Abstract or Introduction
I. Introduction
In this Essay I shall argue that one can find aspects of moral education in virtually
every subgenre of late medieval and renaissance ballads and that this is probably
one of the main functions for the spreading of the ballads. Despite the fact that
there are no real fixed and approved subgenres of ballads, I am going to divide the
ballads I am working with into three different subgenres: religious ballads,
supernatural ballads and romances, or to be precise, romance ballads. For each
subgenre, I will present examples, which share common motifs of late medieval
and renaissance ballads and can therefore be marked as traditional ballads from
that specific period. Subsequently, I am going to emphasise on the particular
aspect of moral education in the discussed ballad. Even though the content of
most ballads is not bound to a specific country, respectively culture, but can be
identified in various versions all over the world, mainly Europe and the United
States, I will concentrate on the British versions of particular ballads, taken from
“The Oxford Book of Ballads” edited by James Kinsley and published in 1970.
- Quote paper
- Julian Hatzig (Author), 2012, Moral Education as a function of British Folklore in the Form of Late-medieval and Renaissance Ballads, Munich, GRIN Verlag, https://www.grin.com/document/211691
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