| Competences |
| Type A | Code | Competences Specific |
| A13 | Conèixer i aplicar les bases de la teoria de la literatura i de les teories estètiques. | |
| Type B | Code | Competences Transversal |
| B6 | Clear and effective communication of information, ideas, problems and solutions in public or a specific technical field | |
| Type C | Code | Competences Nuclear |
| C5 | Be committed to ethics and social responsibility as citizens and professionals |
| Learning outcomes |
| Type A | Code | Learning outcomes |
| A13 |
Coneix les principals tècniques literàries de la ficció, el teatre, la poesia i el cinema | |
| Type B | Code | Learning outcomes |
| B6 |
Intervé de forma efectiva i transmet informació rellevant | |
| Type C | Code | Learning outcomes |
| C5 |
Respect fundamental rights and equality between men and women. |
| Contents |
| Topic | Sub-topic |
| MacBeth The Importance of Being Earnest |
Introduction to Shakespeare Elizabethan Drama Imagery and Symbols Theme and Content Introduction to Oscar Wilde Romantic and Realistic Drama Form and Content Aesthetics and Ethics |
| An Inspector Calls | Introduction to J.B. Priestley Irony Verisimilitude Drawing-rom Comedy |
| Waiting for Godot | Introduction to S. Beckett Tthe Absurd Theatre. Drama and Stage Conventions |
| Harold Pinter: The Birthday Party | The Contemporary Scene in UK Realism and Absurdity Plot Character Theme |
| Tennessee Williams: A Street Car Named Desire | Contemporary American Thatre Character Plot Theme |
| Edward Albee. Who is Afraid of Virginia | Postmodernism Social issues. |
| Planning |
| Methodologies :: Tests | ||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | |||||||
| Introductory activities |
|
1 | 1 | 2 | ||||||
| Problem solving, classroom exercises |
|
26 | 53 | 79 | ||||||
| Lecture |
|
25 | 25 | 50 | ||||||
| Assignments |
|
1 | 6 | 7 | ||||||
| Seminars |
|
1 | 6 | 7 | ||||||
| Personal tuition |
|
2 | 4 | 6 | ||||||
| (*) On e-learning, hours of virtual attendance of the teacher. (**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. | ||||||||||
| Methodologies |
| Description | |
| Introductory activities | A session at least will be devoted to explain the aim of the course, objectives, methodology, etc. |
| Problem solving, classroom exercises | To focus on specific topics and how to develop them. |
| Lecture | To provide general and specific information. |
| Assignments | To narrow down topics and write about them. |
| Seminars | To focus on subtopics and how to present them. |
| Personal tuition | Personal meeting at my office in order to clarify academic points. |
| Personalized attention |
| Description |
| There will be office hours. Students should take benefit of them in order to ask questions, querries, discuss details of the syllabus and content of the course. |
| Assessment |
| Methodologies | Competences | Description | Weight | ||||
| Problem solving, classroom exercises |
|
Exercises to be written in class | 60% | ||||
| Lecture |
|
Class attendance and participation | 10% | ||||
| Assignments |
|
Assignments | 30% | ||||
| Others |
| Other comments and second exam session | |||
|
The students who do not reach the 50% of the above-mentioned requirements will have a scheduled second chance, as well as those who have not opted to go through the continuos assessment (for further details see the course syllabus). This second chance will be the same for all students ( both those who failed the continuous assessment and those who opted for the final class exercise), and will consist in a final class exercisel of 20 questions (100%). These questions will be based on the units included in the syllabus (short definitions of concepts, identifications of names, titles, characters, short contextualizations of excertps from the texts analyzed ...). |
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| Sources of information |
| Basic |
Montgomery, Martin et alia , Ways of Reading , 2000, Routledge
Oscar Wilde , The Importance of Being Earnest, 2000, Penguin
Harold Pinter, The Birthday Party, 2000, Methuen
Tennessee Williams, A Street Car Named Desire, 2000, Penguin |
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| Complementary | |||||||||
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| Recommendations |
| Subjects that continue the syllabus | ||
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(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.