December 4th, 2013

12/4/13

In Class:
Journal--  "It is good to have an end to journey toward, but it is the journey that matters in the end." - Ursula K. LeGuin

Reviewed and discussed Part One of Sir Gawain and the Green Knight, specifically focusing on king-thane relationships, the code of chivalry, and the events and implications of the 'contest' with the Green Knight.

Reviewed and discussed the beginning of Part Two of Sir Gawain and the Green Knight, specifically focusing on Gawain's preparation for journey and his pentangle symbolism:
  - The "endless knot" name demonstrates the intertwined and infinite nature of Gawain's code of knightly behavior.
  - 5 was a very revered number in the medieval era. Mathematically, it was considered special and infinite, insofar as 5 multiplied by any number or raised to any power 'reproduces' itself (e.g., 5^3 = 125, 5x17 = 85). Spiritually, it referred to the five wounds of Christ, the five joys of Mary, and so on. Physiologically, the poem denotes the significance of 5 by referring to Gawain's five never-failing fingers.
  - Gawain's code centered on five particular virtues: piety, fraternity, courtesy, chastity, and loyalty.
Students completed the worksheet to the right based on class notes and their own codes of conduct. 


Exit ticket: Describe the terms of Gawain's agreement with the Green Knight.

Homework:
Re-read Part Two of SGGK.
Complete the worksheet from class.
Catch up on missing work.

December 3rd, 2013

12/3/13

In Class:
Journal--  Respond to the following quote: "A tree is known by its fruit; a man by his deeds. A good deed is never lost; he who sows courtesy reaps friendship, and he who plants kindness gathers love." - Saint Basil

Discussed the notion of chivalry, distinguishing between the concept in the time of Gawain and the current understanding of it. What does it mean to be chivalric? Read "Courtesy Should Take Its Place" by Abigail Collazo and "Medieval Ethos, Evolved" by Richard Abels, both published in The New York Times. Screened an excerpt of Monty Python and the Holy Grail to reflect on 'channeled' violence with chivalric code.

Students worked independently for the remainder of class on the following two assignments:
 * Read through Part Two (l. 1125) of Sir Gawain and the Green Knight.
 * On a separate sheet of paper, identify 3 or more lines that refer to or demonstrate chivalry.

Exit ticket: Name one way which you will spread courtesy in your community today.

Homework:Read through Part Two (l. 1125) of Sir Gawain and the Green Knight.
On a separate sheet of paper, identify 3 or more lines that refer to or demonstrate chivalry.

December 2nd, 2013

12/2/13

In Class:
Journal--  Reflect on the role storytelling and the oral tradition have played in your life experience.

Distributed missing work reports.

Discussed Grendel, particularly focusing on Unferth's character and structural functionalism in the story.
structural functionalism: a sociological worldview which theorizes that society is a complex system of parts that all work toward a common goal of stability. 
       Unferth -> hero
       Wealtheow -> peacemaker
       Grendel -> agitator, 'evil' figure, "Wrecker of Meadhalls"
** Based on the structural functionalist perspective, Grendel is not destroying society, but giving Unferth and Beowulf a purpose within society.

Reviewed final project assignment sheet. Please let me know what questions and concerns you have! Get crackin' right away.

Introduced Sir Gawain and the Green Knight, the final poem we will be reading for this course.
   * Takes place c. 500-600 C.E.
   * Transcribed c. 1300 C.E.
   * Part of the Arthurian mythology of Britain.
   * Uses alliterative verse and bob-and-wheel stanzas.
Read first two stanzas of SGGK.

Exit ticket: List three attributes associated with the Germanic/Anglo-Saxon heroic code.

Homework:
Begin thinking about your final project.
Read Part One of SGGK (l. 490).

Final Project Assignment Sheet -- Anglo-Saxon Literature

Final Project – Anglo-Saxon Literature

Due dates:

Creative Response – December 19^th, 2013 at 3:00 PM

Final Draft of Essay – December 18^th, 2013 at 5:00 PM

First Rough Draft or Outline of Essay – December 10^th, 2013

For your final project for Anglo-Saxon Literature, you will complete two assignments which exemplify your understanding of course material and concepts while also demonstrating your ability to critically engage with material and concepts. You will choose one assignment from each of the two categories below.

Assignment – Part One: Literary Analysis

For this section of the final assessment, you will compose a literary analysis essay which shows your comprehension of our course texts and your ability to analyze those texts. You may choose from the following five essay prompts, or create your own[1]:

· Drawing from Beowulf, Sir Gawain and the Green Knight, and other didactic texts, describe and reflect on the construction of heroic code in Anglo-Saxon culture. What traits are essential? How do the characters of our literature personify these traits? How does this code deviate from our modern ideas of heroism?

· Using ideas from Beowulf and from Grendel, reflect on the importance of oral tradition in the understanding of history. How do practices such as Christian superimposition and heroic reinterpretation affect our understanding of storytelling?

· The elegiac and lænum līf traditions are central to the Beowulf and Grendel stories, as well as several other works we have read. How do these ideas color our reading and worldview? How does wyrd factor into the Anglo-Saxon understanding of the world?

· How do the three monsters of Beowulf—Grendel, Grendel's mother, and the dragon—differ from one another? Other than their physical characteristics, consider their motives and interactions with humanity. Do you find one creature more abhorrent than the others? Why?[2]

· Analyze the roles of Beowulf, Grendel, Unferth, Sir Gawain, Hrothgar, and other characters considering the sociological theory of structural functionalism. What responsibility does every character play in maintaining social order?

Your analysis should not be a book report: we have all read the material, and you should assume that your audience is familiar with your analyzed text. Rather, it should demonstrate your ability to uncover bigger, implicit ideas within the text(s). Your task is to think critically and challenge the reader of your essay to do the same.

There is no page maximum or minimum; you should use as much writing as is necessary to convey your understanding and analytical thought. If you need a number, though, shoot for three to four pages.

Assignment – Part Two: Creative Response

For this section of the final project, you will produce a creative response to at least one of the following texts: Sir Gawain and the Green Knight, Grendel, Beowulf, “The Dream of the Rood,” “Bede’s Account of the Conversion of King Edwin,” or “The Wanderer.” The nature of this project is open to your interpretation, and you should choose a medium which best demonstrates your engagement with one or more texts. Consider from the following list of options, or create your own[3]:

Ÿ Write a poem or series of poems reflecting events and themes from the reading.	Ÿ Create a comic book featuring one of the heroes of our reading as a main character.
Ÿ Write a short story from the perspective of a supporting character (e.g., Wealtheow, Lady Bertilak, Unferth, the counselman of King Edwin).	Ÿ Create a “mini-newspaper” or “mini-magazine” featuring articles, editorials, comics, advertisements, etc., pertaining to your chosen text(s).
Ÿ Write a creative piece featuring a prominent character (e.g., Beowulf, Grendel, Gawain) in today’s culture.	Ÿ Paint, sculpt, or otherwise depict the challenges faced by our readings’ primary heroes.
Ÿ Take photographs and compile a photo-diary tracing one or more of our texts.	Ÿ Write and produce a short film pertaining to one or more of our texts.
Ÿ Create your own illustration and description of heroic code, compared with Gawain’s pentangle.	Ÿ Create a soundtrack to one or more of the texts, including a 3-5 sentence explanation for each song’s significance.

Keep in mind, this creative project should demonstrate as much hard work and engagement as the essay, though it will be more artistically-geared. You should have fun with this section, but still dedicate time and effort to it.

Tips for success on this project:

·      Start early. The more time you allow yourself, the better your project will be. I am assigning this three weeks in advance because you should start immediately!

·      Ask questions. I’m here to support you throughout this project—you are absolutely welcome to ask for help, to bounce ideas off me, or to just chat.

·      Choose topics and media that work for you; not only will the project come more easily that way, but the product will naturally be better. I can always tell whether or not you care.

---

[1] If you choose to create your own essay topic, you must submit it for my approval by December 6^th, 2013.

[2] Adapted from Signet Essay Contest prompt.

[3] If you choose to use a creative medium not listed here, you must submit a brief description for my approval by December 13^th, 2013.

November 21st, 2013

11/21/13

In Class:
Journal--  Make a list of the social roles you fill; consider both ascribed and assigned roles.

Discussed Grendel, particularly in regards to the scōp (Shaper) and his effect on history. Additionally, discussed structural functionalism in regard to Grendel's conversation with the dragon (57-74).
   structural functionalism: a sociological worldview which theorizes that society is a complex system of parts that all work toward a common goal of stability.
Consider good vs. evil in conflict theory.

Students read Grendel independently. Please identify at least four more golden lines by 12/2! (See November 20th for further explanation.)

Exit ticket: How does the scōp affect Grendel as a character?

Homework:
Finish Grendel by December 2nd.

 

November 20th, 2013

11/20/13

In Class:
Journal--  Reflect on the following quote, particularly in regard to the last reading of Grendel: "Who controls the past controls the future; who controls the present controls the past." - George Orwell, 1984.

Independently, students worked on the following activities:
   * Read Grendel through p. 72.
   * Review your Germanic heroic code with a partner and turn it in before the end of class.
   * Identify three 'golden lines' from Grendel p. 1-72, using the following structure:

   * Read Grendel through p. 111.

Exit ticket: Name one way you will meet the challenge of education this week.

Homework:
Finish the above assignments and readings. CATCH UP.

November 19th, 2013

11/19/13

In Class:
Journal--  Illustrate either a) the battle with the dragon, or b) Beowulf's funeral.

Independently, students worked on the following activities:
   * The Hero's Journey in Beowulf (worksheet)
   * Write a list of traits associated with the Germanic heroic code laid out by Anglo-Saxon poetry. (E.g.,  A man should always match his words with his deeds, etc.). Consider especially "The Wanderer," "The Battle of Maldon," and Beowulf.
   * Read Grendel through p. 72.

Exit ticket: In the very first interaction Grendel has with humans in Grendel, they mistake him for a tree fungus. What does this imply about his relationship with humankind?

Homework:
Finish the above in-class assignments and readings.