LESSON 4: LQ: Can I analyse the different types of love presented in Chaucer’s Miller’s - PowerPoint Presentation

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LESSON 4:LQ: Can I analyse the different types of love presented in Chaucer’s Miller’s Tale?

Love: platonic, courtly, unrequited, godly, familial

Social Context: Middle-English, bilau, bawdy

LIT TERMS: pentameter, free verse, alliteration, sexual language Slide2

LESSON 4:LQ: Can I analyse the different types of love presented in Chaucer’s Miller’s Tale?

Love: platonic, courtly, unrequited, godly, familial

Social Context: Middle-English, bilau, bawdy

LIT TERMS: pentameter, free verse, alliteration, sexual language

Excellent progress: well-chosen quotations, literary devices analysed, effect on reader discussed, alternative interpretations considered and social context mentioned

Outstanding progress: well-chosen quotations, sophisticated language used, literary devices analysed, effect on reader argued with perceptive points made, alternative interpretations revealed, developed consideration of social and historical contextSlide3

FABLIAUA fabliau

(plural

fabliaux

) is a comic, often anonymous tale written by jongleurs in northeast France between ca. 1150 and 1400. They are generally characterized by an excessiveness of sexual and

scatological obscenity. Several of them were reworked by Giovanni Boccaccio

for the

Decameron and by Geoffrey Chaucer for his Canterbury Tales. According to R. Howard Bloch, fabliaux are the first expression of literary realism in Europe.Fabliaux originally come from the Orient and were brought to the West by returning crusaders; from fabliaux comes the French drama.Cast of characters, audienceTypical fabliaux contain a vast array of characters, including cuckolded husbands, rapacious clergy, and foolish peasants, as well as beggars, connivers, thieves, and whores. Two groups are often singled out for criticism: the clergy and women. The status of peasants appears to vary, based on the audience for which the fabliau was being written. Poems that were presumably written for the nobility portray peasants (vilains in French) as stupid and vile, whereas those written for the lower classes often tell of peasants getting the better of the clergy.The audience for fabliaux is estimated differently by different critics. Joseph Bedier suggests a bourgeois audience, which sees itself reflected in the urban settings and lower-class types portrayed in fabliaux. On the other hand, Per Nykrog argues that fabliaux were directed towards a noble audience, and concludes that fabliaux were the impetus for literary refreshment.

Love: platonic, courtly, unrequited, godly, familial

Social Context: Middle-English, bilau, bawdy

LIT TERMS: pentameter, free verse, alliteration, sexual language Slide4

FABLIAUThe subject matter is often sexual: fabliau is concerned with the elements of love left out by poets who wrote in the more elevated genres such as

Ovid

, who suggests in the

Ars Amatoria (II.704-5) that the Muse should not enter the room where the lovers are in bed; and Chrétien de Troyes, who maintains silence on the exact nature of the joy discovered by Lancelot and Guinevere in Le Chevalier de la Charrette (4676-4684).

Fabliaux derive a lot of their force from puns and other verbal figures; indeed, "fabliaux . . . are obsessed with wordplay." Especially important are paranomasia and

catachresis

, tropes which disrupt ordinary signification and displace ordinary meanings—by similarity of sound, for instance, one can have both "con" and "conte" ("c*nt" and "tale") in the same word, a common pun in fabliaux.FormThe standard form of the fabliau is that of Medieval French literature in general, the octosyllable rhymed couplet, the most common verse form used in verse chronicles, romances (the romans), lais, and dits. They are generally short, a few hundred lines; Douin de L'Avesne's Trudot, at 2984 lines, is exceptionally long.Love: platonic, courtly, unrequited, godly, familialSocial Context: Middle-English, bilau, bawdyLIT TERMS: pentameter, free verse, alliteration, sexual language Slide5

From your understanding of the poem so far, why do you think Chaucer has used a Fabliau for his form?

Love: platonic, courtly, unrequited, godly, familial

Social Context: Middle-English, bilau, bawdy

LIT TERMS: pentameter, free verse, alliteration, sexual language Slide6

GROUP TASK:

Mindmap the elements of:

courtly love

godly loveunrequited loveillicit love

sex

Love: platonic, courtly, unrequited, godly, familial

Social Context: Middle-English, bilau, bawdyLIT TERMS: pentameter, free verse, alliteration, sexual language Slide7

GROUP TASK:

Mindmap the elements of:

courtly love

godly loveunrequited loveillicit love

sex

Love: platonic, courtly, unrequited, godly, familial

Social Context: Middle-English, bilau, bawdyLIT TERMS: pentameter, free verse, alliteration, sexual language Excellent progress: well-chosen quotations, literary devices analysed, effect on reader discussed, alternative interpretations considered and social context mentioned Outstanding progress: well-chosen quotations, sophisticated language used, literary devices analysed, effect on reader argued with perceptive points made, alternative interpretations revealed, developed consideration of social and historical contextSlide8

GROUP TASK:

Step 2: Lit terms in quotations and effect (AO1 and 2)

Love: platonic, courtly, unrequited, godly, familial

Social Context: Middle-English, bilau, bawdy

LIT TERMS: pentameter, free verse, alliteration, sexual language Excellent progress:

well-chosen quotations, literary devices analysed, effect on reader discussed, alternative interpretations considered and social context mentioned

Outstanding progress: well-chosen quotations, sophisticated language used, literary devices analysed, effect on reader argued with perceptive points made, alternative interpretations revealed, developed consideration of social and historical contextSlide9

GROUP TASK:

Step 3: is there a marxist, feminist or psychanalytical angle? (AO3)

Love: platonic, courtly, unrequited, godly, familial

Social Context: Middle-English, bilau, bawdy

LIT TERMS: pentameter, free verse, alliteration, sexual language Excellent progress:

well-chosen quotations, literary devices analysed, effect on reader discussed, alternative interpretations considered and social context mentioned

Outstanding progress: well-chosen quotations, sophisticated language used, literary devices analysed, effect on reader argued with perceptive points made, alternative interpretations revealed, developed consideration of social and historical contextSlide10

GROUP TASK:

Step 4: social context? (AO4)

Love: platonic, courtly, unrequited, godly, familial

Social Context: Middle-English, bilau, bawdy

LIT TERMS: pentameter, free verse, alliteration, sexual language Excellent progress: well-chosen quotations, literary devices analysed, effect on reader discussed, alternative interpretations considered and social context mentioned

Outstanding progress: well-chosen quotations, sophisticated language used, literary devices analysed, effect on reader argued with perceptive points made, alternative interpretations revealed, developed consideration of social and historical contextSlide11

GROUP TASK:

Step 5: Comparisons? (AO3)

Love: platonic, courtly, unrequited, godly, familial

Social Context: Middle-English, bilau, bawdy

LIT TERMS: pentameter, free verse, alliteration, sexual language Excellent progress: well-chosen quotations, literary devices analysed, effect on reader discussed, alternative interpretations considered and social context mentioned

Outstanding progress: well-chosen quotations, sophisticated language used, literary devices analysed, effect on reader argued with perceptive points made, alternative interpretations revealed, developed consideration of social and historical contextSlide12

GROUP TASK:

Mindmap the elements of:

courtly love

godly loveunrequited loveillicit love

sex

Love: platonic, courtly, unrequited, godly, familial

Social Context: Middle-English, bilau, bawdyLIT TERMS: pentameter, free verse, alliteration, sexual language Excellent progress: well-chosen quotations, literary devices analysed, effect on reader discussed, alternative interpretations considered and social context mentioned Outstanding progress: well-chosen quotations, sophisticated language used, literary devices analysed, effect on reader argued with perceptive points made, alternative interpretations revealed, developed consideration of social and historical context