Fr. Wulfstan Clough, O.S.B.
Office hours: MW 9:30-10:15, 12:15-1:15
405 Placid Hall Tues. 3:45-5:00
Office: x2150
Room: x6780
email: wclough@email.stvincent.edu
William Shakespeare is almost universally acknowledged as perhaps the greatest writer in the English language. His style, his themes, and his stories speak to the ages in such a way that he is still admired, enjoyed, and studied today.
But in addition to being a great artist, Shakespeare was also a product of his time--of the religion, the politics, and the social concerns. In this course we will examine a particular genre of play which Shakespeare wrote, the history play, in which he examined the nature of kingship, social order, and right rule--and, incidentally, paid tribute to the House of Tudor and most especially to Queen Elizabeth. We will study these plays not only as works of literature, but also as political statements and as representations of a specific view of history. In so doing, we may also discuss how we view history and use it for our own purposes, as the great Bard did.
Our definition of "history play" will be somewhat looser than that given by traditional scholarship. Usually, those plays classified as histories are those which depict the history of England and the reigns of specific kings--King John and the three parts of Henry VI, for example. And we will be reading several of those. We will begin with Richard III, one of Shakespeare's earliest history plays, which shows a kingdom in decline under a corrupt ruler. From there we will move to the second of Shakespeare's two series of "Henry" plays: Richard II, Henry IV, Part One, selected scenes from Henry IV, Part Two, and Henry V (if circumstances allow, we will be watching the Kenneth Branaugh film of Henry V). This series of plays shows a kingdom moving from decline to revitalization and glory under an ideal ruler. As we read, we will discuss Shakespeare's ideas of proper rule, ideal social order, and government , and how his view of his own history reflected the major issues of his time.
From there we will move to some plays that do not normally fall into the category of "history play." First will be a selection of the "Roman plays" as they are called, in which Shakespeare drew on classical sources to tell his stories. Of these we will be reading three: Titus Andronicus, Shakespeare's first tragedy; Julius Caesar; and Timon of Athens (actually set in Greece, but classified with the Roman plays). Finally, we will examine one great tragedy, Macbeth, which he based on a story in Holinshed's Chronicles. In each of these three different types of plays, we will examine how Shakespeare's aims differed, and how he put history to different uses to achieve those aims.
In addition to the plays we will also be reading the historical materials on which Shakespeare based his stories. To this end will will be using the Signet editions of all plays except Richard III. These editions contain lengthy excerpts from the chronicles and histories, as well as critical articles and background. Should you have another edition of these plays, you may use that--provided that it contains sufficient critical apparatus; I would suggest that you let me examine it if you have any questions. And you will still need to obtain the historical documents contained in the Signet editions, since you will be responsible for that.
Your mark in this class will be based on the following :
An in-class mid-term and an in-class final: On March 7 we will have an in-class mid-term on the first half of the course. Our final, which will be comprehensive, will be on Wednesday, May 7, from 4:00-6:00 p.m. Please do not miss either of these tests unless you have a very good excuse. If you know ahead of time that you will not be able to make one or the other, please let me know so that we can make other arrangements. If you miss the test or the final and offer no excuse, I reserve the right to penalize any make-up test as I see fit, or even to deny one altogether. (Please note that having to leave early for summer vacation is NOT a sufficient excuse for rescheduling the final.)
A term paper, due on Friday, April 18. Although I will give you a list of suggested topics in a few weeks, I encourage you to develop a topic of your own. Use this term paper as an opportunity to examine in depth an issue we merely touch upon in class, or to explore an area of Shakespeare which especially interests you. More details about the term paper--length, format, etc.--will be given later.
Please be sure to have this paper in on the due date. My usual policy is to penalize late papers one letter grade for each class day they are late. Should you have trouble getting the paper done on time, please see me ahead of time so that we can make special arrangements for you.
Homework, exercises, quizzes, etc.: I will occasionally assign short papers or spot assignments for homework, or give individual or group in-class exercises. I may also give periodic quizzes, which cannot be made up if you miss them. All of these will count toward determining your final grade.
Class participation: Your input is vital to the success of this class, and so it forms a substantial portion of your final grade. Nothing can be more deadly than listening to someone lecture for fifty minutes at a stretch, and I am interested in hearing your own ideas and opinions. This as much your class as it is mine.
The relative weight of the above in determining the final grade will be as follows:
Attendance: I expect you to attend every class, since every class in important: we will always be discussing new material, or presenting opinions and interpretations. Of course, I understand that conflicts do arise; and if you should have a problem attending a particular class, please let me know--ahead of time, if possible. Should you become sick, please have the health service send me a notice or check with me when you return. But please let me know; if you are absent and offer no excuse, then I will assume that your absence is unexcused. My policy is to allow three unexcused absences, after which you grade is affected, usually one-third of a letter grade for each additional one. For example, four unexcused absences would take you from a B to a B- or from a B- to a C+; five from a B to a C+ or a B- to a C.
Late arrivals/early departures: Please be on time for each class and please stay until dismissed. Should you have trouble getting to class on time, or if you have to leave early, please let me know. Any combination of three late arrivals or early departures without a sufficient excuse equals one unexcused absence.
FINAL NOTE: Should you be having trouble of any kind, please come to see me. I am her to help you; but I can only do that if I know that a problem exists. Please do not stay away out of shyness or fear.
Jan. 13: Introduction to the course.
15: Shakespeare's view of history. HANDOUT: R. L. Smallwood, "Shakespeare's Use of History."
17
20 Richard III
22
24
27
29 Richard II
31
Feb. 3
5
7 Henry IV, Part I
10
12
14
17 Henry V
19
21
24-28: Spring break. No classes.
Mar. 3: Finish Henry V.
5: Review of the Henry plays.
7: Test on the Henry plays.
10: Introduction to the Roman plays.
Mar. 12
14: Titus Andronicus and the tradition of revenge tragedy.
17
19
21: Julius Caesar
24
26-31: Easter break. No classes.
Apr. 2: Julius Caesar
4
7
9: Timon of Athens
11
14
16: Review of the Roman plays.
18
21
23: Macbeth. Term paper due April 18.
25
28
30: Review of Shakespeare's sense of history.
May 2: Review of the course.
7: 4:00-6:00 p.m.--final exam.
FINAL NOTE: No semester is totally predictable. Therefore, I reserve the right to make changes in this syllabus should circumstances warrant it. Of course, I will announce any such changes in advance. But unless I make such an announcement, this syllabus stands.