Introductory description

This module surveys a wide range of early modern plays by Shakespeare and some of his most significant contemporaries such as, typically, Marlowe, Middleton and Webster. It explores the ways in which some of the major issues and themes dramatised in Shakespeare’s plays – for instance, love, war, sexuality, religion, law, race – function in an early modern context while continuing to challenge readers and spectators today. Shakespeare is read alongside other plays which compare and contrast in their treatment of these themes, to consider what is both typical and special about his work in its context. The module considers how Shakespeare’s career developed – from early to late comedy, through history and tragedy. It also investigates how later collaborators – directors, actors, adapters, audiences and readers – transformed the plays to be especially meaningful for them.

Module web page

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

UNIT 1 (Weeks 1-5, Autumn Term): COMEDIES 1 Shakespeare: The Merchant of Venice, A Midsummer Night's Dream, Twelfth Night. Marlowe: The Jew of Malta. Lyly: Galatea
UNIT 2 (weeks 7-10, Autumn Term): KINDS OF HISTORY Shakespeare: Richard II, 1 Henry VI, Richard III, Coriolanus. Marlowe: Edward II
UNIT 3 (weeks 1-5, Spring Term): TRAGEDIES Shakespeare: Hamlet; King Lear; Macbeth; Othello. Webster: The Duchess of Malfi and The White Devil
UNIT 4 (weeks 7-10, Spring Term) COMEDIES 2 Shakespeare: Measure for Measure; The Tempest; The Winter's Tale. Middleton: A Chaste Maid in Cheapside.

Learning outcomes

By the end of the module, students should be able to:

• Demonstrate a detailed knowledge and understanding of the plays of Shakespeare and/or those of selected contemporaries so that they can address the issue of connections and dependencies between them
• Demonstrate a detailed knowledge and understanding of a range of critical responses to Shakespeare and early modern drama and recognise competing perspectives
• Identify, analyse and communicate appropriate strategies to analyse the plays as literature, as texts for performance, and in their historical contexts (religious, social and political).
• Undertake research and formulate responses to well-defined questions in Shakespeare studies, working with limited supervision and direction
• Demonstrate detailed understanding of the language of Shakespeare and his contemporaries by means of close critical analysis

Indicative reading list

See Talis Aspire link

View reading list on Talis Aspire

Research element

Preparation for seminars and for assessments requires research

Interdisciplinary

The module requires students to work across the disciplinary boundaries of e.g. literature, theatre, history, religion, sociology

International

Shakespeare is a global phenomenon and students will learn to expand their investigation of his works more widely than merely how Shakespeare is manifested and understood in English culture

Subject specific skills

• read closely and critically • analyse texts and discourses, and respond to the affective power of language, using
  appropriate approaches and terminology • develop independent and imaginative interpretations of literary, critical,
  linguistic or creative material • articulate a critical understanding of complex texts and ideas (and of their historical
  relations where appropriate) • write clearly, accurately and effectively • apply scholarly bibliographic skills appropriate
  to the subject

Transferable skills

• discover and synthesize complex information and diverse evidence • respond creatively and imaginatively to
  research tasks • initiate projects of their own • present information within wider contexts • test, interpret and analyse
  information and evidence independently and critically, producing from that analysis cogent arguments and decisive
  judgements • plan, organise and report to deadline. • articulate their own and other people's ideas concisely,
  accurately and persuasively both orally and in writing • develop working relationships with others in teams, especially
  through constructive dialogue (for example, by listening, asking and responding to questions) • understand the role of
  narrative and emotion in decision-making • be sensitive to cultural contexts when working with others.