English 205

Introduction to Shakespeare

Mr. Colvin

Course Information and Syllabus

Nature of the Course

This is a course in Shakespeare. What does that mean? Well, the answer is quite complex. It means that we are going to be considering the plays of a man many consider to be one of the greatest writers of all time. It also means that we will be considering how Shakespeare's plays were received and understood both in his day as well as today. It also means, at least for me, that we don't need to cover a certain number of plays; rather, we need to cover plays in such a way that will help you will feel comfortable, even confident, going to a Shakespeare play or reading one, knowing that you will be able to appreciate and understand most of what is going on. It also means that while we may be dealing with a play or plays you have already read, our approaches and our discussions should add to your understanding and appreciation of each play.

One of the most important thing to remember about Shakespeare's plays is that they are plays. Now that might seem like a rather stupid or obvious thing to say, but it is awfully important. It is important, first, because we often read plays. But that is not how they were meant to be received. It is like reading the orchestral score to Beethoven's Fifth Symphony -- all the possibilities are there, but unless you have an extraordinary imagination, you won't be able to hear the music. The same is true with Shakespeare's plays. When you read them, you are reading possibilities. But you won't get the same effect as if you were seeing them in the theatre or acting them. You won't get the sounds and smell of live theatre. You won't see live actors with real bodies. You won't see the other members of the audience sharing the play with you. You won't see the choices of costumes or props or movement. That is, you are missing the aspect of live performance. We will do some things to make up for that lack of live performance, but more of that later.

This is also a "W" class, which means that a significant part of your grade depends on written work. I believe deeply in the idea that writing serves at least two purposes. First, writing helps us discover: what we think, what we believe, what we know, what we want to say. This "writing to discover" is an important part of the class, and we will be using it often, especially to help us begin discussion. But writing is also an important tool of communicating with others once we have discovered what we want to say. There will also be opportunities for that kind of writing (the more formal kind) in the class.

One last word: since part of this class entails understanding drama as performance -- including your own -- we will also be doing some physical work in class (body and voice exercises). Be sure you come in comfortable clothes for class.

Goals of the Course

· Increased understanding of Shakespeare's theatre -- his physical, intellectual, economic, and artistic constraints and opportunities.

· Understanding of the distinctive elements of Shakespearean comedy and tragedy.

· Increased ability to understand and appreciate the distinctives and contributions of Shakespeare's plays to his time and ours.

· Increased ability to understand and critique the themes in Shakespeare's plays

· Increased ability to understand and apply the "language" of the theatre.

Texts

I have chosen individual texts from the Cambridge School Shakespeare series and have made them available at Copperfield's uptown as well as at other bookstores. These texts are helpful in many ways: they give summaries of the action, they have clear footnotes, and they provide especially illuminating assignments, many of which we will be using for class. You will need to have the text (we will usually call it the "script") with you in class each day. Also, have the play fully read on the day when we begin discussing it.

We will be considering the following plays in the order listed:

A Midsummer Night's Dream

The Merchant of Venice

Othello

Macbeth

Resources

There are many resources available to you as your work with the plays. Area video stores have some of these plays on hand. Also, any search on the Web will result in many resources.

Be sure to check out my web site for a link to a Shakespeare Study Guide I have composed. It was originally intended for my upper-division Shakespeare course, but it should also be of help for you.

Evaluation

Your grade in the class will be based on a variety of activities, mostly written. There will be examinations, writing assignments, projects, memorization and acting (yes, but you don't have to be good at it).

There will be two examinations (a mid-term and a final); both examinations will be concerned with the various aspects of the plays (for example, plot, character, theme, dramatic presentation) and will be a combination of short answer (usually explaining the significance of a passage) and essay. The midterm will cover the first two plays; the final, the last two.

Throughout the term there will be writing assignments of different types, some graded and some ungraded, some done in class and others outside of class. The writing assignments serve a number of purposes -- they help you think about aspects of the plays; they will provide the basis for class discussion; they will prepare you for the examinations. While not all papers will be graded, all will need to be completed on time in order to receive credit for this portion of your work. Other kinds of projects will also help you think about the plays as well as prepare for some of your scene work.

You will also be doing some memorization work for class -- solo work and couples work from Macbeth. You will be evaluated not on your acting ability but on the preparation you have done and the choices you make.

Because your participation in class activities is important -- to you as well as to the other members of the class -- it is important for you to be in class at every meeting. Please note: every absence in excess of three will reduce your final grade by one letter.

Your final grade will be based on the following percentages:

Written work 20%

Memorization work (soliloquy and scene) 20%

Project completion 20%

Examinations

Mid-term 15%

Final 15%

Participation 10%

Office Hours

I very much enjoy talking with students, about Shakespeare or anything else. Feel free to come in during office hours; if those times are inconvenient, stop by other times, for I am often around throughout the day. Also, if you have a particular need, set up an appointment at a time suited to your schedule.

Office: SI 010

Phone 298-1417

Hours: MWF 11-12:30

and by appointment

e-mail DL-Colvin@wiu.edu

Home Page: http://www.wiu.edu/users/mfdlc

Readings and Assignments

This reading and assignment list is based on my best estimate of class progress based on past semesters teaching this course. On the other hand, I know that each class has a character of its own. Consequently, the assignments and readings may be changed from time to time. You are responsible for being aware of the changes; check my web site for updates on the assignments.

For the assignments below, the #/p. references are to exercises in the text book.

Jan. 10 Introduction to the Course; logistics; Shakespeare’s age and his theatre

12 A Midsummer Night’s Dream (be sure to have at least Act 1 read); #1 and #2, p. 2.

14 Have entire play read. Short paper #4, p. 4. Prepare for #1, p. 10.

19 Prepare a “cast list” for the play using contemporary actors and explaining your choices

21 Be prepared to act out 1.2

24 Act 2 – short paper on #2, p. 30

26 Be ready to stage 2.1.188-244; 2.2.41-71

28 Short essay on “transformations” in the play; be ready to act out 3.2.102-76

31 Prepare for questions #3 and #4, p. 108, #2, p. 110

Feb. 2 Stage Act 5

4 Tying up loose ends; test over Macbeth soliloquy

7 The Merchant of Venice – have play read

9 #2, p. 4; #1, p. 8; #2, p. 10; Think about what Portia says about her father’s will in 1.2

14 #3, p. 20; #1, p. 22

16 #1, p. 38; #3, p. 46; #1, p. 78. Short paper: “Should we feel sorry for Shylock?”

18 #2/4, p. 82; #1, p. 84; #1, p. 86

21 Look carefully at the trial scene, including especially Portia’s “mercy” speech and her manipulation of Shylock. How would you have Shylock leave near the end of the scene?

23 Act 5: What is the function of the “ring plot”? What do the men learn?

25 Midterm Examination (be sure to bring one or two blue books)

28 Othello. #2, p. 2; #1, p. t; #2, p. 30; #2, p. 36

Mar. 1 #2, p. 48; #1, p. 52; #2, p. 54; #1, p. 58; #1, p. 64

3 Continuation

13 Prepare a list of titles for the scenes in Othello; #1, p. 86

15 #1, p. 94; #1, p. 96 (in writing); #2, p. 100

17 Writing – “When does Othello fall? Justify your choice.” Staging of 3.3

20 #1, p. 132; #2, p. 135; #1, p. 142. What is the significance of 3.4.153-56?

22 #1, p. 146; staging of 4.1.73-200

24 #1/2, p. 194; What is the significance of 5.2.62-66? Writing: Does Othello truly understand himself at the end of the play?

27 Macbeth. #3, p. 14; #1, p. 16; #1, p. 20. Bring to class a picture of your character.

29 #2, p. 30; #2, p. 34. Writing: Define the relationship between Macbeth and Lady Macbeth.

31 #2, p. 38. Staging of the murder of Duncan.

Apr. 3 Writing: Argue for keeping or cutting the Porter scene. Discussion: What are the effects of the murder?

5 I will be gone to the meeting of the Shakespeare Association of America these two days; you will

7 viewing two versions of Macbeth and writing short response papers on them.

10 Stage murder of Banquo; video of banquet scene

12 Writing: Why does Shakespeare stage the Macduff murders (see #3, p. 112)?

14 #1, p. 128; #2, p. 132. What scenes from the play does Lady Macbeth imagine in her sleepwalking?

17 #1, p. 146. Writing: Does Macbeth die a noble figure?

19 Loose ends

21 Rehearsal

24 Scene presentations

26 Scene presentations

28 Loose ends

Final Examination – Wednesday, May 3, 1-2:50 p.m.