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The relationship between a fictional character and its reader is one built on sympathy. Likable characters who combat personal adversity or who possess culturally acceptable and praised characteristics at the time of the fictional work's publication garner compassion from its audience. Does the same kind of reader reaction occur when characters of an unfavorable social status begin to transgress specified cultural attitudes to better themselves? In this paper, I examine the role of three literary characters of illegitimate birth: Mordred in Sir Malory's Le Morte d' Arthur, Edmund in William Shakespeare's King Lear and Jon Snow in George R.R. Martin's A Game of Thrones. I question how negative cultural attitudes at the time of each work's publication affect the way each character conducts himself whether as an agent of assumed social chaos or an autonomous bastard whose actions strive to transcend his undesirable birth rank. Each of these three characters represents specific types of bastards. Both Mordred and Edmund are bastard villains. Mordred's actions are pure unforgiving evil, and his destruction is self-indulgent and justified, to the audience, due to his illegitimate birth. Edmund is more complex, as he emotionally manipulates both the reader and other characters in the play, vacillating between a victimized bastard and a power hungry political player. Jon Snow is least like Mordred and Edmund. He endures the typical Renaissance era social and familial ostracism, and works to separate himself wholly from his illegitimate reputation while subconsciously seeking to prove himself worthy of legitimate respect.
ContributorsHouck, Laura Elizabeth (Author) / Facinelli, Diane (Thesis director) / Corse, Taylor (Committee member) / Barrett, The Honors College (Contributor) / Department of English (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2014-05
Description
"Maybe it's hatred I spew, Maybe it's food for the spirit." "I was not born under a rhyming planet." One of the above quotes is by the famous poet William Shakespeare and the other is by famous rap artist, Eminem. In modern society, many students view the works of artists like Eminem to be understandable and even relatable, while the works of classic poets like Shakespeare are a foreign language. However, when the lines are isolated from their entirety, it is very hard to determine the author of each. This Creative Project focuses on how we can use the works of modern lyricists to help teach the works of traditional literature. Not all students are fond of poetry and many of them view literary analysis as a tedious activity. However, almost everyone enjoys listening to music. This Creative Project shows how listening and interpreting modern song lyrics can be used as a tool to teach literary analysis. One of the main reasons students have difficulty with literary analysis is that they have trouble relating to the wording and style of the literature. By analyzing works more familiar to them (i.e. Kendrick Lamar, The Beatles, or Bob Dylan) the skills will be more easily transferable to analyzing traditional literature. The idea that songwriters can be comparable to famous poets has been picking up traction in recent years. In fact, in 2016, Bob Dylan, American singer and songwriter, was awarded the Nobel Prize for Literature breaking a trend of novels being awarded. This project's goal is to create a class unit for high school English students that teaches analytical skills for contemporary texts (i.e. modern song lyrics). In addition, a unit was created that used the analysis of contemporary lyrics in a middle school Social Studies course. This differentiation shows that development of literary analysis skills are applicable to subjects other than English Literature.
ContributorsCramer, Philip (Co-author) / Weinstein, Julian (Co-author) / Bjork, Robert (Thesis director) / Green, Randell (Committee member) / W. P. Carey School of Business (Contributor) / Department of Supply Chain Management (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05