SHAKESPEARE

The content of the course changes almost every year--different plays are selected and different themes are explored. The changes are incorporated in the Course Outline that is distributed to students in the beginning of the semester and is posted on the course's e-learning (Moodle) class. The purpose and aims of the course (as described below) remain the same. The participation of students in class discussions constitutes an important aspect of the course.

The form of information technology that the teacher of this course uses is the e-learning (Moodle) in conjunction with the internet. E-learning is used routinely for the following course activities: -announcements of all sorts that concern the class (these are sent automatically to each registered student via the e-class's mailing system) -the creation of an electronic library which includes documents relevant to the course (electronic books and articles, notes, links to useful sites, definitions of new terms, electronic primary sources not easily accessible to students, and several other aids that the teacher feels may be of use to the students. -the posting of student presentations (sharing with their fellow students what they presented in class).

Student performance is evaluated on the basis of written exams and oral presentations, which include: in-class oral presentations on some aspect of the course, and a comprehensive, essay-type exam on complex questions at the end of the semester. Also, students are given the opportunity to write (optionally) a research paper on an approved topic. However, in no case can the research paper option become a substitute for the final exam, which the student must pass if the research paper is to be counted in the final grade. It is noted that the participation of students in class discussions play an advisory role (i.e., they help the instructor to form an opinion about the student’s abilities), whereas the class presentations, the final exam, and the research paper (if written) play a definitive as well as advisory role in the student’s final grade. The criteria of evaluation include the following: -Correct (idiomatic) use of the English language -Organization of thought -Understanding of the basic ideas explored in the course -Critical thought and synthetic ability -Originality -Maturity and sophistication of thought -Comprehensive coverage of the course material -Effectiveness of communication with an audience (esp. on oral presentation) The above criteria and means of assessment are explained to students at the beginning of the semester and are also posted on the course's e-learning site.

Greenblatt, Stephen et al eds. Norton Shakespeare: The Tragedies, Norton, 2015. Κροντήρη, Τινα. Ο Σαιξπηρ, η Αναγέννηση κι Εμείς (Θεσσαλονίκη, 2001)

Adelman, Janet. "'Born of Woman': Fantasies of Maternal Power in Macbeth." In Cannibals, Witches, and Divorce: Estranging the Renaissance. Ed. Marjorie Garber. Baltimore: Johns Hopkins UP, 1987. 90-121. Belsey, Catherine. The subject of tragedy: identity and difference in Renaissance drama. London: Methuen, 1985.(PR658.S42B45) Carroll, William C., ed. Macbeth: texts and contexts. Boston: Bedford/St. Martin's, 1999. PR2823.A2C37 Clare, Janet. “The Censorship of the Deposition Scene in Richard II.” The Review of English Studies, 41: 161 (1990): 89-94. Crystal, David. ‘Think on my Words’: Exploring Shakespeare’s Language. Cambridge: Cambridge University Press, 2008.(PR 3072. C79) Dillon, Janette, ed. The Cambridge Introduction to Shakespeare’s Tragedies. Cambridge University Press, 2007. Dollimore, Jonathan & Alan Sinfield. Political Shakespeare. Manchester: Manchester University Press, 1989. (PR2976.P644) Drakakis, John and Dale Townshend, eds. Macbeth: a critical reader. London: Bloomsbury, 2013. (PR2895.D73) Eagleton, Terry. William Shakespeare. Blackwell, 1991. Greenblatt, Stephen. Learning to Curse: Essays in Early Modern Culture. New York : Routledge, 1990.PR413.G74 Greenblatt, Stephen, “Shakespeare and the Ethics of Authority.” In Shakespeare and Early Modern Political Thought. Ed. David Armitage et al. Cambridge University Press, 2009. Jackson, Russell. The Cambridge Companion to Shakespeare on Film. Cambridge: Cambridge University Press, 2000. PR3093.C36 Κrontiris, Tina. Women and/in the Renaissance. Thessaloniki: University Studio Press, 2000. (available online) McDonald, Russ. The Bedford Companion to Shakespeare. Boston: Bedford, 2001. (PR2894.M385) Mullaney, Steven. “Lying Like Truth: Riddle, Representation and Treason in Renaissance England,” ELH, 47: 1 (1980): 32-47. Neill, Michael and David Schalkwyk, eds. The Oxford handbook of Shakespearean tragedy. Oxford: Oxford University Press, 2016. (Oxford Handbooks Online) Rackin, Phyllis. “The Role of the Audience In Shakespeare's Richard II.” Shakespeare Quarterly, 36: 3 (1985): 262-281. Ranald, Margaret L. “The Degradation of Richard II: An Inquiry into the Ritual Backgrounds.” English Literary Renaissance 7:2 (2008):170-196. Sinfield, Alan, ed. Macbeth. Red Globe Press, 1992. Smith, Emma. The Cambridge Ιntroduction to Shakespeare. Cambridge University Press, 2007. (electronic book) Tennenhouse, Leonard. Power on Display: The Politics of Shakespeare’s Genres. New York: Methuen, 1986. (PR3017.T45 1986) Wells, Robin Headlam. Shakespeare's politics: a contextual introduction. London: Continuum, 2009. (PR3017.W447) Well, Stanley. Shakespeare’s Tragedies: A Very Short Introduction. Cambridge University Press, 2017.