Hawking: see Erec and Enide

Required Texts:
Online:
Longus, Daphnis and Chloe; Ovid, The Art of Love
http://www.poetryintranslation.com/PITBR/Latin/Artoflovehome.htm
Marie de France. Lais. http://www.clas.ufl.edu/users/jshoaf/Marie/


Texts:
Chretien de Troyes. Arthurian Romances., Penguin..
Gottfried von Strassburg. Tristan. Trans. Hatto. Penguin.
Dante, Inferno, Canto V (link online)
Emily Bronte. Wuthering Heights. Norton.
Dashiell Hammett. The Maltese Falcon. Vintage, 1992.
Jose Saramago. Baltasar and Blimunda. Harcourt.1982.

Course Requirements:
1. Students are expected to have read all the material due at each class meeting.
2. There will be frequent quizzes, reader response papers, and one-page textual analyses.
3. There will be two 3-page papers (worth 10%, 15% respectively, due on a rotating group schedule) and a 5-7 page final research paper (35%).
4. You may hand in one paper late (but no more than one week late). Otherwise, no late papers will be accepted.
5. There wil be a midterm (15%)
6. Students are allowed three absences. Two latenesses = one absence.
7. Failure to complete all assignments on time and/or excessive absence will result in a lowered grade for the course.
8. Students who plagiarize may receive an F for the course.

Grades will be computed as follows:

15% participation, quizzes, discussion leader
10%  4 one-page response papers---due any time before a work is discussed in class
10 %  3-page paper
15% online writing project
15 % midterm
35% final paper (5% proposal, outline; 5% annotated bibliography: 5%; presentation; paper: 20%)

Paper groups:
Group 1: Cao, Clinton, Kundrat, Mekonen, Rolon, Zhen, Wharton, Atieh, Ellams, McClain, Defreitas
Group 2: Demming, Heath, Rodriguez, Cleary, Davies, Lugo, Reyes, Vanible, Agababaeva, Croweak

For Wed., Aug 30:

Read Daphnis and Chloe, Books 1 and 2 (online link)

Look at syllabus and select date to serve as discussion leader

 

For Wednesday, Sept. 6:

Read Daphnis and Chloe, Books 3 and 4.
Ravel, Daphnis and Chloe, suite 2:  https://www.youtube.com/watch?v=amGl9Qmgu7E
Chagall, Daphnis and Chloe  images

Medieval bedroom

For Monday, Sept 11:
Read Ovid, The Art of Love http://www.poetryintranslation.com/PITBR/Latin/Artoflovehome.htm
Book I, Parts 1-3, 9-11, 16; Book III, Parts 1-3, 7, 9, 12-14, 18
See the following study guide for explanations of many of the allusions:
https://brians.wsu.edu/2016/10/17/ovid-the-art-of-love/
Discussion leader: Jensine

.

Wednesday, Sept 13:
Read Europe in 1050 (handout); read the Introduction to Arthurian Romances
Discussion leader: Adam

Monday, Sept 18:

Read Yvain, through line 3999.  Be prepared to discuss StudyGuide, questions 1-5.
Discussion leader:Val

 For animal symbolism, check the following link:http://bestiary.ca/index.html

Lunete gives Yvain the ring

For Mon., Sept. 25: Finish Yvain.  Be prepared to discuss all Study Guide questions.
Discussion leader: Jasmine
 

Study Guide for Yvain:
Motifs: magic; loyalty;
1.What two forces motivate Yvain?
2. How does Chretien describe Love?
3. Describe the strengths and weaknesses of the female characters.
4. Describe Lunete. What is her most positive characteristic?
5. How does Lunete persuade her mistress to accept Yvain?
6. Discuss the magical elements of the Yvain romance.

Paper 1--- Group 1 (10% of final grade) Due Monday, Oct. 2
3 pages, 12-point font, 1" margins
Know your audience: DO NOT SUMMARIZE THE PLOT; be sure to use relevant quotes to support your argument; proofread carefully.

Choose ONE of the following topics:

1. In what ways does the Lion serve as a counterpart toYvain?
2. Negative and positive images of women in Yvain.
3. Apply Ovid's Art of Love to Yvain.
4. Discuss the theme of disguise in Yvain.

Churl

Wed, Sept 27: Marie de France : Discussion leader: Devon
Bisclavret and Yonec (online)http://www.clas.ufl.edu/users/jshoaf/Marie/

manuscript from Yonec

Study Guide:

1. Contrast the wife's rejection of her husband for his beastliness with the king's admiration of the same creature for his humanity.
2. Can you compare the insatiably curious wife with any Biblical figure?
3. Why is tearing off the wife's nose considered a particularly terrible punishment?
4. What lessons might this tale convey to its female readers?

Yonec
1. What reflections of Ovid can you note in the lady's curses?

2. What possible role is attributed to literature in this lai?
3. Why does the lady make the hawk-like knight say that he believes in God?
4. What does this story say about how beauty is maintained in women?
5. According to the lover, what has betrayed their secret?
6. How does religion function in this lay? How does it relate to love?

Paper 1, Group 2: Due Wednesday, Oct. 11
3 pages, 12-point font, 1" margins. CHOOSE ONE OF THE FOLLOWING TOPICS
Know your audience: DO NOT SUMMARIZE THE PLOT; be sure to use relevant quotes to support your argument; proofread carefully.

1. Contrast the themes and structures of Bisclavret and Yonec.
2. In what way does a central symbol unify both lais?
3. The medieval world of Marie de France---What features of the world of her characters does she emphasize and why?
4. Compare one of the heroines from Yvain with a heroine in the lais of Marie de France
5. "Silence is golden," or maybe not. The effects of silence in Lanval.

For Monday, Oct 2:
1. Go to the website and read Lanval and Chevrefoil;
Discussion leader: Edmund
http://www.english.ufl.edu/exemplaria/intro.html

You might want to start reading Tristan. We will begin discussing the text on Wednesday, Mar. 9
Read Chapters 1, 6, 8-29, 30, 34-40.

Study Guide for Marie de France

Lanval
1. What is the treatment of love in Lanval?
2. Does this lai represent conventional, Church-sanctioned morality? If not, what values does it represent.
3. What is the one dish” that Lanval has in abundance?
4. How are Guenevere and Arthur portrayed?
5. What are their shortcomings?
6. Who or what is Lanval's sweetheart?
7. Are you surprised by the ending? Is it justified?
8. What are the implications for the target audience? Is there a more serious message here?

Chevrefoil
1. Note the references to writing.
2. What is the attitude towards adultery?
3. With whom does Marie appear to feel sympathy?
4. What attitude seems to be expected of the audience?
5. Explain the symbolism of the hazel and the honeysuckle.

October 4, 11,16:

Tristan and Isolde

For Wednesday, Oct 4: READ CHAPTERS 1-5.
Discussion leader: Natasha

Study Guide: Tristan and Isolde
Images: http://www.lib.rochester.edu/camelot/trismenu.htm#images

Identify the following locations:
Brittany (Bretagne):

Cornwall:
Tintagel:
Parmenie:

How did the people in England become interested in Breton tales?

Identify the following characters and their significance to the plot:

Rivalin:
Morgan:
King Mark of Cornwall:
Blancheflor:
Rual li Foitenant:
Tristan:
Curvenal:
Morold:
King Gurman of Ireland:
Queen Isolde:
Isolde:
Tantris:
Brangane:
The Steward:

Images of the nature of love:
Explain how these images describe the love of Tristan and Isolde. Do they relate to any of Chretien’s romances?
Bird and the lime-twig (p. 52-54; 196):
Bridled vs. unbridles (tamed vs. untames fancy):
Ardent:
Love as a tyrant (54):
Isolde as a siren (148):
Anchorless ship and an lodestone (148):
Love the Ensnarer (52-3; 198; 202):
Love the Dyer (198):
Antithesis (love as a pleasing illness) (195-204):

Instead of paper 2, all students will contribute to an online discussion board through Blackboard for 3 out of 4 possible times during the semester.  You can access our discussion board through English 3186 (both for those registered through complit and those registered through English).

Each student will post one (at least) 250-word response to one of the topics online, and will also respond to two other students' postings (in at least 150 words).  You will receive a possible maximum of 5 points for participating in each of the three online writing tasks: 1 point each for your responses to your classsmates' postings; 0-3 points for your own 250-word response.

The maximum credit for the 3 postings is 15 points.  There is presently a discussion thread with topics on Tristan.  This thread closes on October 18 at 11:59PM.  There will be three more opportunities to participate, with topics on Wuthering Heights, Maltese Falcon, and Balthasar and Blimunda.  Try to plan your participation around both your available time and your interests.

This exercise replaces paper 2 for both writing groups.

POST 1 for both writing groups----on blackboard

Themes:

1. The theme of Tristan's education and the evolution of his skills. Discuss three instances of Tristan's talents as a means of advancing the plot. Does Tristan possess skills that are different from the other romance heroes we have discussed?

2. How is Isolde's beauty described in the test? What recurring images appear? (look at 185-186).

3. Think about the differences between the love between Tristan and Isolde and the other love relationships we have read about this semester. How is Gottfried's view of love different from Chretien's?

4. Compare the portrait of Isolde to the portrait of women in Chretien.

Tristan and Isolde Drink the Potion

Wed., Oct. 25: Wuthering Heights; BE SURE YOU HAVE THE EDITION WE ARE USING (Norton)
Read through Chapter XII
Discussion leader: Nicco

In class discussion - Wuthering Heights Study Guide
1. What is Nelly's relationship to Catherine? Is she an ally or an enemy?
Look carefully at the scene in which Catherine confides her plan to marry Edgar.
2. Identify all the love relationships in the novel. What motivates each relationship or what attracts one person to another?
3. List all the crucial events that Nelly influences. What are Nelly's motives?

For Mon., Oct. 30: Read through Chapter 18
Discussion leader: Tonisha
4. Examine Catherine's first and second illnesses (Chapters 11-12; Chapter 14).
When she becomes dangerously ill, what time in her life does her mind turn to?
5. Chapter 15: Heathcliff and Catherine's last meeting.
6. What is Heathcliff's reaction to Catherine's death?
7. What type of child is Linton? How much of his father does he have?
8. . Why is Cathy vulnerable to Linton's appeals?

For Wed., Nov. 1: Read Chap 18-28
Discussion leader: Teresa

For Mon. Nov. 6: finish Wuthering Heights;
Discussion leader: Jorge
One-page summary of or response to one of the critical essays or one of the historical documents from the Norton edition; DUE Wed, Nov. 8

Norton essays:  or one of the following (available online)

Philip K. Wion, The Absent Mother in Wuthering Heights
Terry Eagleton, Myths of Power: A Marxist Study of Wuthering Heights
Nancy Armstrong, Imperialist Nostalgia and Wuthering Heights
Lyn Pykett, Changing the Names: The Two Catherines
Susan Meyer, From "Your Father Was Emperor of China, and Your Mother an Indian Queen": Reverse Imperialism in Wuthering Heights.

Discussion questions in class:
1. Look at Chapters 33-34. What change has come over Heathcliff? How can you account for that change?
2. What do you think is the purpose of having two narrators--- Lockwood and Nelly----in the structure of the narrative?
3. How do WH and Thrushcross Grange differ as physical places? Are there any similarities between them? What do these similarities and differences suggest about the symbolism attached to them in the novel?
4. Discuss the parallels between the first and second generation characters at Wuthering Heights and Thrushcross Grange, the Earnshaw-Linton-Heathcliff characters.
5. This is an excerpt from a review of Wuthering Heights which appeared in Douglas Jerrold's Weekly Newspaper, dated January 14, 1848:
In Wuthering Heights the reader is shocked, disgusted, almost sickened by details of cruelty, inhumanity, and the most diabolical hate and vengeance, and anon comes passages of powerful testimony to the supreme power of love---even over demons in the human form. The women in the book are of a strange fiendish-angelic nature, tantalizing, and terrible, and the men are indescribable out of the book itself."
Do you agree or disagree (or both) with the reviewer's analysis? Why?

6. Some critics consider Catherine a female version of the romantic quest figure, searching to overcome a divided soul. Do you consider Catherine a divided soul, conflicted within herself? What are Catherine's divisions and conflicts? What destructive choices does Catherine make? What constructive choices?

7. How does Bronte try to unify the three generations represented in Wuthering Heights? How does the love relationship of Cathy and Hareton mirror the relationship between Catherine and Heathcliff? How does the daughter resemble the mother? How are Hareton and Heathcliff alike? And how is the younger generation different from their ancestors?

8. Is Nelly a better friend to Heathcliff or to Catherine?

9. Identify the following quotes. What do they reveal about the characters?
a. "He shall never know how I love him: and that, not because he's handsome, but because he's more myself than I am. Whatever our souls are made of, his and mine are the same."
b. "Mr Heathcliff forms a singular contrast to his abode and style of living. He is a dark-skinned gypsy in aspect, in dress and manners a gentleman"
c. "Terror made me cruel; and, finding it useless to attempt shaking the creature off, I pulled its wrist on the broken pane, and rubbed it to and fro till the blood ran down and soaked the bedclothes."
d. "He's but a boy---but he scowls so plainly in his face; would it not be a kindness to the country to hang him at once, before he shows his nature in acts as well as teatures?"
e. "I've dreamt in my life dreams that have stayed with me ever after, and changed my ideas; they've gone through and through me, like wine through water, and altered the colour of my mind."
f. "I have no pity! I have no pity! The more the worms writhe, the more I yearn to crush their entrails! It's a moral teething; and I grind with greater energy, in proportion to the increse of pain"
g. "She has no lover or liker among us---and she does not deserve one. She';ll snap at the master himself, and as good as dares him to thrash her; and the more hurt she gets, the more venomous she grows."
h. "I have lost the faculty of enjoying their destruction, and I am too idle to destroy for nothing.

POST 2 DUE Friday, Nov 10
 CHOOSE ONE OF THE FOLLOWING TOPICS; respond to TWO of your classmates' posts:
Know your audience: DO NOT SUMMARIZE THE PLOT; be sure to use relevant quotes to support your argument; proofread carefully.

(5% of final grade): Choose one of the following topics, or e-mail me if you have another idea you'd like to write about. Be sure to use quotes and specific references from the text to support your ideas.
1. Discuss the significance of dreams in Wuthering Heights. What do they reveal about characters? Can you find this dream motif in other romances we read this semester. How do dreams particularly fit the genre of romance?
2. Discuss the natural images in Wuthering Heights. How can nature be considered as the mirror of man's soul? How does this depiction fit the romance genre?
3. The theme of the supernatural in Wuthering Heights. In what way is this theme romantic?
4. The role of books, or learning, in Wuthering Heights.

Wed., Nov 8- Mon., Nov. 13: Maltese Falcon;
Discussion leader: 11/13, Justine
Wed:  (Chapters 1-10)
Monday:  (chapters 10-end); Discussion leader: Keana

POST 3: Due Wednesday, Nov 15 by midnight
 CHOOSE ONE OF THE FOLLOWING TOPICS; respond to two of your classmates' posts:
Know your audience: DO NOT SUMMARIZE THE PLOT; be sure to use relevant quotes to support your argument; proofread carefully.
1. The detective as a modern knight errant.
2. Responsibility to society as a theme in romance
3. Isolation --- how is the detective's relationship to society different from that of the medieval knight hero's relationship to his feudal society?

Wed., Nov. 15: Baltasar and Blimunda
Read through p. 47
Discussion leader: Kimberly

 Extra credit: The Cloisters

Copy and paste this link for the schedule of free guided talks at the Cloisters: http://www.metmuseum.org/events/programs/met-tours/gallery-talks-cloisters
If you cannot get to one of these talks (which you would then summarize from your notes in 2-3 pages), do a self-guided tour with this topic in mind:

Examine the different representations of lions: on frescoes, on sarcophagi, on tapestries. Discuss how the lion is depicted, and how the physical portrayal of the lion matches or differs from the lions you've read about in medieval romances this semester. 2-3 pages. Due Wednesday,  Nov. 29

Passarola
Baltasar and Blimunda


Anonymous engraver from the 17th century, "Way to burn those who were condemned by the Inquisition". Autodafé and stakes of the Portuguese Inquisition, from a 17th century original engraving. Personal scan. This engraving shows the Praça do Comércio of Lisbon (at the time called the Palace Square) before the 1755 earthquake. The building in the image is the Ribeira Palace, later destroyed by the quake.


Saint Dominic Presides Over an Auto da Fe, Pedro Berruquete, Prado Museum

For Wednesday, Nov 22: . Read through p. 223
Discussion leader: Asiaa

Monday, Nov. 27: Finish Baltasar and Blimunda.
Discussion leader: Rafael

Post 4: Baltasar and Blimunda:

FOR WEDNESDAY, Nov. 29 Final paper topic--to discuss in class
Review of the semester's readings.

Sample Annotated Bibliographies:

Annotated Bibliography

Ignatieff, Michael. "What Did the C.I.A. Do to Eric Olson's Father?" The New York Times
Magazine 1 Apr. 2001. Web. 3 Dec. 2014.
Ignatieff discusses the mysterious death of Frank Olson who worked at Camp Detrick for
the CIA in the early 50s and was an unwitting MKUltra test subject, dosed with LSD
by his CIA supervisor. He died by falling out a window of a New York hotel room nine
days later. It was passed off as a suicide, but an ongoing investigation by Olson's son,
thanks to the declassification of MKUltra documents via a 1977 Freedom of Information
Act request, has made it more apparent that it was most likely murder.

Lemov, Rebecca. "Brainwashing's Avatar: The Curious Career Of Dr. Ewen Cameron."
Grey Room 45 (2011): 61-87. Academic Search Complete. Web. 3 Dec. 2014.
A look at the unethical human experiments of Project MKUltra under Dr. Donald Ewen
Cameron's administration at Allan Memorial Institute in Canada. Patients would be
dosed with LSD and other drugs, receive intense electroconvulsive therapy, often
rendering patients comatose for long periods of time. Interestingly enough, it seems
Cameron was motivated not necessarily, or at least not entirely, by power but a desire to
rid people of their neuroses and mental illnesses, whereas the CIA was concerned with
gaining control and perfecting brainwashing techniques to aid in interrogations and
Cameron wanted to erase people's memories to create a blank slate, so to speak.

Marks, John. The Search for the "Manchurian Candidate": The CIA and Mind Control. New
York: Times, 1979. Print.
Based on interviews and 15,000 pages of CIA documents declassified under the Freedom
of Information Act, Marks provides a comprehensive and thorough description of CIA
activities from the Cold War period, obviously including Project MKUltra.

Punkcast. "Hank Albarelli - A Terrible Mistake." Online video clip. Youtube. Youtube, 22 May
2002. Web. 3 Dec. 2014.
In this book reading, Albarelli gives a brief overview of his book detailing the Frank
Olson case more thoroughly. There's also a Q&A period, further clarifying CIA activities
from this time period.

Annotated Bibliography:

Birken, Lawrence. "Madame Bovary and the Dissolution of Bourgeois Sexuality." Journal of the History of Sexuality 2.4 (1992): 609-620. JSTOR. Web. 5 December 2012.
Birken writes about Emma's desires for a man and that the qualities she seeks are the same that one would require of a woman, child or immature person. The three are seemingly synonymous. This reflects women in Parisian society. Women do not work and are dressed up and taken care of by their husbands, much like a child. Therefore, one can understand why children in 19th century France are often described and treated romantically, on a pedestal for their fathers just as a wife. Perhaps, because women and children are so similar, Emma Bovary is such a poor parent because she is also poor to herself. She is much like a child and puts herself in situations that are potentially heartbreaking. We know she has a poor opinion of herself because she wishes her child was a boy because men can do anything they want to while women have a multitude of limitations weighing on them.

Culler, Jonathan. "The Uses of Madame Bovary." Diacritics 11.3 (1981): 74-81. JSTOR. Web. 5 December 2012.
In this article, Emma is characterized as "a foolish woman in narrow circumstances." Her motivation is sex. In order to assist Emma in finding her own femininity, she accepts marriage and motherhood. These are the ways in which she attempts to liberate herself. The article is based around Freud who writes, "If the wish for a penis is replaced by the wish for a baby, that is, a baby takes the place of a penis . . . Her happiness is great if later on this wish for a baby finds fulfillment in reality -quite especially so if the baby is a little boy who brings the longed-for penis with him." The book supplements this article where Emma says "this idea of having a male child was like an expected revenge for all her impotence in the past." This "penis-envy" is deeply rooted in Emma and she was looking for a child not for the sake of motherhood but with the desire to mold him and complete herself.

Golata, John. "'Pere Goriot' and 'King Lear.'" The English Journal 56.9 (1967): 1288-1289. JSTOR. Web. 5 December 2012.
Through comparing the royal King Lear with the notorious and famous Pere Goriot, one can examine how even noble characters are subject to the same petty mistakes as the common citizen. King Lear and Pere Goriot manifest their demise in different ways, all stemming from an uncontrollable amount of love for their children. King Lear's strong love for his daughter causes him to be overly wary and critical of her while Pere Goriot's intense passion blinds him such that he cannot recognize that they are ingrates. Delphine and Anastasie's devotion had only been to a hypocritical Parisian society. Two key points are noted in this article. One includes mention of the scene at the funeral of Goriot's daughters' carriages riding through the procession, empty. This parallels the daughters themselves, consumed with keeping up appearances but devoid of character and compassion underneath. The other point speaks to the role of a parent and how complex it is. Being a parent is without precise definitions and how to be a good one has no immediate answer.

Savage, Catharine H. "The Romantic 'Pere Goriot.'" Studies in Romanticism 5.2 (1966): 104-112. JSTOR. Web. 5 December 2012.
The focus of this article is to highlight the conservative bourgeois lifestyle predicated on materialism and self-image; the driving forces behind the patricide ultimately committed by Anastasie and Delphine. Their behavior is a direct criticism of society which Eugene seeks to manipulate and disassociate himself from. Like society, the children lack orderliness and virtue and romance are what propels them to their father. The daughters exhibit extreme vanity thus dispelling their filial duty and as a result never function in a "daughterly" way throughout the book. Coupled with the daughters' disdain for one another, the entire family is dysfunctional. There are parallels between the way the daughters degrade themselves to supplement their husbands and the way Pere Goriot depreciates his fortune for his children. The romantic role and fatherly one mesh.
.

Link for Mel Brooks' Spanish Inquisition number from History of the World Part 1: http://www.youtube.com/watch?v=oppHeMlaLVM
Wednesday, Nov 29 (by email): Annotated bibliography for final paper

For pictures and history of the convent at Mafra, click here:
http://en.wikipedia.org/wiki/Mafra_National_Palace

Research presentations: Wednesday, Dec. 6; Monday, Dec. 11.

Final Presentation schedule:
Wed., Dec. 6:
Monday, Dec. 11:

Final paper proposal:  Due Wednesday, Nov. 29:
You must submit a one-page proposal with:
A clear, limited topic for your paper, stating the question that you will explore and the argument you will make.
A list of at least 3 secondary sources (some of these can come from the Norton critical editions we have been using). This should be in MLA format and ANNOTATED (for each source, write 2-3 sentences that justify its use for your particular topic).
A list at least 3 passages from the primary text that you will analyze closely in your paper as support for your argument. You will not merely summarize the passages, but rather subject them to a close, detailed reading that yields evidence to support your argument. submit your paper topic, secondary sources, and relevant passages

Have this information available online so that you can project it to the class. E-mail the proposal and bibliography to me by Monday, May 9 (no matter which day you are presenting).

Final paper (35% of final grade---5% outline, proposal; 5% annotated bibliography; 5% presentation; 20% paper): Due Monday, Dec. 18: NO LATE PAPERS ACCEPTED.
If you e-mail your paper, it must be sent before midnight on Dec. 18; if you leave it in my mailbox, it must be received by 3PM.

Final Paper Topics:
1. Discuss the significance of dreams in Wuthering Heights. What do they reveal about characters? Can you find this dream motif in other romances we read this semester. How do dreams particularly fit the genre of romance?
2. Discuss the natural images in Wuthering Heights or Baltasar and Blimunda. How can nature be considered as the mirror of man's soul? How does this depiction fit the romance genre?
3. The theme of the supernatural in either Wuthering Heights or Baltasar and Blimunda. In what way is this theme romantic?
4. How can Sam Spade be seen as a new type of romantic hero?
5. Analyze the romantic elements of Baltasar and Blimunda.
6. The motif of music in Tristan or Baltasar. How does music function in one of these two romances?
7. Windows and doors in Wuthering Heights.
8. Magic in two of the romances we read this semester. How does magic propel the plot? How does it reflect the values of the times?
9. The evolving romantic hero: do a close analysis of the change in the attributes of the romance hero from the medieval texts (Yvain, Tristan)to the modern texts (WH, Maltese Falcon, Baltasar and Blimunda).  Choose one medieval and one modern text.
10. Use a particuar critical lens to analyze one of the following: WH; Baltasar and Blimunda; Yvain; the lais of Marie de France; Maltese Falcon; Tristan and Isolde.  This could be, for example, through a feminist lens, a Marxist lens.
11. Quests:  compare the quest theme in one medieval and one modern romance. What links these two quests as romance? How has the theme of quest evolved from medieval to modern times?
12.  Romance as social criticism.  Choose one work that we've read this semester and explain how its themes offer a criticism of its contemporary society.

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Read Erec and Enide Part I (in Arthurian Legends, through line 3516)

Study Guide: Erec and Enide
Be prepared to discuss the following motifs:
Enide's dress
Enide's silence
Enide and Erec riding togethe

1. What inspires the knight?
2. What is the role of the dwarf?
3. What is the hunt for the white stag? How does it influence the action of the romance?
4. Describe, based on the text, life at court. Be sure to support your descriptions with specific references to the text (page numbers)
a. the population
b. mobility of the court.
c. entertainment.
d. hierarchy
5. What was the proper behavior towards the vanquished?
6. What other legendary figures are referred to in Erec and Enide?
7. What is the image of family love? marital love?
8. What were the obligaitons of a knight?
9. What were the duties of the king?
10. What is the relationship between the lord and his knights?
11. What rewards could a lord offer?

Part II: For Wednesday, Sept 13: Finish Erec and Enide
discussion leader:
12. What can you infer from the descriptions of food and feasts?
13. What can you infer about court life from the descriptions of clothing?s
14. What can you infer about the relations between the court and other lands? Why?
15. When does the author ask the audience to suspend their disbelief?
16. In what ways does love for Enide inspire Erec?
17. Give examples of Enide's courtesy; of Erec's.
18. What role does the Church play in the life of the court?

aper 1, Group 1 (10% of final grade): 3 pages, 12-point font, 1" margins, due Monday, Sept 18 : CHOOSE ONE OF THE FOLLOWING TOPICS
Know your audience: DO NOT SUMMARIZE THE PLOT; be sure to use relevant quotes to support your argument; proofread carefully.

1. Respond to the feminist criticism that considers the message of this romance to be that "The only proper role for woman according to
this romance is silent submission" (Lynn Tarte Ramey, Representations of Women in Chretien's Erec and Enide").
2. What do the festive ceremonies reveal about the court society?
3. How does magic shape this romance?
4. Discuss the animal symbolism in this romance.

Read: Daphnis and Chloe, Books 1 and 2, p. 3-44.

http://www.uvm.edu/~classics/slides/a61.jpeg

     Chagall 
For more of Chagall's illustrations of Daphnis and Chloe, see http://www.weinstein.com/chagall/images.html#DandChloe
Read Wordsworth's Ode: Intimations of Immortality http://www.bartleby.com/101/536.html
And listen to Canned Heat's http://www.youtube.com/watch?v=Hf0Dm-OaTNk

For Wed. Feb. 9: Read Daphnis and Chloe, Books 3 and 4. Response paper: One page. Choose one of the following topics: Young love and old love; city vs. country; this love story as a reflection of the values of society?; role of the gods in the romance; theme of the apple; symmetry..
Panflute: http://www.panflutejedi.com/syrinximage.html
Listen to these excerpts from Ravel's Daphnis and Chloe, Suite 2:
sunrise
http://www.youtube.com/watch?v=mrOJcEHXYWM&feature=related

flute solo
http://www.youtube.com/watch?v=2HdpAoI8Ciw&NR=1

Dionysian theme:
http://www.youtube.com/watch?v=HC5z1cvkdds&NR=1