This course examines examples of the plays of Shakespeare and his contemporaries from thematic and formal perspectives.
Major themes, such as the opposition of good and evil, sin and virtue, and appearance and reality, will be discussed in the works.
Vertical Tabs
Course Learning Outcomes
| Learning Outcomes | Program Outcomes | Teaching Methods | Assessment Methods |
| 1) Detailed textual analysis of Shakespeare’s plays. | 1-4, 6-10 | 1,2,3,5 | C, D |
| 2) Knowledge of Shakespeare’s sources and his use of them. | 1-4, 6-10 | 1,2,3,5 | C, D |
| 3) Reading of Shakespeare in terms of symbolic interpretation and metaphors. | 1-4, 6-10 | 1,2,3,5 | C, D |
| 4) Reading Shakespeare in terms of later critical approaches, in particular feminist readings. | 1-4, 6-10 | 1,2,3,5 | C, D |
| 5) Analysis and comparison of contemporary adaptations of Shakespeare. | 1-4, 6-10 | 1,2,3,5 | C, D |
Course Flow
| COURSE CONTENT | ||
| Week | Topics | Study Materials |
| 1 | Intro. to the Elizabethan and Jacobean Era | Materials for the course provided by instructor |
| 2 | Intro. to the Elizabethan and Jacobean Era | |
| 3 | Intro. to the Elizabethan and Jacobean Era | |
| 4 | Cristopher Marlowe - The Jew of Malta | |
| 5 | W. Shakespeare - The Merchant of Venice | |
| 6 | W. Shakespeare - Titus Andronicus | |
| 7 | J. Webster -The Duchess of Malfi | |
| 8 | W. Shakespeare - Othello | |
| 9 | W. Shakespeare - Hamlet | |
| 10 | Ben Jonson – Sejanus, His Fall | |
| 11 | W. Shakespeare – Richard III | |
| 12 | W. Shakespeare - Macbeth | |
| 13 | J. Fletcher – The Woman’s Prize, or the Tamer’s Tamed | |
| 14 | W. Shakespeare – The Taming of the Shrew | |
| 15 | Conclusion | |
Recommended Sources
| RECOMMENDED SOURCES | |
| Textbook |
The Arden Shakespeare Editions of Selected Plays
J. Valls Russell: Interweaving Myths in Shakespeare and His Contemporaries; R. Meek, E. Sullivan: The Renaissance of Emotion J. Cook: Roaring Boys: The Life and Time of Elizabethan Playwrights; E. Esche: Shakespeare and His Contemporaries in Performance; M. Wiggins: Shakespeare and the Drama of His Time; D. Farley-Hills: Shakespeare and the Rival Playwrights; Honigmann, E. A. J: Shakespeare’s Impact on His Contemporaries: |
| Additional Resources |
C. Bradley: Shakespearean Tragedy
Stephen Greenblatt: Will in the World Stephen Greenblatt: Hamlet in Purgatory Jan Kott: Shakespeare our Contemporary James Shapiro: William Shakespeare and the Year of Lear Catherine Belsey: The Subject of Tragedy: Identity and Difference in Shakespearean Drama Catherine Belsey: Shakespeare in Theory and Practice Catherine Belsey: Why Shakespeare? Catherine Belsey: Shakespeare and the Loss of Eden Reneé Girard: A Theatre of Envy Hester Jeffries-Lees: Shakespeare and Memory Harold Bloom: Shakespeare: The Invention of the Human Ed. Cary Di Pietro and Hugh Grady: Shakespeare and the Urgency of Now: Criticism and Theory in the 21st Century Christofides, R. M William-Shakespeare and the Apocalypse: Visions of Doom from Early Modern Tragedy to Popular Culture Garrett A. Sullivan-Memory and Forgetting in English Renaissance Drama Lynn Enterline-The Rhetoric of the Body from Ovid to Shakespeare Ed. Alexa Huang and Elizabeth Rivlin: Shakespeare and the Ethics of Appropriation Stephen Greenblatt: Shakespeare’s Freedom Antony Tatlow: Shakespeare, Brecht, and the Intercultural Sign Colin Mc Ginn: Shakespeare’s Philosophy: Discovering the Meaning Behind the Plays David Scott Kastan: Shakespeare after Theory Stanley Cavell: Disowning Knowledge in Seven Plays of Shakespeare John Drakakis: Alternative Shakespeares Ed. Laurie Maguire: How to Do Things with Shakespeare: New Approaches, New Essays Linda Hutcheon: A Theory of Adaptation Margaret Jeane Kidnie: Shakespeare and the Problem of Adaptation Ed. Margareta de Grazia and Stanley Cavell: The Cambridge Companion to Shakespeare Robin Headlam Wells: Shakespeare’s Humanism Ed. Patricia Parker and Geoffrey Hartman: Shakespeare and the Question of Theory Stanley Cavell: Shakespeare, Sex and Love The Imperial Theme, G. Wilson Knight Terence Hawkes. Alternative Shakespeares Janet Adelman: Suffocating Mothers Douglas Lanier: Shakespeare and Popular Culture Richard Wilson: Shakespeare in French Theory: King of Shadows Ed. Jennifer Ann Bates and Richard Wilson: Shakespeare and Continental Philosophy Peter Holland: Shakespeare: Memory and Performance Dale Townshend: Gothic Shakespeares Jacques Derrida: Specters of Marx Grace Tiffany: Erotic Beasts and Social Monsters Annabel Patterson: Shakespeare and the Popular Voice Stephen Greenblatt: Shakespearean Negotiations Catherine Belsey: Shakespeare and the Loss of Eden: The Construction of Family Values in Early Modern Culture Regina Maria Schwartz: Loving Justice, Living Shakespeare The Wheel of Fire. G. Wilson Knight |
Assessment
| ASSESSMENT | ||
| IN-TERM STUDIES | NUMBER | PERCENTAGE |
| Presentation | 1 | 20 |
| Final Project | 1 | 80 |
| Total | 100 | |
| CONTRIBUTION OF FINAL PAPER TO OVERALL GRADE | 80 | |
| CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE | 20 | |
| Total | 100 | |
Course’s Contribution to Program
| COURSE'S CONTRIBUTION TO PROGRAM | |||||||
| No | Program Learning Outcomes | Contribution | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | The ability to apply knowledge of English and world literature and social sciences to topics including culture, society, ethics, politics etc. | x | |||||
| 2 | The ability to review, analyse and apply the relevant literature. | x | |||||
| 3 | The ability to carry out interdisciplinary reading and analysis. | x | |||||
| 4 | The ability to utilise the basic concepts and issues of literary theories in developing life strategies | x | |||||
| 5 | Awareness of professional ethics and responsibility | x | |||||
| 6 | Effective communication skills. | x | |||||
| 7 | A sufficiently broad education to understand the global and social impact of literary movements. | x | |||||
| 8 | An awareness of the importance of lifelong learning and the ability to put it into practice. | x | |||||
| 9 | Knowledge of issues in contemporary literature and of the cultural issues of the period. | x | |||||
| 10 | The ability to use sources and modern tools in order to carry out research in the areas of literature and aesthetics. | x | |||||
ECTS
| ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION | |||
| Activities | Quantity |
Duration (Hour) |
Total Workload (Hour) |
| Course Duration (Including exam week: 15x Total course hrs) | 15 | 3 | 45 |
| Hours for off-the-classroom study (Pre-study, practice) | 14 | 17 | 252 |
| Presentation | 1 | 18 | 18 |
| Final Paper | 1 | 60 | 60 |
| Total Work Load | 375 | ||
| Total Work Load / 25 (h) | 15.0 | ||
| ECTS Credit of the Course | 15 | ||