Friday, December 26, 2008

The History of Greek drama


Greek Drama can be found to date back to the religious worship of Dionysus as far back as 1200BC. One of the central rites of Dionysus was the dithyramb. Dithyramb means "Choric hymn," a hymn accompanied by mimic gestures and most likely music. This dancing and singing rose to the form of artistic poetry by 600BC, becoming a competition in various Athenian festivals. It soon ceased to be centered around Dionysus and began to include other heroes of Greek Mythology. In 543 BC, the ruler of Athens, Pisistratus, changed the Dionysian Festivals and began drama competitions. The competitions became popular annual events.

Two types of dramas evolved. The first being the Tragedy and the Satyr play. The tragedies had a noble purpose to teach religious lessons, much like the parables of our Bible. They were designed to show the consequences of taking the wrong path in life. The protagonists of the dramas pitted themselves against fate, society or life's rules. Most often the main character's major fault is "hubris" or unmerited arrogance.

The second type of drama is the comedy. Originally comedies were considered trivial and common. The most famous Greek comedy writers were Aristophanes and Cratinus. They too were presented at the Athenian festivals.

Only a small number of tragedies survived as full texts from the annual competitions in Athens, but they include work by three dramatists of genius. The earliest is the heavyweight of the trio, Aeschylus.

Aeschylus added a second actor, increasing the potential for drama. He first won the prize for tragedy in 484 BC. He is known to have written about eighty plays, of which only seven survive. One of his innovations was to write the day's three tragedies on a single theme, as a trilogy. By good fortune three of his seven plays are one such trilogy, which remain one of the theatre's great masterpieces - the Oresteia, celebrating the achievement of Athens in replacing the chaos of earlier times with the rule of law.

Sophocles gained his first victory in 468 BC, defeating Aeschylus. He is credited with adding a third actor, further extending the dramatic possibilities of a scene. Whereas Aeschylus tended to deal with great public themes, the tragic dilemmas in Sophocles are worked out at a more personal level. Plots became more complex, characterization more subtle, and the personal interaction between characters more central to the drama.

Although Sophocles in a very long life wrote more plays than Aeschylus (perhaps about 120), again only seven survived intact. Of these Oedipus the King is generally considered to be his masterpiece.

The youngest of the three great Greek tragedians was Euripides. More of his plays survived (19 as opposed to 7 for each of the others), but he had fewer victories than his rivals in the City Dionysia - in which he first competed in 454 BC.

Euripides introduced a more unconventional view of Greek myth, seeing it from new angles or viewing mythological characters in terms of their human frailties.

The Greek Theater
Greek tragedies and comedies were always performed in outdoor theaters. Early Greek theaters were probably little more than open areas in city centers or next to hillsides where the audience, standing or sitting, could watch and listen to the chorus singing about the exploits of a god or hero. From the late 6th century BC to the 4th and 3rd centuries BC there was a gradual evolution towards more elaborate theater structures, but the basic layout of the Greek theater remained the same. The major components of Greek theater are labled on the diagram above.

Orchestra: The orchestra (literally, "dancing space") was normally circular. It was a level space where the chorus would dance, sing, and interact with the actors who were on the stage near the skene. The earliest orchestras were simply made of hard earth, but in the Classical period some orchestras began to be paved with marble and other materials. In the center of the orchestra there was often a thymele, or altar. The orchestra of the theater of Dionysus in Athens was about 60 feet in diameter.

Theatron: The theatron (literally, "viewing-place") is where the spectators sat. The theatron was usually part of hillside overlooking the orchestra, and often wrapped around a large portion of the orchestra (see the diagram above). Spectators in the fifth century BC probably sat on cushions or boards, but by the fourth century the theatron of many Greek theaters had marble seats.

Skene: The skene (literally, "tent") was the building directly behind the stage. During the 5th century, the stage of the theater of Dionysus in Athens was probably raised only two or three steps above the level of the orchestra, and was perhaps 25 feet wide and 10 feet deep. The skene was directly in back of the stage, and was usually decorated as a palace, temple, or other building, depending on the needs of the play. It had at least one set of doors, and actors could make entrances and exits through them. There was also access to the roof of the skene from behind, so that actors playing gods and other characters (such as the Watchman at the beginning of Aeschylus' Agamemnon) could appear on the roof, if needed.

Parodos: The parodoi (literally, "passageways") are the paths by which the chorus and some actors (such as those representing messengers or people returning from abroad) made their entrances and exits. The audience also used them to enter and exit the theater before and after the performance.

Hopefully this will give us some much needed background information before we read Oresteia.

Monday, December 15, 2008

The Histories of Herodotus Book 2....


We're back on track with Omnibus, and here are some discussion ?'s I've developed for Book 2. My girls were getting a bit bored with Herodotus, so I've decided to reread it along with them and come up with some stimulating discussion questions for afterwards. I'm hoping by my reading the books when they do instead of months before, we'll be able to have better discussions.

What were some positive traits of Sesostris as a leader?

What were some negative traits?

Do you think Helen of Troy ever reached Troy?

Do you think the Trojan War really occurred? What evidence do you have for it occurring or not occurring?

What might the true cause of war been if it wasn't Helen?

What happened to Egypt when Cheops became ruler?

Monday, November 10, 2008

Comparison/Contrast Handout...

Please leave a request for the handout if you would like me to email you one in the comments section. I couldn't figure out how to copy and paste a table onto blogger.

Thanks, Michelle

A Lesson on Christmas Short Stories..




Here is a Christmas Short Stories lesson I've developed for my Secondary Reading class....

Christmas Lesson, Short Stories

Information for this lesson was gathered from www.wikipedia.org and http://www.fidnet.com/~dap1955/dickens/christmas.html

Lesson 1 (can be done over several days):
We will begin our Christmas lesson by contrasting 2 very similar
stories, “A Child’s Dream of a Star,” by Charles Dickens and “The Little Match Girl,” by Hans Christian Anderson.

Remember, before we read, we must consider the context of the story. When was it written, what was the author like, what were the times like? This is especially important when considering anything written by Charles Dickens who wrote as a social advocate for the poor during the industrial revolution of England.
Charles John Huffam Dickens, 7 February 1812 – 9 June 1870), pen-name "Boz", was one of the most popular English novelists of the Victorian era, as well as a vigorous social campaigner.
Critics George Gissing and G. K. Chesterton championed Dickens's mastery of prose, his endless invention of unique, clever personalities, and his powerful social sensibilities. Although his early years seem to have been an idyllic time, he thought himself then as a "very small and not-over-particularly-taken-care-of boy". He spent time outdoors, but also read voraciously. He talked, later in life, of his extremely poignant memories of childhood, and of his continuing photographic memory of the people and events that helped to bring his fiction to life. His family's early, moderate wealth provided the boy Dickens with some private education at William Giles's school, in Chatham. This time of prosperity came to an abrupt end, however, when his father, after having spent beyond his means in entertaining, and in retaining his social position, was imprisoned at Marshalsea debtors' prison. Shortly afterwards, the rest of his family (except for Charles, who boarded nearby), realizing no other option, joined him in residence at Marshalsea. After only a few months in Marshalsea, John Dickens was informed of the death of his paternal grandmother, Elizabeth Dickens, who had left him, in her will, the sum of £450. On the expectation of this legacy, Dickens petitioned for, and was granted, release from prison. Under the Insolvent Debtors Act, Dickens arranged for payment of his creditors, and he and his family left Marshalsea for the home of Mrs. Roylance.


Just before his father's arrest, the 12-year-old Dickens had begun working ten-hour days at Warren's Blacking Warehouse. He earned six shillings a week pasting labels on jars of thick shoe polish. This money paid for his lodgings at the house of family friend, Elizabeth Roylance, and helped support his family.

Although Dickens eventually attended the Wellington House Academy in North London, his mother did not immediately remove him from the boot-blacking factory. Resentment stemming from his situation and the conditions under which working-class people lived became major themes of his works, and it was this unhappy period in his youth to which he alluded in his favorite, and most autobiographical, novel, David Copperfield . "I had no advice, no counsel, no encouragement, no consolation, no assistance, no support, of any kind, from anyone, that I can call to mind, as I hope to go to heaven!"

Charles Dickens has probably had more influence on the way that we celebrate Christmas today than any single individual in human history except one.

At the beginning of the Victorian period the celebration of Christmas was in decline. The medieval Christmas traditions, which combined the celebration of the birth of Christ with the ancient Roman festival of Saturnalia (a pagan celebration for the Roman god of agriculture), and the Germanic winter festival of Yule, had come under intense scrutiny by the Puritans under Oliver Cromwell. The Industrial Revolution, in full swing in Dickens' time, allowed workers little time for the celebration of Christmas.

The romantic revival of Christmas traditions that occurred in Victorian times had other contributors: Prince Albert brought the German custom of decorating the Christmas tree to England,
the singing of Christmas carols (which had all but disappeared at the turn of the century) began to thrive again, and the first Christmas card appeared in the 1840s. But it was the Christmas stories of Dickens, particularly his 1843 masterpiece A Christmas Carol, that rekindled the joy of Christmas in Britain and America. Today, after more than 160 years, A Christmas Carol continues to be relevant, sending a message that cuts through the materialistic trappings of the season and gets to the heart and soul of the holidays.

Dickens' describes the holidays as "a good time: a kind, forgiving, charitable, pleasant time: the only time I know of in the long calendar of the year, when men and women seem by one consent to open their shut-up hearts freely, and to think of other people below them as if they really were fellow-passengers to the grave, and not another race of creatures bound on other journeys". This was what Dickens described for the rest of his life as the "Carol Philosophy".

Dickens' name had become so synonymous with Christmas that on hearing of his death in 1870 a little girl in London asked, "Mr. Dickens dead? Then will Father Christmas die too?"

No we’re going to complete the Dickens portion of our compare contrast story sheet. Hand out compare/contrast sheets.

I’m sure most of you have heard The Christmas Carol written by Dickens, which features Ebenezer Scrooge and the ghosts of Christmas past, present and future. Dickens also wrote 4 other Christmas stories, one of which we’ll read today, called “A Child Dreams of a Star.”

Read A Child Dreams of a Star
http://www.answers.com/topic/a-child-s-dream-of-a-star

Complete story organizer (Setting, plot, conflict, climax, theme)

Now, we’ll move on to our next author and story. The next story we’ll read will be The Little Match Girl by Hans Christian Andersen.

First we must look at the context of The Little Match Girl. Hans Christian Andersen was born in the same time period as Dickens, but lived a very different life in Denmark. He is most known for his fairy tales, The Little Mermaid, The Ugly Duckling and Thumbelina.

Hans Christian Andersen was born in Odense, Denmark, on Tuesday, April 2, 1805. Most English sources use the name "Hans Christian Andersen", but in Denmark and the rest of Scandinavia he is usually referred to as merely "H. C. Andersen". His name "Hans Christian" is a traditional Danish name and is used as a single name, One cannot be used without the other, for instance, he would never be called just Hans.
Andersen displayed great intelligence and imagination as a young boy, traits that were fostered by the indulgence of his parents. He made himself a small toy-theatre and sat at home making clothes for his puppets, and reading all the plays that he could lay his hands upon; among them were those of Ludvig Holberg and William Shakespeare. Throughout his childhood, he had a passionate love for literature. He was known to memorize entire plays by Shakespeare and to recite them using his wooden dolls as actors.
Youth
In 1816, his father died in a fire and, in order to support himself, Andersen worked as an apprentice for both a weaver and a tailor. He later worked in a cigarette factory where his fellow workers humiliated him by betting on whether he was in fact a girl. At the age of fourteen, Andersen moved to Copenhagen seeking employment as an actor in the theatre. He had a pleasant soprano voice and succeeded in being admitted to the Royal Danish Theatre. This career stopped short when his voice broke. A colleague at the theatre had referred to him as a poet, and Andersen took this very seriously and began to focus on writing.
Following an accidental meeting, Jonas Collin started taking an interest in the odd boy and sent Andersen to the grammar school in Slagelse, paying all his expenses.[3] Before even being admitted to grammar-school, Andersen had already succeeded in publishing his first story, The Ghost at Palnatoke's Grave in 1822. Though an unwilling pupil, Andersen studied both in Slagelse and at a school in Elsinore until 1827. He later stated that these years had been the darkest and most bitter parts of his life. He had experienced living in his schoolmaster's own home, being abused in order to "build his character", and he had been alienated from his fellow students, being much older than most of them, homely and unattractive. Furthermore, he was dyslexic, a very likely reason for his learning difficulties and he later said that the school faculty forbade or discouraged him to write.
In June 1847, Andersen paid his first visit to England and enjoyed a triumphal social success during the summer. The Countess of Blessington invited him to her parties where intellectual and famous people could meet, and it was at one party that he met Charles Dickens for the first time. They shook hands and walked to the veranda which was of much joy to Andersen. He wrote in his diary "We had come to the veranda, I was so happy to see and speak to England's now living writer, whom I love the most.”
Ten years later, Andersen visited England, primarily to visit Dickens. He stayed at Dickens' home for five weeks, oblivious to Dickens' increasingly blatant hints for him to leave. Dickens' daughter said of Andersen, "He was a bony bore, and stayed on and on." Shortly after Andersen left, Dickens published David Copperfield, featuring the obsequious Uriah Heep, who is said to have been modeled on Andersen. Andersen quite enjoyed the visit, and never understood why Dickens stopped answering his letters.
In the spring of 1872, Andersen fell out of bed and was severely hurt. He never quite recovered, but he lived until August 4 1875, dying painfully in a house called Rolighed (literally: calmness), near Copenhagen, the home of his close friends Moritz Melchior, a banker and his wife.[17] Shortly before his death, he had consulted a composer about the music for his funeral, saying: "Most of the people who will walk after me will be children, so make the beat keep time with little steps."

Let’s get our compare and contrast sheets and add Andersen.

How are the 2 writer’s lives similar? How are they different?

Now let’s read “The Little Match Girl”
http://hjem.get2net.dk/chenero/hca/hcaev040_en.html

Complete Compare/Contrast Worksheet for both stories.

Discuss similarities and differences in the two stories. Dicsuss the the irony of how Dicken's story doesn't portray his usual struggle of the working class, but Andersen's does.

Research the Industrial revolution in England and it's effects on the class system.

A Literary Comparison essay may be done to contrast the two short stories.

Thursday, November 6, 2008

In Preparation of The Histories of Herodotus....


I'm scrounging the internet for some lesson plan resources. I'm one of those people that is never happy from just using one resource to teach from.

So far, here is what I've found: http://edsitement.neh.gov/view_lesson_plan.asp?id=735
http://www.coastal.edu/ashes2art/delphi2/pages/edu_files/Becoming_Herodotus.pdf

Note the recommendation of the movie 300, a film of graphic novel genre. I think its rated R, so parental perusing may be needed.

Monday, November 3, 2008

The end of The Odyssey...a review quiz

Here's a review quiz for completion of The Odyssey, the questions were taken from Teaching Literature in the Grammar Grades and High School, Bolenius

1. Where was Ulysses home?
2. Why was Ulysses forced to take these long journeys?
3. What are the most thrilling scenes?
4. What characters do you like the best?
5. What was the cause of the Trojan War?
6. Whose side are you on?
7. How did the gods and goddesses side?
8. What is your idea of a hero?
9. Who in The Odyssey comes closest to your idea of a hero?
10. What monsters did you meet?
11. Which of the women do you like best?
12. What was the Greeks idea of heaven and hell? _
13. Compare Helen and Penelope:
14. Compare Ulysses with our modern idea of a hero:
15. How did Ulysses fall short of a hero?
16. What did you learn of home life of the Greeks?
17. What was their social life like?
18. What amusements did they enjoy?

Sunday, October 5, 2008

Some writing assignment ideas for The Odyssey....

These are taken from Teaching Literature in Grammar Grades and High School:
"Incidents can be retold, conversations between characters can be imagined; scenes described; matters of policy argued. Paris may be contrasted with the type of man a boy should admire; Helen the flirt, contrasted with the ideal woman. Home life, as seen in Hector's home, may be pictured."

Monday, September 22, 2008

Good resources for learning more about Greek Drama...

More of a reminder to myself than anything else, I'm going to write down some books that have been helpful to me in learning Greek drama. The books have to go back to the library and I don't want to forget what they are when it comes time to teach this.

The first is Aristotle Poetics again.

The second is Greek Drama by Harold Bloom.

And again, Greek and Roman Classics a Guide to Humanities by Meyer Reinhold.

Sunday, September 21, 2008

Some good resources I've found for teaching literature....

The first is for the Odyssey, a study guide by The Center for Learning which focuses on character issues. It's simply called The Odyssey a Curriculum Unit. Some activities are meant for groups, but I'm just having my students go through them on their own. It covers: Who was Homer, the difference in prose and poetry, folk epics, Greek gods and goddesses, the maturation of Telemachus, and discussion ?'s for each book (I like them better than Omnibus~sorry Veritas Press).
http://www.centerforlearning.org/ViewProductDetails-182-571-38.html

The second is great for epic poetry and greek drama: Aristotle Poetics

The next 2 are out of print, but well worth getting:
Essentials of Greek and Roman Classics by Meyer Reinhold (recommended by a fellow WTM'er). It is in outline format, so information is easily obtained. It gives background information behind the literature along with cliff notes type information.

The Next is a google book, again recommended by a WTM'er, but I had to have a print copy, since I thought it so useful to the teacher. It is called Teaching Literature in the Grammar Grades and High School by Emma Bolenius. It contains great information on all types of literature: poetry, ballads, novels, plays, short stories, oratories and more along with well written instructions in how to teach them. Here's a link to the google book:
http://books.google.com/books?hl=en&id=THUWAAAAIAAJ&dq=teaching+literature+in+the+grammar+grades+and+high+school&printsec=frontcover&source=web&ots=yUiphTgxWP&sig=N2-7DbJMixnkgKMO7GconwF_I6E&sa=X&oi=book_result&resnum=1&ct=result

Tuesday, September 16, 2008

Questions to ask during The Odyssey


Here are some excellent questions to ask during your reading of the Odyssey (taken from Teaching Literature in the Grammar Grades and High School by Emma Bolenius).
1. Where was Ulysses' home?
2. Why was Ulysses forced to take these long journeys?
3. Trace his wanderings.
4. Who are the chief characters in each book?
5. What are the chief events in each?
6. What was the most thrilling scene?
7. What characters do you like the best?
8. What was the cause of the Trojan War?
9. On which side are you?
10. What monsters have you met?
11. What is your idea of a hero?
12. Who comes nearest to it in this poem?
13. Which of the women do you like best?
14. What sports did the Greeks like?
15. What was their idea of heaven/hell?
16. What were their methods of fighting?
17. How do these methods compare with those used today?
18. Which Gods and Goddesses exerted a bad influence?
19. Which were good?
20. What have you learned about the home life of the Greek? Social life? Amusements? Religion? Traveling? Treatment of servants?
Possible essay questions:
1. Compare Athene and Aphrodite
2. Which is the better ideal for woman?
3. Compare Helen and Penelope
4. Compare Ulysses with our modern conception of a hero. How did Ulysses fall short?

Sunday, September 14, 2008

Worksheets to go with The Odyssey:

Here's a link from The Web English Teacher: What makes a Poem an Epic?
http://edsitement.neh.gov/lesson_images/lesson587/HeroCycle.pdf
I can't get the link function to work so you'll have to copy and paste.

Preparing for The Odyssey....What is an epic?


Epic poetry has its roots in oral, rather than literate tradition. These stories were originally passed on by bards, or professional poets who made their living by singing folk tales and epic poems to audiences. While the details of the poem often shifted from one telling to the next, the most important elements of the story always remained the same.

The epic elevates man to the level of gods and goddeses, monsters and miracles. The reader views life from above, spread out before him. For nearly 3000 yrs, Homer has held the place of the master minstrel. Little is known about the author, claimed to be a blind Ionian singer, claimed by 7 cities of Asia Minor. The epics have been treasured for yrs. Alexander is said to have slept with them under his pillow in a box of gold. (Miller, Erin)

Epic derived from the Greek word "epos," means word, saying or speech. An epic is a long, narrative poem written in a dignified style on a majestic theme, relating the adventures of a legendary hero. Elegant and distinguished language is applied to everyone from the king to the common servant. The plot is straightforward and unifies around a central character. By use of epithet and repitition, to prompt the memory of the poet who is reciting it and to keep the plot fresh in the mind of the audience/reader.

What is an epithet? An epithet is a descriptive word or phrase often used as a metaphor or appositive to describe a character, such as "bright eyed Athena," "sensible Telemachus," and "rosy fingered dawn."

Epics have nine main characteristics:
Opens in Media Res (in the middle of the story)
The setting is vast, covering many nations, the world, or the universe.
Begins with an invocation to a muse
Starts with a statement of the theme (an epic will state the problem and often its solution in the beginning.
The use of epithets.
Includes long lists.
Features long and formal speeches.
Shows divine intervention on human affairs.
"STAR" heroes that embody the values of the civilization.

The hero generally participates in a cyclical journey or quest, faces adversaries that try to defeat him in his journey, and returns home significantly transformed by his journey. The epic hero illustrates traits, performs deeds, and exemplifies certain morals that are valued by the society from which the epic originates. (Wikipedia)

Slowing down on the Bible study...

As we race through the Bible it occurred to me that this may not be a good thing to do! I want my kids to enjoy the Bible and learn from it too along the way, so we'll be deviating from the Omnibus schedule and instead of reading large chunks in a couple of days we'll read about 15 minutes/day and see how far we get. We'll continue the rest of the books as scheduled.

Monday, September 8, 2008

1 Samuel

1 Samuel is a book of leadership and God's interactions with those leaders. This is a great time to reflect on leadership, as our country goes through elections. As you read, make notes of positive and negative leadership traits.

On to 1 Samuel...


What mistake do you think Eli made in raising his sons? Why do you think he did this?

Monday, September 1, 2008

Code of Hammurabi & Moses lesson plan


In planning my week, I came across this lesson plan for the Code of Hammurabi:
http://edsitement.neh.gov/view_lesson_plan.asp?id=633
I'm going to use it instead of having the girls read the complete book. Here's the plan for the week in case anyone else is interested:
Day one: Read introduction in Omnibus. Complete activity one of lesson plan. Complete assessment one from lesson plan.
Day two: Complete activity two and three from lesson plan. Complete assessment 2.
Day three: Complete activity four and assessment 3 from lesson plan.
Day four: Complete assessment 4.
There are printable pdf worksheets in the lesson plan to for you to use.
Enjoy!

Sunday, August 24, 2008

Gilgamesh & Enkidu, True friends?


What makes a true friend? Take some time to jot down a few qualities. The Bible is a great reference. Apply these qualities to the friendship of Gilgamesh and Enkidu. Do you think they are true friends?

The Epic of Gilgamesh


We're moving on in our study of the Great Books. Moving into the first story, the first epic. The epic poem is a long, narrative poem detailing an adventure or journey of an epic hero. We must remember what Foster teaches in How to Read a Book Like a Professor, a journey is never just a journey. It is a tale of seemingly insurmountable feats that ultimately results in the hero coming into maturity or self actualization. It's exciting as a reader to go along on these journeys. We can learn life lessons along with the hero himself.

Keep in mind the common characteristics of an epic hero as you read:
1. Unusual circumstances of birth, sometimes in danger or born into royalty
2. An event, sometimes traumatic leads to an adventure or quest
3. The hero has supernatural help
4. The hero must prove himself many times while on adventure
5. When the hero dies, he is rewarded spiritually.

Sounds like it would make a good movie!

Monday, August 18, 2008

Does Man have Free Will?


As you read Exodus, see if you can determine if man has free will. Is he able to make choices of his own? What about Pharoah, who's heart is hardened. Does he have free will? If not why? Please fell free to comment on your thoughts here. We'd love to here from you!

Exodus

I am so grateful to have this opportunity to teach my children at home. We have all learned how to really think and explore issues we wouldn't have been able to in public school. This week we enter Exodus in the Bible. I always remember what Thomas Foster says in his book How to Read Like a Professor, "every trip is a quest." Most quests involve an actual reason for leaving that is usually not the true reason for the quest. They involve challenges that the questers must overcome. But most importantly, the reason for most quests in literature is "Self Knowledge." What will the Israelites learn? Will they succeed?

Wednesday, August 6, 2008

Genesis and the Fall



Our first Ancient Text to study is Genesis. After God discovers that Adam & Eve have eaten from the Tree of Knowledge of Good and Evil He punishes all of mankind. Our question from todays reading (Genesis 1-11), is is it fair to punish or reward some people for the actions of another? What does our culture say? What does scripture say? Romans 5 and 1 Corinthians 15:20-22 may give you some food for thought. Please let us know your opinion in the comments section below.

Sunday, August 3, 2008

Michaelangelo's Creation of Adam



Who is the woman under God's left arm? The cheribum are all shown as chubby infants. The woman however is mature. Hint: Eve appears in another part of this painting in the Sistine Chapel and she does not look like this woman.

What do you think the shell is around God and the cherubim?