Antigone de Jean Anouilh (Analyse d'œuvre) by Niels Thorez

By Niels Thorez

Fortement impressionné par l’Antigone de Sophocle alors qu’il n’est encore qu’un adolescent, Jean Anouilh décide de s’emparer du mythe à son journey durant l’Occupation. Mais l’Antigone qu’il dépeint est, cette fois, un personnage perdu entre l’enfance et los angeles femme qu’elle se despatched devenir et qui, cette fois, a bien judgment of right and wrong du destin qui l’attend. À tout juste 20 ans, elle s’avance vers son destin, vers cette mort inévitable qui l’attend parce qu’elle a choisi de dire non aux compromissions pour ainsi préserver son idéal d’absolu et de pureté…

Après avoir détaillé los angeles vie de Jean Anouilh, Niels Thorez nous transporte dans l’univers fait d’oppositions qu’a érigé l’auteur pour nous raconter l’histoire tragique d’Antigone. Après avoir résumé l’œuvre, il se penche sur le contexte de l’époque. vehicle, il est vrai, celui-ci a toute son significance et conditionnera fortement l. a. réception de ce chef-d’œuvre. Écrite durant l’Occupation allemande, l. a. pièce revêt en effet une environment toute particulière. Si d’aucuns ont vu dans Antigone los angeles determine de los angeles Résistance et de l. a. désobéissance, d’autres ont décelé dans l. a. pièce un soupçon de connivence avec le régime de Vichy. Niels Thorez nous présentera dans son chapitre consacré à los angeles réception de l’œuvre le scandale qui en naîtra. Il s’attarde également sur l. a. psychologie toute en nuance des personnages de Jean Anouilh. On découvre ainsi une Antigone qui refuse le bonheur basic que lui suggest son oncle Créon parce que, pour l’atteindre, il lui faudrait faire des compromissions. Or, cela, elle se l’interdit. Créon, de son côté, nous apparaît désormais comme un vieillard qui cherche à sauver sa nièce de los angeles mort qui l’attend en l’incitant à passer sous silence son acte. Vient ensuite l’étude des thématiques principales de l’œuvre : l’absurdité du monde, l. a. querelle des générations, le pouvoir, and so forth. Enfin, l’analyse s’achèvera sur l’étude du variety d’Anouilh qui mêle l. a. poétique de l’enfance à celle, plus concrète, de los angeles vieillesse. 

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Example text

LI. 12. L3. 14. L5. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 50. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. i . [i - ( i . (i 51. 1 INTRODUCTION If 2 is substituted in the equation 3x- 2 = 4 the two sides become equal. We say that x = 2 is a solution of the equation. The following operations are helpful for finding the solu­ tions of an equation: I. II. The same quantity may be added to or subtracted from both sides of an equation. Both sides of an equation may be multiplied (or divided) by the same non-zero quantity.

To explain the meaning of x , where a is an irrational number, is beyond the scope of this text. But it is worth noting that it is possible to use arbitrary real numbers as exponents, while pre­ serving all the laws of exponents. a EXAMPLE 4 16 8 1 / 2 2/3 =Vl6 = 4 . ( V5 V5 = 5 3 3 ^ , 2 . 2 5 = 5 1 / 2 1 / 3 2 = 4 9 o r g 2/3 . V? = V5I25 EXAMPLE 5 (2 xV) 2 1 / 2 -2 2 / V / 2 y 6 / 2 - 2x y 2 3 28. 1/4 16 does not equal 4. Beware: EXERCISE SET In fact, 16 1/4 2,3 Simplify each of the following: 1.

Thus, x=0 or x+ 7 = 0 , which yields the solutions x=0 (b) or x = -7 or x - 3 = 0, or x=3 . x - 5x+6 = 0 2 (x- 2)(x- 3) = 0. Thus, x- 2 = 0 which yields the solutions x=2 (c) x - 2x+l = 0 2 (x- l)(x- 1) = 0. Thus, x- 1 = 0 , which yields the solution x= 1 . EXAMPLE 3 S O L V E : 2y = 30- 4y 2 62. SOLUTION W e begin by bringing all terms to the left side 2 y + 4 y - 30 = 0. 2 Dividing by 2, we have y +2y-15 = 0 2 (y+5)(y-3) = 0. Thus, y+ 5 = 0 or y- 3 = 0 , or y=3. which yields the solutions y = -5 The solutions of a quadratic equation 2 ax + bx + c = 0 can always be obtained by the quadratic formula: (3) This formula is not "magic", but has a logical derivation from still another method of solving a quadratic equation called "completing the square".

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