2016-2017
English Folklore
Category: Anthropology
Code: IS 095
Level: 5
Credits: 15
Teaching Pattern
Week 1
2 x 2hrs
Week 2
3 x 2hrs
1 x 2hrs
Week 3
2 x 2hrs
Week 4
2 x 2hrs
Seminar
Film
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

Fieldwork
1 x 6hrs
1 x 11hrs
1 x 9hrs
*in addition to the above formal teaching sessions you will be expected to do approximately 110 hours of
independent study over the 4 weeks.
*Additional Field Trip fee of £90.00
Outline
Ancient traditions flourish in England, a land rich in folklore. We examine the survival of fascinating old
customs such as hazardously chasing cheeses down a steep Gloucestershire hill and the May Day
processioning of a fearsome beast, the Padstow ‘Oss’. You discuss the legends of King Arthur, Robin Hood
and the mysterious ‘green man’. You visit sites of world significance including the extraordinary natural
feature of the Devil’s Dyke, and the gigantic Long Man of Wilmington, both near Brighton. In the ancient city
of Winchester, you sample the unique ‘wayfarers dole’ and view Arthur’s Round Table. Finally, you visit the
awesome 3,500 year-old sarsens and bluestones of Stonehenge, the inspiration of legends, including ‘the
healing stones’.
Week 1: Introduction to Folklore
In these sessions we examine the definition of folklore, consider how folklore is collected and
recorded and discuss the evolution of folklore studies. We analyse the symbolism of well-known tales.
We assess the contemporary relevance of folklore and identify hero figures of legend. We actively
explore folklore sites in the Brighton neighbourhood and discuss their history and social relevance.
We debate the question, ‘what is folklore and what is the good of it’ (Hartland 1899) and put the
subject to the test by literally making a wish on the famed ‘Rottingdean Imp’.
Session 1: Introduction to English folklore. We examine the nature of ‘Englishness’ and discuss
historic case studies of English folklore originating in the ancient City of Gloucester. We
consider contemporary evidence of folklore observed more locally, in Sussex. We analyse
the identifying characteristics of these examples and critically discuss definitions of the
term, ‘folklore.’
Session 2: Collecting and studying folklore. We critically evaluate the origins and evolution of folklore
studies and the work of the great 19th century ‘anthropological folklorists’. We discuss in
depth Sir James George Frazer’s influential study of world folklore and mythology, The
Golden Bough 1922 and critically assess its importance. We analyse the symbolism of the
fairy tales collected by the Brothers Grimm 1812-14 and consider the consequences of
the adoption of these tales’ powerful imagery in psychotherapy and by Hollywood.
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Field trip: We visit Brighton Museum & Art Gallery to study important anthropological evidence
similar to examples cited in The Golden Bough. We also examine folk art and skills at
Brighton Fishing Museum. We travel along the coast to Rottingdean to assess the tale of
‘Hangman’s Stone’ and to experience the supposedly supernatural power of the
‘Rottingdean Imp’.
Week 2: Religion & Superstition: Custom & Ritual
In these sessions we critically assess the evidence for the possible inter-relationship between Pagan
belief and the establishment of early Christianity in England, examining the associated consequences
for both folklore and for religion. We critically consider the emotional and the social significance of
belief in various superstitions. We examine ideas developed by Phythian-Adams 1975 that religious
ritual and folk customs may possess a shared history. We seek to explain the likely significance of
English customs still practiced vigorously today, such as the Lewes Bonfire and we debate their
relevance to community identity and cohesion or even as forms of social protest. Additionally,
students will deliver their individual presentations at these sessions. We reinforce our examination of
the issues with a viewing of the film, The Wicker Man 1973 which vividly communicates the interplay
between religion and superstition in an isolated community.
Session 1: Belief. We assess traditional belief in charms such as iron, ‘witch bottles’ and the ‘hand of
glory’. We debate the power and symbolism of sin-eating and ‘hodening’. We analyse the
possible connections between ‘lore’ and early Christianity.
Session 2: Custom. We assess the historical relevance of representative old customs such as Plough
Monday, May Day, harvest-time and corn dollies; ‘Yule’ and Christmas; the Padstow ‘Oss,
the Haxey Hood Game, the Abbots Bromley Horn Dance and Lewes Bonfire Night. We
debate the vital human need for folklore and we discuss the role of the Church in ‘lore’s’
evolution.
Session 3: Presentations. In this session, students give their individual presentations to the class and
there is an opportunity for comment and discussion on the topics chosen.
Film show: The Wicker Man 1973 (director, Robin Hardy; screenplay, Anthony Shaffer) a British
horror ‘cult classic’, inspired by Frazer’s ‘Golden Bough’ and featuring folk customs and a
spectacular human sacrifice.
Week 3: Tales & Legends: Monuments & Rhymes
In these sessions we critically assess legends of the great English heroes, especially the significance
of King Arthur. Similarly, we investigate the evidence of Robin Hood’s existence. We discuss the
reputed powers of supernatural beings and relate their legendary deeds to prominent monuments and
natural landscape features. We actively investigate the possible significance of the massive stones of
the mysterious prehistoric circle of Stonehenge. We assess whether so-called ‘nursery rhymes’ are
tales of similar antiquity.
Session 1: Heroes and villains. We investigate the special prominence of King Arthur and the Holy
Grail in English folklore and literature. We similarly evaluate the legend of Robin Hood,
tracing possible connections with Robin Goodfellow and the ambiguous ‘green man’. We
examine the powers traditionally ascribed to the devil, dragons, giants, witches and fairies.
We examine the possible origins of human belief in these supernatural beings and
monsters.
Session 2: Monuments and rhymes. We survey distinctive English landscape features and analyse
how folklore traditionally attempted to explain their mysterious existence by inventing
supernatural tales: Stonehenge and the devil; Silbury Hill and buried gold. Similarly, we
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assess critically whether nursery rhymes such as Hey diddle diddle may be survivals of
ancient speech.
Field trip:
We journey to Winchester and taste the unique ‘Wayfarers’ Dole’ by right of ancient
custom at the medieval Hospital of St Cross and Almshouse of Noble Poverty. We
examine the authenticity of King Arthur’s Round table in the city’s Great Hall. Finally, we
experience the massive prehistoric monument of Stonehenge, assess the legends and
inspect the enigmatic stones.
Week 4: Sussex Folk and Folklore
In these sessions we survey and assess in greater detail the vigorous folk life and identity of Sussex.
We discuss local characters, sayings and folksong. We characterise the county’s historic farming,
fishing, building and even smuggling skills. We assess the origin, social significance and
distinctiveness of Sussex traditions, beliefs, customs and legends. Reflecting about their learning on
the module, students deliver a short presentation to the class, interpreting a folklore specimen which
they have actively collected during their studies.
Field trip: We explore the rich local folklore sites in Sussex: the spectacular chalk chasm of the
Devil’s Dyke and two ancient churches, Ditchling, said to stand on a pagan mound, and
Alfriston, its site supposedly chosen by Divine intervention. We survey the Long Man of
Wilmington, alleged to represent a 200′ giant, and we assess its possible age and
purpose
Session 1: Sussex folk. We examine the local dialect, sayings and folk song. We distinguish local
farming and fishing traditions such as shepherds and ‘chopbacks’; dewponds and
‘hoggies’. We characterise traditional sports and pastimes such as ‘long rope skipping’
and marbles. We consider rites of passage and old customs such as village parliaments,
and even wife-selling. We conclude with a discussion of the significance of the recently
invented Brighton custom, ‘burning the clocks’.
Session 2: Sussex legends: We characterise and analyse examples of the county’s particularly vivid
folklore: the monster of the Nucker Hole; St Cuthman and his wheelbarrow; St Dunstan
and the devil; the ghost of Wicked Dame Sergison; wish hounds and black dogs; and,
finally, the curse of Cowdray Castle.
Learning Outcomes
By the end of the module students will be able to:
Discuss the definition of the term ‘folklore’
Appraise examples of folk expression e.g. sayings, tales, legends and crafts
Appraise examples of folk custom
Demonstrate their understanding of relevant issues and approaches by means of written work,
class presentation, contributions to discussion and debate, and by direct observation of sites
and environment
Contacts
Colin Manton
University Library
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E-mail: [email protected]
Phone :
[email protected]
Phone: 01273 678163
Indicative Reading List
Students are required to purchase their own copies of the texts in bold in advance of the Summer School.
Limited copies of the other texts will be available in the University Library, but you may wish to purchase
your own copies of these as well.
Core Reading:
Westwood, J. & Simpson, J. 2006 The Lore of the Land London. Penguin (essential – purchase
recommended)
Roud, S. 2006 The English Year London. Penguin (essential – purchase recommended)
Merrifeld, R. 1988 The Archaeology of Ritual and Magic New York, NY. New Amsterdam Books (essential)
Simpson, J. 1973 The Folklore of Sussex London. Batsford (essential – purchase recommended)
Simpson, J. & Roud, S. 2003 Oxford Dictionary of English Folklore Oxford. Oxford University Press
(essential)
Electronic resource, the Folklore Society’s Journal, JSTOR Folklore 1878-2002 (desirable)
Key texts: week 1
Hartland, E.S. 2006 Folklore: what is it and what is the good of it London, NY. Kessinger Publishing
(essential)
Frazer, Sir J.G. 1922 The Golden Bough: a study in magic and religion London. Macmillan (essential)
Bettelheim, B. 1991 The Uses of Enchantment: the meaning and importance of fairy tales London. Penguin
(desirable)
Opie, I. & Opie, P. 1992 The Classic Fairy Tales Oxford. Oxford. University Press (desirable)
Phythian-Adams, C. 1975 Local History & Folklore: A New Framework London. London Standing
Conference for Local History (essential)
Opie, I & P. (ed.) 1997 The Oxford Dictionary of Nursery Rhymes Oxford. Oxford University Press
(desirable)
Key texts: week 2
Bushaway B 1982 By Rite: Custom, Ceremony & Community in Britain 1700-1880 London. Junction Books
(desirable)
Hole, C. 1978 A Dictionary of British Folk Customs London. Paladin (desirable)
Phythian-Adams, C 1975 Local History and Folklore: a new framework London. London Standing
Conference for Local History (essential)
Merrifeld, R. 1988 The Archaeology of Ritual and Magic New York, NY. New Amsterdam Books (essential)
Pickering, D. 1995 Dictionary of Superstitions London. Cassell (desirable)
Roud, S. 2006 The English Year London. Penguin (essential)
Key texts: week 3
Ashe, G. 2002 Mythology of the British Isles London. Methuen (essential)
Ebbut, M. (ed. Matthews, J.) 1998 Hero Myths and Legends of Britain and Ireland London. Brockhampton
(desirable)
Westwood, J. & Simpson, J. 2006 The Lore of the Land London. Penguin (essential)
Parker Pearson, M. 2013 Stonehenge: exploring the greatest Stone Age mystery London. Simon and
Schuster
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Chippindale, C. 2004 Stonehenge Complete New York, NY. Thames & Hudson (desirable)
Key texts: week 4
Simpson, J. 1973 The Folklore of Sussex London. Batsford (essential)
Copper, B. 1972 A Song for Every Season London. Heinemann (desirable)
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