Burns, C.J. and McNamara, M.G. Literature: A Close Study Gibson, Rex. Cambridge: Cambridge University Press, 2000. Teaching Shakespeare. Gill, Richard. New York: Palgrave, 1995 Mastering English Literature. Ludowyk, E.F.C. Cambridge: A.C. Bradley, 1979. Understanding Shakespeare. Course Description This course will assist students in identifying and understanding the distinctive aspects of Shakespearean dramatic genres. It will offer students exposure to Elizabeathan literary conventions. Shakespearean Drama should stimulate in students a synchronized appreciation of the relationship between Shakespeare’s plays and Elizabethan socio-political realities as well as those of the student-teachers’ and their pupils’ since the issues around which Shakespearean drama are centered are timeless. The course will engage students in learning activities which they can utilize in their teaching of Shakespeare. LEARNING OUTCOMES This course will develop student teachers’ understanding and appreciation of: The Elizabethan era The distinguishing features of Shakespearean dramatic genres. The methodologies which may be utilized in the teaching of Shakespearean drama. The relationship between (a) the historical contexts and the texts (b) the texts and the Caribbean contemporary social reality. The themes and characterization of being studied in relation to contemporary society. UNIT 1: Shakespeare’s Significance to the Twenty-First Century NO. OF HOURS: 5 INSTRUCTIONAL OBJECTIVES: Student teachers should be able to: Articulate their experiences with and understanding of Shakespearean drama Examine excerpts from two theoretical perspectives on Shakespearean drama e.g. biographical- historical, feminist Examine the relevance of Shakespearean drama to twenty-first century issues. CONTENT: An assessment of students’ experiences with Shakespearean identifying and discussing the various Shakespearean dramas to which they have been exposed. A look at the various contexts in which they view Shakespearean drama. (with a view to deconstruct or endorse) An examination of how differing theorist view Shakespearean drama An examination of the timelessness of Shakespearean drama
Burns, C.J. and McNamara, M.G. Literature: A Close Study Gibson, Rex. Teaching Shakespeare. Cambridge: Cambridge University Press, 2000. Gill, Richard. Mastering English Literature. New York: Palgrave, 1995 Ludowyk, E.F.C. Understanding Shakespeare. Cambridge: A.C. Bradley, 1979. Course Description This course will assist students in identifying and understanding the distinctive aspects of Shakespearean dramatic genres. It will offer students exposure to Elizabeathan literary conventions. Shakespearean Drama should stimulate in students a synchronized appreciation of the relationship between Shakespeare’s plays and Elizabethan socio-political realities as well as those of the student-teachers’ and their pupils’ since the issues around which Shakespearean drama are centered are timeless. The course will engage students in learning activities which they can utilize in their teaching of Shakespeare. LEARNING OUTCOMES This course will develop student teachers’ understanding and appreciation of: The Elizabethan era The distinguishing features of Shakespearean dramatic genres. The methodologies which may be utilized in the teaching of Shakespearean drama. The relationship between (a) the historical contexts and the texts (b) the texts and the Caribbean contemporary social reality. The themes and characterization of being studied in relation to contemporary society. UNIT 1: Shakespeare’s Significance to the Twenty-First Century NO. OF HOURS: 5 INSTRUCTIONAL OBJECTIVES: Student teachers should be able to: Articulate their experiences with and understanding of Shakespearean drama Examine excerpts from two theoretical perspectives on Shakespearean drama e.g. biographical- historical, feminist Examine the relevance of Shakespearean drama to twenty-first century issues. CONTENT: An assessment of students’ experiences with Shakespearean identifying and discussing the various Shakespearean dramas to which they have been exposed. A look at the various contexts in which they view Shakespearean drama. (with a view to deconstruct or endorse) An examination of how differing theorist view Shakespearean drama An examination of the timelessness of Shakespearean drama