Module Code and Title:       LIT211 From Stage to Void: 20^th Century Drama

Programme:                          BA in English Studies

Credit Value:                         12

Module Tutor:                       Sonam Deki, Vanlallawmkimi, Tshering Choden

Module Coordinator:            Sonam Deki   

General objective: This module aims to introduce students to different forms of modern drama as a reflection or reaction to the social, political and economic changes of the times. The themes covered are Theatre of the Absurd, Epic Theatre, Realism in modern European and American drama. The purpose of this module is to acquaint students with playwrights from different nations with strong political or social messages. Students will interpret and perform scenes of their choice either from the prescribed texts or from plays of similar themes written in the same period. Students will also compare the plays they studied in LIT208 Classical Greek Drama to the Theatre of Ideas with the texts prescribed here to critique the difference in the treatment of plot, characterization, and themes.

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

1. Distinguish between the playwrights’ styles of writing.
2. Differentiate various forms of drama such as Absurd, Epic, and Realist.
3. Critically read, analyse and debate on the texts prescribed.
4. Contrast these genres with more conventional tragedies and comedies.
5. Discuss different interpretations of the play in film adaptations.
6. Analyse, Interpret, direct and perform scenes from the prescribed texts.
7. Identify and explain dramatic techniques used in the prescribed texts.
8. Describe the development of dramatic tradition.

Learning and Teaching Approach: 

 Assessment Approach:

A. Journal on Group Performance: Portion of Final Marks: 15%

Students will keep a journal of 500 – 600 words recording the process of their group performance. The journal should reflect their group discussions on the choice of the scene, analysis and interpretation of the same. The journal should also showcase their preparation in direction and rehearsals of the chosen scene. Assessment will be based on the ‘Analytical Writing’ rubric.

B. Group Performance: Portion of Final Marks: 25%

Students in groups of 4-5 members will be made to select scenes from prescribed texts based on certain topics like themes, genres or characterisation to name a few. In groups, they will analyse and interpret their chosen scenes. The groups will be given time to direct and rehearse these scenes. The culmination of the assessment will be a performance of 25-30 minutes each. Assessment will be based on ‘Oral Tasks’ rubric.

D. Class Test: Portion of Final Marks: 10%

A test will be conducted covering approximately two topics each. These will assess students’ ability to differentiate various forms of drama such as Absurd, Epic, Realist, and Broadway. The test will be for 45 min duration and cover 2-3 weeks of material.

E. 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.

F. 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: LIT208 Classical Greek Drama to The Theatre of Ideas, LIT209 The Social and Literary Context: 18^th to 20^th Century Literature

Subject matter:

1. Epic Theatre: Close reading and analysis of The Good Person of Szechwan by Bertolt Brecht
   • Social and Political causes for the emergence of Epic Theatre
   • Theories of Brechtian Theatre
   • Drama as a didactic form
   • The Alienation Effect
   • Episodic and disconnected montage of scenes
   • Use of music
   • Actors’ detachment from their characters
2. Theatre of the Absurd: Close reading and analysis of The Rhinoceros by Eugene Ionesco
   • Introduction to Absurdism: definition and background
   • Influence of World War II on traditional moral and political values
   • The question of Being
   • Characters in relation to setting
   • Absurdist plot
   • Redundant dialogues
   • Suspense and dramatic tension
3. Realism in modern drama: Close reading and analysis of All My Sons by Arthur Miller
   • Socio-political influences on the emergence of Realism in modern drama
   • Realism: likeness to Life
   • Ordinary dialogue: a shift from poetry to prose
   • Mundane setting
   • Stage design

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
   • Brecht, B. (2001). The Good Person of Szechwan. Methuen Drama.
   • Ionesco, E. (2000). The Rhinoceros. Penguin Classics.
   • Miller, A. (2010). All my Sons. [Nissim Ezekiel (ed.)]. Oxford University Press.
2. Additional Reading
   • Abbotson, S. C. W. (Fall, 2005). ‘A Contextual Study of the Causes of Paternal Conflict in Arthur Miller’s “All My Sons”. Hungarian Journal of English and American Studies,11, (2), 29 – 44. Retrieved from http://0-www.jstor.org.helin.uri.edu/stable/41274317
   • Esslin, M. (May 1960). ‘The Theatre of the Absurd’. The Tulane Drama Review. 4,(4), 3–15. Retrieved from http://0-www.jstor.org.helin.uri.edu/stable/1124873
   • Horn, E. (Summer, 2006). ‘Actors/Agents: Bertolt Brecht and the Politics of Secrecy’. Grey Room, (24). pp 38 – 55. Retrieved from http://0-www.jstor.org.helin.uri.edu/stable/20442730
   • Milutinovic, Z. (Fall, 2006). ‘The Death of Representation and the Representation of Death: Ionesco, Beckett, and Stoppard’. Comparative Drama. 40, (3),337 – 364. Retrieved from http://0-www.jstor.org.helin.uri.edu/stable/41154319

Date: December 20, 2015