We take it for granted today that the study of poetry belongs in school—but in sixteenth-century England, making Ovid or Virgil into pillars of the curriculum was a revolution. Scenes of Instruction in Renaissance Romance explores how poets reacted to the new authority of humanist pedagogy, and how they transformed a genre to express their most radical doubts. Jeff Dolven investigates what it meant for a book to teach as he traces the rivalry between poet and schoolmaster in the works of John Lyly, Philip Sydney, Edmund Spenser, and John Milton. Drawing deeply on the era’s pedagogical literature, Dolven explores the links between humanist strategies of instruction and romance narrative, rethinking such concepts as experience, sententiousness, example, method, punishment, lessons, and endings. In scrutinizing this pivotal moment in the ancient, intimate contest between art and education, Scenes of Instruction in Renaissance Romance offers a new view of one of the most unconsidered—yet fundamental—problems in literary criticism: poetry’s power to please and instruct.

Renaissance Romance examines how and why the fears and expectations surrounding the old genre of romance resonated in early modern England. Examining a range of texts and the fiction of Sir Philip Sidney, Robert Greene and Lady Mary Wroth in particular, Das illustrates the sheer cultural persistence of romance, and reveals how a generational consciousness inherent in the genre transformed the new prose fiction of the period.

Romance was criticized for its perceived immorality throughout the Renaissance, and even enthusiasts were often forced to acknowledge the shortcomings of its dated narrative conventions. Yet despite that general condemnation, the striking growth in English fiction in the late sixteenth and early seventeenth centuries is marked by writers who persisted in using this much-maligned narrative form. In Renaissance Romance, Nandini Das examines why the fears and expectations surrounding the old genre of romance resonated with successive new generations at this particular historical juncture. Across a range of texts in which romance was adopted by the court, by popular print and by women, Das shows how the process of realignment and transformation through which the new prose fiction took shape was driven by a generational consciousness that was always inherent in romance. In the fiction produced by writers such as Sir Philip Sidney, Robert Greene and Lady Mary Wroth, the transformative interaction of romance with other emergent forms, from the court masque to cartography, was determined by specific configurations of social groups, drawn along the lines of generational difference. What emerged as a result of that interaction radically changed the possibilities of fiction in the period.

The Italian romance epic of the fifteenth and sixteenth centuries, with its multitude of characters, complex plots, and roots in medieval Carolingian epic and Arthurian chivalric romance, was a form popular with courtly and urban audiences. In the hands of writers such as Boiardo, Ariosto, and Tasso, works of remarkable sophistication that combined high seriousness and low comedy were created. Their works went on to influence Cervantes, Milton, Ronsard, Shakespeare, and Spenser. In this volume instructors will find ideas for teaching the Italian Renaissance romance epic along with its adaptations in film, theater, visual art, and music. An extensive resources section locates primary texts online and lists critical studies, anthologies, and reference works.

A reinterpretation of the place and significance of chivalric culture in the sixteenth and seventeenth centuries, and what it says about contemporary attitudes to the medieval.

All's faire in love and war for two sworn enemies who indulge in a harmless flirtation in a laugh-out-loud rom-com from debut author Jen DeLuca. Emily knew there would be strings attached when she relocated to the small town of Willow Creek, Maryland, for the summer to help her sister recover from an accident, but who could anticipate getting roped into volunteering for the local Renaissance Faire alongside her teenaged niece? Or that the irritating and inscrutable schoolteacher in charge of the volunteers would be so annoying that she finds it impossible to stop thinking about him? The faire is Simon's family legacy and from the start he makes clear he doesn't have time for Emily's lighthearted approach to life, her oddball Shakespeare conspiracy theories, or her endless suggestions for new acts to shake things up. Yet on the faire grounds he becomes a different person, flirting freely with Emily when she's in her revealing wench's costume. But is this attraction real, or just part of the characters they're portraying? This summer was only ever supposed to be a pit stop on the way to somewhere else for Emily, but soon she can't seem to shake the fantasy of establishing something more with Simon or a permanent home of her own in Willow Creek.