Good Masters! Sweet Ladies! Class Summary 2/23/15

Literary Analysis

Today we discussed Figurative Language - language the author uses to create images of what something looks, sounds, or smells like. These word creations, or figures of speech, are much like an artist's selection of colors, a musician's choice or sound, or an actor's choice of voice and costume - they effectively communicate the message the author wants the reader to understand. We looked at examples of simile, metaphor, personification, and idiom.  Students should review these definitions (hint: glance left now).

As we read the Good Masters! Sweet Ladies! monologues aloud in class, we are learning how to recognize the use of figurative language in the narratives. This will help students gain a deeper understanding of the characters and their experiences and challenges in a medieval village. 

In addition to noticing the use of figurative language in each monologue, students should identify:

• the main theme(s) - the main idea or underlying message
• the tone/or mood - the quality, feeling, or attitude expressed

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For homework last week the students read "Hugo, the Lord's Nephew".  We reviewed the worksheet questions they answered at home and looked at the use of figurative language. We identified two main themes: fear of hunting the boar, and the challenge of a boy becoming a man. 

Hugo's character and monologue are very expressive and lively - I hope someone will choose to perform it!

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Dialogues

Next, we looked at the two scenes in the collection that contain dialogues (speaking parts for two characters).  Several students volunteered to read aloud. 

"Jacob Ben Salomon, the Moneylender's son and Petronella, the Merchant's Daugher" is a beautiful and poignant piece about two children trying to make sense of their roles in medieval society - one a Jew and the other a Christian.

"Mariot and Maud, the Glassblower's Daughters" is a more humorous piece about two daughters contemplating the possibility of marriage to their father's apprentice.  Students that choose to perform either of these dialogue pieces will need to work together to practice the timing of the dialogue.

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The Manor Setting

We spent the last 15 minutes of class brainstorming ideas for design of the theatrical set for our final performance.  Students will design and build the set to resemble a medieval manor/village, incorporating the scenes and backdrops necessary for the monologues they choose to perform.  We will use inexpensive, everyday materials and must be clever, innovative and creative to pull this off!  Students will work both in class and at home on portions of the set and students will be organized into small groups to work on specific aspects of the overall design. 

We will continue our discussion of set design next week. To prepare, please review these two layouts of a typical medieval manor and think about what structures and physical areas you would like to include. 

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Homework

Please complete the following for class next week:

• Choose a monologue that looks interesting to you and read it. Look for the use of figurative language and identify the mood and theme(s) of the piece.  Complete this worksheet for your monologue and be prepared to share in class.
• Write down several ideas for set design - what could be constructed and what materials could be used?  What would you like to work on? Come prepared to discuss in class.
• Read the next three chapters of Catherine Called Birdy (November-January).