|Delivery Type||Delivery length / details|
|Lecture||10 x 1 hour lectures|
|Seminars / Tutorials||10 x 1 hour seminars|
|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||3000-word Essay||60%|
|Semester Assessment||Presentation and Documentation (equivalent to 2000 words)||40%|
|Supplementary Assessment||3000-word Essay (to a new title)||60%|
|Supplementary Assessment||Presentation Plan and Documentation (equivalent to 2000 words)||40%|
On successful completion of this module students should be able to:
1. Display a critical understanding of the play texts under consideration and be able to communicate the implications of staging these texts.
2. Situate Shakespeare's plays in their cultural, political and historical context, but also develop ac acute awareness of how subsequent performances of these play texts reveal and create new meanings and interpretations, based on close textual analysis and production history research.
3. Develop an understanding of the various elements that contribute toward creating specific and distinct production choices in relation to Shakespeare's plays (scenic design, sound, music, characterization, use of space, costume, directorial concept, casting).
4. Produce organized, coherently structured and critically engaged written and oral work on the subject of Shakespeare in Performance.
This module encompasses a range of Shakespeare's plays (covering genre and chronology in terms of Shakespeare's output) with a particular emphasis on production history from the Elizsbethan period to the present day. Besides offering a focused consideration of the performance of Shakespeare's plays, the module entails a detailed study of the way in which different directors and theatre companies have interpreted Shakespeare's play texts for performance - be those of all male companies, feminist approaches, intercultural interpretations, Elizabethan, Jacobean, eighteenth and nineteenth century interpretations and beyond, as gleaned from primary material. In addition to watching as much live Shakespeare as possible (through arranged theatre trips and departmental productions) there is a strong emphasis on screening film versions of Shakespeare during the module, researching past productions, retrieving past reviews and thinking about potential ways of transposing a given interpretation of a Shakespeare play text to the stage successfully.
1. Lecture 1 - Shakespeare's Age
2. Seminar 1 - Shakespeare's Theatre
3. Lecture 2 - Early Comedy and The Two Gentlemen of Verona
4. Seminar 2 - Implausible Endings or Sinister Undercurrents in The Two Gentlemen of Verona
5. Lecture 3 - Villainy and the Player King in Richard III
6. Seminar 3 - Talking to the Audience and Winning Sympathy in Richard III
7. Lecture 4 - The Outsider in The Merchant of Venice
8. Seminar 4 - From Comic Villain to Persecuted Victim - Changing attitudes to Shylock
9. Lecture 5 - Mad, Bad or Sad in Titus Andronicus
10. Seminar 5 - Stage Violence and the Problem of Tone in Titus Andronicus
11. Lecture 6 - King Lear and his Daughters
12. Seminar 6 - "Stages" and Spaces of Learning in King Lear
13. Lecture 7 - Antony and Cleopatra and Self Mythologizing
14. Seminar 7 - Macabre Humour in Antony and Cleopatra
15. Lecture 8 - Henry V and the Rites of Passage
16. Seminar 8 - Jingoism, Patriotism and Cynicism in Henry V
17. Lecture 9 - A Winter's Tale: Regeneration, Renewal and Death
18. Seminar 9 - Magic Realism, Wish Fulfillment and Coming of Age in A Winter's Tale
19. Lecture 10 - Comedy, Romance, History, Tragedy, Romans: The Instability of Genre through History and Performance.
20.Seminar 10 - The polysemic potential of staging Shakespeare
|Skills Type||Skills details|
|Application of Number|
|Communication||Written: clear articulation of ideas and analysis in written assessments. Verbal: class contribution, presentation and interaction|
|Improving own Learning and Performance||By independent research; tutor feedback on written work and oral contribution in class; interaction of peers during seminar presentation; developing time/work management skills; reflecting upon presentational skills and other written work.|
|Information Technology||For research purposes (for written assessments and class presentations), use, for example of PowerPoint for class presentation. Using electronic research and bibliographic resources and and accessing Blackboard for course materials.|
|Personal Development and Career planning||Personal development and career planning skills will be developed through the module's emphasis on presentation; in addition, many of the generic skills developed through work on this module will have significant transferability to a wide range of career contexts.|
|Problem solving||By critical engagement (verbal and written) with intellectual concepts raised by plays within the context of their production and the contexts of subsequent performances.|
|Research skills||By preparation for written assessment (essay and exam) and oral contribution/presentation in class.|
|Subject Specific Skills||The analysis of play-text both by classroom discussion, group presentation and written assessment. A detailed knowledge of Shakespearean drama (by genre and chronolgy) as text and in performance and an understanding of such performance in a variety of social, political, cultural and aesthetic contexts will be facilitated.|
|Team work||By class presentation in small groups.|
This module is at CQFW Level 6