Course of Study in Quenya

J. R. Omahen January 21, 2012

Contents
1 Overview 2 Course of Study 2.1 First Steps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Syllabi by Semester 3.1 Term One . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.2 Term Two . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Proposed Study and Completion Dates 4.1 Term Lengths . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.2 Intersession Length . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 2 2 2 3 3 4 4

Overview

The contemporary climate in Quendian philology and linguistics is a confusing one; there are some who aspire to bring Quenya to life as an everyday, practical language. Many others wish to retain the art language status of Quenya, and in so doing, preserve it as it remained when Tolkien died. Thus, in philosophical ends, the two are at odds with one another. However, they lend to common reserach strategies that benet each other and provide copious material to work from. The aim of this course is to facilitate a uency in the language as we know it, while providing the research background and interest in the other arms of Arda philology to allow further research and extension. The ultimate aim is, of course, to progress the language through practical usage into a vibrant, living language that is not regarded as simply some fanciful past-time of an eccentric professor. 1

Course of Study

Contemporary wisdom shows us the primary two courses being Helge Fauskangers Quenya Course and Thorsten Renks Quetin i Lambe Eldaiva. These two texts will be fully utilised, as well as the various essays extant by these two primary authors. As the course progresses, use of these tertiary sources will give way to full study of primary documents containing relevant information about Quenya.

2.1

First Steps

The idea is to become well-grounded in what is currently available as beginning Quenya studies; namely, Thorsten and Helges courses. During this time, some exposure to the internal history and mythos is wise. This is to lay the groundwork for the remaining studies, so it is quite necessary to spend much time in these materials. Table 1: Texts of First Steps. Title A Quenya Course Quetin i Lambe Eldaiva The Book of Lost Tales I Author Helge Fauskanger Thorsten Renk J. R. R. Tolkien

Syllabi by Semester

I am leaving it somewhat open to interpretation, so that if I need to adjust semester lengths (based on the diculty or ease of the related material), I can. Each term will contain the breakdown of what material is to be covered, allowing for some exibility depending on the nature of the material. Please refer to the tables in the previous section for a detailed list of the texts to be covered, as the summaries here will use abbreviations and shorthand to refer to the texts.

3.1

Term One

The main drive behind this term is working steadily through the basic Quenya courses, with an extension in Term 2 (Table 3). It should be noted that the full recommendation includes reading the texts, and performing the exercises to the materials by hand. It optionally includes developing ashcards, and recording audio clips of the vocabulary and phrases covered in the lessons. A further addition would be creating pictorial cards for the vocabulary items as well. The method of working through the literary aspect of (LT1 ) is thus: do a rst reading of the text, skipping explanatory notes (but reading the introduction), followed by a second reading, stopping at each note for the textual history, etc. 2

Table 2: Schedule for Term One. Fauskanger Lessons 1-10 should be covered at an even rate, over the full length of the term. For a ten-week term, this would amount to one lesson per week, and at twelve-week terms, about two-thirds per week. Renk Lessons 1-10 should be covered at an even rate, over the full length of the term. For a ten-week term, this would amount to one lesson per week, and at twelve-week terms, about two-thirds per week. LT1 Work through the rst half of The Book of Lost Tales I

3.2

Term Two

This is a continuation of the material began in 2, with the addition of reviewing the material from Term 1 (Table 2). Table 3: Schedule for Term Two. Fauskanger Lessons 10-20 should be covered at an even rate, over the full length of the term. For a ten-week term, this would amount to one lesson per week, and at twelve-week terms, about two-thirds per week. Renk Lessons 10-20 should be covered at an even rate, over the full length of the term. For a ten-week term, this would amount to one lesson per week, and at twelve-week terms, about two-thirds per week. Review Lessons 1-10 of both Fauskanger and Renk should be repeated alongside the new lessons. LT1 Conclude the reading of The Book of Lost Tales I. The material progress is the same as in Term 1, with the addition of the review of previous materials. This review should focus primarily upon the use of audio-visual resources to increase uency and familiarity with the base material. Any of the recommended Supplemental Material (Table 4) that was not completed in the previous term must be completed. Work through the second half of LT1 in the same way as the rst half.

Proposed Study and Completion Dates

I am fully intent on creating a professional learning environment to simulate high-level study in Quenya. As such, I will plan to complete the material within a three-year timeframe, though it can be extended if needed. 3

Table 4: Supplemental Material for Term Two. Audio The entirety of the dialogue from Lessons 1-10 (from both courses) need be recorded at both slow and quick paces. In addition, providing short clips of all of the vocabulary introduced would be benecial. Visual Illustrations of both the vocabularies and dialogue context (situational illustrations) should be developed. Paper Full ash cards of the vocabulary from Lessons 1-10. As well, supplemental exercises or readings should be developed.

4.1

Term Lengths

The modern notion seems to suggest either ten- or fourteen-week terms, which would allow three-four terms per year, if little time is spent on break. Four terms a year, with a one-week intersession would amount to twelve-week terms, which would be a fairly decent amount of time. That would prescribe two-anda-half years to work through the material presented, which would be slightly fast. If the rst year were four terms, then three terms in subsequent years, that would match the layout of the material more thoroughly. Thus, the rst year would have 12-week terms, and the following two have around 16-week terms.

4.2

Intersession Length

A length of one week in-between terms would suit eciency, but may prove to be too little time to recouperate. If this is necessary, the intersession can be increased to up to two-three weeks, with a subsequent drop in term length (down to 10 weeks).