Support materials – AS/A2 English literature
© Museum of London 2011
Chaucer in context
Contents
National Curriculum links and session description
1
Timetable
3
Practical guidelines
4
Visit preparation and pre-visit activities
5
Follow-up activities
6
Gallery Plan
7
Summary of characters
8
Planning your journey
9
© Museum of London 2011
Curriculum links
AQA English literature spec.
A&B; Edexcel English
literature; OCR English
literature
Learning objectives:
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setting an author in his historical
context
establishing the framework of
Chaucer’s ‘General Prologue’ as
useful grounding for the study of a
specific Canterbury Tale.
familiarising students with the sound
and delivery of Middle English.
introducing students to significant
characters in the ‘General Prologue’.
encouraging students to enjoy the
study of The Canterbury Tales
through an entertaining and
interactive experience
encouraging independent study and
research techniques in the galleries.
Session descriptions
Gallery drama
The students will meet Harry Bailey, the
owner of the Tabbard Inn, which is
where the pilgrims start their journey to
Canterbury. This character will introduce
the students to Chaucer’s London in the
Museum’s Medieval London gallery and
to the language of Chaucer’s poetry. The
programme will also include independent
student research in this gallery.
Object handling workshop
This 60 minute workshop enables
students to further enhance their
knowledge of Chaucer’s London through
handling contemporary objects and
linking this insight directly to the tales.
They will work with text taken from the
prologue and with an overview of all the
tales. They will be given the opportunity
to augment their understanding of Middle
English and will be encouraged to use
quotations in a creative way.
Gallery time
This gallery will provide students of
Chaucer with an excellent range of
research resources. The gallery covers
the period AD410 – 1558 finishing just
after the dissolution of the monasteries.
A series of research questions for
students has been provided in this pack
along with a plan of the gallery. They
should help to focus students on their
task using the Medieval London gallery
to set Chaucer’s work in its historical
context. Decide whether you would like
students to do the ‘General theme’
option or ‘Specific questions’ option, or a
mixture of both. Please make your own
photocopies of the worksheets before
coming
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Visit preparation and follow-up
activities
Before and after your visit
It is recommended that teachers prepare
students for this study day by working
through at least one of the preparation
activities suggested in this pack or any of
your own devising. We have also
provided follow-up activities that can be
used back in the classroom to
consolidate the museum experience.
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Example timetable for Chaucer in context
Below is an example to show you the structure of the day. Please check your confirmation
letter for your actual timetable.
Group 1
11.00 – 11:45
Harry Bailey Gallery drama – Medieval London gallery
12:00 – 13:00
Quotation workshop – Clore Learning Centre
13:00 – 13:30
Lunch
13:30 – 14:30
Self-directed gallery time: Chaucer’s London – Medieval
London Gallery
Group 2
11.00 – 12:00
Quotation workshop – Clore Learning centre
11:00 – 12:45
Self-directed gallery time – Medieval London gallery
13:00 – 13:30
Lunch
13:30 – 14:15
Harry Bailey Gallery drama – Medieval London gallery
Group 3
11:00 – 12:00
Self-directed gallery time – Medieval London Gallery
12:00 – 12:30
Lunch
12:30 – 13:15
Harry Bailey Gallery drama – Medieval London Gallery
13:30 – 14:30
Quotation workshop – Clore Learning centre
The sessions will run once only and at the times stated so please arrive on time. There
will be schools booked for the other sessions and you will not be able to overrun your
allocated time.
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Practical guidelines
To maximise the enjoyment and value of the visit please consider the following:
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split your class into small groups for working in the galleries
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copy the appropriate sheets for each student
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bring along clip boards for each student
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ensure that you have at least one adult for every 15 students and that the adults
accompany them at all times
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make sure that the students know that the objects they will be handling are original
they are over 600 years old
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remind the group that other members of the public will be using the Museum
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please only use pencils in the galleries
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please ask students not to lean on the glass cases
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please visit the shop in small groups
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photography during schools session is welcomed. You are also welcome to take
photographs within the Museum galleries without flash or tripod use. These images
may only be reproduced for personal or educational purposes, which include
reproducing the image as a classroom teaching aide or as part of a school project. Any
publication of the image for any other purpose is forbidden, which includes publication
on any website. As an alternative pictures of many of our key objects are available to
download from the picture bank on our website,
www.museumoflondon.org.uk/picturebank. Postcards and posters can be purchased
from the shop and prints may be purchased from our on demand print website
www.museumoflondonprints.com
Please note that accompanying teachers and adults are responsible for students’
behaviour at all times in the Museum, both in public areas and taught sessions.
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Visit preparation activities
Preparation
To maximise the enjoyment and value of the visit please consider the following:
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introduce to the group some general background about Museum of London.
undertake at least one of the suggested pre-visit activities.
Ask the group to think of some questions for the workshop leaders at the Museum.
Pre-visit activities
1. Read the ‘General Prologue’ of Chaucer’s The Canterbury Tales.
a. Read silently through once, then aloud, and then in groups. Do NOT use any notes at
first. You will need to do this several times to become familiar with the sound of the
language.
b. Now read the ‘General Prologue’ again more closely using textual notes to explain
unfamiliar words.
2. Make a list of all the characters mentioned and note down points about their
personalities, profession, appearance and whether Chaucer seems to like them or
not. Include short quotations to back up your points.
3. Make notes for the following points, again using short quotations to support your
thoughts:
a. What are the significant differences between Chaucer’s language and our own?
b. What are the similarities?
c. How does Chaucer make his verse dramatic?
d. Does he make much use of classical allusion, and if so what does it reveal about the
characters or settings being described?
e. Think of 2/3 questions about Middle English pronunciation to ask the gallery actor.
4. Chaucer’s The Canterbury Tales is one of the first pieces of literature to be
written in English. You can see that this Middle English has got elements of Latin,
French and Anglo-Saxon in it. Draw out a three columned table and find 4 examples
of each influence. Use a dictionary to help you.
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Follow-up activities for the classroom
1. Students should put together a series of presentations that summarise what they
have learnt from the museum visit. Allocate an area to an individual or pair:
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the language of Chaucer – pronunciation and influences
pilgrimage and London in Chaucer’s tales
literature in London – Chaucer’s role in this
medieval artefacts – what do they reveal about Chaucer’s time?
how did key London events impact on Chaucer’s writing?
Chaucer and the royal court
every day life in London – what evidence is there of this in The Canterbury Tales?
2. Reflect on the performance you watched. Make notes on the presentation of the
following issues:
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Harry’s initial annoyance with his friend Chaucer and why he changes his mind by the
end of the performance
presentation of characters (Harry and other pilgrims).
presentation of Chaucer
pronunciation of Middle English.
3. Was the pilgrim you are studying featured in the drama? If so, comment on the
way the performance presented him or her. If not, write a short excerpt that could be
added into the performance so that your pilgrim is covered. Remember that this
excerpt needs to include the following:
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a clear indication of why Chaucer found this type character interesting.
a description of the character’s appearance and personality.
a short extract from the ‘General Prologue’ of your character that the actor will deliver
in Middle English
stage directions for the actor for your section of the performance.
4. Arrange a visit to Canterbury! Go and see the cathedral, the shrine of Thomas
Beckett and the Canterbury Tales Visitor Attraction
http://www.canterburytales.org.uk. This can be done as a social exercise with a
group of friends in your English class, a romantic day out with your boy/girlfriend or
as a family trip.
5. Essay question:
What aspects of medieval life did Chaucer represent in the XXX’s Tale and what were his
views on them?
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Gallery plan
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Summary of characters
Harry Bailey, Innkeeper
Your host! He accompanies the pilgrims
and comes up with the ideas of a story
telling contest. You’ll be able to judge his
character for yourselves.
The Shipman
A rough diamond: adventurer, master of
his own fortune, and skilful sailor. He’ll
pinch what he can get his hands on, and
get rid of anyone who stands in his way.
Tells the story of a deceitful monk, a
foolish merchant, and a faithless wife.
The Cook
A canny chef, who knows London’s
markets inside-out. He has an
unappetising sore on his chin, and his
kitchen’s full of flies, but he’s your man
for a bargain. His lurid account of a
good-for-nothing young apprentice
breaks off halfway through.
The Doctor
A man who cares a great deal for his
patients, but even more for their money.
He’s a learned miser, browbeating the
sick with jargon before lightening their
pockets. He tells of a knight who kills his
beautiful daughter to save her from the
lechery of a crooked judge.
The Knight
A reputable man: valiant, prudent and
mild-mannered – though a little shabbily
dressed, having come straight from his
latest worthy expedition. He tells a long
story of courtly love, full of classical
allusions, which is not universally
admired - the cruder pilgrims find it quite
hard work.
The Monk
The Monk is burly and well-fed, with a
shiny bald head and a roving eye. He’s a
man of the modern world, addicted to
hunting and feasting. His tale is a series
of pompous tragic anecdotes reeled off
in a loud voice, which bore his audience
so much they eventually beg him to shut
up.
The Wife of Bath
Enormous, boisterous, half-deaf, the
Wife’s a well-travelled businesswoman
with scarlet stockings, a large florid face,
and an even larger hat. She’s buried five
husbands and forgotten countless
lovers. The story she eventually gets
round to after much preamble concerns
a knight sent to discover what women
desire. Dominion over their husbands is
the answer, though it proves not quite so
simple…
The Pardoner
Lank-haired, pale, with bulging eyes, the
Pardoner is a cold-hearted smoothtongued villain who offers forgiveness in
the eyes of the church – at a price. He
tells a nasty story of three crooks who
betray and murder each other,
maddened by greed.
© Museum of London 2011
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Planning your journey
Museum of London
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Open
Mon to Sun 10am-6pm
Last admission 5.30pm
Museum of London
London Wall, London EC2Y 5HN
020 7001 9844
www.museumoflondon.org.uk
[email protected]
Free Travel
All schools within the Greater London area can
take advantage of Transport for London’s School Party Travel Scheme. See
www.tfl.gov.uk/schoolparty or call London Underground Customer Services on 0845 330
9881 for details.
Getting to the Museum
By tube - St Paul’s, Barbican
By rail - Moorgate, Liverpool St, City Thameslink
By bus - 4, 8, 25, 56, 100, 172, 242, 501, 521
Cancellation charges
We are able to offer these sessions free to schools thanks to generous funding. However,
any cancellations will incur a charge. For details of cancellation charges please see
www.museumoflondon.org.uk/schoolsbookings
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