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Survey of Drama 213/1             Midterm 1             Wednesday, November 5, 2003

 

Answer one  Part   either A or B :

 

Part A

Answer each question of these six in detail .

 

 

a.1.Define  ‘play’ and ‘Drama ’ then illustrate in detail its origin in ancient  

                  Greece ?

a.2.Define ‘Comedy’ and ‘Tragedy ‘

a.3.Mention 4 playwrights from ancient  Greece  ; and explain how some of these 

                    dramatists participate in establishing the number of actors .

a.4.Compare Oedipus The King and Pygmalion  in terms of comedy and tragedy?

a.5. Who are the  dramatists who  wrote these two plays ? ( in detail).

a.6.Compare the first scene in these two plays in terms of heroes, heroines,  and

             settings .  

 

Part B

Answer each of these four questions in detail. 

b.1.Illustrate the Romans ’ interest in drama.

 

b.2. Mention three Roman dramatists ( just names) ; Say whether they write

               comedies or tragedies,  and refer to their influence on Renaissance

               drama in England .

b.3. Compare Oedipus The King and Pygmalion  in terms of the Three Classical

               Unities , the tragic flaw or Hamartia , and act/scene.

 

 

b.4.Identify the following quotations in terms of the titles of the plays , the  

              dramatists , the speakers , the listeners, scenes/acts , and dramatic  

              function  -thematic meaning -of the  quotes:

 

Quote 1

 

______.You mock my blindness ? Let me tell you this.

             You with your precious eyes ,

             you’re blind to the corruption of your life,

             to the house you live in , those you live with—

              who are your parents/ Do you know ?...

 

Quote 2

_____:I say an ordinary  London girl out of the gutter and

              taught to speak by an expert. I place her in drury Lane.

 

____:Ha ha ha ! Oh , maestro, maestro, you are mad on the

              subject of cockney  dialects. The London gutter is the

              whole world for you .

 

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