Ariadne in the Sky with Diamonds

Ariadne auf Naxos is perhaps most remarkable for its idiosyncratic structure. Rather than dividing the plot into separate acts, as is convention, Strauss and his librettist Hofmannsthal split the work into a Prologue and subsequent Opera. In the first part, musicians, singers, dancers, and impresarios prepare for the performance that constitutes the second part. This opera-within-an-opera is based on the classical Greek myth of the Cretan princess Ariadne, her abandonment by the Athenian prince Theseus, and her marriage to the god Dionysus (called Bacchus in this opera).

In several versions of this myth, Dionysus is so enthralled with Ariadne’s bejeweled crown that he throws it into the sky, where it remains forever as the constellation Corona Borealis (“corona” is Latin for “crown”). In Strauss’s opera, however, Bacchus instead promises to transform Ariadne herself into a constellation as they together ascend into the heavens. By completing this activity, students will explore both the foundational myth of Ariadne, which forms the core of this work, and come to understand the scientific and cultural meanings of constellations through their own creations.

STEP 1. REVIEW

Begin by prompting students to consider what comes to mind when they hear the word “myth.” Most will likely associate the term with something that is untrue, based on gossip, rumor, or some kind of false preconception. Use this opportunity to explain that in the ancient Greek world, myth had an altogether different meaning—it was a story or tale that expressed a fundamental truth or widely accepted belief, and many explained the foundation or origin of the universe. Ask students:

• What is an example of a contemporary myth?
• Can you name an ancient myth?
• Can you identify a myth from another culture?

Next, remind students that the Ariadne myth forms the basis of the second part of Strauss’s opera. Invite students to read the summary of the Ariadne myth below, either silently or aloud in groups. You may also wish to have students act out scenes in short improvisatory skits, or you may wish to list the major plot points on the board to ensure that students understand the story’s structure and themes.

The Ariadne myth tells how Prince Theseus of Athens set out for Crete to kill the Minotaur, a creature half man, half bull, who was concealed in a labyrinth. Princess Ariadne of Crete fell in love with Theseus and gave him a ball of thread that enabled him to find his way out of the labyrinth after he had killed the Minotaur. When Theseus left Crete, he took Ariadne with him as his bride. During their voyage home, they stopped at the island of Naxos. While Ariadne was asleep, Theseus slipped away and continued his journey to Athens without her. 

There are contrasting versions of what happens next. In one version, Ariadne, overcome with grief, ends her own life. In another, she is saved by the god Dionysus (called Bacchus in the opera), the god of wine, fertility, and theater. Having escaped the sorceress Circe, Dionysus arrives on Naxos and sees Ariadne sleeping. He is so taken with her beauty that he falls in love with her, and they later marry. In popular versions of this tale, Dionysus throws Ariadne’s bejeweled crown into the sky, where it becomes the constellation Corona Borealis.

Once you have reviewed the myth, distribute the handout with the Ariadne constellation (Corona Borealis). Ask students:

• Do you know what a constellation is?
• Can you name any? Invite students to draw some constellations from memory on the board.
• Have you ever seen the Ariadne constellation?

It may help to explain to students that constellations are products of our imagination. If we lived in another part of the universe, the arrangement of stars would look completely different. No matter how close they look, individual stars are incredibly far apart from each other. The constellations we see and study are simply recognizable patterns in the natural world that we interpret to have specific meanings—just as we can see shapes in the clouds or faces in cliffs.

STEP 2. WRITE

Using the included handouts, have students create a myth about a character, animal, or object with a supernatural power. They can choose one from something they know (e.g., a superhero, athlete, singer, or historical figure) or make one up from their imaginations. Have them consider:

• What is the origin story of my character/object?
• How did it end up in its situation?
• What are its powers or special abilities?
• How did it end up in the sky?
• What is its shape, and why?

STEP 3. DESIGN

Once students have finished writing their myth, they should draw a very simple stick figure of their character. You can show examples such as Orion, Gemini, Scorpius, or the Big Dipper. Next, students will darken 5–7 key points on the stick figure, emphasizing its joints or endpoints. These points should form a dot-to-dot outline of the constellation. Once the design is complete, have students transfer the design onto a piece of dark paper or cloth (e.g., velvet or felt). You can use any kind of acrylic gem or shiny pin to represent each star. Have students glue their “stars” into their proper places on the surface, then use a light-colored crayon, marker, or metallic paint pen to connect the dots forming the constellation. 

STEP 4. DISPLAY

Display the constellations along with their accompanying written myths. Each constellation can be a separate entity, or they can be assembled as a group to form a new “night sky,” perhaps viewed from another galaxy. The written pieces can also be grouped as a field guide to the constellations.