Session Title

Teaching Piers Plowman (A Roundtable)

Sponsoring Organization(s)

International Piers Plowman Society

Organizer Name

Jennifer Sisk

Organizer Affiliation

Univ. of Vermont

Presider Name

Jennifer Sisk

Paper Title 1

The Pedagogy of Piers Plowman

Presenter 1 Name

Katharine Breen

Presenter 1 Affiliation

Northwestern Univ.

Paper Title 2

Piers Plowman and Diversity

Presenter 2 Name

Michael Calabrese

Presenter 2 Affiliation

California State Univ.-Los Angeles

Paper Title 3

Piers Plowman and the Common Core Curriculum for Eleventh and Twelfth Graders

Presenter 3 Name

Bryan P. Davis

Presenter 3 Affiliation

Georgia Southwestern State Univ.

Paper Title 4

Super(Plow)man

Presenter 4 Name

Gina Brandolino

Presenter 4 Affiliation

Univ. of Michigan-Ann Arbor

Paper Title 5

Some Pedagogical Problems and Teaching Strategies for Piers Plowman

Presenter 5 Name

Mary Clemente Davlin, OP

Presenter 5 Affiliation

Dominican Univ.

Paper Title 6

Twenty-Four Ways of Looking at Langland

Presenter 6 Name

Thomas Goodmann

Presenter 6 Affiliation

Univ. of Miami

Start Date

10-5-2014 10:00 AM

Session Location

Schneider 1140

Description

With the imminent publication of the MLA Approaches to Teaching volume, the time is right to talk about the challenges and rewards of teaching this difficult text. This roundtable will focus specifically on the experience of teaching Piers Plowman in the undergraduate classroom. Despite the fact that Langland’s poem is the most challenging—and perhaps even the most alienating—text in the Middle English corpus, it has a surprising allure for today’s college students. What is it about Piers Plowman that resonates so strongly for them, and how are their interests congruent (or incongruent) with our own scholarly approaches to the text? How can we help our students deal with Langland’s difficulty? When and how should we introduce them to textual scholarship and to the poem’s multiple versions? What contextual materials or electronic resources best support undergraduate learning? What assignments—analytical or creative—can we design to support active and passionate engagement with the text? This roundtable addresses these and other questions.

Lawrence Warner

This document is currently not available here.

Share

COinS
 
May 10th, 10:00 AM

Teaching Piers Plowman (A Roundtable)

Schneider 1140

With the imminent publication of the MLA Approaches to Teaching volume, the time is right to talk about the challenges and rewards of teaching this difficult text. This roundtable will focus specifically on the experience of teaching Piers Plowman in the undergraduate classroom. Despite the fact that Langland’s poem is the most challenging—and perhaps even the most alienating—text in the Middle English corpus, it has a surprising allure for today’s college students. What is it about Piers Plowman that resonates so strongly for them, and how are their interests congruent (or incongruent) with our own scholarly approaches to the text? How can we help our students deal with Langland’s difficulty? When and how should we introduce them to textual scholarship and to the poem’s multiple versions? What contextual materials or electronic resources best support undergraduate learning? What assignments—analytical or creative—can we design to support active and passionate engagement with the text? This roundtable addresses these and other questions.

Lawrence Warner