Text by: Diogo Tomaz
Music is an excellent way to break the monotony of the classroom and has been gaining more and more space in the teaching and learning process, especially after the emergence of MP3 players and smartphones. (…)
Our goal in this work is to analyze the lyrics of two songs by the British band Iron Maiden , “Hallowed be thy Name” and “Montségur”, and their contributions to History classes in High School. (…)
The band was formed in London in 1975 by bassist Steve Harris and is considered one of the leading bands within the NWOBHM (New Wave of British Heavy Metal). The sextet has extensive experience in developing songs with historical themes, such as the First and Second World Wars, Ancient Egypt, and the story of Alexander the Great.
In our work, we selected the songs "Hallowed be thy Name," included on the band's third studio album, The Number of the Beast (1982); and "Montségur," a song from their thirteenth studio album, Dance of Death (2003). The first presents the reflection of a prisoner hours before his execution by hanging at the hands of the Inquisition; and the second recounts the Inquisition's persecution of the Cathars in Europe, specifically the siege of Montségur Castle in 1244.
In "Hallowed be thy Name," we witness the final moments of a heretic in his cold cell, reflecting on and anticipating the events that await him.
I'm waiting in my cold cell, when the bell begins to toll.
I reflect on my past life, I don't have much time left.
For at 5 o'clock they will take me to the gallows.
The sands of time are running out for me. They are running
out.
Regardless of who you were, rich or poor, women or men, people from the countryside or the coast, repentant or not, everyone was seeking only one goal: to survive imprisonment and, if it is God's will, to be freed. Faced with this scenario, stress, depression, and despair were frequent and, in some cases, even led to madness or suicide. But, inside the prison, life went on: sleeping, resting, walking, eating, embroidering, sewing, spinning, praying, talking, meditating, reading, and writing, in the case of some, were activities that filled the days spent in seclusion.
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