Hello, all. The time has come! Wednesday is your Symposium, a 45-50 minute conversation/debate run by you.
I will be listening, taking notes, and occasionally intervening to
prompt the group on to the next agenda item (below). I will also give a
response at the end. But I won't be contributing to the discussion
itself. At this point, you don't need me!
Remember,
this is an important event. If you've been participating in conversation
throughout the semester, great: the Symposium is a chance to finish
strong. If you have not been participating, this is an opportunity to do
at least some damage-control. One thing is certain: no one
should let the Symposium go by without contributing. Everyone should
strive to speak at some point or other.
The topic you
guys chose in our last class is "Shakespeare and Gender." Below is a loose agenda to help you prepare for the Symposium and
to assist in guiding you through the discussion. Remember to have this agenda handy at the Symposium itself, either on a smartphone or computer, or printed out.
(1)
You might want to start by generating a list of plays and sonnets that
you feel offer important case studies in Shakespeare's
treatment of gender.
(2) With this raw material in
place, consider this: does Shakespeare seem to have a single,
overarching approach to, or view of, gender? Or does he treat the
subject in different ways at different times without a single conceptual
anchor? (Make reference to specific plays and sonnets, of course.)
(3) Open up the conversation even more now. Having discussed what Shakespeare thinks about gender, consider how Shakespeare thinks with gender.
That is to say, how does the theme of gender allow Shakespeare to raise
questions about other things, such as political hierarchy, law, and
ethics; philosophical questions about agency and selfhood; or theater
itself?
(4) Finally, and taking into consideration
your wide-ranging discussion up to this point, how is Shakespeare's
treatment of gender relevant to our own time? How can we describe this
relationship between the art of the past and the social and political
landscape of the present without being anachronistic and without being insensitive to both the connections and the differences between art and politics?
Shakespeare: Theater, History, Philosophy
An undergraduate course at the University of North Texas
Sunday, April 20, 2014
Wednesday, April 9, 2014
Monday, March 24, 2014
Class Cancelled, Wednesday 3/26
Just a reminder that we won't be having class this Wednesday evening (March 26). I'll be in New York boring everyone about Richard II. See you the following week (April 2) for Anthony and Cleopatra!
Wednesday, March 12, 2014
Final Project (Due: Friday, April 25, before midnight)
Final Project, Option 1: Research Paper
The Research
Paper should be 5-6 pages long and should give a historically or culturally
contextualized reading of one or two of the plays we deal with this semester.
The Sonnets are fair game, as well
Here are the
three general guidelines you need to follow if you want to do "well"
(i.e. B or better).
I. ARGUMENT: Your
first paragraph must present a clear and focused argument and give me a
complete and accurate sense of what the next 5 pages will undertake. You must
say what you will do, and then, of course, you must actually do it. Remember
that no matter what your argument is, the body of the essay will be devoted in
some way, shape, or form to providing evidence from the plays/sonnets to
support that claim. This means you must develop an argument that is possible to
support. Go for something manageable and specific. Don't make sweeping,
hyperbolic claims about showing "the true meaning" of the text(s)
you're dealing with. And don't make an argument that's flimsy and general: i.e.
"So-and-so draws on the historical context of such-and-such to create a
poem that's truly emotionally intense" OR "By attending to the
historical situation at the time such-and-such was written we can discover
Shakespeare's true intentions [etc etc]." This won't fly. Be specific, be
focused, be rigorous.
II. RESEARCH AND
DOCMENTATION: In order to bring historical or cultural context into your
analysis, you'll have to do some research. That is, you'll have to educate
yourself on early modern culture, the literary and theater scene, and/or major
historical events. For this, two things are crucial:
(1) No more
Wikipedia. No Encyclopedia Britannica. There's a time and place for that
stuff--this isn't it. You now need to go the library, look up books, and pull
them off the shelf; or, search up articles on the MLA Bibliography or Project
Muse and pull them off the shelf or download them. If you don't know how to do
this, it's your responsibility to get someone from the library staff to teach
you. Don't be shy. That's what they're there for.
(2) You must
properly document your essay. What I mean by this is, when you give dates,
outline a political situation, quote a historical study, etc., etc., you need
to insert a note with a reference to the source of that information. There are
two acceptable formats to follow: MLA style and Chicago style. You can access
handbooks to both styles at the library or online through the "Electronic
Resources" section of the library website. Take a moment to look into
this; figure how to do a footnote or endnote; figure out what info needs to be
listed and in what order. If you don't have proper documentation, you lose
points; if you do have proper documentation but the sources you're citing are
not scholarly books and articles, but non-peer-reviewed websites and
encyclopedias, you lose points. This is crucial, so take it seriously. An hour
or so familiarizing yourself with MLA or Chicago documentation style and one or
two trips to the library and you'll be fine. I should see at least two
secondary sources on your Works Cited page--these can be history books or
literary-critical studies--and I should see clearly in the essay how you're
using those sources (i.e. for historical/cultural context, as something to
argue against, etc.)
III. WRITING: Your
writing must be free from errors in spelling and grammar and punctuation. If
you're concerned about this, run a draft by someone at the Writing Center on
the ground floor of the Auditorium Building.
SOME PROMPTS
(1) Write an essay about Shakespeare's treatment of gender in relation to Queen's Elizabeth's reign or some other aspect early modern history or culture. You may focus on either one or two texts
(2) Choose one or two plays and write an essay that shows how they are products of an increasingly global culture. You may focus on early modern exploration, colonialism, or economic and cultural relations with the East.
(3) Write an essay which makes an argument about the nature of Shakespeare's interest in Law (or Justice). Focus on two plays.
(4) Write a theater-historical essay on one of Shakespeare's plays. How does said play reflect some aspect of early modern theatrical culture (the requirements of certain performance spaces, commercial trends in the theater business, Shakespeare's company being taken under royal patronage in 1603, certain acting styles, different theater audiences).
(5) Choose one play and analyze it in the context of a historical event of your choice.
(6) Write an essay that looks at Protestantism as a source for a key theme or tension in one or two plays of your choice.
(7) Write a historically grounded essay on homoeroticism in one or two of Shakespeare's plays or sonnets.
(8) Choose one play and analyze it in the context of one sixteenth or seventeenth-century philosopher of your choice.
SOME PROMPTS
(1) Write an essay about Shakespeare's treatment of gender in relation to Queen's Elizabeth's reign or some other aspect early modern history or culture. You may focus on either one or two texts
(2) Choose one or two plays and write an essay that shows how they are products of an increasingly global culture. You may focus on early modern exploration, colonialism, or economic and cultural relations with the East.
(3) Write an essay which makes an argument about the nature of Shakespeare's interest in Law (or Justice). Focus on two plays.
(4) Write a theater-historical essay on one of Shakespeare's plays. How does said play reflect some aspect of early modern theatrical culture (the requirements of certain performance spaces, commercial trends in the theater business, Shakespeare's company being taken under royal patronage in 1603, certain acting styles, different theater audiences).
(5) Choose one play and analyze it in the context of a historical event of your choice.
(6) Write an essay that looks at Protestantism as a source for a key theme or tension in one or two plays of your choice.
(7) Write a historically grounded essay on homoeroticism in one or two of Shakespeare's plays or sonnets.
(8) Choose one play and analyze it in the context of one sixteenth or seventeenth-century philosopher of your choice.
Final Project, Option 2: Directing
Project
This assignment
is both creative and interpretive. Indeed, it aims to heighten our appreciation
for the fact that creative and artistic practice is a form of applied critical
thinking and, vice versa, that critical thinking can and should be creative.
A successful
Directing Project (i.e. B or better) must be grounded in rigorous interpretive
engagement with the text (which should be communicated to me in the written
portion of the assignment) and executed with genuine creativity (which should
be communicated to me in a serious and engaging final aesthetic product).
Here’s how it
goes.
PERFORMANCE
COMPONENT: For this project, you will play the role of director. You must
conceive, develop, plan, and execute your own performance of a scene of your
choice from a play of your choice. There are no qualitative or quantitative
requirements on this front. You can choose a scene, a part of a scene, whatever
(but please don’t do “To be or not to be.”). As long as you successfully
present it as a coherent unit of performance and show me that you've put
serious critical and interpretive thought into it, you’re doing your job.
You may enlist
friends or family members as performers; you may also perform yourself, but
it’s not required. Just make sure the people you involve are up for the task
and capable of memorizing lines. It goes without saying that good acting makes
for a stronger final product.
The performance
must be filmed. (You're welcome to use a phone.)
WRITTEN
COMPONENT: Along with the film you must submit a detailed, 3-page “Performance
Description.” This document should describe the choices you made (in terms of
performance, scenography, casting, soundscape, etc.) and how they create a
certain desired effect or contribute to a certain interpretation. I can't
emphasize enough how important this part of the assignment is. The Performance
Description is the only record I will have of the critical-thinking process
you went through in order to arrive at your creative decisions. It's the part
of the assignment that puts it on equal footing with the Research Paper in
terms of intellectual rigor. So make sure you take the thinking process--and
the Performance Description that records it--seriously. Doing so will also,
inevitably, lead to a better aesthetic product. The “Performance Description”
should be written in a formal and precise manner like a short essay.
HOW TO SUBMIT: As with all our assignments, the Directing Project must be emailed to me by the due date. The easiest way to go about this is to upload your film to YouTube and email me the link (don’t set the film to “private”; I won’t be able to view it). Put your performance description in the body of the same email. (I suggest you compose it in Word to make sure it's the right length and then paste it in.) If you prefer to embed your film in a blog or upload it to some other web platform and then send me the link to that, go right ahead. Don’t send me a video file as an attachment, though—too many potential technical difficulties.
Monday, February 10, 2014
Performing Richard
https://www.youtube.com/watch?v=AXGkbBbXVSA
The deposition scene (The Hollow Crown, PBS)
https://www.youtube.com/watch?v=6UHaMJEE0MM
The deposition scene (David Tenant as Richard, RSC 2013)
https://www.youtube.com/watch?v=NfVcqswZmDw
Act 3.2 (Mark Rylance as Richard, Shakespeare's Globe 2003)
We will also look at the 1978 BBC production on DVD with Derek Jacobi as Richard
The deposition scene (The Hollow Crown, PBS)
https://www.youtube.com/watch?v=6UHaMJEE0MM
The deposition scene (David Tenant as Richard, RSC 2013)
https://www.youtube.com/watch?v=NfVcqswZmDw
Act 3.2 (Mark Rylance as Richard, Shakespeare's Globe 2003)
We will also look at the 1978 BBC production on DVD with Derek Jacobi as Richard
Wednesday, January 29, 2014
Paper 1
Length: 4-5 pages
Due: February 26 (any time before midnight)
How to Submit: Send your paper to me as an email attachment. My address is kcurran@unt.edu. The paper should be in Word format (.doc or .docx). The title of the document should be your last name ("Johnson.doc"). The subject line of the email should be the assignment title ("Paper 1").
Returning assignments: I will return your papers to you by email. The grade and my comments will be inserted using Word's "Comment" feature, so you'll need to open the attached paper as a Word doc to see it. (There's always an option to open an email attachment as a webpage rather than downloading it--that won't work.)
Requirements: This is a very simply, focused, and short paper assignment, but it has to be done well. Write an essay that responds to one of the three questions below. The essay should focus exclusively on the play itself. You don't need to incorporate any historical or cultural context, nor are you required to engage with any secondary sources. For a successful paper, three things are important:
- You need a specific argument articulated clearly in the first paragraph.
- The body of the essay should be devoted to "proving" that your argument is correct. You do this by providing evidence from the play itself. The body of the essay, that is, should feature quotations from the play that support your central claim. These quotations should be engaged with and discussed. Show me what they mean and how they serve your argument.
- The writing must be formal, clear, and free from careless mistakes and errors of grammar and spelling.
Questions:
(1) Does A Midsummer Night's Dream ultimately reinforce the institution of marriage or question it? (No matter which side you come down on, be sure to make a specific argument about why that is so and how it is effected. i.e. Your thesis statement shouldn't be simply, "A Midsummer Night's Dream questions the institution of marriage." Go further. Give me a couple more sentences that give details and make a more specific claim.)
(2) What kind of thematic or conceptual importance does performance have in either A Midsummer Night's Dream or Richard II?
(3) How does the deposition scene in Richard II affect the audience's appraisal of Richard, of Bollingbrook, and of the larger political dispute they are wrapped up in?
Good luck! Have fun with it!
Monday, January 27, 2014
The UNT Medieval and Renaissance Colloquium
PROGRAM, Spring 2014
Friday, January17, 2014, 4:30 p.m. (AUD
103)
THE
MRC NEWBERRY PREVIEW PANEL
“Gender
Legal Fictions in Chaucer’s Troilus and
Criseyde”
Jessica
D. Ward (MA Candidate, English, UNT)
“Land,
Water, Woman: Place, Identity, and Coudrette’s Mélusine in Late Medieval Poitou”
Shana
Thompson (MA Candidate, Art History, UNT)
Friday, February 28, 2014, 4:00 p.m. (AUD
103)
THE
SPRING MRC-ASC ROUNDTABLE: “INTERDISCIPLINARITY”
Kevin
Curran, “Literature and Law” (Associate Prof, English, UNT)
Kelly
Wisecup, “Literature and Medicine” (Assistant Prof, English, UNT)
Stephanie Hawkins,
“Literature and Science” (Associate Prof, English, UNT)
Friday, April 4, 2014, 12:00 p.m. (WILLIS
443)
Workshop: “Paleography and
Medieval Manuscripts”
Nicole
Smith (Associate Prof, English, UNT)
Sponsored
by Sigma Tau Delta
Thursday, April 24, 2014, 3:30 p.m.
(ENV 125)
THE
SPRING MRC LECTURE
“Chaucer's Lyf of
St. Cecilia: Religion and Politics”
David
Aers (Professor, English, Religious Studies and Historical Theology, Duke
University)
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