Tweeting the Troilus

TC

(Landsdowne MS 851 f. 2r)

For those of you who follow me on Twitter, you may have noticed my tweets over the last month or so under the hashtag #100_tc. I just finished tweeting Chaucer’s Troilus and Criseyde in 100 tweets. It all started with Elaine Treharne dividing Beowulf in 101 tweets over a year ago. Then recently Eric Weiskott took to Gawain in 101 tweets. I was immediately fascinated with this kind of reconceptualization of the stories, and got very excited, wanting to participate. I mulled over which text would be best suited for this kind of division, and simultaneously wanted to challenge myself – how far could I go with this?

While I have taught Chaucer before, this Fall will be my first time teaching Troilus and Criseyde, so I have been experimenting with form and style of delivery to make it as accessible as possible to first and second year students, especially those who are not going to be English majors, or even in the humanities. To me it seemed obvious this text would be the perfect candidate for my Twitter project. I want my students to digest this (perhaps intimidating) narrative, and thus I began tearing up the text, creating small palpable pieces that could be reassembled once individually understood.

I have to say I learned an incredible amount from this experiment. The five books of the Troilus comprise 1178 stanzas, meaning  that in order to tweet the whole work in 100 tweets I was left to consolidate anywhere between 10-14 stanzas per tweet. 10-14 stanzas of an incredibly complex and rich text in 140 characters(!). I was very quickly reacquainted with the art of brevity, concerning myself with every single letter – abbreviating all names to a single letter, becoming creative with my use of symbols, and even sometimes changing tense to avoid an “ed” ending, among other small tricks employed – all the while maintaining coherency.

Further, before creating even a handful of tweets I noticed how often I would have to take on the role of editor and constantly ask myself “what is important? what do I want to share?” with the understanding that much would also be elided in the process. This is when I realized there were multiple narratives at play, and my most important points were not necessarily everyone else’s. In other words, should someone else engage in this same activity their tweets would not mirror mine but rather occasionally cross paths as they found their own points of interest to focus on and incorporate in their narrative.

In short, while recreating the story, as I asked myself, and will soon ask my students “what is Troilus and Criseyde about?” it has become evident that there far more answers than I had previously taken into account. This has been an extremely eye-opening exercise, and one which I would most definitely recommend to others.

Here is the Storified version of my tweets, all 100 of them, from beginning to end.

Digital Literacy

Today I read a blog on Inside Higher Ed questioning where digital literacy comes from and what most academics are doing to expand this literacy – a legitimate question in a world where more and more encounters with sources, materials, and other academics are happening online.

As an academic in this climate I am well aware of my online presence and am constantly seeking out new methods of communicating my findings via this medium, while also engaging with as many people as I can in my field. But this article left me thinking of an audience that I have not yet engaged with – my students.

Honestly I am not entirely sure where to begin. My Twitter, Google+, LinkedIn, and blog are accessible to all and so I assumed if any students were interested in seeking me out, they very well could. However, what I realized reading this blog was that I was placing all the onus on my students. In part this happened because I didn’t want to appear overbearing, demanding even more of their attention outside the classroom in ways other than the traditional paper writing/reading/homework role.

While I am a young academic, I am still their English instructor, and I didn’t want them to feel like I was intruding into the personal sphere. Most of my students are either first or second year students and social media for them is just that – social.

However, a few months ago I attended a professional development workshop where the presenter for a panel was a friend and colleague of mine in the math department. He outlined the positive feedback he has had after creating a Facebook page for his students and showed screen shots of conversations his students were having with each other and with him online that encouraged and created a learning environment that seemed to sustain itself well outside the classroom, and even beyond the semester boundaries.

Then another friend and colleague in the English department showed me how he interacts with his students on Twitter, using the network to inform his students of upcoming assignments, office hours, and extended opportunities to have conversations about the literature that transcended the requirements of classwork.

Obviously I was missing a great opportunity to engage my students on a whole different level. While I understand most of my students are not English majors, and my courses are general education requirements for obtaining a BA in various fields, I have on multiple occasions gotten very positive feedback on texts that were well outside their comfort level. They were inquisitive and wanted to know more about literature they will perhaps never again come across simply because they are going into a different field. For example, last semester after going over parts of the Canterbury Tales I brought in some digitized photos of the Ellesmere and almost a dozen students stayed after class because they wanted to see them.

So after reading the blog today on digital literacy I began questioning whether I do enough to promote it. Yes, I take my students to the library and show them how to properly research sources online, but could I be doing more? As I navigate the digital world of academia would it benefit or burden my students if I brought them along? Would the manuscript pictures I post on Twitter, that are often silly, open the door for conversation on the pieces, or make them roll their eyes at me?

I have been grappling with the idea of starting a Facebook page for my students next semester and the logistics involved in managing and maintaining it where it would be simultaneously instructive and entertaining. A forum for questions, debate, conversation in an easy going environment. Perhaps if literature breached their everyday lives they would be more open to it?

I think these are all valid questions, and I won’t have any answers until I start. And so begin my new inquiries into pedagogy. Suggestions are always welcome.

Delie – A Light Translation

By now those of you who routinely read my blog know I love translations. Mainly because I need the practice, but also because I find little gems I absolutely adore and wish to share. Today found Maurice Sceve who oversteps the time boundaries of medieval literature, but only by a smidgen. I find his work fascinating for several reasons, but most notably for his introspective examinations of the physical and simultaneously spiritual reworking of Petrarchan impossible love that he exemplifies through his (perhaps most famous poem) “Delie.”

Multiple speculations exist as to the true identity of his lady, but most concur that it was the fellow poetess Pernette du Guillet. My interest here recalls the mal mariee poems from centuries before, but inverted. I find his verses an odd mixture of the displeased female voice intermingled with the promising male suitor where Petrarch meets the Trobairitz (if such a meeting had been possible).

Background wise, he writes in Lyon during the sixteenth century, which was indubitably the most creative period in the city’s history up until then (which is to say it is still an amazing city). Lyon was at that point considered as cultured as Paris, and housed a mixture of literati familiar with and under the close influence of the latest Italian trends, treading between Petrarch and Marot.

“Delie” had a mixed reception that lasted hundreds of years where the poem was for the most part considered nonsensical and unreadable. However, its obscure wording intrigued readers and remained within the public conscience – by the twentieth century it gained prominence for its psychological beauties resonating with modern sensibilities.

“Delie” as a whole is a part of a much larger cycle of 449 stanzas, but this piece which I shall translate is only a single dizain, a ten line strophe, that within its brevity is identified with the Greco-Roman Delia, an amalgam of Diana, the goddess of chastity, and Hecate associate with many things, amongst which is the moon. The former’s hunting weapons are here translated in the arrows of love, or blazes, and the later’s rays illuminate the night, or darkness, of the poet’s ignorance.

Quand l’oeil aux champs es d’esclairs esblouy,
Luy semble nuict quelque part qu’il regarde:
Puis peu a peu de clarte resjouy,
Des soubdains feuz du Ciel se contrgarde.
Mais moy conduict dessoubs la sauvegarde
De ceste tienne, et unique lumiere,
Qui m’offiusca ma lyesse premiere
Par tes doulx rays aiguement suyviz,
Ne me pers plus en veue coustumierie.
Car suelement pour t’adorer je vis.
When the eye in the fields is dazzled by lightening,
It seems it finds night wherever it looks:
Then little by little it regains clarity,
Against the sudden blazes of Heaven it guards itself.
But I, navigating under this protection,
Of your unique light,
That obfuscated my first joys,
By your sweet sudden rays of light,
Am no longer lost in ordinary sight
For solely to love you I live.

The title is suggestive of even more, and serves as a play on words for Delie –  l’idee – the idea of woman. The idea of course bears the connotation of platonic ideas that rely on a form, or image of an ideal, rendering Delie the ideal woman (and quite nicely the anagram is not lost in translation as Delia works into ideal). Yet, Delie’s historic references in context bring into question the type of woman celebrated by society and considered this eponymous ideal. She shares a name and identity with females known for their chastity and aloofness. While Diana and Hecate are often conflated due to their various similarities and overlapping attributes, which in itself is telling, I am mainly focusing on certain overarching symbols here that can encompass both women without necessarily negating their individuality.

Returning to the poem, Delie, the chaste and aloof mistress takes on yet another nuanced identity that can also be attributed to the fore-bearers of her name – mysticism. Diana and Hecate (along with Luna) were relegated to a single sphere based on their ability to influence women via their manipulation of the moon, an entity already thought to be inconstant. Thus Delie’s ever changing countenance simultaneously dazzles, shines, and blinds the speaker – beckoning him with her sweet rays while conversely like a siren who relies on sight over sound, “blazes” the poet’s eyes.  So far the ideal woman is not winning many awards.

I love how the entire dizain plays with the imagery of light and various measures of it. We first encounter light in the first two lines where it is so brilliant it blinds, relegating sight to darkness, such as is the case when a person walks from a darkened room into bright sunlight only to be left unable to see and perhaps even in pain. Recall in Plato’s “Allegory of the Cave” where sight, meaning exposure to a higher truth, rendered the man overpowered by his senses. Here too the speaker of the poem finds himself overcome by the light, or the supreme truth, of Delie.

Further, the poet’s imagery continues in an almost deliberate attempt to position himself as a vessel to receive Delie’s light in a range of intensities. The differences in intensity draw on medieval theories of light that originated from biblical scriptures and liturgical commentaries. Light was divided among several categories delineated by the relationship between receptor and source. External light, coming from nature, and in the case of our poem, the moon, is ordinary, unprocessed and practically profane. The eyes of the poet act as the receiving party and also an almost sacred boundary that functions to cleanse this untamed light. Thus by the third and forth line the eyes guard against sudden blazes, or unfiltered light, and regain clarity through such purging.

By the end of the short poem this light has crossed the borders and resides well within the poet’s eyes, serving as the primary source of divine inspiration, elevating the mind and renewing the spirit. Thus here the ideal woman straddles the realm between temporal and spiritual boundaries, and from the perspective of the poet, guides his soul towards betterment. I find the distinction between the speaker’s and the reader’s interpretation of the ideal woman to be most interesting. Her ephemeral qualities render her utterly unappealing, but when looking at her through the eyes of the narrator she is redeemed by her light, or inner workings that speak to a greater entity. Any harshness her light gives off as she dazzles and blazes can be considered a kind of sandpaper that chisels away impurities from the speaker’s soul.

Lastly, this focus on light is ultimately tied in with optics, and I think it would be worth exploring the implications of this seeming inverted gaze; the male gaze is deflected by Delie’s rays of light, and through an act of refraction it transforms into an almost feminine gaze while still mediated through the male voice via the speaker.

And on a separate but not completely unrelated note, the manuscript containing the entirety of Delie (all 499 dizains), Bodleian Library Douce S35, also contains 50 woodcuts. All of them interact with the text, and the mise-en-page betrays a symmetry that I feel eerily reflects the recurring theme of sight/light/ and reflection/refraction – perhaps an interesting foray into the idea of mirrors and and their uses.

In the meantime, here are some of my favorites for the manuscript:

sce_015

(the figure on f. a8r has a man below a flame on what appears to be a pedestal, and the inscription along the sides of the diamond border reads:  Pour te adorer je vis – for to love you I live).

sce_027

(f. b6v – figure depicts a sun and a candle, and the inscription on the inside of the oval boarder reads: A tous clarte a moy tenebres – All clarity to me is dark)

sce_071

(f. e4r – detail of this figure is represented below, and the writing along the side of the triangle boarder reads: Pour aymer souffre ruyne – For love, suffer ruin)

FSCa018

(f. e4r – detail)

Since the pictures I am posting here are not the best quality and awfully fuzzy, here is the link to the entire manuscript should you wish to look at the rest of these marvelous woodcuts.

Sources:

Balavoine, Claudie. “La mise en mot dans la Délie de Scève. Plaidoyer pour une anabase.”

Coleman, Dorothy. “Les emblesmes dans la Delie de M. Sceve.”

Erlande-Brandenburg, Alain. Musee nationale du Moyen Age, Thermes de Cluny. Guide to the Collections.

Sceve, Maurice. Delie, 1544, with an appendix from the edition of 1564; introductory note by Dudley Wilson.

O’Neil, Edward. “Cynthia and the Moon.”