COMPUTER EDUCATION AND INSTRUCTIONAL TECHNOLOGIES
Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

Course Introduction and Application Information

Course Code	Course Name	Semester	Theoretical	Practical	Credit	ECTS
GEP0122	Shakespeare and Contemporary Performance	Spring Fall	3	0	3	4

This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester.

Basic information

Language of instruction:	English
Type of course:	GE-Elective
Course Level:	Bachelor’s Degree (First Cycle)
Mode of Delivery:	Face to face
Course Coordinator :	Dr. BURCU ALARSLAN ULUDAŞ
Recommended Optional Program Components:	None.
Course Objectives:	This course brings together performance studies, cultural theory, modern theatre history and a detailed study of Shakespearean text to give students the fullest possible understanding of how Shakespeare works today. Students will have the opportunity to explore, in depth, how Shakespeare’s texts are adapted to stage.

Learning Outcomes

The students who have succeeded in this course;
1- To develop a literary perspective and the ability to understand Shakespeare’s plays and sonnets.

2- To be able to develop critical thinking/writing skills, i.e., the ability to analyze, interpret, synthesize, and evaluate literary material.

3- To study specific topics (specific play) in an in-depth manner.

4- To set the works studied in their social, cultural, and political contexts.

5- To improve their ability to draw links among diverse literary texts and establish critical connections and adopt an interdisciplinary attitude.

6- To understand how actors, directors and adaptors make live theatre from raw material.

7- To understand how critics make sense of and write about performances.

8- To learn how a Shakespearean text is adapted for an actual performance.

Course Content

Detailed study of Shakespeare’s plays and analysis of spcecific performances.

Weekly Detailed Course Contents

Week	Subject	Related Preparation
1)	Introduction to the Course. Review of general concepts (renaissance, reform…)
2)	16th century England The Tudors, Queen Elizabeth, Literature and art in the 16th century
3)	Life and works of Shakespeare. His life, works, general characteristics of his works, common themes (from selected texts), his tragedies, comedies and historical plays.
4)	Shakespeare’s Tragedies Terms related to tragedy (tragic hero, tragic flaw…) Close reading - Hamlet...
5)	Hamlet:morality, corruption, ambition, action—madness	Reading - Hamlet
6)	Hamlet Viewing parts of two film adaptations of Hamlet: Laurence Olivier’s 1948 version and Kenneth Branagh’s 1997 version
7)	Shakespeare the Poet What is a sonnet? The “ Young Man” and the “Dark Lady” Themes: Art, immortality, time, death
8)	Review
9)	Guest lecturer - discussion of one of the plays we've watched.
10)	One of Shakespeare's tragedies (Macbeth, Othello or Merchant of Venice)	Reading
11)	Continue analyzing the play (tragedy).
12)	Shakespeare’s Comedies Theme Appearance and Reality How Shakespeare constructes a complex orchestration between different characters and between appearance and reality and how he uses this pattern to comment on a variety of human foibles. Selected readings from A Midsummer Night’s Dream	Reading - A Midsummer Night’s Dream
13)	A Midsummer Night’s Dream continued...
14)	Shakespeare’s Fools: The wisdom of Shakespeare’s fools.
15)	Final Exam
16)	Final Sınavı

Sources

Course Notes / Textbooks:	Shakespeare'in seçilen 3 oyunu Shakespeare yazar ve eserleri - Stanley Wells Shakespeare in Production: Whose History? H.R. Coursen The Shakespearean Stage 1574-1642 – Andrew Gurr Articles – depending on the plays being discussed that semester
References:

Evaluation System

Semester Requirements	Number of Activities	Level of Contribution
Attendance	16	% 10
Quizzes	2	% 10
Midterms	1	% 40
Final	1	% 40
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 60
PERCENTAGE OF FINAL WORK		% 40
Total		% 100

ECTS / Workload Table

Activities	Number of Activities	Workload
Course Hours	16	48
Study Hours Out of Class	2	10
Homework Assignments	2	10
Midterms	1	15
Final	1	15
Total Workload		98

Contribution of Learning Outcomes to Programme Outcomes

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Program Outcomes	Level of Contribution
1)	To define concepts related to the latest knowledge, tools and other scientific resources for the teaching profession, educational technology and information technologies in terms of national and international standards.	4
2)	To explain the main elements of teaching strategies, methods and techniques, material design and assessment and evaluation processes that affect the development of educational technology integration.
3)	To develop competencies related to software languages, operating systems, computer networks and computer hardware.
3)	To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology.
4)	To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology.
5)	To plan, implement and evaluate classroom activities that utilize cutting-edge technologies to foster creativity, problem solving and critical thinking using scientific methods.
6)	To build strong theoretical and applied models to develop solutions to problems that focus on systems and human development within a learning organization.	4
7)	To review, evaluate and recommend strategies for technology integration based on the interests, needs, individual differences and developmental characteristics of students in primary and secondary education.
8)	To work individually and collaboratively in a team to carry out activities related to educational technology, information technology and the teaching profession in an interdisciplinary approach.	4
9)	To effectively use and evaluate educational technologies and appropriately designed instructional models as a means of achieving and meeting learning objectives and requirements.
10)	To utilize effective metacognitive techniques to make the classroom a community of learners engaged in lifelong learning activities.
11)	To prepare trainings and projects related to educational technology for the community and to provide counseling to individuals in enhancing learning through the appropriate use of technology.	4
12)	To implement cost and time sensitive strategies to support individuals and organizations to carry out their work more effectively.
13)	To equip teachers to be pioneers and models in the application of technology for educational purposes using ethical and legal standards and to keep pace with changing technology.
14)	To investigate efficient design solutions and existing standards used today for educational technologies, curricula, innovations and outcomes related to work, school, education sector and virtual world.
15)	To gain fluency in interpersonal communication, teaching frameworks and the use of different technologies in relation to national norms and laws.	4