Finding literary influences where you least expect it! Star Wars: Modernity and the Timelessness of Myth. 1. Rationale: The popular Star Wars series contains many similarities with Sophocles Opedial trilogy or the ancient myth itself. The central character Luke Skywalker, is compelled by destiny and a burning inner desire to become a member of the ancient but dying order of Jedi Knights. In the tradition of ancient Greek tragedy the conflict Luke is engrossed in is a war of good vrs evil as he becomes a member of the Rebel forces battling the powerful and relentless forces of the Empire. To do so he must journey to a far off mysterious planet to gain the wisdom of the ancient Yoda (compare to the oracle of Apollo) who teaches him the secret of the "Force"-- a universal energy something akin perhaps to the stoic notion of the "Logos". Soon he finds himself on a mission to save a Princess belonging to the old, and presumably legitimate, royal family who has fallen into the hands of the Empire and the notorious Darth Vader. Luke does rescue the princess and soon falls in love with her only to find later that he is her brother. Likewise, throughout the film Darth Vader has a strange preoccupation with the fledgling knight and seems to have a premonition that he will perhaps be the one who will precipitate his death (compare with Laius in Sophocles plays). In a dramatic duel to the death with Darth Vader Luke later discovers that his arch nemesis is none other than his father himself. While our modern day Oedipus may be able to avoid breaking the incestuous taboo Darth Vader does die in the duel--the riddle of the Sphinx being perhaps none other than the mystery of his life itself. 2. Objectives: To begin to cultivate an interest in ancient Greek culture and literature. To show how popular forms of culture can be both intellectually stimulating, creative and exciting. To impress upon students the interdependency of art. 3. Learning Activities: a. Mini-lecture. i) Myths. ii) Greek myths. iii) James Joyce's Ulysses (myth and art). iv) Biblical "myths". v) Oedipus b. Show the film. c. Reflection Have the students compare the film with the Oedipal Myth. 3. Materials: A copy of George Lucas' Star Wars: The Return8of The Jedi. 4. Assignments: Have students pick one of the basic themes behind the film and expound upon its development&throughout the film or have students deconstruct the film on for example the basis of its treatment of issues of authority or its implicit morality. 5. Instructional sequence: A. An Intro: i) Joyce's Ulysses: links to the past. ii) The Greeks and Their Myths. iii) Do we have myths? If so what are they? Biblical stories as potential myths. B. The Oedipus Cycle: Emphasize that there were many different forms of Greek myths. What does this suggest about the role of literature in Greek society? Compare to our own society. Oral literature and Homer. The Story of Oedipus. C. Show "Star Wars: The Return of the Jedi". Give background information for those students who need it. D. Have the students analyze the movie and compare it with the Oedipal myth. E. What are some of the basic themes behind the movie? Lesson 3: Antigone: Timeless Humanistic Themes Expressed Through a Culturally Responsive Drama. 1. Objectives: To give students an introduction to Greek drama and the timeless nature of its humanistic themes. To show that often art may deal with profound moral and philosophical problems as well as serving to preserve and entertain. Also, as this lesson follows the one on George Lucas' film it reenforces the potential value of students popular culture and the potential value of media as a form of deep and meaningful artistic expression. 2. Learning Activities: a. Assign character roles or have students vote to decide roles depending on the classroom environment and the relative maturity of students. b. Have students rewrite the script and perform it either from memory or by reading from the script c. Guided discussion (Star Wars and Antigone): i) dilemma of the dictates of the state vrs the dictates of conscience. ii) just conflict--whether that conflict take the form of a war or of civil disobedience. iii) what is the basis for the state's authority? (Social contract?) iv) compare Luke Skywalker's motives/dilemma with that of Antigone. v) compare the outcomes/consequences of their respective actions. vi)can you account for these differences (consider the tradition/prescriptions of Greek tragedy vrs Lucas' work within the arena of the popular media. d. Student's anecdotal reflections e. Pose a moral dilemma for the class to consider such as that faced by Antigone. (Kohlberg?) 3. Materials: A text copy of Sophocles Antigone. Lecture notes. 4. Instructional Sequence: A. Background to Antigone. (Ties in with the Oedipal Cycle). The problem of the dictates of the state vrs the dictates of conscience. B. Have students compare Antigone's dilemma to the plight of the rebels in the film. C. What might "The Force" symbolize? Compare Luke's certitude with Hann Solo's scepticism? Might we say that he possesses a form of faith? A poetic certainty that everyone else in the film lacks and this sets him apart? D. Compare the way Luke is viewed by his peers for pursing the archaic discipline of the Jedi Knights and the way Antigone is viewed as being extreme in her conviction by those around her. Did the fact that the central characters oppressors were close to him or her intensify the drama of their decision? What does this suggest about moral decisions? E. Is war ever just? When is it right to question authority? How do we discern what is just? Compare Luke Skywalker's Motives with those of Antigone. How are they similar? How are they different? F. Have you ever had to fight against seemingly impossible odds or take a stand for something even though you knew you may suffer severe consequences? Relate your experience to the class. Why did you do it? Would you do it again? G. Suppose you felt a teacher was treating a friend unfairly. You wanted to voice your opinion in her favour but there is a very real probability that your own evaluation will be influenced by doing so. What would you do why? What factors would you have to take into consideration either way? What further information would you need to make a decision/ Why?