Medieval Drama

ASSIGNMENT Nº 1

Choose one of the following topics and write a 2-page essay (1.5 space; Times New Roman 12 or Arial 11). Make sure to include quotations from the literary texts. Absolutely no plagiarism will be accepted (if detected, this will result in 0% and the impossibility of writing a second version). Please turn in the hand-written or printed version in class. DUE APRIL 6TH

 Topic 1: 

Read the ballad “The Unquiet Grave” and analyze the topics of  love, death and the supernatural. Comment on the similarities and differences between “The Unquiet Grave" and "Bonnie Barbara Allen". After the introductory paragraph, you may devote one paragraph to the treatment of love, death and the supernatural in "The Unquiet Grave"; another paragraph to the same themes in "Bonnie Barbara Allen", and then, a concluding paragraph.

Beowulf

Please click onb the link to access the PPThttps://docs.google.com/presentation/d/1z6StRwnkdXyMStezNdixScCBkGx31g8Z_utlSot-lW4/pub?start=false&loop=false&delayms=3000

BEOWULF: one of the foundational texts of British Literature

This epic poems refers back to a remote past, and narrates the heroic deeds of Beowulf and the Scandinavian tribes of the Geats, the Danes and the Swedes. Though not British in theme, the poem’s perspective is that of a Christian Englishman looking back and criticizing his ancestors. “Beowulf”, as Seamus Heaney affirms, is an inheritance to the English language and to the British History, Literature and Culture.     

In class, we approach the external data of the poem, to then analyze and study it as a work of art. It is the poem’s integrity, unity of effect and balanced order what interests the literary class. 

In the links below, you my access critical material about the text:
https://docs.google.com/document/d/1XlNOZToc0IcchUttW9p1XrQwHe29h0A7uebpy_u4rh8/pub

FURTHER READING: A CROSSBREED, BY FRANZ KAFKA

Clicking on the link below, you may read the full text of Kafka's "A Crossbreed". As you read, try to interpret the text thinking of the qualities of the language of poetry. Hope you enjoy it!

"Barbara Allen" and "Conde niño": Love beyond Death

There are several versions of the same ballad. Such is the case of "Barbara Allen", performed by ArtGarfunkel (you may listen to this version clicking on the linkhttps://www.youtube.com/watch?v=BxQdl9cP3e0); and by Joan Baez in her 1972 album "Ballad Book": https://www.youtube.com/watch?v=NqHJ4V893e0. Below you will find the lyrics, and a link to youtube.com so that you can listen to this beautiful song.

As you read this version, consider the differences with the shorter one: How does the theme, the tone and the general outlook of the ballad change in this version? (Make notes that will help you write assignment n. 1 in a few days)

BARBARA ALLEN

Twas in the merry month of May
When green buds all were swelling,
Sweet William on his death bed lay
For love of Barbara Allen.

He sent his servant to the town
To the place where she was dwelling,
Saying you must come, to my master dear
If your name be Barbara Allen.

So slowly, slowly she got up
And slowly she drew nigh him,
And the only words to him did say
Young man I think you're dying.

He turned his face unto the wall
And death was in him welling,
Good-bye, good-bye, to my friends all
Be good to Barbara Allen.

When he was dead and laid in grave
She heard the death bells knelling
And every stroke to her did say
Hard hearted Barbara Allen.

Oh mother, oh mother go dig my grave
Make it both long and narrow,
Sweet William died of love for me
And I will die of sorrow.

And father, oh father, go dig my grave
Make it both long and narrow,
Sweet William died on yesterday
And I will die tomorrow.

Barbara Allen was buried in the old churchyard
Sweet William was buried beside her,
Out of sweet William's heart, there grew a rose
Out of Barbara Allen's a briar.

They grew and grew in the old churchyard
Till they could grow no higher
At the end they formed, a true lover's knot
And the rose grew round the briar.

Some of the stories contained in ballads appear in several other types of contemporary poetry in other parts of Europe. What follows is a Spanish romance, written in the traditional eight-syllable stanza, which tells of a love that is not unrequited, as that of Sir John Grame or Sir William and Barbara Allen. Conde Niño and Albaniña are in love, but circumstances and people intervene...

As you read, think about the answer to these questions: Where do the common elements lie between our ballad and this romance?

Pay special attention to symbols. You may want to look up the meaning of the symbols you find in a dictionary of symbols (there are several in the college library, and also in www.googlescholar.com). 

Romance del Conde Niño

Conde Niño por amores
es niño y pasó a la mar
va a dar agua a su caballo
la mañana de San Juan.
Mientras su caballo bebe,
él canta dulce cantar :
todas las aves del cielo
se paraban a escuchar.
La reina estaba labrando,
la hija durmiendo está :
- levantáos Albaniña,
de vuestro dulce folgar,
sentiréis cantar hermoso
la sirenita del mar,
- No es la sirenita, madre,
la de tan bello cantar,
sino es el Conde Niño
que por mi quiere finar.
- Si por tus amores pena,
¡oh, mal haya su cantar!
y porque nunca los goce,
yo le mandaré matar.
- Si le manda matar madre,
juntos nos han de enterrar.
El murió a la medianoche,
ella a los gallos cantar ;
a ella, como hija de reyes,
la entierran en el altar ;
a él, como hijo de conde
unos pasos más atrás.
De ella nació una rosal blanco,
de él nació un espino albar ;
crece el uno, crece el otro,
los dos se van a juntar.
La reina llena de envidia
ambos los mandó cortar ;
el galán que los cortaba
no cesaba de llorar.
De ella naciera una garza
de él un fuerte gavilán,
juntos vuelan por el cielo,
juntos vuelan par a par.

Ballads

The Middle Ages

We will begin our class survey with medieval literature. All texts are produced within a context to which they, explicitly or otherwise, make reference. While in continental Europe the Middle Ages are said to begin with the fall of the Roman Empire in the 5th century, at that time England was being invaded by the Anglo-Saxons. That's why, from the 5th century until 1066 we speak of "Anglo-Saxon England". It was only in 1066, withe the Norman invasion, that England would come into mainstream medieval culture.

Thus, we may distinguish between different types of texts. During our classes, we will read medieval ballads, qand lyrics, an excerpt from the epic poem Beowulf, the dream-poem The Dream of the Rood, and the mystery play The Annunciatrion. This variety of genres and texts may give us an idea of the complexity of the Middle Ages: a rich, poignant, lively period, quite different from what used to be called "the Dark Ages".    Useful modules: British History!!!

Here you will find some brief references to medieval life:

Social organization: feudal system (King - nobility - landlords or tenats - peasants)

This medieval illumination shows the three estates: those who pray (the clergy), those who fight (the nobility) and those who work (the laborers).

Central institution: the Church

 Chartes Cathedral

Language of the Church and learning:  Latin  

 Medieval university

Vernacular language: In England, changes were accelerated by the Norman Conquest of 1066. Words from French began entering the English language (though we will have to wait until a few centuries later to recognize "modern English"      Useful module:  History of the English Language!!!

USEFUL LINK

www.luminarium.org

The Middle Ages. Presentation