:: Shakespeare ::

Syllabus

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#222 Earlier Shakespeare

INSTRUCTOR: Torri L. Thompson

DATE: Spring 2005

OFFICE: 421 J Stevenson Hall ROOM:

E-MAIL:tlthomps@ilstu.eduTIME: M 5:30-8:15

OFFICE HOURS: Tues. 9-11:00 VOICE MAIL: 438-7078

WEB PAGE ADDRESS: http://www.english.ilstu.edu/tlthomps

“It should be a process of continual negotiation between our own place,

to the extent that we are able to identify it,

and the local places of the texts we read.” (Marcus Puzzling)

Course Overview

We will study a selection of Shakespeare’s plays, along with primary and secondary texts (cultural and critical) that help compose the intertextual discursive constellation of what has commonly been termed “Shakespeare.” We will, through reading and discussion, focus on the production of domestic space and gender roles and their relationship to public space. This perspective is based on the early modern perception that “the family is the state in small.” Such a worldview required a collapse between the two realms, with implications for both, an issue central to much of Shakespeare’s work.

This course is not constructed on a coverage model. In fact, we will read relatively few plays, for several reasons. First, current early modern studies is dominated by New Historicism which insists that texts can’t be read in isolation, which means that Shakespeare can’t be understood without also reading social, religious, political, economic, etc., texts. Second, my goal is to teach you two basic things: how to negotiate the past from the present, which will enable you to read and understand texts and cultures that may be frighteningly unfamiliar, complex, and difficult; and, to teach you how to do a rich reading of literary texts, which is to say, how to read from a New Historicist perspective. Finally, semesters are so short that all syllabi are inadequate.

A Reminder : because our department is based on the English Studies model, this course is structured to promote an awareness of the theoretical discussions taking place within the field of English Studies, as well a knowledge of the historical and social contexts that produced the specific literary texts we will be studying. I also want to emphasize that this is an upper division course. As such, while you are not expected to have a wide knowledge of the subject area, you are expected to have the reading, writing, and analytical skills appropriate to an upper division student. I also expect an amount of work reasonable to such a level, regardless of whether or not you are an English major.

My Hard Sell:

I love the early modern period and believe that if you will allow yourself to become invested, which will lead to interest, you will find this course to be amazingly satisfying. This isn’t to say that I want you to become Shakespeare scholars, but I would like for you to have the pleasure of discovering a whole new world of people, things, thoughts, and ideas. So stay tuned for

The Early Modern Enquirer

Rape a Woman and

• a) go to jail

• b) pay a fine to the woman’s father

• c) marry the woman

Do you sometimes have that choking feeling? Could be your tie is too tight, or, perhaps you are a victim of the Wandering Womb (to be sung to the tune of “I’m a Wanderer)

Hermaphrodism: A Compelling Legal Issue?

Corporate America Didn’t Invent “Business Casual”
When was losing your head the best of all possible worlds?

Do you have problems with a pesky, chatty wife? Bridle her!!!! Or, an abusive, violent

husband??? Deal with it!!!!

Recipe Corner: Take a Buttock of Beef . . . and Small Beer for Everyone!!!

Read all about it: Woman Gives Birth to Child with Head of a Fish and Tail of a Lion

An Innovative Social Response to Poverty: Beat the Losers Right Out of Town

Class Policies

Participation: come to class prepared to actively engage in all activities, in order to avoid participation penalty. Bring your texts and writing assignments in order to receive participation credit for that class period. In addition, it is my experience that people learn the most by taking active responsibility for themselves, which prevents us from simply accepting the opinions of others, or, feeding off their work. Of course, this requirement, like all others, is optional - this portion of your grade which will be based on the extent to which you do the following:

1) contribute in small group activities,

2) participate in large group discussions and exercises, and

3) complete writing assignments which prepare you to participate.

This course is based on the learning community model, which stresses creating the best possible environment for the learning of everyone involved. The traditional academic class format is a competitive, grade based culture based on survival of the fittest. Hopefully, you will begin to resist this format in favor of a model of inquiry based on cooperation, dispersal of information, and skills. If you do, you will learn to recognize the potential contributions of each class member. Remember that we may represent different interests and belief systems in this course, so please respects the opinions, standpoints, and comments of everyone.

A Reminder : my job is not to teach you material or explain texts to you, but instead, to create an environment in which a group of prepared, invested thinkers can interact on an engaged level. This is how you will be asked to learn Shakespeare in this course.

Attendance: you are allowed two absences during the semester, and it is up to you when you take them; I do not distinguish between excused and unexcused absences. You must come to class on time, which means being present when class officially begins; three lates count as one absence. At the end of the semester, you will lose one third of a letter grade for each absence over two. Any more than four absences WILL result in automatic failure of the course. I will record all absences, but it is your responsibility to keep track of your attendance.

Note taking : I realize that note taking is becoming a lost art. However, it is a daily course requirement because it a) keeps your attention actively engaged, and b) you will need the notes for exams and writing assignments.

Procedure for grade disputes: because I respond to your papers in writing, I would like for you to do the same. Please write out why you disagree with the evaluation you received and how you think your work fulfills the assignment in ways not recognized by me. Then submit your response along with the assignment in question, and we will then meet.

Evaluation: I assign a full range of grades from A to F and don’t grade with a curve. What you earn is what you will receive. Your final grade will be determined by the following:

• 30%: commonplace project

• 10%: presentation of project

• 20%: collaborative management of play

• 10%: participation

• 15%: mid term

• 15%: final exam

Plagiarism: You commit plagiarism when you turn in someone else’s work, the same paper for two classes, or an old paper of your own, without the professor’s knowledge. In addition, you must acknowledge all sources in your papers. Any time you use direct quotations or paraphrases, or borrow ideas or structures, you must cite your source according to MLA requirements, which you can find in printed form on-line. Failure to do so may result in an F for the entire course. See your packet for a fuller description.

Special Needs:

• any student who needs accommodation of a documented disability should be in touch with the Office of Disability Concerns at 350 Fell Hall or call 438-5853 or 438-8620 (TDD).

• should you find yourself having difficulties dealing with the demands of any aspect of your life here at the university, please contact the counseling center which can address a number of issues ranging from emotional trauma to study skills. If you have any questions in this regard, please feel free to speak to me; your conversation will be held in strictest confidence.

Miscellaneous:

• All work must be typed. Make a copy of all work; I seldom lose papers, but in case I do, you are responsible for having a copy. If you lose work for this class, there is nothing I can do to help you. You will have to rewrite.

• Late daily assignments will be penalized; late large assignments lose one letter grade per day.

• computer health

• do not share floppy discs or zip discs with anyone else

• work off the hard drive and update your floppy at each work session

• update your Virex definitions weekly and run virus checks on a regular basis

• purchase a thumb, flash, or jump drive (no more than 20.00)

Extra Credit Work : anytime you can document attendance an extra-curricular event such as a university sponsored movie, play, lecture, poetry reading, discussion panel, etc., you will receive extra credit. You may also submit a one full page, typed critical analysis of anything that causes you to think, such as a discussion in another class, a movie for entertainment purposes, a commercial on TV, something you have read, etc. A summary is not a critical analysis and will not be given credit.

FInally, you can watch any of these films and write a one full page response for extra credit. You cannot submit someone else’s electronic review. Which films did I forget???

• any of the BBC Shakespeare productions • Elizabeth

• Return of Martin Guerre • Shakespeare in Love

• Hamlets • Romeo and Juliets

• Othello • Lion in Winter

• Titus • Henry V

• Midsummer Night’s Dream • Looking for Richard

• A Man for All Seasons

"The Family is the State in Small":

The Politics of Public and Private in Shakespeare

Texts Required: As You Like It, Henry VIII, The Winter’s Tale, and The Taming of the Shrew, Othello, Antony and Cleopatra, packet from Wright’s printing, and Aughterson’s English Renaissance.

January

24 • Introduction to course

• introduction to the early modern period: Parliament, monarchy, the Reformation, and

capitalism.

• form collaborative groups and interview each other (find out names, rank, experience

with Shakespeare, why the person signed up for this particular course, and what

they want to get out of it.

Assn: • proof of purchase from packet

• Personal narrative, two pages that answer the questions above for me,

plus any more personal information you would like to tell me so that I can

know you a little better.

• read from packet Belsey’s “Reading the Past,” Belsey’s “History,

Literature, Politics, and Bohannon’s “Shakespeare in the Bush.”

31 critical background and theoretical orientation

Assn: read from packet: commonplace book project assn; see the visuals; James

as father of the state, speeches by Elizabeth I, St. Clair and Maassen’s

introduction to conduct literature, Genesis 1-3.

February

7 The State and the Family

Assn: read As You Like It; Laqueure; intros to the play from packet,

14 Gender and the Social Body in As You Like It:

• Learning to read Shakespeare

Assn: read commonplace book description, commonplace book project assn, and The Taming of the Shrew

21 introduction to the research project: An Early Modern Commonplace

watch The Taming of the Shrew

Assn: “Two Horrible Murders Done in Lincolnshire”; Lynda Boose’ “Scolding Brides,” introductions to Shrew in packet

25 • read and discuss Shrew

• collaborative groups form a domestic abuse report

Assn: read The Winter’s Tale, Katherine of Aragon’s letter to Henry VIII, her

letter to Mary Tudor, Praemunire Act, James as father of the state (again)

March

7 The Absolute Authority of the Early Modern Monarch and Father

• review for mid-term briefly

Assn: collaborative study for exam

Spring Break 12-20 !!!!!!!!!

21 mid-term

Assn: read Othello and intros in packet

28 Othello the film: we will watch and compare to the play

Assn: read Henry VIII, intros from packet

April

4 Henry VIII: The Problem Play or the Problem King?

11 collaborative workshop on commonplace projects

Assn: read Antony and Cleopatra; background materials from packet; intros to play from packet.

18 Antony and Cleopatra: When Is History Not History?

25 project workshop

May

2 project presentations

Final Exam