Learning Goals & This Book
These are cribbed from our Slack discussions--these can/should be revised/edited changed! & once we know the objectives that we address, we can add the paths/pages that work with these goals.
Literary Interpretation Learning Objectives
- Apply relevant criteria to create, critically analyze, interpret, or reflect ethically on a text, artwork, performance, or other product of human creativity and reasoning.
- Identify representative passages from texts to produce close readings and demonstrate a command of stylistic features which contribute to literary language
- identify the cultural assumptions implicit in artistic representations--that is, the unavoidable influences of the culture in which the creator of a work of art is embedded.)
- discern how design or form influences meaning
- analyze a work from a variety of perspectives (e.g., creative, cultural, critical, aesthetic)
- construct an argument using evidence to draw conclusions and support a thesis
- Not just read, but *understand* the language of Early and Late Modern English (syntax, word choice, new words, old words, generic style, etc…)
- Acquire and employ a basic vocabulary of literary and critical terms such as iambic pentameter, blank verse, in media res, folios, quartos, soliloquy, et al.
- Identify and analyze relevant genres and forms like history, pastoral, romance, comedy, and tragedy (plays), as well as sonnets and long poetry.
- Understand and practice the skill of close textual reading by linking (and questioning!) authorial intention with textual analysis.
- Demonstrate knowledge of relevant historical and cultural contexts about the Elizabethan and Jacobean periods, including literary movements, major social trends, and significant political events.
- Identify and describe theatrical (performance) history and theory
Technical & Information Literacy Objectives
- Demonstrate the ability to research, select and properly cite a variety of appropriate sources used to support scholarly work.
- Make effective use of sources and literary corpora, showing understanding of their meaning/significance.
- Demonstrate the ability to use general or discipline-specific technologies to identify, retrieve, analyze, and communicate ideas and information
(not sure our book can actually address/put in place measures of these, so didn't cut/paste any)
ALL OF THIS CAN BE CUT/REPLACED!
This page has paths:
- Introduction: What's Digital Shakespeare? Heather Froehlich