SEDERI Yearbook ISSN: Spanish and Portuguese Society for English Renaissance Studies. España

Similar documents
Texts: The Spanish Tragedy by Thomas Kyd, Hamlet, by William Shakespeare,

Year 12 Literature Conditions for SACs and due dates 2018

2011 Tennessee Section VI Adoption - Literature

HAMLET. Act 1 Scenes 1-5

Guide. Standard 8 - Literature Grade Level Expectations GLE Read and comprehend a variety of works from various forms of literature.

Course Title: World Literature I Board Approval Date: 07/21/14 Credit / Hours: 0.5 credit. Course Description:

English 100A Literary History I Autumn Jennifer Summit and Roland Greene

UNIVERSITY OF PUERTO RICO RIO PIEDRAS CAMPUS COLLEGE OF HUMANITIES DEPARTMENT OF ENGLISH UNDERGRADUATE PROGRAM

California Content Standards that can be enhanced with storytelling Kindergarten Grade One Grade Two Grade Three Grade Four

DOI: / /24/23

Cambridge Pre-U 9787 Classical Greek June 2010 Principal Examiner Report for Teachers

THE QUESTION IS THE KEY

BPS Interim Assessments SY Grade 2 ELA

With prompting and support, ask and answer questions about key details in a text. Grade 1 Ask and answer questions about key details in a text.

Acting Spanish Theatre Course description

School District of Springfield Township

National History Day Thesis & Rules Compliance Rubric

Humanities Learning Outcomes

INSTRUCTIONS FOR THE PUBLICATION OF MANUSCRIPTS

Friends, Romans, countrymen, lend me. Introduction to Shakespeare and Julius Caesar

IV CONGRESS OF PHRASEOLOGY AND PAREMIOLOGY PHRASIS. Bucharest, 2017 SUBMISSION GUIDELINES AND STYLE SHEET

College and Career Readiness Anchor Standards K-12 Montana Common Core Reading Standards (CCRA.R)

K-12 ELA Vocabulary (revised June, 2012)

ARCHIVOS DE ZOOTECNIA. EDITORIAL REPORT 2012

Spring Board Unit 3. Literary Terms. Directions: Write the definition of each literary term. 1. Dramatic irony. 2. Verbal irony. 3.

First Grade mclass Kindergarten First Grade Specific Second Grade Third Grade Fourth Grade Reading Literature Reading Informational Text

Allegory. Convention. Soliloquy. Parody. Tone. A work that functions on a symbolic level

Examiners report 2014

RCM Examinations. 1. Choose the answer which best completes EACH of the following statements by placing the appropriate letter in the space provided.

The Oxfordian. Volume 20 October 2018 ISSN

DEPARTMENT: ENGLISH COURSE TITLE: WRITING AND LITERATURE B COURSE NUMBER: 003 PRE-REQUISITES (IF ANY): FRAMEWORK

Binding descriptions within a universal collective catalogue

Chapter 1. Introduction

1. Take today s notes 2. En silencio, sientate 3. Vamonos! In English, escribe about why time is important. Use the questions to prompt you.

Key Ideas and Details

Self-directed Clarifying Activity

An introduction to RDA for cataloguers

The Trademark Reporter Submission Guidelines (7.7.17)

106 SEVENTEENTH-CENTURY NEWS

Guide to the Use of the Database

COMPREHENSIVE EXAMINATION SAMPLE QUESTIONS

Cite. Infer. to determine the meaning of something by applying background knowledge to evidence found in a text.

ENGLISH LITERATURE. Preparing for mock exams: how to set a question A LEVEL

Análisis Filosófico ISSN: Sociedad Argentina de Análisis Filosófico Argentina

Tradition and the Individual Poem: An Inquiry into Anthologies (review)

The Public and Its Problems

(Refer Slide Time 00:17)

Sederi 21 (2011):

K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL ACADEMIC TRACK

The reputation of the Renaissance playwright Ben Jonson has enjoyed a

Studies in Gothic Fiction Style Guide for Authors

Curriculum Map: Academic English 11 Meadville Area Senior High School English Department

Department of American Studies M.A. thesis requirements

Introduction to Drama

A central message or insight into life revealed by a literary work. MAIN IDEA

A STEP-BY-STEP PROCESS FOR READING AND WRITING CRITICALLY. James Bartell

Música barroca y del renacimiento, para clave y violín, de compositores españoles e italianos

TORONTO MEDIEVAL LATIN TEXTS

ISTINYE UNIVERSITY FACULTY OF ARTS AND SCIENCES. DEPARTMENT OF ENGLISH LANGUAGE and LITERATURE COURSE DESCRIPTIONS

Students will be able to cite textual evidence that best supports analyses and inferences drawn from text.

2016 Twelfth Night Practice Test

THE STRATHMORE LAW REVIEW EDITORIAL POLICY AND STYLE GUIDE

CURRICULUM MAP. Standards Content Skills Assessment Anchor text:

GUIDELINES FOR SCHOLARLY EDITIONS LAST REVISED, OCTOBER 1992

Suggested Publication Categories for a Research Publications Database. Introduction

UNIT PLAN. Subject Area: English IV Unit #: 4 Unit Name: Seventeenth Century Unit. Big Idea/Theme: The Seventeenth Century focuses on carpe diem.

Introduction. Nicoleta Cinpoeş

Preparing for GCSE English!

Language & Literature Comparative Commentary

EXHIBIT H Emmy Usage Policy

foucault studies Richard A. Lynch, 2004 ISSN: pending Foucault Studies, No 1, pp , November 2004

Chapter 1. An Introduction to Literature

ARTICLE GUIDELINES FOR AUTHORS

Cambridge International Advanced Subsidiary Level 8673 Spanish Literature November 2011 Principal Examiner Report for Teachers

Shelley McNamara.

SOAPSTone. Speaker Occasion Audience Purpose Subject Tone

Activity Pack. by William Shakespeare

FIFTH GRADE. This year our composition focus is on the development of a story.

Romeo and Juliet Vocabulary

Please follow Adler s recommended method of annotating. ************************************************************************************

Royal Historical Society and Scottish History Society First published 1987 by The Royal Historical Society and The Scottish History Society

B.A. Honours:16 th and 17 th century Literature. Prepared by: Dr. Iqbal Judge Asso.Prof. PG Dept of English

12th Grade Language Arts Pacing Guide SLEs in red are the 2007 ELA Framework Revisions.

FACULTY OF LAW GRADUATE STUDENT PAPER STYLE GUIDE 1

JMM. Summary. Introduction: say what has to be said and do what has to be done in clinic practise

MIRA COSTA HIGH SCHOOL English Department Writing Manual TABLE OF CONTENTS. 1. Prewriting Introductions 4. 3.

Summer Assignment. 5. Adhere strictly to the format detailed on the front page of our summer assignment handout. Notes on Beowulf

English 10B Introduction to English I Poetics and Politics in Medieval and Renaissance Literature Spring

DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE

WEB FORM F USING THE HELPING SKILLS SYSTEM FOR RESEARCH

Curriculum Map: Accelerated English 9 Meadville Area Senior High School English Department

Eva Luna (En Espanol) (Spanish Edition) By Isabel Allende READ ONLINE

Research question. Approach. Foreign words (gairaigo) in Japanese. Research question

UNIT PLAN. Grade Level English II Unit #: 2 Unit Name: Poetry. Big Idea/Theme: Poetry demonstrates literary devices to create meaning.

The Tragedy Of Hamlet By Mr William Shakespeare READ ONLINE

GUIDELINES TO AUTHORS

Curriculum Plan: English Language Arts Grade August 21 December 22

Allusion. A brief and sometimes indirect reference to a person, place, event, or work of art that is familiar to most educated people.

MLA Handbook for Writers of Research Papers

Types of Poems: Ekphrastic poetry - describe specific works of art

Transcription:

SEDERI Yearbook ISSN: 1135-7789 sederiyearbook@yahoo.es Spanish and Portuguese Society for English Renaissance Studies España Prieto Pablos, Juan Antonio Tres tragedias de venganza: teatro renacentista inglés 2006. Ed., intr. & transl. José Ramón Díaz Fernández. Madrid: Gredos (Biblioteca Universal Gredos, 46) SEDERI Yearbook, núm. 19, 2009, pp. 205-209 Spanish and Portuguese Society for English Renaissance Studies Valladolid, España Available in: http://www.redalyc.org/articulo.oa?id=333527606010 How to cite Complete issue More information about this article Journal's homepage in redalyc.org Scientific Information System Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Non-profit academic project, developed under the open access initiative

Tres tragedias de venganza: teatro renacentista inglés 2006. Ed., intr. & transl. José Ramón Díaz Fernández. Madrid: Gredos (Biblioteca Universal Gredos, 46) Juan Antonio Prieto Pablos University of Sevilla This edition, though officially published in 2006, was not available for sale until sometime later. It thus stands as an illustration of two contradictory situations: on the one hand, it must be regarded as a very worthy contribution to the spread of English Renaissance drama in the Spanish-speaking world; on the other, it evinces a certain lack of enthusiasm by the publisher something to be particularly lamented when the publishing house is none other than Gredos. Their series Biblioteca Clásica and Biblioteca Románica Hispánica have enjoyed a long and highly respectable reputation and have been a regular reference in philological studies, and its offshoot Biblioteca Universal has maintained similar levels of quality since its inception in 2002. Sadly, RBA s absorption of Gredos seems to have brought in new preferences and interests that bode not well for the continuation of Gredos s traditional policy. José Ramón Díaz Fernández has indeed provided a welcome addition to the still very limited catalogue of Spanish translations of English drama. In this book, he offers his own translations of Thomas Kyd s The Spanish Tragedy (as La tragedia española), John Webster s The Duchess of Malfi (La duquesa de Amalfi, introducing the Spanish toponym in its title) and John Ford s Tis Pity She s a Whore (Lástima que sea una ramera, a rather more mellow option than the cruder Lástima que sea una puta, chosen by other editors). All three plays had already been translated into Spanish, but with one single exception (Antonio Ballesteros version of Ford s play, published in 2001), none are readily available. And in all three cases, Díaz Fernández s versions compare most favourably with the previous Sederi 19 (2009): 205-209

Reviews ones. Although most of the dialogues in the original plays are in the typical iambic metre of English Renaissance drama, he has chosen prose instead of verse for his translation; nonetheless, he has managed to offer a remarkably fluent prose that sounds natural and well-suited to Spanish ears, and that could be spoken on the stage with few, if any, adjustments. He has also opted for a felicitous combination of present-day Spanish with a number of standard archaic expressions and grammatical formulas: the occasional occurrence of standard archaic terms (e.g., exclamations like pardiez ; conjunction mas instead of pero ; nouns like galeno alternating with médico ) and of simple alterations of word order (e.g., Míseros tiempos son estos [...] : 184) contributes to anchoring the text in its Renaissance context in an unobtrusive way. Moreover, these limited liberties he has taken do not go together with any other, more tempting, options that could have led to the production of a subjective or personal version. In fact, he offers a translation that is remarkably accurate and faithful to the original, and that reveals both a sound knowledge of sixteenth and seventeenth century English and a thorough research of the specific nuances of the texts and their authors stylistic preferences. This can be perceived in particular in those passages requiring polysemic interpretations: in general, Díaz Fernández has managed to maintain these nuances; and on those occasions in which he could not, he refers to the other possible alternatives in footnotes. The purpose of this edition is not limited to offering Spanishspeaking readers a suitable translation of these three plays: a 44-page Introduction and a good-sized corpus of notes gives them also the opportunity to learn about their composition and the motives that justify their incorporation to the catalogue of English drama classics. The Introduction starts with a brief reference to the place of revenge drama in the general context of Elizabethan and Jacobean drama, and then offers separate sections for each playwright and his work, in which the editor outlines what little is known about the author s life, describes the main aspects in each plot and refers to each play s editorial and stage history. From a strictly academic point of view, it is probably not much, and possibly not enough; but this is not meant to be an academic edition. If the kind of readers targeted is considered, the expectations should be set at clarity and accuracy, and these goals are met as much as the authors and texts permit. Moreover, the introduction ought also to be commended for the 206

Sederi 19 (2009) inclusion of references to Spanish drama and present-day popular culture (e.g., the allusion to Shakespeare in Love as a point of entry to the description of Webster s life and work) that can help readers better to contextualise these plays. It is only to be noted, by way of the exceptionality of this example, that the editor s eagerness to approximate texts and readers leads him to over-stretch the relationship between Spain and The Spanish Tragedy and assert that the play was con toda seguridad escrita con posterioridad al intento de desembarco de la Armada Invencible, en un momento en el que todo lo relacionado con España se vivía con auténtica expectación en Inglaterra (49). 1 Although some critics (e.g., Philip Edwards, editor of the Revels version) suggest 1590 as a date of performance, a general consensus establishes a more general segment (1582-1592) that precludes any certainty with regards to any correspondence between the play and the Armada fiasco of 1588. Not being an academic edition, Díaz Fernández s should not be expected to cover certain other aspects that would have been otherwise requisite. This is particularly the case as regards textual features: for this matter, the editor wisely refers those who might be interested to critical editions (unfortunately for Spanish readers, these critical editions are in English), and simply points out the occurrence of significant textual cruxes, whenever they come out in the text, by means of footnotes (as, for example, when his translation goes into passages that were added in the 1602 edition of The Spanish Tragedy; or when he explains that the verses added after the dumb show in 3.4 of The Duchess of Malfi were disclaimed by Webster: 263). Nonetheless, an aspect that would have been much welcomed is a more detailed reference to earlier translations (Glantz s La tragedia española, Díez Canedo s La duquesa de Malfi, the various translations of Ford s play) particularly respecting their comparison with what this edition offers. The Introduction is complemented with an extensive catalogue of footnotes. This is, in my opinion, an essential ingredient in editions of non-contemporary foreign texts. Díaz Fernández annotates textual variants, and comments on ambiguities, puns and other verbal games. He also adds notes that refer to the immediate 1 That is, The Spanish Tragedy was most likely written after the defeat of the Armada, at a time when all things concerning Spain aroused the interest of the people in Britain (my translation). 207

Reviews context of the play s story or production, from a historical perspective (e.g., James I s selling of nobility titles: 255) or from a literary perspective (e.g., in dramatic references to women s silence: 290); points out elements of the plot that have special dramatic relevance (e.g., Andrea s scarf, which will link its first mention by Bel-Imperia to two other episodes: 66); and explains the numerous classical allusions that pepper the plays (sadly, defining the hydra (376) or Ariadne (123) has become more and more requisite in our times). These topics are to be expected, to a very great extent, in critical editions. Much less usual, and therefore the more welcome, is the addition of notes referring to Renaissance stage practice (as, for example, the first note in La tragedia española, where the editor notes that the Ghost of Andrea and Revenge probably enter from the stage trap; or his comment on the meaning that a character with a book in his hand would have for English audiences: 327) or to contemporary performance (319 n.81, where he observes that an ambiguous textual crux was resolved in a 2003 performance of The Duchess of Malfi by making her ghost appear at the end of 5.2). These notes do not only help clarify specific passages; they also contribute to enhancing the understanding of these texts as not just words on the page, but as words that combine with action on the stage. As a whole, the notes in Díaz Fernández s edition must be regarded as constituting a thorough corpus, with very little to object to with respect to what is included. What one could find fault with is what is not found; this is a very easy kind of criticism, as there is virtually no limit to what a book like this could have and annotation is indeed a case in point, yet it is also too tempting to avoid, and I will indulge and mention a few instances in which I would have appreciated an explanatory note: for example, for the dance called gallarda (English galliard) (191); 2 for the close connection between the Geneva Bible and the Calvinists (284), which would have contributed to marking out the speaker as a Puritan sympathiser in La duquesa de Amalfi; or for the stage direction Lo cuelgan del emparrado (87: They hang him in the arbour in the original text of The Spanish Tragedy), which has aroused much critical discussion on the type of stage property used in early Elizabethan 2 It might be argued that this definition can be found in the DRAE; but Díaz Fernández does add a note for another dance, the pavana (346), which has not the same potential for ambiguity as the gallarda (191). 208

Sederi 19 (2009) productions. These missed notes must be regarded also as representing others of similar nature (lexical, cultural, dramatic) that could have improved the work, had they been included. But I suspect that specific editorial restrictions (namely, by the publisher, or by the editor himself) must have contributed to putting a limit to the number of notes that could be added. Still, some other omissions are not so understandable; and one fails to find a reason for the exclusion of prefatory material in The Duchess of Malfi and 'Tis Pity She's a Whore, found both in the original editions and in the modern critical editions used by Díaz Fernández. To conclude, Tres tragedias de venganza offers Spanish-speaking readers a very good opportunity to familiarise themselves with three classic plays and with the context which produced them. And its editor, José Ramón Díaz Fernández, facilitates this by providing a suitable amount of information alongside with the translations, a combination that proves both the extent of his abilities as a translator and the thoroughness of his research. References Ford, John 2001. Lástima que sea una puta. Ed. and trans. Antonio Ballesteros González. Madrid: Publicaciones de la Asociación de Directores de Escena de España. Kyd, Thomas 1977. The Spanish Tragedy. Ed. Philip Edwards. Manchester: Manchester University Press. How to cite this review: Prieto Pablos, Juan Antonio. Review of Tres tragedias de venganza: teatro renacentista inglés by José Ramón Díaz Fernández. SEDERI 19 (2009): 205-209. Author s contact: ppablos@us.es 209