Kingdom of Saudi Arabia
The National Commission for Academic Accreditation &
Assessment
COURSE SPECIFICATION
Eng. 344
Shakespeare
‫االستاذه رحاب‬
3313/3311
Revised 2012
Course Specification
For Guidance on the completion of this template, please refer to of Handbook 2
Internal Quality Assurance Arrangements
Institution: Al Majmaah University
College/Department: College of Sciences and humanities/ English Department
A Course Identification and General Information
1. Course title and code: Eng.344 - Shakespeare
2. Credit hours: 3 hours
3. Program(s) in which the course is offered.
(If general elective available in many programs indicate this rather than list programs)
B. A. in English Language and Literature
4. Name of faculty member responsible for the course
5. Level/year at which this course is offered :
Level 5/ 3rd year
6. Pre-requisites for this course (if any)
Eng.181- Introduction to literary forms
Eng. 241- Appreciating Drama
These two courses are suggested to be considered as pre-requisites
7. Co-requisites for this course (if any)
None
8. Location if not on main campus
Al Ghat campus
B. Objectives
1. Summary of the main learning outcomes for students enrolled in the course.
Students should be able to:
1. Read Shakespeare's individual plays.
2. Discuss the characteristics of drama as a literary genre as well as a theatrical event
3. Discuss Elizabethan concepts and the age of the Renaissance
4. Analyze the language, techniques, characters and themes of a Shakespearean
comedy and tragedy
5. Deliver oral presentations about the age, the playwright, or the genre.
6. Write essays about the assigned plays
2. Briefly describe any plans for developing and improving the course that are being implemented. (eg
increased use of IT or web based reference material, changes in content as a result of new research in
the field)
1- Use of videoed performances of the plays to aid understanding of the work as a
theatrical event
C. Course Description (Note: General description in the form to be used for the Bulletin or
Handbook should be attached)
2. Course components (total contact hours per semester):
topic
weeks
2
Introduction to the Renaissance/
Medieval
background/Elizabethan
Theatres/Shakespeare's background/
kinds of plays/Background of drama
as a genre/Influences on
Shakespeare that added to his
genius
5
A choice of one tragedy: Othello/
Macbeth/ Hamlet
Play # 1: Othello
Background of the play/ Aristotle's
definition of a tragedy/
characteristics of the tragic hero/
soliloquy/ themes of Renaissance
code of honour, social double
standard/ status of women/ role of
women in a tragedy/ racism/
revenge as a Spanish (Seneca)
influence on Shakespeare/ Iago as a
Machiavellian characters/
symbolism of Desdemona's
handkerchief/ characters/ themes/
different Renaissance concepts . .
.etc.
Hamlet
(Extra emphasis is put on textual
analysis ) plot analysis, soliloquies,
madness, misogyny, Hamlet's
character, hesitation, man of
thought
versus man of action, conscience,
virtue, melancholy,
psychoanalysis, revenge tragedy ,
Claudius, Gertrude, Polonius,
Ophelia. Hamlet's foils: Fortinbrass
and Laerates. Closet scene,
play within the play.
Macbeth:
The focus on a dark side of human
nature/Lust for power/
Excessive ambition/Witchcraft and
the supernatural/The great
emphasis on nature to carry out
many dramatic themes/Issues of
guilt/Sleeplessness/Madness/Human
psychology/Emphasise on
soliloquies/Asides/Characters (lady
Macbeth/Banquo's as voice of
hours
6
15
Shakespeare/Themes of masculinity
and manhood/Spiritual
sickness/Revenge/The overall
Political view of England . . . etc.
A choice of one comedy:
Midsummer Night's Dream or
Merchant
of Venice.
Play # 2:
Midsummer Night's Dream.
Elements of a comedy/ use of the
supernatural/ theme of
love/ reality versus dream
represented by the setting,
characters, symbols and
images/theme of tyranny versus
love/ characters both mortals and
fairies/the play's frame
play within a play/ use of Greek
background/classical
influence on Shakespeare.
The Merchant of Venice
(Extra emphasis is put on textual
analysis) Plot analysis/
Wealthy society (Venice)/
Importance of money/Religion
and usury/Intolerance of other
religions/Disguise/Friendship/
Love/Sacrifice/ Characters
analysis: Shylock, Antonio and
Bassanio, The role of the
clown/fool during the Elizabethan
time/The theme of
deceptive appearances/Value of
wisdom/Adventure/The
trial: Mercy versus justice and man
made law/
Comparison and contrast of a
Shakespearean comedy and tragedy
5
15
2
6
Lecture: 39 hours Tutorial:
continuous contact
through e-mails and
office hours
Practical/Fieldwork
/Internship:
Presentations and
acting: 6 hours
Other:
ours
None
3. Additional private study/learning hours expected for students per week. (This should be an average
:for the semester not a specific requirement in each week)
6 hours per week
4. Development of Learning Outcomes in Domains of Learning
For each of the domains of learning shown below indicate:
A brief summary of the knowledge or skill the course is intended to develop;
A description of the teaching strategies to be used in the course to develop that knowledge or
skill;
The methods of student assessment to be used in the course to evaluate learning outcomes in
the domain concerned.
a. Knowledge
(i) Description of the knowledge to be acquired
1. Knowledge of individual Shakespearian plays.
2- Knowledge of Shakespeare's language(prose/verse)
3- Knowledge of Medieval English- as well as Classical (Greek and Roman) heritage
4- Knowledge of characteristics of a Shakespearian comedy and tragedy
5- A general knowledge of the intellectual, social, religious, historical issues of the
Renaissance
6- Knowledge of characteristics of drama as a literary genre as well as a theatrical
5
event
(ii) Teaching strategies to be used to develop that knowledge
1. Lectures
2. Class discussion
3. Close reading and text analysis
4. Collaborative learning/Team work
5- Showing videoed extracts from staged plays, commenting on the dramatic
technique used
(iii) Methods of assessment of knowledge acquired
1. Class participation
2. Exams/quizzes
3- Presentations
b. Cognitive Skills
(i) Cognitive skills to be developed
1. The ability to think critically and analytically
2- The ability to compare and perceive ideas from different perspectives related to time
and place
3- The ability to understand the reception of the play within the cultural milieu of the
audience (according to change of audience throughout time and place.)
4- The ability to make sound analogies and comparisons between different plays and
kinds of drama
5- The ability to explain the relation of the literary and social context related to the
modes of expression
(iii) Methods of assessment of students cognitive skills
1. Class participation
2. Presentations/staging plays (optional)
3. Research papers (optional)
4. Exams
c. Interpersonal Skills and Responsibility
(i) Description of the interpersonal skills and capacity to carry responsibility to be developed
-The ability to work in groups and carry their responsibilities as cooperative members
of a team
- The ability to form their own group, choose a scene or an act, and be able to
analyse/act as a group while being fully aware of time management and ethical
behaviour in conducting their research
6
(ii) Teaching strategies to be used to develop these skills and abilities
1. Discussions in which students are made aware of the importance of team work and
the seriousness of ethical behaviour in conducting research
(iii) Methods of assessment of students interpersonal skills and capacity to carry responsibility
Group projects.
d. Communication, Information Technology and Numerical Skills
(i) Description of the skills to be developed in this domain.
1. The ability to use academic orally and in writing.
2. The ability to use web resources for their projects
(ii) Teaching strategies to be used to develop these skills
Continuous consultations about their oral presentations/conducting their research and
analysis
(iii) Methods of assessment of students numerical and communication skills
Oral presentation/ class discussion and analysis
e. Psychomotor Skills (if applicable)
(i) Description of the psychomotor skills to be developed and the level of performance required
Not Applicable
(ii) Teaching strategies to be used to develop these skills
Not Applicable
(iii) Methods of assessment of students psychomotor skills
Not Applicable
5. Schedule of Assessment Tasks for Students During the Semester
Assess
ment
Assessment task (eg. essay, test, group project, examination
etc.)
Week due Proportion
of Final
Assessment
1
1st in-term
Middle of
term
15%
2
Presentations, quizzes, 2nd interm
Throughout
25%
3
7
Final Exam 60%
D. Student Support
1. Arrangements for availability of faculty for individual student consultations and academic advice.
(include amount of time faculty are available each week)
Instructor is available 6 hours a week during office hours in addition to the available
email all week. There is a newly established academic support centre in which students
are encouraged to seek professional help in any problem they might have.
E. Learning Resources
1. Required Text(s)
The Merchant of Venice/ Midsummer Night's Dream
Hamlet/Macbeth/Othello
2. Essential References
Barber, CL., Shakespeare's Festive Comedy, Oxford University Press, London, 1959
Palmer, John L. Comic Characters of Shakespeare, Paladin Paperbacks, London, 1946.
Chambers, E.K., The Elizabethan Stage, Oxford University Press, Oxford, New York , 1945, four
volumes.
Nagler, A.M., Shakespeare's Stage, Yale University Press, New Haven, 1958.
Tillyard, E.M.W., The Elizabethan World Picture, Chatto&Windus, London, 1943.
Wilson, John Dover, Life in Shakespeare's England, Macmillan, New York 1913
Bradley, Shakespearean Tragedy
Clark, Cumberland, Shakespeare and Psychology, Folcroft Library Editions, 1976
Champion, Larry S., Shakespeare's Tragic Perspective, The University of Georgia Press, Athens,
3- Recommended Books and Reference Material (Journals, Reports, etc) (Attach List)
- Bullough, Geoffrey (ed.), Narrative and Dramatic Sources of Shakespeare, Routledge and
Kegan Paul, London 1975
- A Research Guide for Undergraduates in English & American Literature. MLA, 206
- MLA Handbook (as reference guide on how to write a research paper)
4-.Electronic Materials, Web Sites etc
Resources on the Web:
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Shakespeare Online www.Shakespeare.online.com/
Mr William Shakespeare on the Internet www.Shakespeare.palomar.edu/
Absolute Shakespeare www.absoluteShakespeare.com/
5- Other learning material such as computer-based programs/CD, professional standards/regulations
Student are strongly warned against plagiarism
F. Facilities Required
Indicate requirements for the course including size of classrooms and laboratories (ie number of seats
in
classrooms and laboratories, extent of computer access etc.)
1. Accommodation (Lecture rooms, laboratories, etc.)
Lecture room to accommodate number of registered students, should have smart boards
that work/ projectors/and working air conditioning
2. Computing resources
Laptop computer - projector system
3. Other resources (specify --eg. If specific laboratory equipment is required, list requirements or attach
list)
None
F. Facilities Required
Indicate requirements for the course including size of classrooms and laboratories (ie number of seats
in
classrooms and laboratories, extent of computer access etc.)
1. Accommodation (Lecture rooms, laboratories, etc.)
Lecture rooms should be large enough to accommodate the number of registered
students
2. Computing resources
Laptop computer - projector system
3. Other resources (specify --eg. If specific laboratory equipment is required, list requirements or attach
list)
None
9
G. Course Evaluation and Improvement Processes
1 Strategies for Obtaining Student Feedback on Effectiveness of Teaching
1. Midterm evaluation feed-back form to increase instructor’s awareness of the weak
and strong points of the class
2. End of term college evaluation of course by students ( to be collected by the
department)
3. End-of-term debriefing in class of students and teacher regarding what went well and
what could have gone better
4. Small group instructional diagnosis (SGID) whereby instructors exchange classes
and gather information from each others’ students on specific points outlined by the
department and the instructor being evaluated
2 Other Strategies for Evaluation of Teaching by the Instructor or by the Department
1. Peer observation to benefit from colleagues’ objective feedback and suggestions for
improvement.
3 Processes for Improvement of Teaching
1. Training sessions
2. Workshops to facilitate the exchange of experiences amongst faculty members
3. Regular meetings where problems are discussed and solutions given
4. Discussion of challenges in the classroom with colleagues and supervisors
5. Encouragement of faculty members to attend professional development conferences.
6. Keep up to date with pedagogical theory and practice
7. Set goals for achieving excellence in teaching at the beginning of each new semester
after reviewing last semester’s teaching strategies and results
4. Processes for Verifying Standards of Student Achievement (eg. check marking by an independent
faculty member of a sample of student work, periodic exchange and remarking of a sample of
assignments with a faculty member in another institution)
1. Check marking of a sample of examination papers either by a resident or visiting
faculty member
2. Students who believe they are under graded can have their papers checked by a
second reader
5 Describe the planning arrangements for periodically reviewing course effectiveness and planning for
improvement.
1. Compare syllabi and course description with other universities (including those on
the net)
2. Bi-annual meetings of faculty members to discuss improvement
3. Have a curriculum review committee to review the curriculum periodically and
suggest improvements