This course aims to explore the relationship between memory, identity, art and emotion in selected Shakespearean plays from the perspective of the interdisciplinary field of Memory Studies.
After a general introduction to the Elizabethan play as a genre, this course will focus on W. Shakespeare’s Roman plays.
Vertical Tabs
Course Learning Outcomes
| Learning Outcomes | Program Outcomes | Teaching Methods | Assessment Methods |
| 1) To explore memory in Shakespeare’s selected plays. | 1-3, 5, 8-10 | 1,2,3 | A, B |
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2) To explore the relationship between memory, identity, art and feelings in some of the most representative of Shakespeare’s works, the Roman plays. The theoretical framework will be the interdisciplinary one of memory studies.
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1-3, 5, 8-10 | 1,2,3 | A, B |
| 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 Shakespeare’s Roman plays. | 1-3, 5, 8-10 | 1,2,3 | A, B |
| 4) To analyse selected Roman plays by Shakespeare | 1-3, 5, 8-10 | 1,2,3 | A, B |
| 5) To equip the students with knowledge of Shakespeare as a playwright and his intellectual and cultural background | 1-3, 5, 8-10 | 1,2,3 | A, B |
Course Flow
| COURSE CONTENT | ||
| Week | Topics | Study Materials |
| 1 | Introduction to Memory Studies | Materials for the course provided by instructor |
| 2 | Introduction to Memory Studies | |
| 3 | W. Shakespeare and the Art of Memory | |
| 4 | Coriolanus | |
| 5 | Coriolanus | |
| 6 | Coriolanus | |
| 7 | Julius Caesar | |
| 8 | Julius Caesar | |
| 9 | Julius Caesar | |
| 10 | Antony and Cleopatra | |
| 11 | Antony and Cleopatra | |
| 12 | Antony and Cleopatra | |
| 13 | Titus Andronicus | |
| 14 | Titus Andronicus | |
| 15 | Conclusion | |
Recommended Sources
| RECOMMENDED SOURCES | |
| Textbook | The Arden Shakespeare Editions of Plays |
| Additional Resources |
Hester Lees-Jeffries, Shakespeare and Memory
Paul Cantor, Shakespeare’s Rome Paul Cantor, Shakespeare's Roman Trilogy: The Twilight of the Ancient World Robert s. Miola, Shakespeare’s Rome Stephen Greenblatt, Shakespearean Negotiations David Bevington, Tudor Drama and Politics: A Critical Approach to Topical Meaning Geoffrey Bullough, Narrative and Dramatic Sources of Shakespeare Jonathan Dollimore, Radical Tragedy: Religion, Ideology and Power in the Drama of Shakespeare and His Contemporaries. Richard Helgerson, Forms of Nationhood: The Elizabethan Writing of England Frances A. Yates - The Art of Memory Emily Keightley and Michael Pickering - The Mnemonic Imagination Astrid Erll, Ansgar Nünning (Eds.) - A Companion to Cultural Memory Studies Aleida Assmann - Cultural Memory and Western Civilization Svetlana Boym - The Future of Nostalgia |
Assessment
| ASSESSMENT | ||
| IN-TERM STUDIES | NUMBER | PERCENTAGE |
| Mid-term | 1 | 30 |
| Class performance | 1 | 20 |
| Final Exam | 1 | 50 |
| Total | 100 | |
| CONTRIBUTION OF FINAL EXAMINATION TO OVERALL GRADE | 50 | |
| CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE | 50 | |
| 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 | ||