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The Cycle of Troy in Geoffrey Chaucer: Tradition and “Moralitee”
Author: José Maria Gutiérrez Arranz
Date Of Publication: Oct 2009
Isbn13: 978-1-4438-1307-5
Isbn: 1-4438-1307-9
The aim of the author of this book is to bring home not only to researchers, but to every kind of audience the repercussions of a literary topic that was an essential part of Classical education and, even more, a crucial subject in and outside the academic world. In ancient Greece and Rome, the Cycle of Troy was viewed as an essential compilation of information and educational models which was a vivid testimony throughout the history of Greek and Roman influence. Yet in the middle Ages, Trojan myths, just as with those concerning other characters like Hercules or Jason, were transformed into models of human behaviour, i.e. underwent the process of “moralization”. We say “Moralitee” to point out how Geoffrey Chaucer recreates those myths. Although we will extensively discuss how Chaucer recreates the Trojan myths in his works, we can anticipate what the reader will find. Chaucer manipulates his material from a multifold point of view: first of all, Chaucer was a man of his times, an unquiet mind and personality who always plays different games with that material. We might consider heroic the fact that Chaucer would pour out on his work the great background that the European writers (mainly Boccaccio, Dante, and Petrarch) supplied him (we will remember how difficult collecting information was in a period of vast lack of what we might call “media”). Come what may, he projects his wisdom to stress the most surmounting aspects of the formal characterization of the myths, and integrates them into the proper contexts of his works, as one of the key forces that the audience is expected to revive with the knowledge that it is supposed to own.
Dr. José María Gutiérrez (PhD in English Philology, University of Alcalá de Henares; Bachelor of Arts in Classical Philology—Complutense University, Madrid) is assistant teacher in the Department of Languages at San Antonio Catholic University of Murcia. He has published several articles in Selim (journal of the Spanish Society for Medieval English Language and Literature) and Estudios Clásicos (journal of the Spanish Society for Classical Studies) and contributed to numerous conferences on the ancient Greek and Latin tradition in medieval English and contemporary British and American literature. He is currently working on the reappraisal of the tradition of the Boethian De Consolatione Philosophiae and its traces in medieval European writers.
Price Uk Gbp: 34.99
Price Us Usd: 52.99
Sample pdf (including Table of Contents)
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From Navigating Music and Sound Education
“We rarely have the opportunity and time to engage with the practicalities of music teaching through the lens of evidence-based practice. This book provides us with a wonderful exception that is accessible to beginning and established teachers. It contains a wide range of stimulating and thought-provoking material that draws on real-world experiences and events, which are contextualised, informed and structured by theory. This is a powerful combination that we can visit again and again for insight and inspiration. Congratulations to all involved, particularly the editors for shaping such a valuable contribution!”
—Professor Graham F. Welch, University of London; President, International Society of Music Education
“Navigating music and sound education draws together a range of issues increasingly acknowledged to be at the basis of reflective and effective music learning and teaching: social settings, cultural dimensions, gender, indigeneity, varying cognitive approaches, inter-disciplinary connections, technology, types of learning, and creativity. It opens up areas of pedagogy that go beyond classroom methodology to acknowledge student individuality and encourage music learning and teaching grounded in the reality of students’ musical and social lives. It will be invaluable for those training to become educators and for teachers already in the field.”
—Associate Professor Peter Dunbar-Hall, University of Sydney
“This book brings an important contribution to music teacher education as it challenges the readers to rethink their paradigms of music education. It highlights the importance of preparing a reflective teacher, autonomous, creative and conscious of the multifaceted and multicultural locus in which they will work. The book also draws on the importance for music teachers to consider the context in which they work, and establish a dialog between local musical traditions, informal music practices and global trends of music teaching and learning. Most importantly, all chapters are in one way or another derived from research carried out on specific areas, thus stressing the importance of the research informed practice in music education.”
—Professor Liane Hentschke, Federal University of Rio Grande do Sul, Brazil; International Society of Music Education Immediate Past President
Many readers will appreciate Steve Dillon and Kathy Hirche’s description of the future of education in their work with dynamic technological contexts.
Navigating Music and Sound Education is a wonderful guide and resource for pre-service music teachers, for teachers in the field, and for teacher educators.
It offers a range of fresh perspectives on the state of music education as it is and as it might be. Kari K Veblen
Navigating Music and Sound Education is an ambitious project which features current research from 20 individuals whose professional identities run the gamut from musician to songwriter to student to educator to music therapist to ethnomusicologist. The book’s scope is perhaps the most exciting aspect of Navigating Music and Sound Education.
Kari K Veblen
University of Western Ontario
British Journal of Music Education
October 2011
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