SEL3389 : Stage and Page: Character and Performance, 1660-1800 (Inactive)
- Inactive for Year: 2017/18
- Module Leader(s): Dr James Harriman-Smith
- Owning School: English Lit, Language & Linguistics
- Teaching Location: Newcastle City Campus
|Semester 2 Credit Value:||20|
The question at the core of this module is that of how literature represents personal consciousness. How can a character be staged, written and/or performed? The long eighteenth century constitutes a particularly rich environment for studying this question, for many writers have claimed that a new way of thinking about what made a person a person emerged at this time: a performative, malleable, social self gave way to an inward-facing, stable one, which remains with us today. Testing the validity of this distinction will be one part of our work in this module.
We will begin with a study of character in a number of dramas from 1660 to 1760; these texts will include tragedies and comedies, but also the burlesques, pantomimes and adaptations that were highly popular at this time. In addition to their scripts, we will also examine the contemporary performance of these works and the new theories of acting that emerged alongside them. In latter weeks, we will move from the world of the theatre to that of the novel, and consider how the characters of this new form either follow or abandon those of the stage.
Do novelists (or their creations) perform? Are actors just another kind of reader? It is easy to divorce page from stage, but this module wishes to explore their union. Some of our key themes for doing so are: character, print, performance, emotion and identity.
Outline Of Syllabus
The syllabus will cover a range of forms: plays, novels, essays, poems, philosophical treatises, scholarly apparatus, and private letters. The content of the module should usually fall into four rough sections:
Weeks 1 - 5: Drama and performance from 1660 to 1737
Weeks 6 - 7: Drama and performance after 1737
Weeks 8 - 10: Novel and performance
Weeks 11 - 12: Anti-theatre and retrospection
|Guided Independent Study||Assessment preparation and completion||1||24:00||24:00||Essay|
|Guided Independent Study||Assessment preparation and completion||1||12:00||12:00||Commentary|
|Scheduled Learning And Teaching Activities||Lecture||12||1:00||12:00||N/A|
|Guided Independent Study||Directed research and reading||11||8:00||88:00||Weekly Reading|
|Scheduled Learning And Teaching Activities||Small group teaching||12||2:00||24:00||Seminars|
|Scheduled Learning And Teaching Activities||Workshops||1||2:30||2:30||Essay Workshop|
|Guided Independent Study||Student-led group activity||10||1:00||10:00||Study Groups|
|Guided Independent Study||Independent study||11||2:30||27:30||Weekly Independent Work|
Teaching Rationale And Relationship
The lectures introduce students to knowledge outcomes relevant to the module. They address themes common to the authors studied and encourage the students to think comparatively.
The seminars allow for the development of knowledge outcomes through close reading of specified texts, and the practice of skills, especially oral presentation and interpersonal communication.
In addition, between the lecture and the seminar, students will be required to participate in a self-directed group learning hour. In the course of the module, each student will be responsible for recording group discussion on at least two occasions.
Finally, an essay workshop held in the second half of the semester will provide an opportunity for students to reflect on their own writing and consider how they might improve it ahead of the final assessment.
The format of resits will be determined by the Board of Examiners
|Essay||2||M||30||1,500 word commentary|
|Essay||2||A||70||2,500 word essay|
Assessment Rationale And Relationship
The mid-module commentary (1,500 words) will ask students to concentrate on one text studied in the first few weeks of the module, putting into practice all that they have learnt about drama and performance so far.
The end-of-module essay (2, 500 words) will be a piece of comparative work, using at least two texts, and answering a specific question chosen from an exam paper.
Taken together, these two tasks require both a variety of skills and a broad knowledge of the material studied in the module. They should allow students to focus their ideas in such a way as to connect to the larger module aims and themes.