SEL3392 : Between the Acts: English Theatre, 1660-1737 (Inactive)
- Inactive for Year: 2018/19
- Module Leader(s): Dr James Harriman-Smith
- Owning School: English Lit, Language & Linguistics
- Teaching Location: Newcastle City Campus
|Semester 2 Credit Value:||20|
This module aims to:
(i) inform students about the evolution of the English stage between 1660 and 1737;
(ii) enable students to connect historical cultural issues to contemporary concerns;
(iii) improve students’ ability to make use of a wide range of sources (including archives and live performances) as a basis for persuasive argument;
(iv) improve students’ ability to present literary material in a variety of formats.
Outline Of Syllabus
In the course of twelve weeks, we will examine both a variety of dramatic productions (tragedies and comedies, but also pantomimes, burlesques, satires and more) as well as writing about performance (the first English acting manuals, early theatre reviews, and legal and business records about the stage). Key module themes will include: celebrity, gender, passion, patriotism, morality, and genre. Although specific course contents will vary from year to year, the following authors may well be studied on this module: Aphra Behn, John Dryden, George Farquhar, Henry Fielding, Delarivier Manley and Mary Pix.
Where possible, this module will include a trip to an eighteenth-century theatre.
|Guided Independent Study||Assessment preparation and completion||1||38:00||38:00||End-of-module essay|
|Guided Independent Study||Assessment preparation and completion||8||4:00||32:00||Blog post preparation and composition for mid-module assessment|
|Scheduled Learning And Teaching Activities||Lecture||12||1:00||12:00||Lectures|
|Guided Independent Study||Directed research and reading||11||8:00||88:00||Weekly reading for lectures and seminars|
|Scheduled Learning And Teaching Activities||Small group teaching||12||2:00||24:00||Weekly seminars|
|Scheduled Learning And Teaching Activities||Workshops||1||3:00||3:00||End-of-module essay workshop|
|Guided Independent Study||Student-led group activity||3||1:00||3:00||Study group work for final weeks of term|
Teaching Rationale And Relationship
The lectures introduce students to knowledge outcomes relevant to the module. They address themes and techniques common to the authors studied and encourage the students to think comparatively.
The seminars allow both for the development of knowledge outcomes through close analysis of specified texts and performances, and for the practice of skills, especially oral presentation and interpersonal communication.
Between the lecture and the seminar, and during the first half of the semester, students will be required to work in groups on blogs devoted to a individual plays from the period 1660-1714. Our first seminar will offer training on how to use a blog, and how they will be assessed. Each week, students will then take turns in writing blog posts on a particular aspect of their chosen text, with all students contributing something on the topic of their choice in the final week of the activity. This blog will then be assessed, as detailed below.
After the completion of the blog, each group will meet as a study group for one hour during the last three weeks of term, completing a series of tasks designed to recapitulate module teaching and prepare for the end-of-module assessment.
Where possible, this module will include a trip to the Georgian Theatre Royal at Richmond, North Yorkshire. Students will have the opportunity to act on an eighteenth-century stage, recreate the experience of a provincial audience in the period, and examine the theatre's archive. This trip will replace a seminar and fall roughly in the middle of the course.
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
|Portfolio||2||M||40||Assessed blog: see rationale for details.|
|Essay||2||A||60||A keyword-based essay of 2 000 words.|
Assessment Rationale And Relationship
Feedback will be provided weekly on each group’s blog posts. After the submission of the blogs, they will then be marked formally as follows, using a two-step process:
1 - An overall mark will be awarded for each blog using assessment criteria developed in consultation with students.
2 - Each student then receives an individual mark based on the quality of both the blog as a whole and his/her particular contributions to it (i.e. on the quality of the weeks where he/she led, and on his/her final posting).
This module’s final assessment will take the form of a long essay (2 000 words), in which students will need to make use of all the skills they have practised in particular weeks on their blogs to write in response to a keyword and with reference to multiple module set texts/performances.