1 SUMMER Session English Folklore Category: Anthropology Code: IS 095 Level: 5 Credits: 15

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1 English Folklore Category: Anthropology Code: IS 095 Level: 5 Credits: 15 Teaching Pattern Week 1 Week 2 Week 3 Week 4 Seminar 3 x 2hrs 4 x 2hrs 2 x 2hrs 2 x 2hrs Film 1 x 2hrs 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 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. 1 SUMMER Session 1

2 Session 2: Collecting and studying folklore (i.) We critically evaluate the origins and evolution of folklore studies and the work of the great 19th century anthropological folklorists, including E. S. Hartland, who advanced strong arguments for studying folklore (1899.) We analyse further arguments in favour of studying folklore, especially Phythian Adams s contention (1975) that the subject can inform the study of history and we discuss case studies based on specific artefacts, for example the famous Tylor s Onion in the collections of the Pitt Rivers Museum, Oxford. Session 3: Collecting and studying folklore (ii.) We discuss in depth Sir James George Frazer s influential study of world folklore and mythology, The Golden Bough 1922 and critically assess this work s cultural importance. We analyse the symbolism of the fairy tales collected and published by the Brothers Grimm We consider the consequences of the subsequent 20 th century adoption of these tales powerful imagery in psychotherapy and by the Hollywood film industry. 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. Sessions 3 & 4: Presentations. In these two sessions, students give their individual folklore presentations to the class. There are valuable opportunities in these sessions for students 2 SUMMER Session 1

3 constructively to query, to comment and to discuss the topics chosen with their presenters. This debate will help to inform the research and preparation of the students essays, due in week 4. 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 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. 3 SUMMER Session 1

4 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 c.manton@sussex.ac.uk Phone : University Library library@sussex.ac.uk Phone: 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: 4 SUMMER Session 1

5 Westwood, J. & Simpson, J The Lore of the Land London. Penguin (essential purchase recommended) Roud, S The English Year London. Penguin (essential purchase recommended) Merrifeld, R The Archaeology of Ritual and Magic New York, NY. New Amsterdam Books (essential) Simpson, J The Folklore of Sussex London. Batsford (essential purchase recommended) Simpson, J. & Roud, S Oxford Dictionary of English Folklore Oxford. Oxford University Press (essential) Electronic resource, the Folklore Society s Journal, JSTOR Folklore Key texts: week 1 Hartland, E.S Folklore: what is it and what is the good of it London, NY. Kessinger Publishing (essential) Frazer, Sir J.G The Golden Bough: a study in magic and religion London. Macmillan (essential) Bettelheim, B The Uses of Enchantment: the meaning and importance of fairy tales London. Penguin Opie, I. & Opie, P The Classic Fairy Tales Oxford. Oxford. University Press Phythian-Adams, C 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 Key texts: week 2 Bushaway B 1982 By Rite: Custom, Ceremony & Community in Britain London. Junction Books Hole, C A Dictionary of British Folk Customs London. Paladin Phythian-Adams, C 1975 Local History and Folklore: a new framework London. London Standing Conference for Local History (essential) Merrifeld, R The Archaeology of Ritual and Magic New York, NY. New Amsterdam Books (essential) Pickering, D Dictionary of Superstitions London. Cassell Roud, S The English Year London. Penguin (essential) Key texts: week 3 Ashe, G Mythology of the British Isles London. Methuen (essential) Ebbut, M. (ed. Matthews, J.) 1998 Hero Myths and Legends of Britain and Ireland London. Brockhampton Westwood, J. & Simpson, J The Lore of the Land London. Penguin (essential) Parker Pearson, M Stonehenge: exploring the greatest Stone Age mystery London. Simon and Schuster Chippindale, C Stonehenge Complete New York, NY. Thames & Hudson Key texts: week 4 Simpson, J The Folklore of Sussex London. Batsford (essential) Copper, B A Song for Every Season London. Heinemann 5 SUMMER Session 1