Lesson Plan | Traditional Methodology | Movements: Troubadourism and Humanism

Objectives

Duration: (10 - 15 minutes)

The purpose of this lesson plan stage is to provide students with a clear and detailed view of the objectives to be achieved during the class. Defining objectives helps guide both the teacher and the students on what will be addressed and learned, ensuring that everyone is focused on the skills that need to be developed and the knowledge that needs to be acquired.

Main Objectives

1. Describe the main characteristics of Troubadourism and Humanism.

2. Appreciate and differentiate the cultural and literary manifestations of these two movements.

3. Identify literary examples that illustrate the characteristics of these periods.

Introduction

Duration: (15 - 20 minutes)

The purpose of this lesson plan stage is to contextualize the students about the literary movements of Troubadourism and Humanism, providing them with a solid foundation to understand the characteristics and importance of each. This step is crucial to ensure that students understand the historical and cultural context in which these movements took place, facilitating the appreciation and differentiation of them.

Context

To start the class on Troubadourism and Humanism, it is important to place the students in the historical and cultural context of these movements. Troubadourism emerged in the Middle Ages, between the 12th and 14th centuries, in a period marked by feudalism and strong influence from the Catholic Church. This movement was characterized by the production of sung poetry, known as cantigas, which were divided into three main categories: cantigas de amor, cantigas de amigo, and cantigas de escárnio e maldizer. On the other hand, Humanism emerged at the end of the Middle Ages and the beginning of the Renaissance, in the 14th and 15th centuries, representing a transition to a more anthropocentric view of the world, valuing the human being and its rational capacities. This movement laid the groundwork for the Renaissance, promoting the study of Greco-Roman classics and encouraging literary production in prose, with a focus on chronicles and theater.

Curiosities

An interesting fact is that the troubadour cantigas, even being products of a medieval society, are still studied and appreciated today, showing the durability and cultural impact of these works. Furthermore, Humanism profoundly influenced the way we see the world and ourselves, being one of the pillars of modern thought and the valuation of human rights.

Development

Duration: (45 - 50 minutes)

The purpose of this lesson plan stage is to deepen the students' knowledge of Troubadourism and Humanism, providing concrete and detailed examples that illustrate the characteristics of these literary movements. Through analysis and comparison, students will be able to appreciate and differentiate the cultural and literary manifestations of each period, developing a critical and contextualized understanding.

Covered Topics

1. Characteristics of Troubadourism: Explain that Troubadourism was marked by the production of cantigas, divided into three categories: cantigas de amor, cantigas de amigo, and cantigas de escárnio e maldizer. Detail the main characteristics of each type of cantiga and the influence of medieval culture and the Catholic Church. 2. Examples of Troubadour Cantigas: Present specific examples of cantigas de amor, amigo, and escárnio e maldizer. Read the texts aloud and highlight the characteristics identified previously. 3. Characteristics of Humanism: Describe Humanism as a transitional movement to the Renaissance, emphasizing the valorization of the human being and rationality. Explain the importance of studying Greco-Roman classics and literary production in prose, such as chronicles and theater. 4. Examples of Humanist Works: Present examples of literary works from the humanist period, such as excerpts from chronicles and plays. Highlight the humanist characteristics present in these texts. 5. Comparison between Troubadourism and Humanism: Make a direct comparison between the two movements, highlighting the differences in themes, literary forms, and historical and cultural contexts. Use a comparative chart to facilitate visualizing the differences.

Classroom Questions

1. What are the three main categories of troubadour cantigas? Briefly describe each one. 2. How did the historical and cultural context influence the literary productions of Troubadourism and Humanism? 3. Cite an example of a humanist work and explain how it reflects the characteristics of this movement.

Questions Discussion

Duration: (20 - 25 minutes)

The purpose of this lesson plan stage is to review and consolidate the students' understanding of Troubadourism and Humanism, promoting an in-depth discussion of the issues addressed in the class. Through student engagement, it is hoped that they will reflect critically on the learned content, developing analysis and literary interpretation skills. This stage is crucial to ensure that students internalize the concepts and are able to apply them in various contexts.

Discussion

• What are the three main categories of troubadour cantigas? Briefly describe each one.

The three main categories of troubadour cantigas are: Cantigas de Amor: Lyric poems in which the troubadour expresses his love for an inaccessible lady, usually of higher social status. The troubadour places himself in a position of amorous vassalage. Cantigas de Amigo: Lyric poems in which a woman (the friend) laments the absence or infidelity of her beloved. The feminine voice is assumed by the troubadour, reflecting feelings of longing and waiting. Cantigas de Escárnio e Maldizer: Satirical poems that criticize, either subtly (escárnio) or directly (maldizer), people and situations of medieval daily life. They use sharp and humorous language.

• How did the historical and cultural context influence the literary productions of Troubadourism and Humanism?

In Troubadourism, the feudal context and the influence of the Catholic Church shaped literary production, reflecting the values of nobility and the religiosity of the time. The cantigas de amor and amigo mirrored the vassalage system and the idealization of courtly love, while the cantigas de escárnio e maldizer criticized, either indirectly or explicitly, social customs and behaviors.

In Humanism, the transition to the Renaissance brought an anthropocentric and rationalist view, promoting the study of Greco-Roman classics. The urban and mercantile context of the period encouraged prose literary production, such as chronicles and theater, which reflected new perspectives on the human being, society, and politics.

• Cite an example of a humanist work and explain how it reflects the characteristics of this movement.

An example of a humanist work is 'A Crônica de El-Rei D. Pedro I' by Fernão Lopes. This work reflects humanist characteristics by describing historical events with a concern for portraying facts in a rational and objective manner. Lopes uses clear and direct language, valuing the truthfulness of events and the critical analysis of human actions, characteristics typical of Humanism.

Student Engagement

1. How do you think medieval society influenced the view of love in troubadour cantigas? 2. Why do you think troubadours used a feminine voice in cantigas de amigo? What does this reveal about society at the time? 3. How can the cantigas de escárnio e maldizer be compared to modern forms of social criticism, such as memes and satires on social networks? 4. In what way did the study of Greco-Roman classics contribute to the change of perspective in the humanist period? 5. What is the importance of Humanism in the transition to the Renaissance? How did this change of perspective impact literary and artistic production at that time?

Conclusion

Duration: (10 - 15 minutes)

The purpose of this lesson plan stage is to consolidate the students' learning by recapping the main points addressed and reinforcing the connection between theory and practice. This stage also highlights the relevance of the content to the current context, ensuring that students understand the importance of what they have learned.

Summary

• Troubadourism emerged in the Middle Ages, between the 12th and 14th centuries, and was characterized by the production of cantigas (of love, of friend, and of escárnio e maldizer).
• Humanism emerged at the end of the Middle Ages and the beginning of the Renaissance, in the 14th and 15th centuries, and valued the human being and its rational capacities, promoting the study of Greco-Roman classics.
• The cantigas de amor expressed the troubadour's amorous vassalage towards a lady; the cantigas de amigo brought the feminine voice lamenting the absence of the beloved; and the cantigas de escárnio e maldizer criticized in a humorous or sharp manner.
• Humanism encouraged literary production in prose, such as chronicles and theater, reflecting a more rational and objective view of historical and social events.

The class connected theory with practice by presenting concrete examples of troubadour cantigas and humanist works, allowing students to directly observe the discussed characteristics and understand how these texts reflect the historical and cultural contexts of their respective periods.

The study of Troubadourism and Humanism is essential to understand the evolution of literature and Western thought. These literary movements not only shaped the cultural production of their times but also continue to influence how we express feelings, critique society, and value human knowledge.