| Semester 1 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
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The Renaissance ‘rebirth’ of intellectual and artistic activity across Western Europe gave rise to new genres, onstage and on the page. From closet drama to Shakespearean tragedy, and from elite sonnets to popular printed prose, we will explore how writers aimed to stimulate the sensory experiences of their audiences. What did it feel like to be a body in Renaissance England? What did writers, readers, and audiences see, hear, touch, and smell? This module will trace how the rich and various genres of Renaissance literature imagine, represent, and affect the Renaissance body, in print, manuscript, and performance.
Texts may change from year to year, but we will always have plays by Shakespeare and other early modern playwrights. Poetry will include works by female poets, such as Hester Pulter. Our prose choices will be taken usually from 'popular' print intended for a 'mass' audience.
1) An understanding of the distinctive aspects of early modern literature.
2) An ability to situate these texts in their intellectual, social, and sensory contexts.
3) An ability to read texts comparatively and in the context of their sources.
4) An awareness of how these texts are intended to initiate a dialogue between writers and readers/audiences and a capacity critically to explore and analyse that dialogue.
By the end of the course, students will be able to:
1) Engage critically with a wide range of Renaissance genres.
2) Understand the processes of composition, performance, and reception which shape these works.
3) Communicate their arguments effectively both orally and in written forms.
Please note that module leaders are reviewing the module teaching and assessment methods for Semester 2 modules, in light of the Covid-19 restrictions. There may also be a few further changes to Semester 1 modules. Final information will be available by the end of August 2020 in for Semester 1 modules and the end of October 2020 for Semester 2 modules.
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 1 | 44:00 | 44:00 | N/A |
| Scheduled Learning And Teaching Activities | Lecture | 9 | 2:00 | 18:00 | N/A |
| Guided Independent Study | Directed research and reading | 1 | 40:00 | 40:00 | N/A |
| Scheduled Learning And Teaching Activities | Small group teaching | 10 | 1:00 | 10:00 | Weekly seminars |
| Structured Guided Learning | Structured research and reading activities | 10 | 4:00 | 40:00 | N/A |
| Scheduled Learning And Teaching Activities | Workshops | 4 | 1:00 | 4:00 | Assessment Preparation Workshops |
| Scheduled Learning And Teaching Activities | Workshops | 4 | 2:30 | 10:00 | Watch parties (with live chat) |
| Guided Independent Study | Student-led group activity | 1 | 10:00 | 10:00 | N/A |
| Scheduled Learning And Teaching Activities | Drop-in/surgery | 2 | 1:00 | 2:00 | N/A |
| Guided Independent Study | Independent study | 1 | 22:00 | 22:00 | N/A |
| Total | 200:00 |
The Learning Outcomes are intended to illustrate that texts in this period are read in dialogue with one another, and are intended to encourage discussion, analysis and debate among their readers. By co-teaching lectures and by examining texts comparatively, that dialogue is embedded into the course structure.
Please note that module leaders are reviewing the module teaching and assessment methods for Semester 2 modules, in light of the Covid-19 restrictions. There may also be a few further changes to Semester 1 modules. Final information will be available by the end of August 2020 in for Semester 1 modules and the end of October 2020 for Semester 2 modules.
The format of resits will be determined by the Board of Examiners
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Essay | 1 | A | 70 | EITHER an essay OR a creative portfolio (both 2,500 words) |
| Written exercise | 1 | M | 30 | 1,500 words |
The mid-module assessment asks students to close read an extract from one of the module texts and to show how it illuminates some aspect of that text. It helps students to use their close-reading and analytic-organisational skills, and asks them to think through the organisation of an argument based on close textual analysis. That prepares them to do better in the longer end-of-module assessment, which is an essay.
The ‘creative portfolio’ offers an alternative to the essay paper. Students may choose from one of the following three options:
1) Design a programme for an imagined production based on one of the course plays, with accompanying explanation of rationale
2) Design an exhibition guide for an imagined exhibition inspired by one of the course texts with accompanying explanation of rationale
3) Write a series of short blog posts relating to different perspectives on/contexts for the course texts, with accompanying explanation of rationale
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Disclaimer: The information contained within the Module Catalogue relates to the 2021/22 academic year. In accordance with University Terms and Conditions, the University makes all reasonable efforts to deliver the modules as described. Modules may be amended on an annual basis to take account of changing staff expertise, developments in the discipline, the requirements of external bodies and partners, and student feedback. Module information for the 2022/23 entry will be published here in early-April 2022. Queries about information in the Module Catalogue should in the first instance be addressed to your School Office.