CP518: The Book and the Film: Adaptation and Interpretation
2. The Department which will be responsible for management of the module:
Comparative Literature (SECL)
3. The Start Date of the Module:
Autumn 2003
4. The cohort of students (onwards) to which the module will be applicable:
Stage 3 Comparative Literature students and other Stage 3 students in the
Humanities (from September 2003 onwards)
5. The number of students expected to take the module:
Up to 40
6. Modules to be withdrawn on the introduction of this proposed module and
consultation with other relevant Departments and Faculties regarding the
withdrawal:
None
7. The level of the module: H
8. The number of credits which the module represents: 30
9. Which term(s) the module is to be taught in (or other teaching pattern):
Autumn and Spring
10. Prerequisite and co-requisite modules: None
11. The programmes of study to which the module contributes: Comparative
Literature
12. The intended subject specific learning outcomes and, as appropriate, their
relationship to programme learning outcomes: This module aims to build on
skills acquired at Stages 1 and 2. The comparative approach will be extended to
include film adaptations of well-known literary works. This enables students not
only to study literature from different cultures but also to cross media, thereby
widening their comparative approach to include visual culture. Students will:

Grasp the basic tools of film criticism.

Learn to analyse visual media alongside written media and develop the
relevant modes of comparison.

Distinguish why certain texts lend themselves to multiple interpretations.

Interrogate the power of the cinema to influence our appreciation of
literary works.

Undertake independent research with a view to writing in extenso in both
mono-disciplinary and comparative veins.

Refine and improve collaborative work skills through group presentations.

Take an original and informed approach to comparative contexts not
widely covered by secondary sources.

To acquire a firm grasp of the basic tools of film analysis.

To further develop the ability to make effective use of library resources to
view films.
These subject-specific learning outcomes will contribute to achieving the following
Comparative Literature programme learning outcomes: 12A (a), (b), (c), and (g).
13. The intended generic learning outcomes and, as appropriate, their
relationship to programme learning outcomes:

To broaden views on contemporary culture to include a nuanced
appreciation of visual media.

To extend comparative analytic skills across media.

To further improve written and oral communication skills through
participation in seminars and class presentation.

To enhance the ability to work within a team and alone.
These generic learning outcomes will contribute to achieving the following
Comparative Literature programme learning outcomes: 12B (a), (b), (c), (d), (f),
and (g); 12C (i)–(r); 12D (s)–(v).
14. A synopsis of the curriculum: The module seeks to explore how novels and
plays are adapted and interpreted for the screen. We will analyse how certain
texts lend themselves to multiple reshaping, such as Laclos’ Dangerous Liaisons.
We will also analyse lesser-known works that have gone on to become feature
films, such as Arthur Schnitzler’s Dream Story, filmed as Eyes Wide Shut.
Adaptations directed by internationally recognized filmmakers such as Roman
Polanski, Vittorio De Sica, Francis Ford Coppola, Stanley Kubrick, and Pier Paolo
Pasolini will be examined with a view to eliciting and understanding their
particular approach to, and filmic vision of, written texts.
15. Indicative Reading List:
Texts
Giorgio Bassani, The Garden of the Finzi-Continis (Penguin, 2007)
Arthur C. Clarke, 2001: A Space Odyssey (Orbit, 2006)
Joseph Conrad, Heart of Darkness (Oxford University Press, 1992)
The Gospel According to St Matthew (King James Version of the Bible)
Thomas Hardy, Tess of the D’Urbervilles (Oxford University Press, 1998)
Henry James, The Turn of the Screw (Oxford University Press, 1999)
Choderlos de Laclos, Les Liaisons dangereuses (Oxford University Press,
1995)
Arthur Schnitzler, Round Dance (Oxford University Press, 2002)
Arthur Schnitzler, Dream Story (Penguin, 2005)
Films:
Jack Clayton, The Innocents
Francis Ford Coppola, Apocalypse Now
Vittorio De Sica, The Garden of the Finzi-Continis
Milos Forman, Valmont
Stephen Frears, Dangerous Liaisons
Stanley Kubrick, Eyes Wide Shut
Stanley Kubrick, 2001: A Space Odyssey
Roger Kumble, Cruel Intentions
Max Ophuls, La Ronde
Pier Paolo Pasolini, The Gospel According to Matthew
Roman Polanski, Tess
Students are supplied with a focused and annotated bibliography of texts on
critical approaches, and also on individual texts and films.
16. Learning and Teaching Methods, including the nature and number of
contact hours and the total study hours which will be expected of students,
and how these relate to achievement of the intended learning outcomes:
The module will be taught by means of a weekly two-hour seminar over two
terms. The seminars will be devoted to discussion of both text and film in order to
maintain the commitment to the comparative element. Films will be made
available to students via private study facilities in SECL (Cornwallis Building) and
the Templeman Library, as well as being streamed online. A glossary of
appropriate critical terminology will be supplied for student use. These learning
and teaching methods will contribute to achieving the following subject-specific
and generic learning outcomes on the Comparative Literature Programme
Specification: 12A (a), (b), (c), and (g); 12B (a), (b), (c), (d), (f), (g), and (h); 12C
(a), (k), (l), (m), (n), (o), (p), (q), and (r); 12B (s), (t), (u), and (v).
Total study hours 300.
17. Assessment methods and how these relate to testing achievement of the
intended learning outcomes: All students will give one in-class group
presentation (20%) and complete three comparative essays of 2000 words each
(80%), a. These assessment methods will contribute to achieving the following
learning outcomes on the Comparative Literature Programme Specification: 12B
(a), (b), (c), (d), (f), (g), and (h). They will also contribute to achieving the
following educational aims of the programme: 11 (a), (c), (d), (e), (f), (g), (h), and
(i).
18. Implications for learning resources, including staff, library, IT and space:
None
19. A statement confirming that, as far as can be reasonably anticipated, the
curriculum, learning and teaching methods and forms of assessment do
not present any non-justifiable disadvantage to students with disabilities:
As far as can reasonably be anticipated, the curriculum, the learning and teaching
methods, and the forms of assessment will not present any non-justifiable
disadvantage to students with disabilities. The methods of assessment will favour
any students who are dyslexic insofar as they will not require the production of
any work in timed examination conditions, and such students will be asked to
indicate on their assessed work that they are dyslexic so that this can be taken
into account in the assessment of the work. If any student requires wheelchair
access, an appropriate teaching room will be arranged.