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The Decameron

The Decameron. An Introduction. Author. Giovanni Boccaccio B. 1313 D. 1375 Italian writer Humanist O ne of the founders of the Renaissance.

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The Decameron

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  1. The Decameron An Introduction

  2. Author • Giovanni Boccaccio • B. 1313 D. 1375 • Italian writer • Humanist • One of the founders of the Renaissance Humanism – a philosophical and educational movement emphasizing the importance and dignity of the human existence, of the individual self, and of the here-and-now

  3. Time and Place • Written in the late Middle Ages/early Renaissance • Composed somewhere between 1350 and 1353 • Italy Sketch of the Vatican Palace in Renaissance Italy.

  4. Language and Form • Italian collection of tales in prose • Structured as 100 tales told over 10 days by 7 ladies & 3 gentlemen (the word "decameron" is derived from the Greek and means "ten days") • Frame narrative Frame narrative – a story within a story, within sometimes yet another story http://www.youtube.com/watch?v=WNNUcHRiPS8

  5. The Premise • The plague is ravaging the city of Florence & tons of people are dying • All social order, customs, and traditions are breaking down due to fear • People begin to neglect both the living and the dying • 10 young people flee from the city & seek refuge in a countryside estate where they pass the time telling stories and enjoying each other's company • 7 ladies--Pampinea, Fiammetta, Filomena, Emilia, Lauretta, Neifile, and Elissa • 3gentlemen--Panfilo, Filostrato, and Dioneo http://www.youtube.com/watch?v=9IjhQDnoCcY

  6. The Decameron (1916) John Williams Waterhouse

  7. Activity • WebQuest • http://www.awesomestories.com/assets/the-decameron • Students can familiarize themselves with the Black Death and its relation to the Decameron by reading through this brief WebQuest and clinking on the hyperlinked text.

  8. Focus Items for Consideration • Framing narrative of story-telling • Literal and symbolic meaning of the plague image; "plague" as symbol for the condition & direction of society in the late Middle Ages & early Renaissance • Satire: the stories as "mirrors" of vices and virtues, the literature as medicine for the plague • Critique of human vices marked by understanding and humor rather than heavy moralizing • The hypocrisy of religious and moral authorities and superstitions and the gullibility of people are also often ridiculed • Beauty, pleasure, love, laughter and play as privileged values of the stories; carpe diem ethos of the work • Mixing of people from different social levels and classes; portrayal of a changing and more egalitarian society; merit based on actions and character rather than birth or inherited wealth • Irony

  9. Federigo’s Falcon A Tale of Twisted Irony

  10. Activity: Journal Writing • Have you ever been in love with someone who did not love you in return? Have you ever felt the aching anguish of the rejection of your love? Write about a time you felt this pain or had sympathy for someone else in that situation, if you have never had the sweet agony of a broken heart.

  11. Courtly Love • Courtly love called for a knight to dedicate his services to a beautiful lady of noble birth, who served as an inspiration and ideal. • The lady was above him in social rank, and usually married to an aristocratic husband • No sex! No marriage! The knight had to worship her from afar http://cla.calpoly.edu/~dschwart/engl513/courtly/images.htm

  12. Courtly Love • Explain this quote: “Courtly love is a love at once illicit and morally elevating, passionate and disciplined, humiliating and exalting, human and transcendent."

  13. Activity: The Art of Courtly Love • Part 1 • Students will divide into groups of 3-4 • Students will be given the handout “The Art of Courtly Love” • Students should read and interpret very precisely what each rule means • Students must as a group unanimously decide whether they agree with each rule, and explain why to the class • Part 2 • In those same groups, students will compile a list of the “21 Rules of 21st Century Love” • Students will neatly and creatively display these rules in a thinking map of their choice

  14. Activity • Reading Federico’s Falcon • Students: Number the paragraphs in the story • Questions – How far would you pursue the object of your affection? Would you allow it to ruin your life? How far would you go for love?

  15. Active Reading • Paragraph 1 – read and then play me  • http://www.youtube.com/watch?v=fF7vFLP63Ec&feature=player_embedded#! • In what way does this represent courtly love? In what way does it represent Monna Giovanna? • Read paragraph 2 • How would you characterize Federigo? • Read paragraphs 3 – 6 • Predict what Federigo will do, based on his history of behavior. • Characterize Monna Giovanna. Is she likeable? Unlikeable? Why or why not? In what way does Monna Giovanna represent the art of courtly love?

  16. Active Reading Cont’d • Read paragraphs 7-13 • How does Monna Giovanna come across to the reader? Specifically, what gives the reader this impression? • Is Federigo likeable? Why or why not? Be specific. • Read paragraphs 14-18 • Explain the irony of this situation. • Read paragraph 19 • Discuss Monna Giovanna’s reaction to the situation. • Finish the story

  17. Questions • How do we define nobility? • Who or what is the most noble creature in this story? • In what ways does this story embody the values of medieval culture? • In what way does this tale both hold to and break with medieval literary trends and values?

  18. A Closer Reading • How does Monna Giovanna view Federigo's love for her? • What is the difference between saying that she "took no notice" of his love and saying that she did not notice it? Why is this distinction important? • What social and moral problems arise when Monna Giovanna's son asks her to obtain Federigo's falcon? What does her resolution of these problems reveal about her character? • How is Federigo's decision to kill his falcon similar to Monna'sdecision to ask him for it? How do both these actions relate to the theme of sacrifice? • In what way are the two main characters models of behavior? Do they have any faults? Explain. • How is this a story about loss and restoration, for both Monna and Federigo? • Did you find it disappointing that Monna Giovanna "would have preferred to remain a widow" after her husband died instead of marrying Federigo immediately? Explain. • How do the ideals of love expressed in this story differ from current notions of romantic love? Answers will vary.

  19. Resources • Text online - http://ebooks.adelaide.edu.au/b/boccaccio/giovanni/ • WebQuest - http://www.awesomestories.com/assets/the-decameron

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