Antigone Fights For Her Family - Free Essay Example

Sample details Pages: 3 Words: 968 Downloads: 4 Date added: 2019/05/28 Category Literature Essay Level High school Tags: Antigone Essay Did you like this example? Heroes are virtually always portrayed as courageous, autonomous, and without error whereas villains are depicted as evil, tyrannical, and controlling. This is not the case in Sophocles Antigone. In this play, Sophocles contrasts his hero, Antigone, with another hero, Creon. Both of them compete for honest and justifiable reasons, but they have different motives. Although it may seem that both of them have ethical intentions, Antigone is the true hero because her actions are motivated by religious and family purposes while Creonrs are driven by pride and a craving to have power and be King. Throughout the play, Antigone fights for her family and her beliefs through respect and never arrogance or rebellion. When Antigone first discovers Creonrs decree about the burial of her brothers, she wonders why [Creon has] honored only one of [her] two brothers with a tomb and dishonored the other (21-22). This is Antigoners initial reaction to the edict from Creon. This response is honest and true, and its confidence shows exactly what her motives are in all that she does. She does not respond with anger towards Creon, or one that is driven by rebellion for her own personal gain. This proves that her goal is to fulfill her family traditions by honoring both her brothers with a proper burial, not to discredit the kingrs edict. Antigone and Creon debate the ethics of the edict, Antigone claims that it was not Zeus who made this proclamation, so she does not have to obey it (450). Don’t waste time! Our writers will create an original "Antigone Fights For Her Family" essay for you Create order Antigone feels that divine law by the gods is superior to written law by a king, so she does not see it as necessary to obey the decree from Creon. If this pronouncement had been made by one of the gods, Antigone would have obeyed it, no matter how furious it made her. Her comments about Zeus prove that she is not acting out of a desire to be rebellious, but rather a desire to honor both her dead brothers. Throughout the play, it is clear that Antigoners actions are done to [join] in friendship, not in enmity, the complete opposite of Creonrs intentions (523). Antigoners actions were all done out of love and respect for her brothers. She does not mean to disrespect Creon or Thebes when she disobeyed the proclamation made by Creon. When Antigone says this, she is pronouncing that no matter how many evil crimes her brother committed, he will always be her brother and a friend. Antigone realizes the importance of family, and she will always love him no matter what he has done. This loya lty and determination to show respect to her family perfectly exemplifies the moral and just motivation behind Antigoners actions. As the play evolves, it becomes clear that Antigone values divine law over written law and that all her actions are done to protect and respect her family, not out of pride. Creonrs actions are not blatantly evil in and of themselves, but they are all motivated by selfishness and a desire to become King. Once Creon becomes king, he comments that it is impossible to learn in full the spirit of a man, his purpose or his judgement, till hers shown up by experience of rule and law (175-177). Creon deliberately tells the Chorus that he is going to make all his decisions in a way that helps him become king, this act further proves the fact that he is self-righteous. It shows that he will do anything he can to gain the respect of his people, which is ironic because most of the people in the city do not agree with him. Creonrs remark highlights his insecurity and worry that the people will not follow him. This anxiety makes him feel as if he needs to prove something to the people, rather than being confident that he will be a worthy king. While Antigone is pleading her case, Creon claims that her argument is invalid because while [he lives] a woman shall not rule (525). Creon feels that since he has not been king for very long, he needs to assert his dominance over Thebes. This mindset causes him to neglect his own family. This abandonment of his family shows that his motives were driven by pride and a longing power, which is the opposite of Antigone, who was motivated by faithfulness and respect. At the end of the story, it is clear that Creonrs pride has started to control him when he wants to banish Antigone and have her [led] away as quickly as possible where she can die (885-888). The banishment of a family member is never acceptable, no matter what crime was committed. However, Creon willingly does so, because of his pride and longing for power. He is so engulfed in his arrogance that he allows his own niece to be put to death, and he does not regret it. This perfectly shows the severity to which Creon is caught up in his pride and furthers his self-righteousness. Because of his rejection of his family and his desire for respect, although Creonrs actions were not completely evil, the motivation behind them was nothing but pride. Although both Creon and Antigone strive for fair goals, their conflict is not a matter of noble versus noble, because their motivations contrast one other. Antigoners actions are motivated by respect and honor for her family and a desire to fulfill religious duty. Antigone is the true hero, whereas the self-centered Creon is not. The significance of this is that it demonstrates that although an action may appear to be moral or just, the incentive behind it may be evil and dark, which shifts the ethics of the action itself. This is demonstrated throughout the entire play as Sophocles emphasizes the importance of honest motivations, which will often lead to honest actions.

The Star Wars Is A Myth - 1285 Words

Today we’re putting Joseph Campbell (1904-1987) on the masthead. Chances are that you already know all about his thought and work without realizing it. When George Lucas wrote the first few drafts of Star Wars, it was shaping up to be standard, 70’s sci-fi action schlock. Then he put the screenplay aside to settle and re-read Campbell’s The Hero with a Thousand Faces. That changed everything. Sculpting his imaginary galaxy around the skeleton of Campbell’s monomyth thesis produced a set of films that took a generation by storm and still reverberates through popular culture. Star Wars doesn’t exactly fit in any film genre. It has action and romance, but it isn’t an action or a romance film. It isn’t sci-fi either, though for lack of a†¦show more content†¦In 1927, he left for Europe again, this time as a postgraduate student at Columbia University. He was to study Old French, German and Provencal as part of his Medieval Literature studies. He found far more than he expected. He began a lifelong love affair with the Cathedral at Chartres; discovered Joyce and Mann; wondered at post-impressionists like Picasso and Klee; and began making sense of the world under the influence of Freud and, especially, Jung. Upon his return to America, he proposed adding Sanskrit and modern art to his course of studies at Columbia. His advisers felt that neither was appropriate to the study of Medieval Literature, and so Campbell left formal, higher education for good. But he did not leave education. With little hope for gainful employment – it was 1929 – Campbell commenced five years of self-education and travel. He broke each day into four, four-hour blocks, three of which were spent reading. To his impressive foreign language abilities he added Russian, because he wanted to read War and Peace and assumed that much would be necessarily lost in translation. He traveled the U.S. extensively during those years, befriending John Steinbeck and living next door to Ed Ricketts. 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Experiencing Music Composition in Grades †MyAssignmenthelp.com

Question: Discuss about the Experiencing Music Composition in Grades. Answer: Introduction: The final composition that I have done covers all the concepts that were covered in the classes as it offers a key opportunity to put into practice what has been learned. The name of my composition is coming back, with Cubase program used for recording its audio. I recorded half of the instruments that appeared in this audio while the rest were recorded from the MIDI software, putting the idea and activities done in classes to enhance the composition effectiveness. To better explain the learning experiences and the composition, I have narrowed them done in 3 parts in terms of the composition journey, choosing the sound source and composition learning. To start with the composition journey, the idea was inspired in class when we were learning the chords on the ukulele. The way the chords change and the melody from the chords has developed the basic structure of my composition. The weekly videos have also helped a lot in this composition in various ways such as, memorizing the key point of each class and gaining better understanding of what we have learned and achieved. The basic idea that I started with my composition was the week 6 about chords. Chord is the soul of the music, it tells the emotion. For example, a sad song wont start with major C. Almost every song starts with major C are all rendered a harmony and happiness (Kaschub Smith, 2017). However, the song that starts with major F mostly rendered a cheerful rhythm such as the songs practiced in class. On the other hand, Minor E will have a better effect on a sad song. In this regard, I choose major C to be the tune of my composition since it is my favourite chord and it s hows a positive mood and sounds calm. For the sound sources, ten instruments have been included in my composition, they are Piano, guitar, pizzicato, drums, harp, villi on, bass, bells and vocal. All the sound sources are harmonious and sound positive. Even though there are ten sound sources in my composition the instruments are very harmonious presenting an appealing sound. For the composition learning and achievement, the weekly notes and video played an important role. Creating structure that we have learned from class, I learned the difference between structure and texture. The structure in which the composition is done represents the concept of the music while the texture represents the concept of the adapter. Having come up with the composition while at two different locations made it easier for me to develop a tangible and clear structure (Oxford, 2004). Also for the music concept that we have learned in class, the tone colour and dynamics gave me a better understanding of choosing the instruments. As I mentioned before, even though there are so many instruments in my composition it still sounds harmonious.Moreover, the pentatonic scale is one of the key aspects that I like most because of the blues style music which are based on pentatonic scale. Based on the class learning, I randomly selected one of the major scale scales 1, 2, 3, 5 and 6 to find the pentatonic scale of this major tune. In other words, the fourth tone and the seventh tone were removed, resulting in the elimination of the original half-tone in the major scale. The resulting tone consisted of a whole-sound and minor thirds. This helped me with some of my accompaniment instruments to achieve a better performance. Moreover, theme and variation gave my composition a very good canon type of structure with solo piano and other instruments following one after the other. This is important to ensure that the sound creation enhances the individual listening to my composition. Finally, the melody is the soul of the music just like a chord and is based on the chord as taught during class lessons. It was directed that, we have to create the melody based on the chord, which helps me know how to follow the chords and use the right tone. References Oxford, E. C. (2004).Song sheets to software: A guide to print music, software, and web sites for musicians. Lanham, Md: Scarecrow Press. Kaschub, M., Smith, J. (2017).Experiencing music composition in grades 3-5.