SEL3391 : Women on Trial: Gender, Power, and Performance in Shakespeare's England (Inactive)
- Inactive for Year: 2021/22
- Module Leader(s): Dr Emma Whipday
- Owning School: English Lit, Language & Linguistics
- Teaching Location: Newcastle City Campus
Semesters
| Semester 1 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
Aims
This module explores performances of gender and power on the early modern stage, page, and street. On this drama-centred module, we will study professional theatre and 'closet drama', as well as street literature and court records. We focus on women as subjects, translators, and performers of drama. We will explore how gender and power are represented and negotiated across a range of performance spaces: theatres, law courts, marketplaces, scaffolds, taverns, and country houses.
Outline Of Syllabus
We will study up to six plays from the professional stage. Indicative examples are Measure for Measure, A Woman Killed with Kindness, and The Witch of Edmonton. We will also look at a number of closet dramas, such as The Tragedie of Iphigenia, and a range of other texts that imagine, prompt, or record some sort of performance. These may be popular ballads, news pamphlets, printed trial accounts, portraits, or court records.
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 |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 1 | 40:00 | 40:00 | N/A |
| Structured Guided Learning | Lecture materials | 8 | 2:00 | 16:00 | Short video lectures and accompanying quizzes and exercises. |
| Guided Independent Study | Directed research and reading | 1 | 100:00 | 100:00 | N/A |
| Structured Guided Learning | Structured research and reading activities | 8 | 1:00 | 8:00 | N/A |
| Scheduled Learning And Teaching Activities | Small group teaching | 4 | 1:00 | 4:00 | Fornightly Q and A and discussion sessions, in-person and on Zoom. |
| Structured Guided Learning | Structured non-synchronous discussion | 8 | 1:00 | 8:00 | N/A |
| Guided Independent Study | Student-led group activity | 8 | 1:00 | 8:00 | Collaborative 'study group' work on the structured learning tasks. |
| Scheduled Learning And Teaching Activities | Drop-in/surgery | 2 | 1:00 | 2:00 | Assessment drop in |
| Scheduled Learning And Teaching Activities | Scheduled on-line contact time | 1 | 1:00 | 1:00 | An introductory Zoom workshop introduces students to online teaching, and each other. |
| Scheduled Learning And Teaching Activities | Scheduled on-line contact time | 4 | 2:00 | 8:00 | Zoom Playreadings: reading aloud helps students to think about the plays in performance |
| Scheduled Learning And Teaching Activities | Scheduled on-line contact time | 2 | 2:30 | 5:00 | Writing Workouts via Zoom: Structured writing with module leader available for q and as. |
| Total | 200:00 |
Teaching Rationale And Relationship
Weekly pre-recorded short lectures and accompanying materials guide students through the module and introduce concepts, which students can then apply in their independent readings of playtexts. Playreadings and watch parties offer students the opportunity to think about the plays in performance in a collaborative way, after becoming familiar with this approach in the initial small-group online workshop. The student-led study group activities enable students to collaborate on research and discussion tasks, exploring and developing the ideas introduced in the lectures. The discussion boards enable students to test out and explore these ideas through supportive discussion and debate. Fortnightly q and a discussion sessions allow students the opportunity to reflect back on their learning and ask any questions (students unable to attend can do this via discussion boards).
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 |
|---|---|---|---|---|
| Written exercise | 1 | M | 20 | 750 word close-reading exercise |
| Essay | 1 | A | 70 | 2750 words; evaluative essay |
| Prof skill assessmnt | 1 | A | 10 | 500 word log of participation and engagement |
Formative Assessments
| Description | Semester | When Set | Comment |
|---|---|---|---|
| Written exercise | 1 | M | Students complete structured learning tasks in their study groups, and receive feedback prior to the mid-module assessment. |
Assessment Rationale And Relationship
The mid-module offers students a chance to focus on the text of the early modern sources; the essay offers an opportunity to conceptualise a wider argument which addresses the themes of the module. The structured learning tasks give students the opportunity to test ideas and receive feedback. Participation and engagement assesses students’ involvement in the course, from participation in study groups and online discussion groups to involvement in collaborative and individual performance-based activities.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- SEL3391's Timetable