Module Code and Title:       LIT208 Classical Greek Drama to the Theatre of Ideas

Programme:                          BA in English Studies

Credit Value:                         12

Module Tutor(s):                   Sonam Deki, Vanlallawmkimi, Tshering Choden

Module Coordinator:            Sonam Deki

General objective: This module aims to introduce students to different genres of drama such as Classic Greek tragedy, Shakespearean tragedy and the Theatre of Ideas. The module will require an in-depth reading of the prescribed texts in order to enable students to appreciate the nuances of the social contexts the plays were written in, and the various interpretations the texts generate.

Learning outcomes – On completion of this module, learners should be able to:

1. Distinguish the styles of writing of the various playwrights prescribed in the module.
2. Differentiate various genres of drama such as tragedy, comedy, problem play, history play, and Theatre of Ideas.
3. Critically read, analyse and debate on the texts prescribed.
4. Write critical responses on the texts using correctly cited secondary references.
5. Discuss different interpretations of the play in film adaptations.
6. Analyse how the genres studied arose as a result of specific socio-political, historical, and cultural conditions.
7. Identify and list dramatic techniques in prescribed texts.

Learning and Teaching Approach:

Assessment Approach:

A. Written assignment: Portion of Final Marks: 20%

A written assignment of 500 - 600 words on prescribed texts using correctly cited secondary references. The first draft will be marked out of 5%, and the final submission out of 15%, of which 5% percent will be allotted to specific improvements made on the feedback received on the first draft. Assessment will be based on the ‘Analytical Writing’ rubric.

B. Debate: Portion of Final Mark: 15%

Students will be divided into groups of approximately 4 members. The groups will be assigned topics from prescribed texts to analyse and debate in class. Each group will be assigned a group mark (5%) and an individual mark (10%). Assessment will be based on the ‘Oral Task’ rubric.

C. Presentation: Portion of Final Mark: 15%

Students will be assigned topics in groups of approximately 4 members. Each individual student will present a part of the work. Each group will be assigned a group mark (5%) and an individual mark (10%). The duration of each individual presentation will be 5-7 minutes. Assessment will be based on the ‘Oral Tasks’ rubric.

D. Class participation and preparedness: Portion of Final Mark: 10%

Students will be expected to participate substantially in class discussions, with contributions reflecting adequate preparation for topics under discussion. 5% of class participation and preparedness will be graded before mid-term, and the remaining 5% post midterm. Assessment will be based on the ‘Participation and Preparedness’ rubric.

E. Midterm Examination: Portion of Final Mark: 10%

Students will take a written exam of 1.5 hr duration covering topics up to the mid-point of the semester.

Pre-requisites: LIT104: The Social and Literary Context: Anglo-Saxon to Restoration Period

Subject matter:

1. Classical Greek Drama: Close reading and analysis of Oedipus Rex by Sophocles
   • Origin of Tragedy in Greek Drama
   • Features of Greek Tragedy
   • Aristotle’s Theory of Tragedy
   • Greek Theatre and its conventions
   • Hamartia and Catharsis in Oedipus Rex
2. Shakespearean Drama: Close reading and analysis of Macbeth by William Shakespeare
   • Introduction to Shakespearean Tragedy and its features:
   • Characterisation and Plot Development in Macbeth
   • Discuss the interpretation in the film adaptation (Macbeth, 2010) of the play
   • Shakespeare’s Romantic Comedies and their features
   • Elements of Shakespeare’s Problem Plays
   • Historical Plays and Shakespeare’s poetic license
3. Theatre of Ideas: Close reading and analysis of Pygmalion by George Bernard Shaw
   • Discussion on the concept of Theatre of Ideas
   • Drama as a vehicle of social criticism
   • Intellectual engagement of audience in Shavian plays
   • Deconstruction of conventional beliefs in Pygmalion
   • Use of monologues and dialogues in Pygmalion
   • Themes in Pygmalion

Reading List:

1. Essential Reading
   • Abrams, M.H. (2003). A Glossary of Literary Terms. Singapore: Thomson Asia.
   • Evans, I. (1990). A Short History of English Literature. Retrieved from https://archive.org/details/AShortHistoryOfEnglishLiteratureIforEvans
   • Shakespeare, W. (2003). Macbeth. Rupa Publications.
   • Shaw, G.B. (2004). Pygmalion. UBS Publishers' Distributors (P) Ltd.
   • (2006). The Theban Plays: Oedipus Rex, Oedipus at Colonus and Antigone. [Sir G. Young (translator)]. Dover Publications Inc.
2. Additional Reading
   • Alker, S. and H.F. Nelson. (Spring 2007). Macbeth, the Jacobean Scot, and the Politics of the Union’. Studies in English Literature, 1500 – 1900. 47, No. 2, pp 379 – 401. http://0-www.jstor.org.helin.uri.edu/stable/4625116
   • Bloom, H. (2007). VIVA Modern Critical Interpretation: Shakespeare’s Macbeth. Facts On File Inc.
   • Holder, H.J. and Crawford, M.K. (2006). ‘Introduction: Reading and Rereading: Shaw Post – 150 Years’. Shaw. 26, 1 – 5. Retrieved from http://0-www.jstor.org.helin.uri.edu/stable/40681728
   • Rusinko, S. (1982). ‘Rattigan Versus Shaw: The “Drama of Ideas” Debate’. Shaw. 2,171 – 178. Retrieved from http://0-www.jstor.org.helin.uri.edu/stable/40681082
   • Welles, O. (2011). Macbeth. Enlighten Film Company or Madden, J. (1998). Shakespeare in Love. Reliance Big Entertainment.

Date: December 20, 2015