A1 Refereed original research article in a scientific journal
PERFORMATIVE GRAMMARS: GENRE AND ALLUSION IN A RESTORATION MANUSCRIPT
Authors: Makilahde A, Alho T, Johnson AW
Publisher: MODERN LANGUAGE SOC
Publishing place: Helsinki
Publication year: 2016
Journal name in source: NEUPHILOLOGISCHE MITTEILUNGEN
Journal acronym: NEUPHILOL MITT
Volume: 117
Issue: 2
First page : 315
Last page: 344
Number of pages: 30
ISSN: 0028-3754
Abstract
Combining philological text-interpretation with perspectives from literary criticism, this article discusses the 'performance of grammar' in plays and speeches staged by the students of the King's School, Canterbury, in the latter half of the seventeenth century. We argue that the performative aspect of grammar has its roots in Classical Antiquity, and it is a central part of the pedagogical ideals of such humanist scholars as Comenius. Early Modern grammar school education was largely an oral process, assessment on a daily basis depending on the students' ability to inhabit grammar by enacting the appropriate voice and actions in its delivery. These techniques were also habitual for a number of writers connected in some way to the King's School, in particular James Shirley, a Latin teacher and author whose plays were staged by the King's School boys. As in other contemporary pedagogical drama, the idea of 'performing grammar' is reflected further in the plays composed in the Canterbury school. In our discussion, we focus on two different subgenres of plays: 'Lenten disputations' and 'Christmas plays'. We show that in both subgenres the students `perform grammar' through strategies such as allusions to their schoolbooks and grammar lessons. In addition, we connect some of the differences found in the use of these strategies to the particular features of each subgenre.
Combining philological text-interpretation with perspectives from literary criticism, this article discusses the 'performance of grammar' in plays and speeches staged by the students of the King's School, Canterbury, in the latter half of the seventeenth century. We argue that the performative aspect of grammar has its roots in Classical Antiquity, and it is a central part of the pedagogical ideals of such humanist scholars as Comenius. Early Modern grammar school education was largely an oral process, assessment on a daily basis depending on the students' ability to inhabit grammar by enacting the appropriate voice and actions in its delivery. These techniques were also habitual for a number of writers connected in some way to the King's School, in particular James Shirley, a Latin teacher and author whose plays were staged by the King's School boys. As in other contemporary pedagogical drama, the idea of 'performing grammar' is reflected further in the plays composed in the Canterbury school. In our discussion, we focus on two different subgenres of plays: 'Lenten disputations' and 'Christmas plays'. We show that in both subgenres the students `perform grammar' through strategies such as allusions to their schoolbooks and grammar lessons. In addition, we connect some of the differences found in the use of these strategies to the particular features of each subgenre.
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