English 145: Shakespeare and Performance

Spring 2012

Web Page: Copies of important course material will be available on my website: www.sjsu.edu/faculty/eastwood.  

Course Description:

This course examines in depth several of Shakespeare’s plays, specifically addressing issues of performance.  We will discuss each play in the context of its original performance during Shakespeare’s time and its life on stage and screen in the ensuing centuries.  Paying particular attention to modern productions, we will analyze the ways in which production elements such as setting, casting, staging, costuming, editing, and individual performances shape and create meaning (or fail to do so) for the audiences of today.  Placing these plays within this context of performance will raise larger issues about the complex relationships between the Shakespearean canon and its ever changing audiences.  Students will respond to each Shakespearean play text through both writing and oral interpretation, integrating speech and dramatic performance with an understanding of the complexities of plot, characterization, and dramatic form.

Course Learning Objectives:

v Explore several of Shakespeare’s plays both in textual form and through performance both on stage and screen.

v Demonstrate basic knowledge of the language of visual composition and principles of theatrical design (e.g., set design, costume, lighting, sound, props) 

v Evaluate and deliver oral performance in a variety of forms

v Learn and apply the fundamentals of stage directing, including conceptualization, blocking (movement patterns), tempo, and dramatic arc (rising and falling action)

v Analyze and evaluate contemporary productions of the plays and assess their social impact

v Participate in and evaluate dramatic performances

v Employ basic elements of character analysis and approaches to acting, including physical and vocal techniques that reveal characterizations and relationships

v Demonstrate and evaluate individual performance skills (e.g., diction, enunciation, vocal rate, range, pitch, volume, body language, eye contact, and response to audience)

Important Caveat: Although you are being asked to consider Shakespeare from the perspective of an actor or director, you are not being graded on your ability to act or direct!  You are being graded on your level of engagement with the plays themselves.

Student Learning Objectives:

1)    Read closely in a variety of forms, styles, structures, and modes, and articulate the value of close reading in the study of literature, creative writing, and/or rhetoric (Familiarity with dramatic forms through reading, lecture, and discussion-assessed by participation grade.)

2)    Show familiarity with major literary works, genres, periods, and critical approaches to British literature (Midterm and Final Exam)

3)    Write clearly, effectively, and creatively (Essays)

4)    Develop and carry out research projects (N/A)

5)    Articulate the relations among culture, history, and texts (Lectures, Midterm, Final, and Essays—assessed by final grade)

Required Texts/Readings:

Greenblatt, Stephen, Ed.  The Norton Shakespeare: Essential Plays and Sonnets.  New York: Norton, 2009. 

Course Reader available at Maple Press, 481 East San Carlos Street, San Jose, CA

Recommended:

Bevington, David. How to Read a Shakespeare Play.  New York: Blackwell, 2006. 

Other Requirements:

Film Viewing: There are several films (indicated on the schedule below) that you are required to view for this class.  Unfortunately, there is not enough time to screen these during class; therefore, you are required to view these films as homework.  Whenever possible, I will place these films on reserve at the Instructional Resource Center (IRC), 130 Dudley Moorehead Hall.  Otherwise, they are widely available at video rental stores.  After viewing a required film, you must write up a short review of the production.  Instructions for reviews will be distributed. 

You may also choose to view one or more of the recommended films which I will also place on reserve at the IRC.

Classroom Etiquette: Laptops, cell phones, or other computer devices have no place in this classroom.  You must keep these devices put away while you are here.  Bring the assigned texts to each class meeting and please arrive on time. 

Dropping and Adding:

Students are responsible for understanding the policies and procedures about add/drops, academic renewal, etc. Information on add/drops are available at http://info.sjsu.edu/web-dbgen/narr/soc-fall/rec-298.html. Information about late drop is available at http://www.sjsu.edu/sac/advising/latedrops/policy/ . Students should be aware of the current deadlines and penalties for adding and dropping classes.

Assignments and Grading Policy:

Participation:  Because a large portion of this course involves discussion, workshops, and oral performances, regular attendance and active participation are imperative.  Students will be expected to discuss the plays in detail, and to deliver and evaluate a variety of performances.

Oral Interpretation: In addition to regular performance exercises, each student will be asked to memorize and deliver a soliloquy (of at least 20 lines) to the class.  These will be scheduled throughout the semester.  A sign-up sheet will be distributed for you to select a time for your performance.  Rescheduling will not be permitted.  

Written Work: You will be asked to write three formal essays (1,500 words each) for this class.  The first essay will require you to compare one aspect of at least two different film or stage versions of a play we will be reading for this class. The second and third  essays will involve a more detailed analysis of some aspect of Shakespeare’s plays. Prompts will be distributed for both essays in advance.  Your success on these papers will be directly proportional to your knowledge and understanding of the texts.

Late Papers:  Turning in assignments late is unfair to the other students and to me; therefore, I will lower your grade one full letter for each day the paper is late.  In the case of emergencies, please see me. 

I do not accept emailed assignments under any circumstances. 

Final Project:  By way of a final project, I would like you to respond creatively to one of Shakespeare’s plays or to an important scene in one of the plays.  You might decide to “produce” a version of an important scene for yourselves and then provide a written rationale of your production.  Consider your creative options wide open.  One approach could be to choose a small cast and act the scene for the class; however, depending on your talents and interests, you might wish to approach this project differently, choosing instead to film a scene on video, do an audio production, or respond to the scene in some other way.  For example, you might draw a cartoon version of a scene, or write an “updated” version.  Since many of you will be going on to teach Shakespeare in high schools, you might choose to write a lesson plan for a unit on Shakespeare.  Further instructions will be distributed later in the semester, but keep this requirement in mind as you read through the material. 

The Shakespeare Project: This semester, in collaboration with actors from the Department of Theater, Radio, Film and Television, we will be viewing two performances of scenes from the plays we will be studying in class.   The times for these performances will be announced.

Grading Breakdown:

Class Participation: (discussion & performances) 10%

Soliloquy: 5%

Essay 1:  10 %

Essay 2: 10%

Essay 3: 15%

Film Reviews: 10%

Final Project: 20 %

Final Exam: 20 %

In order to receive a passing grade in this course, you must complete all of the above assignments.

The Writing Center: If you have any questions about writing or about your papers, make an appointment with one of the skilled tutors at the new Writing Center located in Clark Hall, Suite 126. 

Monday – Thursday, 9 a.m. – 7 p.m., Friday, 9 a.m. – 1 p.m. 

Call for appointments: 924-2308

Or go online: www.sjsu.edu/writingcenter

University Policies:

Academic integrity

Students should know that the University’s Academic Integrity Policy is availabe at http://www.sa.sjsu.edu/download/judicial_affairs/Academic_Integrity_Policy_S07-2.pdf. Your own commitment to learning, as evidenced by your enrollment at San Jose State University and the University’s integrity policy, require you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical Development. The website for Student Conduct and Ethical Development is available at http://www.sa.sjsu.edu/judicial_affairs/index.html.

Instances of academic dishonesty will not be tolerated. Cheating on exams or plagiarism (presenting the work of another as your own, or the use of another person’s ideas without giving proper credit) will result in a failing grade and sanctions by the University. For this class, all assignments are to be completed by the individual student unless otherwise specified. If you would like to include in your assignment any material you have submitted, or plan to submit for another class, please note that SJSU’s Academic Policy F06-1 requires approval of instructors.

Campus Policy in Compliance with the American Disabilities Act

If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 requires that students with disabilities requesting accommodations must register with the DRC (Disability Resource Center) to establish a record of their disability.

Department Grading Policy:

In English Department courses, instructors will comment on and grade the quality of student writing as well as the quality of ideas being conveyed.  All student writing should be distinguished by correct grammar and punctuation, appropriate diction and syntax, and well-organized paragraphs.  Grades issued will represent a full range of student performance and will adhere to the following SJSU academic standards of assessment:

The “A” essay will be well organized and well developed, demonstrating a clear understanding and fulfillment of the assignment.  It will show the student’s ability to use language effectively and construct sentences distinguished by syntactic complexity and variety.  Such essays will be essentially free of grammatical, mechanical, and usage errors.

The “B” essay will demonstrate competence in the same categories as the “A” essay.  The chief difference is that the “B” essay will show some describably slight weaknesses in one of those categories.  It may slight one of the assigned tasks, show less facility of expression, or contain some minor grammatical, mechanical, or usage flaws.

The “C” essay will complete all tasks set by the assignment, but show weakness in fundamentals (usually development), with barely enough specific information to illustrate the experience or support generalizations.  The sentence construction may be less mature, and the use of language less effective and correct than the “B” essay.

The “D” essay will neglect one of the assigned tasks and be noticeably superficial in its treatment of the assignment—that is, too simplistic or short.  The essay may reveal some problems in development, with insufficient specific information to illustrate the experience or support generalizations.  It will contain grammatical, mechanical, and usage errors that render some sentences incomprehensible.

The “F” essay will demonstrate a striking underdevelopment of ideas and insufficient or unfocused organization.  It will contain serious grammatical, mechanical, and usage errors that render some sentences incomprehensible.

“The Department of English reaffirms its commitment to the differential grading scale as defined in the SJSU Catalog (“The Grading System”). Grades issued must represent a full range of student performance: A= excellent; B= above average; C= average; D= below average; F= failure. Courses graded according to the A, B, C, No Credit system shall follow the same pattern, except that NC shall replace D or F. In such cases, NC shall also substitute for W (or Withdrawal) because neither grade (NC or W) affects students’ GPA.”

Reading Schedule (Subject to Change):