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Module

SEL2201 : Renaissance Bodies

  • Offered for Year: 2021/22
  • Module Leader(s): Dr Emma Whipday
  • Lecturer: Professor Jennifer Richards, Dr Kate De Rycker, Dr Ruth Connolly
  • Owning School: English Lit, Language & Linguistics
  • Teaching Location: Newcastle City Campus
Semesters
Semester 1 Credit Value: 20
ECTS Credits: 10.0

Aims

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.

Outline Of Syllabus

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.

Teaching Methods

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.

Teaching Activities
Category Activity Number Length Student Hours Comment
Scheduled Learning And Teaching ActivitiesLecture92:0018:00N/A
Guided Independent StudyAssessment preparation and completion144:0044:00N/A
Guided Independent StudyDirected research and reading140:0040:00N/A
Structured Guided LearningStructured research and reading activities104:0040:00N/A
Scheduled Learning And Teaching ActivitiesSmall group teaching101:0010:00Weekly seminars
Scheduled Learning And Teaching ActivitiesWorkshops41:004:00Assessment Preparation Workshops
Scheduled Learning And Teaching ActivitiesWorkshops42:3010:00Watch parties (with live chat)
Scheduled Learning And Teaching ActivitiesDrop-in/surgery21:002:00N/A
Guided Independent StudyStudent-led group activity110:0010:00N/A
Guided Independent StudyIndependent study122:0022:00N/A
Total200:00
Teaching Rationale And Relationship

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.

Assessment Methods

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

Other Assessment
Description Semester When Set Percentage Comment
Essay1A70EITHER an essay OR a creative portfolio (both 2,500 words)
Written exercise1M301,500 words
Assessment Rationale And Relationship

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

Reading Lists

Timetable