2026/7, Trimester 1, In Person,
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| Occurrence: | 001 |
| Primary mode of delivery: | In Person |
| Location of delivery: | MERCHISTON |
| Partner: | |
| Member of staff responsible for delivering module: | Georgina Lucas |
| Module Organiser: | |
| Student Activity (Notional Equivalent Study Hours (NESH)) |
| Mode of activity | Learning & Teaching Activity | NESH (Study Hours) | NESH Description |
| Face To Face | Lecture | 20 | Lecture content will outline primary theoretical frameworks and salient socio-historical contexts to facilitative interactive class discussion and introduce a range of resources and approaches for you to engage with in your own independent research. |
| Face To Face | Tutorial | 10 | Tutorial activities will consolidate and enrich learning that takes place during the lecture component of our session by allowing for a hands-on engagement with our primary texts. Individual and group presentations will take place within our weekly session, enabling you to have a greater stake in the scope and direction of discussion. |
| Online | GROUPIND_STUDY | 170 | Independent learning on this module will enable students to set their own reserach agendas by exploring, in greater detail, topics discussed in class. |
| Total Study Hours | 200 | |
| Expected Total Study Hours for Module | 200 | |
| Assessment |
| Type of Assessment | Weighting % | LOs covered | Week due | Length in Hours/Words | Description |
| Oral Presentation | 30 | 1~2~3~4~5~6 | Not Yet Determi | HOURS= 15 minutes | • 1 x presentation and, either individually or in pairs, on a topic relating to one of our primary texts• The purpose of this assessment is to foster research independence and to encourage collegial peer-engagement and review• You will choose a presentation topic in class in Week 2, from a list of pre-published topics. Presentations will start on or around week 4. |
| Essay | 70 | 1~2~3~4~5 | Week 13 | , WORDS= 3,500 words | Students will be able to decide between the following two options. Both are student-centred and student-defined: you choose the focus of your assessments.Option One: Research Essay of 3,500 words Comparatively analyse at least two primary texts studied on the module. The aim of this assessment is to advance your close-reading skills and your ability to apply salient historical and cultural contexts and theoretical frameworks to global Shakespeare adaptations and appropriations. Your module leader will supply a list of potential topics as a prompt, but you will devise your own essay question in conjunction with your peers and module leader.Note that you may not write on the same topic, text, or author/director you presented on.Option 2: Creative Response (2,500 words) and Critical Reflection (1,000 words)Produce a creative response (2,500 words) to Shakespeare that draws inspiration from the texts and concepts studied on the module. The 1,000-word critical commentary is an opportunity to demonstrate the critical thinking behind your creative process. You are expected to give a clear academic rationale for your choices and to demonstrate how you have drawn on the materials we looked at on the course. This might mean, for instance, that you refer to adaptation theory, and/or postcolonial theory.Your reflection needs to be clearly linked to the aims and objectives of the course, and to show that your creative work does not emerge sui generis, but draws from the wellspring of our reading of primary and secondary texts. |
| Component 1 subtotal: | 30 | | |
| Component 2 subtotal: | 70 | | | | |
| Module subtotal: | 100 | | | | |