Medievalism in English Renaissance Literature
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English Renaissance
1 ENGLISH RENAISSANCE Unit Structure: 1.0 Objectives 1.1 The Historical Overview 1.2 The Elizabethan and Jacobean Ages 1.2.1 Political Peace and Stability 1.2.2 Social Development 1.2.3 Religious Tolerance 1.2.4 Sense and Feeling of Patriotism 1.2.5 Discovery, Exploration and Expansion 1.2.6 Influence of Foreign Fashions 1.2.7 Contradictions and Set of Oppositions 1.3 The Literary Tendencies of the Age 1.3.1 Foreign Influences 1.3.2 Influence of Reformation 1.3.3 Ardent Spirit of Adventure 1.3.4 Abundance of Output 1.4 Elizabethan Poetry 1.4.1 Love Poetry 1.4.2 Patriotic Poetry 1.4.3 Philosophical Poetry 1.4.4 Satirical Poetry 1.4.5 Poets of the Age 1.4.6 Songs and Lyrics in Elizabethan Poetry 1.4.7 Elizabethan Sonnets and Sonneteers 1.5 Elizabethan Prose 1.5.1 Prose in Early Renaissance 1.5.2 The Essay 1.5.3 Character Writers 1.5.4 Religious Prose 1.5.5 Prose Romances 2 1.6 Elizabethan Drama 1.6.1 The University Wits 1.6.2 Dramatic Activity of Shakespeare 1.6.3 Other Playwrights 1.7. Let‘s Sum up 1.8 Important Questions 1.0. OBJECTIVES This unit will make the students aware with: The historical and socio-political knowledge of Elizabethan and Jacobean Ages. Features of the ages. Literary tendencies, literary contributions to the different of genres like poetry, prose and drama. The important writers are introduced with their major works. With this knowledge the students will be able to locate the particular works in the tradition of literature, and again they will study the prescribed texts in the historical background. -
The Culture of Literature and Language in Medieval and Renaissance Scotland
The Culture of Literature and Language in Medieval and Renaissance Scotland 15th International Conference on Medieval and Renaissance Scottish Literature and Language (ICMRSLL) University of Glasgow, Scotland, 25-28 July 2017 Draft list of speakers and abstracts Plenary Lectures: Prof. Alessandra Petrina (Università degli Studi di Padova), ‘From the Margins’ Prof. John J. McGavin (University of Southampton), ‘“Things Indifferent”? Performativity and Calderwood’s History of the Kirk’ Plenary Debate: ‘Literary Culture in Medieval and Renaissance Scotland: Perspectives and Patterns’ Speakers: Prof. Sally Mapstone (Principal and Vice-Chancellor of the University of St Andrews) and Prof. Roger Mason (University of St Andrews and President of the Scottish History Society) Plenary abstracts: Prof. Alessandra Petrina: ‘From the margins’ Sixteenth-century Scottish literature suffers from the superimposition of a European periodization that sorts ill with its historical circumstances, and from the centripetal force of the neighbouring Tudor culture. Thus, in the perception of literary historians, it is often reduced to a marginal phenomenon, that draws its force solely from its powers of receptivity and imitation. Yet, as Philip Sidney writes in his Apology for Poetry, imitation can be transformed into creative appropriation: ‘the diligent imitators of Tully and Demosthenes (most worthy to be imitated) did not so much keep Nizolian paper-books of their figures and phrases, as by attentive translation (as it were) devour them whole, and made them wholly theirs’. The often lamented marginal position of Scottish early modern literature was also the key to its insatiable exploration of continental models and its development of forms that had long exhausted their vitality in Italy or France. -
15Th-17Th Century) Essays on the Spread of Humanistic and Renaissance Literary (15Th-17Th Century) Edited by Giovanna Siedina
45 BIBLIOTECA DI STUDI SLAVISTICI Giovanna Siedina Giovanna Essays on the Spread of Humanistic and Renaissance Literary Civilization in the Slavic World Civilization in the Slavic World (15th-17th Century) Civilization in the Slavic World of Humanistic and Renaissance Literary Essays on the Spread (15th-17th Century) edited by Giovanna Siedina FUP FIRENZE PRESUNIVERSITYS BIBLIOTECA DI STUDI SLAVISTICI ISSN 2612-7687 (PRINT) - ISSN 2612-7679 (ONLINE) – 45 – BIBLIOTECA DI STUDI SLAVISTICI Editor-in-Chief Laura Salmon, University of Genoa, Italy Associate editor Maria Bidovec, University of Naples L’Orientale, Italy Scientific Board Rosanna Benacchio, University of Padua, Italy Maria Cristina Bragone, University of Pavia, Italy Claudia Olivieri, University of Catania, Italy Francesca Romoli, University of Pisa, Italy Laura Rossi, University of Milan, Italy Marco Sabbatini, University of Pisa, Italy International Scientific Board Giovanna Brogi Bercoff, University of Milan, Italy Maria Giovanna Di Salvo, University of Milan, Italy Alexander Etkind, European University Institute, Italy Lazar Fleishman, Stanford University, United States Marcello Garzaniti, University of Florence, Italy Harvey Goldblatt, Yale University, United States Mark Lipoveckij, University of Colorado-Boulder , United States Jordan Ljuckanov, Bulgarian Academy of Sciences, Bulgaria Roland Marti, Saarland University, Germany Michael Moser, University of Vienna, Austria Ivo Pospíšil, Masaryk University, Czech Republic Editorial Board Giuseppe Dell’Agata, University of Pisa, Italy Essays on the Spread of Humanistic and Renaissance Literary Civilization in the Slavic World (15th-17th Century) edited by Giovanna Siedina FIRENZE UNIVERSITY PRESS 2020 Essays on the Spread of Humanistic and Renaissance Literary Civilization in the Slavic World (15th- 17th Century) / edited by Giovanna Siedina. – Firenze : Firenze University Press, 2020. -
University Microfilms, Inc.. Ann Arbor. Michigan the UNIVERSITY of OKLAHOMA
This dissertation has been 61—3022 microfilmed exactly as received FREEMAN, Sam Fields, 1929- THE POEMS OF STEPHEN HAWES. The University of Oklahoma, Ph.D., 1961 Language and Literature, general University Microfilms, Inc.. Ann Arbor. Michigan THE UNIVERSITY OF OKLAHOMA. GRADUATE COLLEGE THE POEMS OF STEPHEN HAWES A DISSERTATION SUBMITTED TO THE GRADUATE FACULTY in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY BY SAM FIELDS FREEMAN Norman, Oklahoma 1961 THE FOEKS OF STEPHEN HàWES D BY DISSERTATION COMMITTEE ACKNOWLEDGMENTS To Dr. Paul G. Rugglers, Professer of English, University of Oklahoma, the writer wishes to ex press his sincere appreciation for the guidance and help which have made this study possible. Additionally, the writer is indebted to the staff of the English department of the University of Oklahoma from whom he has gained many valuable insights and suggestions. Particularly does the writer thank Dr. Joseph H. Marshbum, whose inter est, advice, and encouragement have served as in spiration for the completion of this dissertation. Grateful acknowledgment is made also to the staff of the library, University of Oklahoma, to Mary Webb particularly, for the courteous assistance extended to the writer. iii TABLE OP CONTENTS -- - Chapter Page I. Introduction ................................ 1 II. The Example of Virtue ........................ 13 III. The Fastyme of Pleasure ...................... 64 IV. The Conversion of Swerers .................... 153 V. A Joy full Medytacyon......................... 16? VI. The Comforte of Louers ....................... 174 VII. Conclusion .................................. 198 BIBLIOŒtAPHY....................................... 219 iv THE rOEMg OF STEPHEN HAWES CHAPTER I INTRODUCTION Practically all that Is known of Stephen Hawes, and indeed it is very little, is contained in the Dictionary of National Biography. -
European Literature: Renaissance and Reformation
Grade 12 ► Unit 2 European Literature: Renaissance and Reformation This six-week unit introduces students to the literature of the Renaissance and Reformation, exploring its continuity with and departure from the literature of the Middle Ages. OVERVIEW o Students consider Renaissance writers’ interest in ancient Greek and Latin literature and myth; their preoccupation with human concerns and life on earth; their aesthetic principles of harmony, balance, and divine proportion; and exceptions to all of these. This leads to a discussion of how literary forms themselves reflect religious, philosophical, and aesthetic principles. As students compare the works of the Renaissance with those of the Middle Ages, they will recognize the overlap and continuity of these periods. In addition, they consider how the outstanding works of the era transcend their time and continue to inspire readers and writers. The English Renaissance of the seventeenth century includes additional works by William Shakespeare. In their essays, students may analyze the ideas, principles, and form of a literary work; discuss how a work bears attributes of both the Middle Ages and the Renaissance; discuss convergences of Renaissance literature and arts; or pursue a related topic of interest. FOCUS STANDARDS o These Focus Standards have been selected for the unit from the Common Core State Standards. RL.11-12.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) RL.11-12.6: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). -
Recent Studies in the English Renaissance
KatherineSEL 57, 1 (Winter Eggert 2017): 181–225 181181 ISSN 0039-3657 © 2017 Rice University Recent Studies in the English Renaissance KATHERINE EGGERT The exercise of reviewing books on nondramatic Renaissance literature released over twelve months from August 2015 until August 2016 feels a bit like speculating on the futures market. Analyzing the way things have recently been, I am also guessing at what is to come. (Buy ecocriticism, sell globalism, is my guess. I explain further below.) I hasten to point out, however, that I am completing this essay just after the 2016 U.S. presidential election, whose results proved me—like many, many others—abjectly inept at predicting the future. Take my forecasting with due caution. I begin by observing that the books that arrived for my review did not surprise me in terms of their topics, since they reflect the kinds of concerns that have been aired recently at major confer- ences in Renaissance studies. The number of books in certain areas did, however, surprise me to some extent. Although the vagaries of publishing mean that any given year might see a coincidental surge in one type of study and temporary dearth in another, three trends seem evident: John Donne may be shoul- dering aside Milton as the Renaissance nondramatic poet about whom books may be written and marketed; cultural-studies books bearing titles fitting the formula “Such-and-Such Cultural Group, Practice, or Object in Early Modern Culture” are on the wane; and some of the best current work in the field connects literature to science (including the “dismal science,” economics), material- ity, and/or knowledge practices. -
Unveiling Christian Motifs in Select Writers of Harlem Renaissance Literature
UNVEILING CHRISTIAN MOTIFS IN SELECT WRITERS OF HARLEM RENAISSANCE LITERATURE A Thesis Presented to the Faculty of the Graduate School of Cornell University in Partial Fulfillment of the Requirements for the Degree of Master of Professional Studies by Joycelyn Laverne Collins May 2007 © 2007 Joycelyn Laverne Collins ABSTRACT Prior to the early 1900s, much of the artistic expression of African American writers and artists was strongly steeped in a Christian tradition. With the Harlem Renaissance (roughly 1917-1934), the paradigm shifted to some degree. An examination of several books and articles written during and about the Harlem Renaissance revealed that very few emphasized religion as a major theme of influence on Renaissance artists. This would suggest that African American intelligentsia in the first three decades of the twentieth century were free of the strong ties to church and Christianity that had been a lifeline to so many for so long. However, this writer suggests that, as part of an African American community deeply rooted in Christianity, writers and artists of the Harlem Renaissance period must have had some roots in and expression of that same experience. The major focus of this research, therefore, is to discover and document the extent to which Christianity influenced the Harlem Renaissance. The research is intended to answer the following questions concerning the relationship of Christianity to the Harlem Renaissance: 1. What was the historical and religious context of the Harlem Renaissance? 2. To what extent did Christianity influence the writers and artists of the Harlem Renaissance? 3. Did the tone of their artistry change greatly from the previous century? If so, what were the catalysts? 4. -
Jerzy Ziomek the Renaissance in Poland : an Outline
Jerzy Ziomek The Renaissance in Poland : an outline Literary Studies in Poland 3, 7-20 1979 Articles Jerzy Ziomek The Renaissance in Poland An Outline Genesis of the Renaissance in Poland The Renaissance in Poland has its own specific features. It should be remembered, however, that none of the subsequent epochs in the history of literature was so concurrent with the changes in the entire Latin Europe. The genesis of an epoch does not exhaust its senses. The culture of an epoch is the answer to the questions which arise during the social changes. Since the amount of outlooks and the number of sty les appearing in the culture is limited, or at least smaller than the amount of social situations, borrowings in intellectual life are inevi table. Poland entered upon the period of ideological and political upheav als which were troubling western and southern Europe as a strong, united and economically prospering country. However, the Polish middle class in the 15th and 16th century, contrary to that of western Europe, was debarred from political life. It lost its position in fa vour of the nobility and gentry, who in turn limited royal power, extorting privileges, often egoistically short-sighted, for themselves. In spite of this in the 16th century the landowning gentry became the leader of reformatory changes, formulating vhe programme of the executionist movement (the execution of the laws and the execution of estates) and consolidating the Polish model of parliament and civil liberty, admired and envied by the contemporaries, but viewed as the germ of the future downfall of the state by posterity. -
The Renaissance Reflection & Review Questions
World History Name___________________________ Unit 1—Chapter 1 Date_________________ Period The Renaissance Reflection & Review Questions 1. What was the Renaissance? A turning point in history that took the world from the medieval past to the modern present in regards to ideas about life, education, art/literature, and the world in general. 2. Describe the political, economic, and social conditions which contributed to the birth of the Renaissance in Italy. Politically Italy was divided into numerous city-states each ruled by theoretically by its own unique system of government…although in reality most were run by rich and powerful families. Often times feuds & rivalries developed between these city-states spurring competition in regards to achievement. Economically Italy was very affluent due its thriving international trade with Europe, Africa, and the Middle East. Business and trade created vast wealth for many who were quick to become patrons as a way of showing off their prosperity and power. Socially, Italy was far more urban and willing to embrace new ideas. 3. What was the main inspiration for Renaissance thought? Humanism or the Humanist Movement 4. Explain how Renaissance ideas about life differed from those of the Middle Ages. During the Middle Ages, people thought life sucked and then you die. Life on Earth was essential hell and all they had to look forward to was the possibility of heaven in the thereafter. During the Renaissance, people came to realize that life is what you make it…and that with the right attitude and education one could live a full, rewarding and enjoyable life in the here and now. -
CURRICULUM VITAE Victoria Kirkham, Professor Emerita 604 S
CURRICULUM VITAE Victoria Kirkham, Professor Emerita 604 S. Washington Sq. Department of Romance Languages Apt. 207 521 Williams Hall, University of Pennsylvania Philadelphia, PA 19106 tel. 215-898-7428 ; fax 215-898-0933 e-mail: [email protected] Education Wellesley College (Italian and French), B.A., 1964. Università Statale di Milano (part time student), 1964-65. University of Illinois (Italian), M.A., 1967. Johns Hopkins University (Romance Languages), M.A., 1969; Ph.D., 1972. Doctoral dissertation: "The Filocolo of Giovanni Boccaccio with an English Translation of the Thirteen Questioni d'amore," Director, Charles S. Singleton. Teaching Positions Professor Emerita of Romance Languages, University of Pennsylvania, 2011 - Full Professor, Romance Languages, University of Pennsylvania, 1994 - Associate Professor, Romance Languages, University of Pennsylvania, 1978-94. Graduate Group, Comparative Literature, University of Pennsylvania, 1978 - Assistant Professor, Romance Languages, University of Pennsylvania, 1972-78. Assistant Professor, Italian, State University of New York, Buffalo, 1970-72. Teaching Assistant, Italian Literature, Johns Hopkins University, 1967-70. Teaching Assistant, Italian Language, University of Illinois at Urbana, 1965-67. Fulbright Teaching Assistant of English, Istituto Tecnico Industriale Statale "Omar," Novara, Italy, 1964-65. Visiting Professor: Johns Hopkins University, for a weekly graduate seminar: Women in Poetry: From the Troubadors to the Petrarchans, spring semester, 1999. Harvard Center for Renaissance Studies in Florence, Villa I Tatti, fall semester, 2012. Fellowships, Honors, and Awards Pendleton Scholarship, 1960-64, Wellesley College. Fulbright Teaching Assistantship of English, Novara, Italy, 1964-65. National Defense Education Act Graduate Fellowship, Johns Hopkins University, 1967-70. University of Pennsylvania Junior Faculty Summer Research Fellowship, 1974. -
By Lindsay Ann Reid a Thesis Submitted in Conformity with the Requirements for the Degree of Doctor of Philosophy Graduate Depar
BIBLIOFICTIONS: OVIDIAN HEROINES AND THE TUDOR BOOK by Lindsay Ann Reid A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Graduate Department of English University of Toronto © Copyright by Lindsay Ann Reid (2009) ABSTRACT ―Bibliofictions: Ovidian Heroines and the Tudor Book‖ Lindsay Ann Reid Doctor of Philosophy, 2009 Graduate Department of English, University of Toronto This dissertation explores how the mythological heroines from Ovid‘s Heroides and Metamorphoses were catalogued, conflated, reconceived, and recontextualized in vernacular literature; in so doing, it joins considerations of voice, authority, and gender with reflections on Tudor technologies of textual reproduction and ideas about the book. In the late medieval and Renaissance eras, Ovid‘s poetry stimulated the imaginations of authors ranging from Geoffrey Chaucer and John Gower to Isabella Whitney, William Shakespeare, and Michael Drayton. Ovid‘s characteristic bookishness—his interest in textual revision and his thematization of the physicality and malleability of art in its physical environments—was not lost upon these postclassical interpreters who engaged with his polysemous cast of female characters. His numerous English protégés replicated and expanded Ovid‘s metatextual concerns by reading and rewriting his metamorphic poetry in light of the metaphors through which they understood both established networks of scribal dissemination and emergent modes of printed book production. My study of Greco-Roman tradition and English ―bibliofictions‖ (or fictive representations of books, their life cycles, and the communication circuits in which they operate) melds literary analysis with the theoretical concerns of book history by focusing on intersections and interactions between physical, metaphorical, and imaginary books. -
The Renaissance Activity Book Core Knowledge Language Arts® Knowledge Core
Unit 4 The Renaissance Activity Book Core Knowledge Language Arts® Knowledge Core GRADE 5 GRADE Unit 4 The Renaissance Activity Book GRADE 5 Core Knowledge Language Arts® Creative Commons Licensing This work is licensed under a Creative Commons Attribution-NonCommercial- ShareAlike 3.0 Unported License. You are free: to Share — to copy, distribute and transmit the work to Remix — to adapt the work Under the following conditions: Attribution — You must attribute the work in the following manner: This work is based on an original work of the Core Knowledge® Foundation made available through licensing under a Creative Commons Attribution-NonCommercial- ShareAlike 3.0 Unported License. This does not in any way imply that the Core Knowledge Foundation endorses this work. Noncommercial — You may not use this work for commercial purposes. Share Alike — If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one. With the understanding that: For any reuse or distribution, you must make clear to others the license terms of this work. The best way to do this is with a link to this web page: http://creativecommons.org/licenses/by- nc-sa/3.0/ ISBN: 978-1-942010-18-0 Copyright ©2014 Core Knowledge Foundation www.coreknowledge.org All Rights Reserved. Core Knowledge Language Arts is a trademark of the Core Knowledge Foundation. Trademarks and trade names are shown in this book strictly for illustrative and educational purposes and are the property of their respective owners. References herein should not be regarded as affecting the validity of said trademarks and trade names.