Nglish Literature and History Learning journal. Subjects of Queen Elizabeth
There is one assignment for this module, which is a 3,500-word learning journal, which should be submitted on Wednesday 17 December 2014 by 12 noon via electronic submission via MyBeckett.
The learning journal is a two-stage process. Initially, you will need to keep notes of your preparation for and engagement in seminars every week, with particular reference to the secondary reading for this module; eventually, at the end of the module, you will edit and develop these to produce your journal. So your initial notes may well be longer than the journal word limit. Your final journal should:
include short entries for each seminar (covering them chronologically);
provide detailed accounts of your participation in the module;
PLEASE NOTE YOUR JOURNAL SHOULD NOT MERELY REPRODUCE NOTES TAKEN IN LECTURES AND SEMINARS;
avoid writing in note form;
provide an introduction and conclusion to the learning journal.
You might want to think about some of the following:
How did you prepare for the lecture and seminar that week? What did you make of the text and the additional recommended reading?
What did you learn from the lecture and from the seminar discussion. How did your attitudes alter and develop?
After the lecture and seminar, what did you feel the need to find out more about and why?
What are the issues that are raised across the module as a whole (this may be something to discuss in the introduction and conclusion to the journal);
What have you learned from the module as a whole?
How does it fit with other modules at level 6?
What were you expecting from the module and how did your attitudes change as you learned more?
Credit will be given for:
Quality and clarity of expression;
Evidence of having carefully considered and demonstrated your response to the moduleai??i??s learning outcomes 1-3 (see p. 2);
Evidence of ability to reflect on your learning experience.
Evidence of a thorough understanding of the issues raised by the module.
The ability to engage critically with the terms and implications of the module.
Evidence of appropriate independent thought, research and preparation.
Evidence of detailed knowledge and understanding of a variety of texts discussed on the module.
Evidence of thorough knowledge and understanding of relevant topics addressed on the module.
Evidence of knowledge and understanding of relevant secondary reading.
Knowledge and understanding of appropriate theoretical perspectives.
The use of appropriate quotations from primary and secondary sources.
Acknowledgement of all secondary sources used in answering the question.
Accurate and consistent referencing using the Harvard system as described in the Essential Style Guide.
A full and appropriately extensive bibliography constructed in accordance with the Essential Style Guide. Do not plagarise.
You are expected to purchase your own copies of these, including the DVDs.
Kapur, Shekhar (1998) Elizabeth [DVD] London: Vision
Kapur, Shekhar (2007) Elizabeth: The Golden Age [DVD] London: Universal
Potter, Sally (1992; 2008) Orlando [DVD] London: Artificial Eye
Stump, Donand V. and Felch, Susan M. (eds.) (2009) Elizabeth I and Her Age. Norton Critical Editions. Londonand New York: Norton.
Winterson, Jeanette (2010) Battle of the Sun. London: Bloomsbury
Woolf, Virginia (1928; 2008) Orlando: A Biography. Worldai??i??s Classics. Oxford: Oxford University Press
Added on 29.11.2014 08:18
Week 1 Introduction:
Representing the Past i?? History, Narrative, Identity
provide an introduction to some of the key themes and theoretical concerns of the module by examining the issues foregrounded by its title: history, narration and identity. The lecture will explore some of the ways in which recent developments in the disciplines of Literary studies and History have suggested that our knowledge of the past is produced through the narratives through which our culture prioritises and organises events (or indeed invents them) in order to ascribe them meaning. also consider some of the ways in which identity has been understood as an effect of historically contingent discourses and practices and how the issue of subjectivity will be examined on the module in relation to, for instance, issues of power, gender, sexuality and class.
Week 2 Required Texts: Images on mybeckett; extracts in i??Lingering Images of the Queeni?? in Stump, D. and Felch, S. (eds) Elizabeth I and Her Age.
For week 2 Discuss on the role that the production, reproduction and dissemination of Elizabethi??s image became a key facet of the way in which her power as monarch was constituted and the increasingly significant ideological function of visual representation in her reign. The sessions consider, in particular, the central function of visual texts in the constitution of her personae and the formation of myths and narratives which provided legitimation for and ways of expressing her power as a female ruler. There is a particular focus on portraits of the Queen but also on the reproduction and circulation of her image in other media such as medallions, coins, prints and poetry. Use Edmund SpencerS The Shearpeards Calender for poetry.
Additional Recommended Reading/Research:
David M. Loades, i??The Great Queeni?? in Stump, D. and Felch, S. (eds) Elizabeth I and Her Age, pp. 659-673.
Roy Strong, i??Depicting Glorianai?? in Stump, D. and Felch, S. (eds) Elizabeth I and Her Age, pp. 746-769.
John N. King, i??Representing the Virgin Queeni?? in Stump, D. and Felch, S. (eds) Elizabeth I and Her Age, pp. 770-789.
Carole Levin, i??Elizabeth As King and Queeni?? in The Heart and Stomach of a King in Module Handbook.
Louis Montrose, i??Idolatriesi?? in The Subject of Elizabeth: Authority, Gender and Representation in Module Handbook.
For week 3 Required texts: Images on mybecket; Extracts in i??The Spanish Armada and Its Aftermathi?? in Stump, D. and Felch, S. (eds) Elizabeth I and Her Age. Download from leeds beckett website
For week 3 explore more fully the extent to which the representation of Elizabeth in visual culture constituted a coherent framework of imagery or iconography (as suggested by some historians). We will also consider the ways in which influential aristocratic men used the visual arts as a medium through which to seek to influence and persuade Elizabeth to adopt or alter particular political positions. Discuss some of the ways in which portraiture produced late in her reign aligned Elizabeth with an emerging national ideology and also English imperial projects in Ireland and the i??New Worldi??.
Additional Recommended Reading/Research:
Roy Strong, i??The i??Sievei?? Portraitsi?? and i??The Ditchley Portraiti?? in Gloriana: The Portraits of Queen Elizabeth I in Module Handbook.
Louis Montrose, i??Instrumental Adorationi??, i??A Cult of Elizabeth?i??, i??The Geopolitical Imaginationi?? and i??Purity and Dangeri?? in The Subject of Elizabeth: Authority, Gender and Representation in Module Handbook.
Jeffrey Knapp, i??Empress of England and Americai?? in Stump, D. and Felch, S. (eds) Elizabeth I and Her Age, pp. 790-801.
Susan Doran, i??Why Did Elizabeth Not Marry?i?? in Stump, D. and Felch, S. (eds) Elizabeth I and Her Age, pp. 683-695.
Week 4 the focus to examine the representation of the identities of the subjects of Elizabeth and the ways in which i??Elizabethani?? cultural forms can be understood as providing sites and spaces in which the identities of those who were both close to but also relatively distant from the privileged sphere of the court. consider the extent to which forms of dissident or transgressive identity can be located within a culture often assumed to be dominated by the authority of the sovereigni??s image. This session considers a range of cultural forms including visual and written texts but also elements of material culture.
Additional Recommended Reading/Research:
Philippa Berry, i??Three-personed Queen: The Courtly Cult of Elizabeth I and its Subjectsi?? in Of Chastity and Power: Elizabethan Literature and the Unmarried Queen in Module Handbook.