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The Art of Satire:English DOCUMENT RESUME CS 200 006 ED 064 715 AUTHOR Bauer, Joy S.; Vanzandt,Priscilla TITLE The Art of Satire:English. INSTITUTION Dade County PublicSchools, Miami, Fla. PUB DATE 71 NOTE 66p. EDRS PRICE MF-$0.65 BC-$3.29 Course Objectives; DESCRIPTORS Caricatures; *Course Content; *Curriculum Guides; *EnglishCurriculum; Essays; Humor; irony;*Literary Analysis;Literary Genres; Literature; Parody; ResourceGuides; *Satire IDENTIFIERS *Quinmester Program ABSTRACT The purpose of the course onsatire in the Quinmester literature and Program is to makethe student more awareof satire in in order to add tohis enjoyment ofliterature and the other media, includes the study add to his perceptionof human nature. The course movies, television, andeditorials in addition to of art, cartoons, presented: burlesque, literature. Differenttechniques of satire are writings of Rabelais,swift, and the animalfables; parody, as in the and as in Popeand Ogden Nash; irony, asin O. Henry, Shakespeare, many sciencefiction works; and wit, asin Chaucer, Restoration comedies, and Shawlscomedy of manners. Thestudent is also taught to recognize the extremesof tone and intent. An11-page list of resource materialsis included. (Author/M) AUTHORIZED COURSEOF INSTRUCTION FOR THE U 1 33. C:P Cm, THE ART OF SATIRE .10.1 smC 51.11s .51; 1.0 5115.514 0 5116.94 '04 ENGLISH Cla 0 COI 0 C'D rj DIVISION OF INSTRUCTION1911 x U.S. DEPARTMENT OP REALM EDUCATION I WIELPARd OPP= OP EDUCATION THIS DOCUMENT HAS SEENREPRO. DUCED EXACTLY AS RECEIVEDPROM THE PERSON OR ORGANIZATIONORIG. MATING IT. POINTS OP VIEWOR OPIN- 'IONS STATED DO NOT NECESSARILY fume REPRESENT OFFICIAL OFFICEOF EDU- CATION POSITION OR POLICY LIU THE AI Tr OF SATIRE 5114.54 5115.54 5116.54 Ehglish Written by Jby S. Bauer and PriscillaVanZandt for the cavisIoN CV INSTRUCTMON Dade County Public Schools Miami,Florida 1971 'PERMISSION TO REPRODUCE THIS COPY- RIGHTED MATERIAL HAS BEEN GRANTED BY DAbE etc.& p clots c ..SCflookS TO ERIC AND ORIANIZATIONS OPERATING UNDER AGREEMENTS WITH THE U.S. OFFICE OF EDUCATION. FURTHER REPRODUCTION OUTSIDE THE ERIC SYSTEM REQUIRES PER- MISSION OF THE COPYRIGHT OWNER" DADE COUNTY SCHOOL BOARD Mr. Wi ME= Lehman, Chairman Mr. G. Holmes Braddock, Vioe-Chaitman Mrs. Ethel Beckham Mrs. Crutcher Harrison Mrs. Anna Brenner Meyers Dr. Ben Sheppard Mr. William H. Turner Dr. E. L. Whigham, Superintendent of Schools Dade County Public Schools Miami, Florida 33132 Published by the Dade County SchoolBoard t Course COURSE TITLE: THEAreOF SATIRE Nutnber 5114.54 COURSE DESCRIPTION: A study ofthe nature and purpose 5115.54 of satire:Irm it anploys wit, humor,burlesque, parody, 5116.54 sarcasm, irony, or innuendo to ridicule what theartist sees as the vices and follies of man/society. Works to be studied range fran those ofAristophanes to Evelyn Waugh. I. PERFORMANCE OBJECTIVES A. Given a descalption of the approachesto satire, the student will identify the key elementsemployed in satire,such as burlesque, parody, irony, andwit. B. Given a specific satirical selection,students will describe the vice or folly which the authoris holding up to ridicule. C. Having read a satirical selection,the student will differentiate the essence of satire in thecontrast between the matter-of-fact tone awl theexaggerated subject matter. D. Having read several exanples of satire,the student will contrast Horatian and azvenalian satire. E. Having read sevexal satirical selections,the student will classify the selections accordingto the author's technique, i.e., burlesque, parody, etc. F. Drawing upon his experiencewithsatire in the nedia, the student will deduce subject matter appropriateto satire. G. Applying his knowledge of satirical subjectmatter and technique,the student will discern satire in contem- porary media. H.Using allof theskills of description, identification, differentiation and classification, the student will evaluate theuse of satire in a given selection. II. COURSE CONTENT A. Rationale Satire is one of the most original and challenging forms of literature. Some of the most praninent writers of all time --Vataire, Aristophanes, Shakespeare, Rabelais, and Swift -- have produced unforgettable masterpieces of satire.And, significantly, we are confronted with satire in the form ct editorials, magazines, television, cartoons, and movies almost daily in ourrnotkan world. The study of satire, therefore, is both a pleasurable one, with its exaggerated, humorous configurations ct life, and a necessary one, with its great potential for influencing our ideas. In order to recognize satire, the student mus.p be able to form a working definition of satire in alrof its possible forms. In this course ue will consider satire to be the process of attacking by ridicule inEmtmedium. We will, therefore, include the study ct art, cartoons, mcvies, television, and editorials, in addition to lit- erature, so that the student will become aware of the pervasiveness of satire in all media. We will also present the different techniques of satire: burlesque, as in the writings ct Rabelais, Swift, and the animal fables; parody, as in Pope and Cgden Nash; irony, as in 0. Henry, Shakespeare, andmany science fiction works; and wit, as in Chaucer, Restoration comedies, and Shaw's oomedyofmanners. Ihe student should then be able to go beyond the literal, surface meaning of what he reads, sees, and hears and perceive the satirical implications, no matter in what form he finds them. Finally, there is one more important aspect of satire of which the student should be cognizant: the extremes of tone and intent. We will help the student learn to differentiate between the light amusing Horatian satire, such as Pope's "The Rape of the Lock," and the bitter, shocking Juvenalian satire of, for example, Swift's "A Modest Proposal."Thus, the student will learn to detect the author's or speaker's motives and intentions. Having developed this understanding of the nature of satire, the student will be more aware of satire in literature and the other media, and this awareness will add to his enjoyment of literature, as well as enhance his perception of human nature. B. Range of subject matter 1. Definition of satire a. Denounces abuses and evils of society b. Attacks hypocrisy of mankind 2. Forms of satire a. lubnologues b. Narratives C.Poem d. Dramas e. History and biography 3. Degrees of satire a. Horatian b. Juvenalian 4. Elenents of satire a. Burlesque (1) "Peynard the Fox" (2) Gargantua and Pantagruel (3) Aescp's Fables (4) Gulliver's Travels b. Parody (1) "The Rape of the Lock" (2) Ogden Nash's poems parodying other poets (3) Joseph Andrews (4) Brode's "Breakfast with Gerard ManleyHcpkins" C. Irony (1) The short stories of 0. Henry (2) Brave New World (3) Jackson's "The lottery" (4)Robinson's "Richard Oozy," "MiniverCheevey" -3- 6 d.Wit (1)Shaw, Canada (2)Sheridan, The Rivals (3) Chaucer, 7he Canterbury Tales (4)Kaufman,up theDownStaircase e.Recognition of satire in contemporary nedia (1)Television (2)Movies (3)Editorials (4)Cartoons III. TEACHING STRATEGIES A.Projects The teacher must examine both the thjectives and the suggested activities and make a careful selection of mate- rials which will accarplish the desiredgoals.He must alsodecideupon a method of organizing the course in a way which will give both the teacherand the student a logical structure through which to einrk. Possible ways of organizing the material of the course include: 1.P011owingachronological studyofthe development of satire 2. Presenting briefly the major characteristics and types of satire, and following with a thematic approach (e.g., political satire, social satire, literary parodies, etc.) 3.Dividing the satire into the major types (i.e., burlesque, parody, irony, wit) and presenting each ofthesein separateunits Although there is not one all-inclusive text upon which the teacher may rely, we recannend the following asbeing especially useful in inplementingthe course: 1.Highet, The Anatany of Satire 2.Johnson, A grreasurx of Satire 3. Paulson, Satire:Modern Essays in Criticism -4- B. Lectures characteristics 1. Present a lecture onthe definitive of satire, e.g.,those listed below: a. The author nameshis genus. b. The author qmtes asatiric pedigree. c. The author chooses atraditionally satiric subject. earlier satirist. di. The author quotes an e. The theme is concrete,personal, topical. f. The vocabulary isforcible and the texture varied. g. Typical satiricdevices are used. h. The satiric emotionis present. the main types ofsatire: 2. Present a lecture on burlesque, parody,irony, wit. Illustrate with examples. the motives of thesatirist: 3. Present a lecture on a. Personal grudges b. Sense of inferiorityand injustice c. Wish to amend viceand folly d. Desire to make anaesthetic pattern e. Ldealism satirists Present brieflectures on sameof the major 4. Shaw, Voltaire, etc. as they arestudied, e.g., Swift, historical backgrounds Present brieflectures on the 5. studisd, e.g., the for some of thesatirical works the Greece ofAristophanes, theRestoration Period, eightemth-century Englandof Swift and Pope. politi- Present to theclass samples ofcontemperary 6. will identify cal cartoons franwhich the students the marling ofthe satire. 7. Present a lecture on the works of Horace and Juvenal from which the students will be able to discern the differences aetween the two in order to use then as a basis for classifying satire. 8. Present a brief lecture on the necessity ce exag- geration in satire. Illustrate with examples of the same topic treated in twowsys: one, direct social criticism; two, exaggerated for satire. 9. Present a brief lecture nn the value of science fiction, especially that of a futuristic nature, as satire. 10. Present to the class paintings by Hogarth, Goya, Picasso frau which they infer the satirical impli- cations. C. Resource personnel 1. Producers, directors, actors fran satirical plays being perfcamed locally 2. Iararians 3. Great Hocks discussion oaordinators 4. Neaspaper political cartoonists and writers 5. Editors of college and junior college satirical magazines 6. Oollege and junior college professors of artwho have expert knowledge of satirical art 7.
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