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Now at seventy-three volumes, this popular MLA series (ISSN 10591133) addresses a broad range of literary texts. Each volume surveys teaching aids and critical material and brings together essays that apply a variety of perspectives to teaching the text. Upper-level undergraduate and graduate students, student teachers, education specialists, and teachers in all humanities disciplines will find these volumes particularly helpful.
One of the earliest great stories of English literature after ?Beowulf?, ?Sir Gawain? is the strange tale of a green knight on a green horse, who rudely interrupts King Arthur's Round Table festivities one Yuletide, challenging the knights to a wager. Simon Armitrage, one of Britain's leading poets, has produced an inventive and groundbreaking translation that " helps] liberate ?Gawain ?from academia" (?Sunday Telegraph?).
Chrysanthemum loves her name, until she starts going to school and the other children make fun of it.
The 14th century English alliterative poem Sir Gawain and the Green Knight is admired for its morally complex plot and brilliant poetics. A chivalric romance placed in an Arthurian setting, it has since received acclaim for its commentary regarding important socio-political and religious concerns. The poem's technical brilliance blends psychological depth and vivid language to produce an effect widely considered superior to any other work of the time. Although the poem is a combination of English alliterative meter, romanticism, and a wide-ranging knowledge of Celtic lore, continental materials and Latin classics, the extent to which Classical antecedents affected or directed the poem is a point of continued controversy among literary scholars. This collection of essays by scholars of diverse interests addresses this puzzling and fascinating question. The introduction provides an expansive background for the topic, and subsequent essays explore the extent to which classical Greek, Roman, Arabic, Christian and Celtic influences are revealed in the poem's opening and closing allusions, themes, and composition. Essays discuss the way in which the anonymous author of Sir Gawain employs figural echoes of classical materials, cultural memoirs of past British tradition, and romantic re-textualizations of Trojan and British literature. It is argued that Sir Gawain may be understood as an Aeneas, Achilles, or Odysseus figure, while the British situation in the 14th century may be understood as analogous to that of ancient Troy.
The moving, richly allegorical poem Pearl was likely written by the anonymous poet who also penned Sir Gawain and the Green Knight. In it, a man in a garden, grieving the loss of a beloved pearl, dreams of the Pearl-Maiden, who appears across a stream. She teaches him the nature of innocence, God's grace, meekness, and purity. Though granted a vision of the New Jerusalem by the Pearl-Maiden, the dreamer is pained to discover that he cannot cross the stream himself and join her in bliss--at least not yet. This extraordinary poem is a door into late medieval poetics and Catholic piety. Part 1 of this volume, "Materials," introduces instructors to the many resources available for teaching the canonical yet challenging Pearl, including editions, translations, and scholarship on the poem as well as its historical context. The essays in part 2, "Approaches," offer instructors tools for introducing students to critical issues associated with the poem, such as its authorship, sources and analogues, structure and language, and relation to other works of its time. Contributors draw on interdisciplinary approaches to outline ways of teaching Pearl in a variety of classroom contexts.
A philologist and medieval scholar, J. R. R. Tolkien never intended to write immensely popular literature that would challenge traditional ideas about the nature of great literature and that was worthy of study in colleges across the world. He set out only to write a good story, the kind of story he and his friends would enjoy reading. In The Hobbit and in The Lord of the Rings, Tolkien created an entire world informed by his vast knowledge of mythology, languages, and medieval literature. In the 1960s, his books unexpectedly gained cult status with a new generation of young, countercultural readers. Today, the readership for Tolkien's absorbing secondary world--filled with monsters, magic, adventure, sacrifice, and heroism--continues to grow. Part 1 of this volume, "Materials," introduces instructors to the rich array of resources available for teaching Tolkien, including editions and criticism of his fiction and scholarship, historical material on his life and times, audiovisual materials, and film adaptations of his fiction. The essays in part 2, "Approaches," help instructors introduce students to critical debates around Tolkien's work, its sources, its influence, and its connection to ecology, religion, and science. Contributors draw on interdisciplinary approaches to outline strategies for teaching Tolkien in a wide variety of classroom contexts.
New Medieval Literatures is an annual of work on medieval textual cultures, aiming to engage with intellectual and cultural pluralism in the Middle Ages and now. Its scope is inclusive of work across the theoretical, archival, philological, and historicist methodologies associated with medieval literary studies, and embraces the range of European cultures, capaciously defined. Essays in this volume engage with a wide range of subject matter, from as far back as Livy (d.c.AD 12/18) to Erwin Panofsky (d. 1968). They demonstrate that medieval textual cultures is a radically negotiable category and that medieval understandings of the past were equally diverse and unstable.They reflect on relationships between history, texts, and truth from a range of perspectives, from Foucault to "truthiness", a twenty-first-century media coinage. Materiality and the technical crafts with which humans engage withthe natural world are recurrent themes, opening up new insights on mysticism, knighthood, and manuscript production and reception. Analysis of manuscript illuminations offers new understandings of identity and diversity, while a survey of every thirteenth-century manuscript that contains English currently in Oxford libraries yields a challenging new history of script. Particular texts discussed include Chrétien de Troyes's Conte du Graal, Richard Rolle's Incendium amoris and Melos amoris, and the Middle English verse romances Lybeaus Desconus, The Erle of Tolous, Amis and Amiloun, and Sir Gawain and the Green Knight.
A series of dream visions, Piers Plowman is a moral reckoning of the whole of medieval England, in which every part of society--from church and king to every sort of "folk"--is considered in the light of the narrator's interpretation of Christian revelation. The Middle English poem, rich and beautiful, is a particular challenge to teach: it exists in three versions, lacks a continuous narrative, is written in a West Midlands dialect, weaves a complex allegory, and treats complicated social and political issues, such as labor, Lollardy, and popular uprising. Part 1 of this volume, "Materials," discusses the different versions, critical and classroom editions, and translations of the poem, as well as the many secondary sources. Part 2, "Approaches," helps students engage with the poem's versification, understand its protagonist and its treatment of poverty and equity, and discern connections to the work of other medieval poets, such as Dante and Chaucer.
It ends with a discussion of the reception of the Morte Darthur from the sixteenth to the twentieth centuries, and a select bibliography.
Chaucer's Canterbury Tales was the subject of the first volume in the Approaches to Teaching series, published in 1980. But in the past thirty years, Chaucer scholarship has evolved dramatically, teaching styles have changed, and new technologies have created extraordinary opportunities for studying Chaucer. This second edition of Approaches to Teaching Chaucer's Canterbury Tales reflects the wide variety of contexts in which students encounter the poem and the diversity of perspectives and methods instructors bring to it. Perennial topics such as class, medieval marriage, genre, and tale order rub shoulders with considerations of violence, postcoloniality, masculinities, race, and food in the tales. The first section, "Materials," reviews available editions, scholarship, and audiovisual and electronic resources for studying The Canterbury Tales. In the second section, "Approaches," thirty-six essays discuss strategies for teaching Chaucer's language, for introducing theory in the classroom, for focusing on individual tales, and for using digital resources in the classroom. The multiplicity of approaches reflects the richness of Chaucer's work and the continuing excitement of each new generation's encounter with it.