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Seasoning the Sonnet, Playing Poets: The “Sonnet Slam” As Extrapedagogical Event

Seasoning the Sonnet, Playing Poets: The “Sonnet Slam” As Extrapedagogical Event F r o m t h e C l a s s r o o m Seasoning the Sonnet, Playing Poets: The “Sonnet Slam” as Extrapedagogical Event Kirk Melnikoff and Jennifer Munroe Tush, none but minstrels like of sonneting! Love’s Labor’s Lost 4.3.155 Few teachers would deny that a working familiarity with and appreciation of the sonnet can be invaluable assets for students studying Renaissance English literature. This is not simply because of the “little song’s” ubiq - uity as both mode and theme in the work of canonized figures from the sixteenth and seventeenth centuries like Sidney, Spenser, Donne, Milton, Wroth, and of course Shakespeare, but also because it can be a gateway to understanding a significant part of Renaissance social conditions, politics, aesthetics, and culture. Fully grasping, for example, the despair in the ending couplet of Wyatt’s “My Galley” — “Drowned is reason that should me con - sort, / And I remain despairing of the port”— requires among other things a sense of Wyatt’s uncertain status as a courtier seeking patronage from the patently unpredictable Henry VIII. Effectively explicating the tortured syn - tax and troubling similitude in the fortieth sonnet of Wroth’s Pamphilia to Amphilanthus http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Pedagogy Duke University Press

Seasoning the Sonnet, Playing Poets: The “Sonnet Slam” As Extrapedagogical Event

Melnikoff, Kirk; Munroe, Jennifer
Pedagogy , Volume 7 (2) – Apr 1, 2007
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Duke University Press
ISSN
1531-4200
eISSN
1533-6255
DOI
10.1215/15314200-2006-033
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Abstract

F r o m t h e C l a s s r o o m Seasoning the Sonnet, Playing Poets: The “Sonnet Slam” as Extrapedagogical Event Kirk Melnikoff and Jennifer Munroe Tush, none but minstrels like of sonneting! Love’s Labor’s Lost 4.3.155 Few teachers would deny that a working familiarity with and appreciation of the sonnet can be invaluable assets for students studying Renaissance English literature. This is not simply because of the “little song’s” ubiq - uity as both mode and theme in the work of canonized figures from the sixteenth and seventeenth centuries like Sidney, Spenser, Donne, Milton, Wroth, and of course Shakespeare, but also because it can be a gateway to understanding a significant part of Renaissance social conditions, politics, aesthetics, and culture. Fully grasping, for example, the despair in the ending couplet of Wyatt’s “My Galley” — “Drowned is reason that should me con - sort, / And I remain despairing of the port”— requires among other things a sense of Wyatt’s uncertain status as a courtier seeking patronage from the patently unpredictable Henry VIII. Effectively explicating the tortured syn - tax and troubling similitude in the fortieth sonnet of Wroth’s Pamphilia to Amphilanthus

Journal

Pedagogy – Duke University Press

Published: Apr 1, 2007

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