The Middle Ages as a novel
A new preference for the production and consumption of lyric forms of poetry, over that of more narrative options like the epic, often coincided with a governing body’s establishment of courtly norms and practices. This trend is consistent across a multitude of seemingly disparate cultures. The popularity and refinement of the ghazal during the Ghaznavid dynasty and the sonnet at the Elizabethan court are just two examples of similar formal developments arising within different cultural contexts. Shorter lyrics were often formally rigorous, but also highly customizable, and many of these forms also called for a new emphasis on the construction and expression of self.
By the middle of the fifteenth century Rimini had become a major center of Italian humanism. The cultural patronage of the famouscondottiereSigismondo Pandolfo Malatesta (1417–1468), attracted numerous artists, writers, and scholars, who came to the city and created works for which Rimini is still widely known today. In spite of recently intensified research on this topic, various questions about the philosophical, literary and artistic output of this circle remain open. In particular, the historiography of Rimini itself leaves considerable room for new exploration, and this despite recent work on the architecture and pictural arts of the quattrocento city.
Contributions to a speculative journal special issue are sought from those interested in taking a critical look at the resurgence of engagements with ancient literature and mythology in contemporary women’s writing.
The English word “school” derives from the Greek word scholia, which may also be translated as “leisure.” It is perhaps because of this association between school and leisure that education in Greece and Rome was not confined to the schoolroom but was present in all aspects of Classical life, including its literature. The earliest examples of Greek literature, the poetry of Homer and Hesiod, were written not only to entertain but to teach, while the audiences of Classical theatre were directed to learn from the plays that they watched. Subsequent Greco-Roman literary works frequently emphasized the educational progress of their characters.
44th Annual Comparative Drama ConferenceText & PresentationCall for PapersApril 2-4, 2020Orlando, Florida
2020 Keynote EventApril 3, 2020 8 p.m. (followed by a reception) Annie Russell Theatre, Rollins College
Keynote Q&A: TBA Abstract Submission Deadline: 3 November 2019Please note the change in the deadline. It has been moved up a month to allow scholars more time to apply for travel funds.
CALL FOR PROPOSALS
for a new anthology
The Next Act: Approaches to the Problem of the Theatre Canon in Undergraduate Education
Co-Editors: Lindsey Mantoan, Matthew Moore, and Angela Farr Schiller
Canonicity is not only a list of texts, but a way of thinking about what the texts signify.
- Randy Laist
“The Self-Deconstructing Canon:
Teaching the Survey Course Without Perpetuating Hegemony.”
Currents in Teaching and Learning Vol. 1 No. 2 (2009): 51
After ‘Emancipation’: The legacies, afterlives and continuation of slavery.
University of Nottingham, 21-23 June 2020.
The University of Nottingham’s Institute for the Study of Slavery (ISOS) is a multidisciplinary centre which pursues research on both historical and contemporary slavery and forced labour in all parts of the globe and through all periods.
CFP: Jerusalem the Holy City
The Stanford University Center for Medieval and Early Modern Studies (CMEMS) is pleased to announce that we will sponsor three sessions at the 55th International Congress on Medieval Studies in Kalamazoo, Michigan (May 7-10, 2020). Among these are two linked panel sessions entitled “Jerusalem: The Holy City.” The first considers medieval imaginings of a distant Jerusalem across textual, visual, and material culture, while the second considers Jerusalem as an interreligious experience among Judaism, Christianity, and Islam.