and
whether or not it was similar or different to the rehearsal process they are doing for their Greek
tragedies. After the brief 3 min discussion, provide materials for the students to create masks for
their characters and chorus members should they choose to do that in class. The students are
encouraged to meet and practice outside of class if possible to improve their performances and
get more rehearsal in.
At the end of the day, each group will provide the teacher with the title of their piece on
a scrap piece of paper which will be used to randomly select the order of the performances at the
festival the following day. It is optional, but students might be given the choice to bring treats,
snacks, and beverages for the class to enjoy during the festival performances (if you choose to
include this, ensure none of your students have food allergies). The last 15 minutes of class will
be used to take the Greek Theatre Quiz.

Day 5
The teacher will prepare the room for drama, establishing a stage space and an audience
space, both in semi-circles like an ancient Greek theater. Garlands of greenery, large paper or
fabric columns made to look like marble, and photos of Greek pottery and art decorate the room
in preparation for the students festival performances. All decorations are prepared beforehand so
that the students enter an immersive environment.
Music plays as the students enter the room
(https://www.youtube.com/watch?v=dWDqmrpCC20). Students perform their 4-6 minute plays
in the order determined previously, other students are encouraged to fill out the Dionysian
Festival Judges rubric throughout the performance, and are given the time until the next play is
set up to finish filling out the Dionysian Festival Judges rubric. Remind the students about what
makes an effective judge and that they need to justify their scoring on the rubric. Remind the
students that they will be graded on how well they justify their scores. The transition times
should not exceed 2 minutes. After all performances have been completed, students will turn in
their rubrics to the teacher, and their completion will be marked on the Rubric Completion
Checklist (attached). The students will also turn in their How to Win a Goat packet which
includes all of their research and outlining for their tragedies.
 Gather the students for a final reflection and discuss the following question: How did
Greek Theatre lay the foundation for modern western theatre? Assign the students the Greek
Theatre Essay which asks students to write a 750 word essay on the following academic
prompts:
What elements or influences from ancient Greek theatre are evident in the theatre
you see today?
How did the cultural and historical conventions of ancient Greece and ancient
Greek theatre affect the visual composition of your play?
Tell students the essay is due in two class periods.
 Dionysian Festival Judges Rubric
Dionysian Goat Worthy Worthy Dionysus A disgrace Justification of Total
Festival (10 points) enough is slightly to Score Points
Judges Rubric for offended Dionysius!
Dionysus (5 points) (0 points)
(8 points)

Literary The The The The

Structure adaptation adaptation adaptation adaptation
followed the mostly follows follows
literary followed some of none of
structure of the the the
a Greek structure structure structure
Tragedy of a Greek of a Greek of a Greek
which tragedy tragedy tragedy! It
includes: but may but is was a
Prologue, have missing 3- structural
Parados, missed 1 4 of the mess.
Episode, or 2 of the sections. Dionysus
Stasimon, sections. is not
and Exodus. inviting
you to his
holiday
party.

3 Unities The The The There was

adaptation adaptation adaptation absolutely
had unity of had some had little no
time, place, unity of to no unity evidence
and action time place of time, of any
meaning and action place, and unity
that the in the action in anywhere
action took storyline. the in the
place in the storyline. story line.
same place Beware of
and time in Dionysus’
the story wrath!
line.

Chorus The chorus The The The

Cohesiveness was in-sync chorus chorus chorus
and their was was out of didn’t
creative usually in sync exist.
movements sync and many Dionysus
and dialogue their times and is crying
added to the movement their because
audiences and movement he feels
understandi dialogue and so
ng of the usually dialogue disappoint
plot. added to was hard ed in you.
 the to follow
audiences which
understan made it
ding of the hard to for
plot. audience
to
understan
d the plot.

Overall Performance Performan Performan Performan

Performance elements ce ce ce
such as elements elements elements
costume, such as such as such as
blocking, costume, costume, costume,
and vocal blocking, blocking, blocking,
storytelling and and and
were storytellin storytellin storytellin
creative and g were g were g were
effective. mostly unprepare unprepare
You are a creative. d and d and
true Greek messy. unpleasan
Tragedian t to watch.
who even Dionysus
the great has
Dionysus banned
feels jealous you from
of. attending
further
festivals.

Example Adaptation
Greek Myth adaptation:
Orpheus and Euridice
Orpheus, son of Apollo and Calliope (one of the Muses), is a skilled musician who can charm
birds and animals with his lyre. He falls in love with Euridice and marries her. But one day she is
bitten by a serpent and dies. Orpheus, heart-broken, begs Zeus to restore her. Zeus gives him
permission to seek her in Hades, but warns of its dangers. Orpheus overcomes these with
music and eventually finds his wife. He is allowed to take her away on condition that he does
not look back at her as they leave. However, just before reaching the surface, he looks back
and loses her a second time. He spends the rest of his days singing mournful songs
accompanied by his lyre. This infuriates the Bacchantes, who tear him to pieces. The gods
rescue his lyre and set it in the sky as a constellation

Greek Tragedy:

Chorus enters
CHORUS: We have come to share the story of Orpheus, the son of Apollo and Calliope who
travelled to the underworld of Hades to save his one and only love, Euridice, who was bitten by
a serpent. We desire to say that he won his wife back from Hades, but alas, we must sing of the
tragedy of losing his wife a second time instead. Chorus sits in Chorus area.

Orpheus enters the gates of Hades, a grim place with a feeling of despair and never-ending
torture

ORPHEUS: Zeus has given me permission to come restore my Euridice back to the living that I
may live with her in bliss for eternity.

GUARD OF HADES: You may pass, but beware of Cerberus, he gets hungry this time of the
day.

ORPHEUS: Thank you for the warning. ORPHEUS exits.

Chorus stands

CHORUS: Orpheus travels through the dangers of Hades, passing the three headed-dog
Cerberus, defeated the dangerous Scylla, tricked Medusa into turning herself into stone, and
traversed the rivers of Hades. and finally finds his wife in the room of lost souls. She looked
treacherous.

Chorus sits

Orpheus and Eurydice enter running

ORPHEUS: My love!!!!!!! We are almost to the exit!!! Keep going and I shall not look upon thy
fine face!

Eurydice trips and screams

Orpheus turns to look at her and when their eyes meet they both realize the grave mistake he
made.

ORPHEAUS: OH MY FOLLIED HEART! I have looked upon thine fine face and have damned
thee evermore!

EURYDICE: (sobbing) Orpheaus, my love, my traitor, farewell.

Chorus stands

CHORUS: And thus we see, Orpheaus’ lack of self-control betrayed him and his love to a life of
never-ending loneliness and torment.

Exuent

Research Worksheet for Greek Myth Adaptation

Using the website:

http://artsedge.kennedy-center.org/interactives/greece/theater/stageTragedy.html and other
internet resources, write down research you have found about your myth and different
performance elements that could be used in your performance. You don’t need to use
everything you researched in your performance at the festival but write it down to give you a
starting point when you start writing the adaptation.

Remember, your Greek Tragedy needs to have the following:

- Up to 3 actors
- A chorus with at least 2 people in it
- All of the sections of the tragedian structure: Prologue, Parados, Episode, Stasimon, and
Exodus
- Unity of time, place, and action

Our Greek Myth is:

Research about characters:

1.

2.

3.

Research about location in myth:

1.

2.

Research about props and set pieces that may be used:

1.

2.

3.

Research about costumes that may be used:

1.
2.

3.
 Greek Tragedy Outline
Names of people in group

Name of our tragedy:

Location of our tragedy (remember, it can only take place in one location):

Characters in our tragedy:

Briefly describe the outline of your tragedy by filling in your plot line in the appropriate
section

Prologue:

Parados:

Episode:

Stasimon:

Exodus:

Definitions in Greek Theatre

Literary Structure of a Greek Tragedy

● Prologue is a monologue or dialogue presenting the tragedy's topic.

● Parados is the entry of the chorus; using unison chant and dance, they explain what has

happened leading up to this point.

● Episode is the main section of the play, where most of the plot occurs. Actors speak

dialogue about the plot (more so than taking action, much of which is offstage and later

commented upon). The chorus often interacts with the actors.

● Stasimon is the entry of the chorus where they talk and speculate about the episode that

has just occured.

● Exodos is the final chorus chant where the moral of the tragedy is discussed.

Aristotle's Unities:

● Time: The play should represent the passage of no more than one day

● Place: The setting of the play should be one location.

● Action: All actions or scenes in the play should contribute directly in some way to the
main plot.

Common Characteristics in Greek Tragedy:

● Hubris is excessive pride experienced by a character that usually leads to their downfall.

● Hamartia is the fatal flaw possessed by a character that usually leads to their downfall.

● Catharsis is a purging or releasing of strong emotions.

● Deus ex machina is a plot device whereby a seemingly unsolvable problem in a story is

suddenly and abruptly resolved by an unexpected and seemingly unlikely occurrence.

Agamemnon Guided Notes

Name:
Objective: This worksheet is to help you investigate how the culture of Ancient Greece affected
the visual composition of Greek Theatre.

Watch the clip of Agamemnon and think about why they use certain visual elements in their
performance and what that could say about Ancient Greek culture.

1. What do you notice about costuming? Why do you think those things were standard in
Greek theatre?

2. What do you notice about lighting and scenery? Why do you think those things were
standard in Greek theatre?

3. What do you notice about the actor’s movement? Why do you think this was standard
in Greek theatre?

Greek Theatre Quiz

NAME:____________________________
Match the following terms to their definition
by writing the letter of the definition next to
the word it matches. Write each letter only
once.
1. Hubris__________
2. Hamartia________
3. Catharsis_________
4. Chorus___________
5. Parados__________
6. Prologue__________
7. Reversal of Fortune___________
8. Episode__________
9. Exodus__________
10. Unity of Time__________
11. Unity of Place__________
12. Unity of Action__________
13. Deus ex Machina__________
a. narrates the show, establishes
background, and reveals character
motivations
b. a monologue or dialogue presenting
the tragedy's topic.
c. the entry of the chorus; using unison
chant and dance, they explain what
has happened leading up to this
point.
Bonus Questions (1 pt ea)
Where do we get the word Thespian?
How was Dionysus saved from death when his mother was incinerated?
Greek Myths
d. the main section of the play, where
most of the plot occurs. Actors
speak dialogue about the plot (more
so than taking action, much of which
is offstage and later commented
upon). The chorus often interacts
with the actors.
e. the final chorus chant where the
moral of the tragedy is discussed.
f. excessive pride experienced by a
character that usually leads to their
downfall.
g. the fatal flaw possessed by a
character that usually leads to their
downfall.
h. a purging or releasing of strong
emotions.
i. a plot device whereby a seemingly
unsolvable problem in a story is
suddenly and abruptly resolved by
an unexpected and seemingly
unlikely occurrence.
j. The play should represent the
passage of no more than one day
k. The setting of the play should be
one location.
l. All actions or scenes in the play
should contribute directly in some
way to the main plot.
m. A downfall could result in death, it
could also be followed by a catharsis
by the protagonist, suggesting
redemption
Chaos and Gaia
The Creation of the World. Out of original Chaos come Gaia (Mother Earth) and Eros. Gaia
gives birth to Uranos, the sky god. They unite to give birth to twelve Titans, three Cyclopes and
three monsters. Uranos pushes them back into Gaia’s womb (the earth), but Gaia persuades
the youngest Titan, Cronus, to help her avenge them. Cronus cuts off his father’s genitals,
which fall into the sea, turn into foam and create Aphrodite, goddess of love.

Echo and Narcissus

The nymph Echo is punished by the goddess Hera, for misusing her gift of speech, so that she
can only echo the voices of others. She falls in love with Narcissus, who spurns her and instead
falls in love with his own reflection in a pool and drowns trying to reach it. Grieving, Echo fades
away until only her voice remains.

Zeus and Danae

Acrisius, King of Argos, is told by an oracle that he will be killed by his grandson, so he locks his
daughter Danae in a tower. However, Zeus transforms into a shower of gold in order to enter
the tower and have his way with an unsuspecting Danae. She bears him a son, Perseus. The
King sets mother and son adrift on the sea in a wooden casket, but Zeus protects them and
brings them to an island, where Perseus grows up.

Perseus and Medusa

King Polydectes sends Perseus on a dangerous mission to capture the head of the Gorgon
Medusa. He has many adventures, including encountering the three Graeae, who share one
eye between them. He also obtains gifts from Hermes – winged sandals, a helmet of invisibility,
and a scimitar for beheading Medusa. From the goddess Athena he obtains a polished shield
for reflecting the Gorgon’s gaze. He is successful and uses the head to good effect in many
adventures, including rescuing Andromeda from a sea-monster. He finally uses it to kill King
Polydectes. He returns to Argos with his mother and Andromeda but accidentally kills his
grandfather with a discus during some funeral games.

Theseus and the Minotaur

Theseus was either the son of Aegeus, King of Athens, or possibly of the god Poseidon. His
mother raised him away from Athens and sent him back to Aegeus when he came of age. His
heroic adventures on the way include overcoming Sinis the Pine-bender, and Procrustes, who
famously shaped his guests to the size of his bed. Theseus narrowly escapes being poisoned
by his father’s consort Medea before being recognized by his father. Intending to kill the
Minotaur, he journeys to Crete as one of the youths to be given to the monster as tribute. In
Crete Ariadne, daughter of Minos, gives him a clew, a ball of thread, so he can find his way out
of the labyrinth. He kills the Minotaur, escapes, and sails to Athens with Ariadne. In most
versions he abandons her on Naxos. Owing to an apparent oversight, Theseus arrives to find
his father has killed himself presuming his son is dead. So Theseus becomes King.

Hades and Persephone

Persephone is the daughter of Zeus and Demeter, the harvest goddess. Her uncle Hades wants
her for his wife. Zeus acquiesces, knowing Demeter will never consent to it. He causes a
beautiful narcissus to grow. Persephone, examining it, loses sight of her friends, whereupon a
chasm appears through which Hades arrives to carry her away to the Underworld. Unable to
find her daughter, Demeter wanders, distraught, looking for her, and neglects the earth so that it
stops being fruitful. Famine results and the people cry to Zeus for help. He finally decrees that if
Persephone has not eaten anything in Hades she can return. But Persephone has eaten six
pomegranate seeds, and must therefore spend six months of each year in Hades. Thus while
Persephone is on earth Demeter is happy and the earth is fruitful; for the other six months she
mourns and the earth is barren.

Orpheus and Euridice

Orpheus, son of Apollo and Calliope (one of the Muses), is a skilled musician who can charm
birds and animals with his lyre. He falls in love with Euridice and marries her. But one day she is
bitten by a serpent and dies. Orpheus, heart-broken, begs Zeus to restore her. Zeus gives him
permission to seek her in Hades, but warns of its dangers. Orpheus overcomes these with
music and eventually finds his wife. He is allowed to take her away on condition that he does
not look back at her as they leave. However, just before reaching the surface, he looks back
and loses her a second time. He spends the rest of his days singing mournful songs
accompanied by his lyre. This infuriates the Bacchantes, who tear him to pieces. The gods
rescue his lyre and set it in the sky as a constellation.

Eros and Psyche

Psyche, youngest and most beautiful of three princesses, excites the envy of Aphrodite, who
tells her son Eros to inflame her with an unsuitable passion. Instead Eros falls in love with her
himself. He manages to have her plunge from a cliff-top and conveys her to a palace on an
island. Here he visits her every night and makes love to her, but she never sees his face. One
day she persuades him to let her family visit. Her sisters urge her to contrive to see him in case
he is a monster. The following night she lights a lamp over him while he sleeps, and finds that
he is a beautiful youth. A drop of lamp oil wakes him and he leaves her immediately, the palace
disappearing too.
She wanders disconsolate, then decides to serve Aphrodite, who sets her impossible tasks,
which she accomplishes. Her final task is to fetch beauty oil from Hades. She accomplishes this,
but cannot resist opening the casket. Out flies Sleep and renders her unconscious. At this point
Eros re-enters the story, rescuing her from unconsciousness (cf. ‘Sleeping Beauty’). Finally he
defies his mother and marries Psyche.

Phrixus and Helle

The children of King Athamus and Nephele. Athamus puts away Nephele and marries Ino. She
is jealous of Phrixus and Helle and plots to kill them, but Nephele intervenes and she ends up
killing her own two sons instead. So Ino causes a famine and bribes the priests of the Delphic
Oracle to say that Phrixus must be sacrificed to Zeus to save the land. Phrixus agrees but is
saved at the last minute by a golden ram sent by his mother Nephele, who has been given it by
Hermes. The ram flies off with both children on its back. Sadly, Helle falls off and gives her
name to the Hellespont. Phrixus is put down in Aea, welcomed by its king, and marries his
daughter Chalciope. The ram is offered to Zeus and its fleece given to the king, who hangs it
from an oak and sets a dragon to guard it. It becomes the famous Golden Fleece sought by
Jason.

Jason and the Argonauts

Jason’s uncle Pelias has usurped the throne from his father. Jason’s mother sends him away to
be raised by Chiron the Centaur. On coming of age he sets out to claim his throne, aided by
Hera. King Pelias, however, sends him on a quest for the Golden Fleece. Jason sets out in a
specially built ship, the Argo, with many heroes. Their challenges include overcoming the
Harpies and escaping the clashing rocks. Jason eventually arrives at the court of King Aetes,
who sets him new tasks. Jason completes these with the help of Aetes’ daughter Medea, who
has fallen in love with him. She also enables him to capture the Fleece.

Taken from: http://www.livingmyths.com/Greeksum.htm

 Definitions of Common Characteristics Pages

Hubris is excessive pride experienced by a character

that usually leads to their downfall.

Hamartia is the fatal flaw possessed by a character

that usually leads to their downfall.

Catharsis is a purging or releasing of strong emotions.
Deus ex machina is a plot device whereby a

seemingly unsolvable problem in a story is suddenly and

abruptly resolved by an unexpected and seemingly

unlikely occurrence.
Reversal of Fortune: The protagonist (hero) in a

Greek tragedy was expected to experience a reversal of

fortune and a downfall, usually due to his reach for a lofty

goal being thwarted by his own hubris, or excessive pride.

While this downfall could result in death, it could also be

followed by a catharsis.
Rubric Completion Checklist

Student Name Did the student provide relevant

justification for the grading of their
peers?

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