To familiarise students with the connections between Shakespeare’s plays and the Gothic; more specifically, with the contribution of Shakespeare’s works to the theorization of the Gothic genre.
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Course Learning Outcomes
| Learning Outcomes | Program Outcomes | Teaching Methods | Assessment Methods |
|
1-4, 6-10 | 1,2,3 | B, C, D |
| 2) For the students to gain knowledge in the intellectual and cultural background of Gothic literature and to become equipped with the concepts and terminology used in the analysis of literary texts. | 1-4, 6-10 | 1,2,3 | B, C, D |
| 3) To equip the students with the necessary critical faculties, analytical approach, interdisciplinary vision and analytical, interpretative and inference skills for a successful understanding of Gothic literature. | 1-4, 6-10 | 1,2,3 | B, C, D |
| 4) To analyse different definitions of “Gothic”. | 1-4, 6-10 | 1,2,3 | B, C, D |
| 5) To discuss and contrast different positions in Gothic Studies. | 1-4, 6-10 | 1,2,3 | B, C, D |
Course Flow
| COURSE CONTENT | ||
| Week | Topics | Study Materials |
| 1 | Gothic Studies -Introduction | Materials for the course provided by instructor |
| 2 | Shakespeare and the Gothic | |
| 3 | Castle of Otranto-Novel and Preface | |
| 4 | T. Love Peacock Nightmare Abbey, Jane Austen Northanger Abbey | |
| 5 | Mary Shelley Matilda, Shakespeare King Lear | |
| 6 | Shakespeare Romeo and Juliet, M.G. Lewis The Monk | |
| 7 | Richard III | |
| 8 | Richard III | |
| 9 | Hamlet | |
| 10 | Hamlet | |
| 11 | Shakespeare Hamlet, B. Stoker Dracula | |
| 12 | Shakespeare Hamlet, B. Stoker Dracula | |
| 13 | Macbeth | |
| 14 | Conclusion | |
Recommended Sources
| RECOMMENDED SOURCES | |
| Textbook |
Christy Desmet and Anne Williams (eds.), Shakespearean Gothic;
John Drakakis and Dale Townshend (eds.), Gothic Shakespeares Arden Shakespeare Editions of Plays |
| Additional Resources |
J. Derrida, Specters of Marx
P. Armstrong, Shakespeare in Psychoanalysis N. Royle, The Uncanny J. Bate, Shakespeare and the English Romantic Imagination H. Bloom, The Anxiety of Influence S. Booth, Indefinition of Tragedy S. Bruhm, Gothic Bodies: The Politics of Pain in Romance Fiction E. Burke, A Philosophical Inquiry into the Origin of Our Ideas of the Sublime and the Beautiful M. de Grazia, Shakespeare Verbatim: The Reproduction of Authenticity and the 1790 Apparatus M. Dobson, The Making of the National Poet; Shakespeare, Adaptation and Authorship J. Dusinberre, Shakespeare and the Nature of Women J. Adelmann, Suffocating Mothers M. Gamer, Romanticism and the Gothic: Genre, Reception and Canon Formation M. Garber, Shakespeare’s Ghost Writers T. Hawkes (ed.), Coleridge’s Writings on Shakespeare: A Selection of the Essays, Notes and Lectures of S.T. Coleridge on the Poems and Plays of Shakespeare I. Haywood, The Making of History: A Study of the Literary Forgeries of James Macpherson and Thomas Chatterton in Relation to Eighteen Century Ideas of History and Fiction D. Long Hoeveler, Gothic feminism: The Professionalization of Gender from Charlotte Smith to the Brontes J. Kristeva, Powers of Horror: An Essay on Abjction D. Lanier, Shakespeare and Modern Popular Culture C. Lehmann, Shakespeare Remains: Theatre to Film, Early Modern to Postmodern Articles on the topic from J-Store, Oxford Journals online, etc. |
Assessment
| ASSESSMENT | ||
| IN-TERM STUDIES | NUMBER | PERCENTAGE |
| Presentation | 1 | 10 |
| Class Performance | 1 | 10 |
| 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 | ||