chaucer in context resources 11-12 - museum of london · chaucer’s ‘general prologue’ as...

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Chaucer in context

Support materials – AS/A2 English literature

© Museum of London 2011

Contents

National Curriculum links and session description 1

Timetable 3

Practical guidelines 4

Visit preparation and pre-visit activities 5

Follow-up activities 6

Gallery Plan 7

Summary of characters 8

Planning your journey 9

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Curriculum links

AQA English literature spec. A&B; Edexcel English literature; OCR English literature

Learning objectives: • setting an author in his historical

context

• establishing the framework of Chaucer’s ‘General Prologue’ as useful grounding for the study of a specific Canterbury Tale.

• familiarising students with the sound and delivery of Middle English.

• introducing students to significant characters in the ‘General Prologue’.

• encouraging students to enjoy the study of The Canterbury Tales through an entertaining and interactive experience

• encouraging independent study and research techniques in the galleries.

Session descriptions

Gallery drama The students will meet Harry Bailey, the owner of the Tabbard Inn, which is where the pilgrims start their journey to Canterbury. This character will introduce the students to Chaucer’s London in the Museum’s Medieval London gallery and to the language of Chaucer’s poetry. The programme will also include independent student research in this gallery.

Object handling workshop

This 60 minute workshop enables students to further enhance their knowledge of Chaucer’s London through handling contemporary objects and linking this insight directly to the tales. They will work with text taken from the prologue and with an overview of all the tales. They will be given the opportunity to augment their understanding of Middle English and will be encouraged to use quotations in a creative way.

Gallery time

This gallery will provide students of Chaucer with an excellent range of research resources. The gallery covers the period AD410 – 1558 finishing just after the dissolution of the monasteries. A series of research questions for students has been provided in this pack along with a plan of the gallery. They should help to focus students on their task using the Medieval London gallery to set Chaucer’s work in its historical context. Decide whether you would like students to do the ‘General theme’ option or ‘Specific questions’ option, or a mixture of both. Please make your own photocopies of the worksheets before coming

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Visit preparation and follow-up activities

Before and after your visit It is recommended that teachers prepare students for this study day by working

through at least one of the preparation activities suggested in this pack or any of your own devising. We have also provided follow-up activities that can be used back in the classroom to consolidate the museum experience.

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Example timetable for Chaucer in context

Below is an example to show you the structure of the day. Please check your confirmation letter for your actual timetable.

Group 1

11.00 – 11:45 Harry Bailey Gallery drama – Medieval London gallery

12:00 – 13:00 Quotation workshop – Clore Learning Centre

13:00 – 13:30 Lunch

13:30 – 14:30 Self-directed gallery time: Chaucer’s London – Medieval London Gallery

Group 2

11.00 – 12:00 Quotation workshop – Clore Learning centre

11:00 – 12:45 Self-directed gallery time – Medieval London gallery

13:00 – 13:30 Lunch

13:30 – 14:15 Harry Bailey Gallery drama – Medieval London gallery

Group 3

11:00 – 12:00 Self-directed gallery time – Medieval London Gallery

12:00 – 12:30 Lunch

12:30 – 13:15 Harry Bailey Gallery drama – Medieval London Gallery

13:30 – 14:30 Quotation workshop – Clore Learning centre

The sessions will run once only and at the times stated so please arrive on time. There will be schools booked for the other sessions and you will not be able to overrun your allocated time.

4


Practical guidelines

To maximise the enjoyment and value of the visit please consider the following:

• split your class into small groups for working in the galleries

• copy the appropriate sheets for each student

• bring along clip boards for each student

• ensure that you have at least one adult for every 15 students and that the adults accompany them at all times

• make sure that the students know that the objects they will be handling are original they are over 600 years old

• remind the group that other members of the public will be using the Museum

• please only use pencils in the galleries

• please ask students not to lean on the glass cases

• please visit the shop in small groups

• photography during schools session is welcomed. You are also welcome to take photographs within the Museum galleries without flash or tripod use. These images may only be reproduced for personal or educational purposes, which include reproducing the image as a classroom teaching aide or as part of a school project. Any publication of the image for any other purpose is forbidden, which includes publication on any website. As an alternative pictures of many of our key objects are available to download from the picture bank on our website, www.museumoflondon.org.uk/picturebank. Postcards and posters can be purchased from the shop and prints may be purchased from our on demand print website www.museumoflondonprints.com

Please note that accompanying teachers and adults are responsible for students’ behaviour at all times in the Museum, both in public areas and taught sessions.

5


Visit preparation activities

Preparation

To maximise the enjoyment and value of the visit please consider the following:

• introduce to the group some general background about Museum of London.

• undertake at least one of the suggested pre-visit activities.

Ask the group to think of some questions for the workshop leaders at the Museum.

Pre-visit activities

1. Read the ‘General Prologue’ of Chaucer’s The Canterbury Tales.

a. Read silently through once, then aloud, and then in groups. Do NOT use any notes at first. You will need to do this several times to become familiar with the sound of the language.

b. Now read the ‘General Prologue’ again more closely using textual notes to explain unfamiliar words.

2. Make a list of all the characters mentioned and note down points about their personalities, profession, appearance and whether Chaucer seems to like them or not. Include short quotations to back up your points.

3. Make notes for the following points, again using short quotations to support your thoughts:

a. What are the significant differences between Chaucer’s language and our own?

b. What are the similarities?

c. How does Chaucer make his verse dramatic?

d. Does he make much use of classical allusion, and if so what does it reveal about the characters or settings being described?

e. Think of 2/3 questions about Middle English pronunciation to ask the gallery actor.

4. Chaucer’s The Canterbury Tales is one of the first pieces of literature to be written in English. You can see that this Middle English has got elements of Latin, French and Anglo-Saxon in it. Draw out a three columned table and find 4 examples of each influence. Use a dictionary to help you.

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Follow-up activities for the classroom

1. Students should put together a series of presentations that summarise what they have learnt from the museum visit. Allocate an area to an individual or pair:

• the language of Chaucer – pronunciation and influences

• pilgrimage and London in Chaucer’s tales

• literature in London – Chaucer’s role in this

• medieval artefacts – what do they reveal about Chaucer’s time?

• how did key London events impact on Chaucer’s writing?

• Chaucer and the royal court

• every day life in London – what evidence is there of this in The Canterbury Tales?

2. Reflect on the performance you watched. Make notes on the presentation of the following issues:

• Harry’s initial annoyance with his friend Chaucer and why he changes his mind by the end of the performance

• presentation of characters (Harry and other pilgrims).

• presentation of Chaucer

• pronunciation of Middle English.

3. Was the pilgrim you are studying featured in the drama? If so, comment on the way the performance presented him or her. If not, write a short excerpt that could be added into the performance so that your pilgrim is covered. Remember that this excerpt needs to include the following:

• a clear indication of why Chaucer found this type character interesting.

• a description of the character’s appearance and personality.

• a short extract from the ‘General Prologue’ of your character that the actor will deliver in Middle English

• stage directions for the actor for your section of the performance.

4. Arrange a visit to Canterbury! Go and see the cathedral, the shrine of Thomas Beckett and the Canterbury Tales Visitor Attraction http://www.canterburytales.org.uk. This can be done as a social exercise with a group of friends in your English class, a romantic day out with your boy/girlfriend or as a family trip.

5. Essay question:

What aspects of medieval life did Chaucer represent in the XXX’s Tale and what were his views on them?

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Gallery plan

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Summary of characters

Harry Bailey, Innkeeper Your host! He accompanies the pilgrims and comes up with the ideas of a story telling contest. You’ll be able to judge his character for yourselves.

The Shipman A rough diamond: adventurer, master of his own fortune, and skilful sailor. He’ll pinch what he can get his hands on, and get rid of anyone who stands in his way. Tells the story of a deceitful monk, a foolish merchant, and a faithless wife.

The Cook A canny chef, who knows London’s markets inside-out. He has an unappetising sore on his chin, and his kitchen’s full of flies, but he’s your man for a bargain. His lurid account of a good-for-nothing young apprentice breaks off halfway through.

The Doctor A man who cares a great deal for his patients, but even more for their money. He’s a learned miser, browbeating the sick with jargon before lightening their pockets. He tells of a knight who kills his beautiful daughter to save her from the lechery of a crooked judge.

The Knight A reputable man: valiant, prudent and mild-mannered – though a little shabbily dressed, having come straight from his latest worthy expedition. He tells a long

story of courtly love, full of classical allusions, which is not universally admired - the cruder pilgrims find it quite hard work.

The Monk The Monk is burly and well-fed, with a shiny bald head and a roving eye. He’s a man of the modern world, addicted to hunting and feasting. His tale is a series of pompous tragic anecdotes reeled off in a loud voice, which bore his audience so much they eventually beg him to shut up.

The Wife of Bath Enormous, boisterous, half-deaf, the Wife’s a well-travelled businesswoman with scarlet stockings, a large florid face, and an even larger hat. She’s buried five husbands and forgotten countless lovers. The story she eventually gets round to after much preamble concerns a knight sent to discover what women desire. Dominion over their husbands is the answer, though it proves not quite so simple…

The Pardoner Lank-haired, pale, with bulging eyes, the Pardoner is a cold-hearted smooth-tongued villain who offers forgiveness in the eyes of the church – at a price. He tells a nasty story of three crooks who betray and murder each other, maddened by greed.

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Planning your journey

Museum of London

Free admission Open

Mon to Sun 10am-6pm

Last admission 5.30pm

Museum of London

London Wall, London EC2Y 5HN

020 7001 9844

www.museumoflondon.org.uk

[email protected]

Free Travel

All schools within the Greater London area can take advantage of Transport for London’s School Party Travel Scheme. See www.tfl.gov.uk/schoolparty or call London Underground Customer Services on 0845 330 9881 for details.

Getting to the Museum

By tube - St Paul’s, Barbican By rail - Moorgate, Liverpool St, City Thameslink By bus - 4, 8, 25, 56, 100, 172, 242, 501, 521

Cancellation charges

We are able to offer these sessions free to schools thanks to generous funding. However,

any cancellations will incur a charge. For details of cancellation charges please see

www.museumoflondon.org.uk/schoolsbookings

chaucer in context resources 11-12 - museum of london · chaucer’s ‘general prologue’ as...

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