Unit Profile Correction added on 07-02-22
THTR12126: Elizabethan Drama: Johnson, Marlowe and Shakespeare
correction: Jonson
THTR12126 Elizabethan Drama: Jonson, Marlowe and Shakespeare
Overview
In this unit you will study the original storytelling practices of First Nations Peoples through to the development of more formal theatre practices of the ancient Greeks and Romans. You will examine the rites, rituals, legends and myths of the first storytellers in communicating ideas and ideals, education the masses and even manipulating the public discourse. You will apply and adapt these ancient ideas and practices in a presentation designed to communicate a social message to a modern audience.
Details
Pre-requisites or Co-requisites
Students who have completed THTR13124 Theatre Studies 3: Mask, Myth and Ritual cannot enrol in this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2021
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
- Identify the devices used in First Nations Peoples' storytelling and in ancient Greek and Roman theatre
- Articulate the distinction between the purpose of storytelling for First Nations Peoples and the purpose of theatre in ancient Greek and Roman times
- Apply devices used in storytelling by First Nations Peoples or in ancient Greek and Roman theatre for communication of contemporary issues.
N/A
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Report - 25% | |||
| 2 - Report - 25% | |||
| 3 - Written Assessment - 15% | |||
| 4 - Presentation - 35% | |||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Communication | |||
| 2 - Problem Solving | |||
| 3 - Critical Thinking | |||
| 4 - Information Literacy | |||
| 5 - Team Work | |||
| 6 - Information Technology Competence | |||
| 7 - Cross Cultural Competence | |||
| 8 - Ethical practice | |||
| 9 - Social Innovation | |||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Report - 25% | ||||||||||
| 2 - Report - 25% | ||||||||||
| 3 - Written Assessment - 15% | ||||||||||
| 4 - Presentation - 35% | ||||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Microsoft Teams
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
l.lorenza@cqu.edu.au
Module/Topic
Stories
Chapter
online resources
Events and Submissions/Topic
Module/Topic
First People's Stories
Chapter
online resources
Events and Submissions/Topic
Module/Topic
Chapter
online resources
Events and Submissions/Topic
Module/Topic
Chapter
online resources
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Storytelling devices
Chapter
online resources
Events and Submissions/Topic
Module/Topic
Chapter
online resources
Events and Submissions/Topic
Module/Topic
Stealing devices - contemporary theatre
Chapter
online resources
Events and Submissions/Topic
Module/Topic
Stealing devices - contemporary theatre
Chapter
online resources
Events and Submissions/Topic
Module/Topic
in class presentations
Chapter
Events and Submissions/Topic
In class presentations of Assessment 4
Educational issue presentation Due: Week 10 Monday (20 Sept 2021) 12:00 am AEST
Module/Topic
In class presentations of Assessment 4
Chapter
Events and Submissions/Topic
In class presentations of Assessment 4
Module/Topic
In class presentations of Assessment 4
Chapter
Events and Submissions/Topic
In class presentations of Assessment 4
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
This unit will be taught face to face and online.
1 Report
Compose a 1000 word report. Identify a First Peoples Story, its purpose and the devices used in its communication.
Week 3 Monday (26 July 2021) 12:00 am AEST
written proposal
Week 4 Monday (2 Aug 2021)
- Clear introduction and conclusion (10%)
- Accuracy of information and depth of treatment of the topic (25%)
- Detailed discussion on the primary source examples provided (25%)
- Ability to write clearly and logically (15%)
- Identify the devices used in First Nations Peoples' storytelling and in ancient Greek and Roman theatre
- Articulate the distinction between the purpose of storytelling for First Nations Peoples and the purpose of theatre in ancient Greek and Roman times
- Communication
- Critical Thinking
- Information Literacy
2 Report
- Identify an example of a story told in ancient Greek or Roman theatre
- Write the synopsis of the story.
- Identify the devices used in its presentation.
- Discuss the significance of the story, considering when it was communicated, to whom and for what purpose.
- Identify all references using APA 7th style
Week 5 Monday (9 Aug 2021) 12:00 am AEST
1500 to 2000 word report
Week 7 Monday (30 Aug 2021)
- Clear introduction and conclusion (10%)
- Accuracy of information and depth of treatment of the topic (25%)
- Detailed discussion on the primary source examples provided (25%)
- Ability to write clearly and logically (15%)
- Correct spelling, grammar, punctuation and clear lay-out (10%)
- Correct use of APA style for the in-text referencing and reference list (15%)
- Identify the devices used in First Nations Peoples' storytelling and in ancient Greek and Roman theatre
- Articulate the distinction between the purpose of storytelling for First Nations Peoples and the purpose of theatre in ancient Greek and Roman times
- Communication
- Critical Thinking
- Information Literacy
3 Written Assessment
-
Identify the message, who it is for and why it needs to be communicated.
- Provide a synopsis or plot summary of the message.
- Identify the communicative devices from First People's storytelling and ancient Greek and Roman theatre you will be using.
- Explain why you have selected these devices.
- Identify all references using APA 7th style.
Week 7 Monday (30 Aug 2021) 12:00 am AEST
1000 word proposal
Week 8 Monday (6 Sept 2021)
· Clear and connected introduction and conclusion (10%)
· Clear identification of the issue (25%)
· Clear justification for why it is significant (25%)
· Proposed devices for the in-class presentation in Assessment 4 (20%)
· Inclusion of documentation and in-text referencing (APA format) from the primary source (5%)
· Correct spelling, grammar, and word usage (10%)
· Presentation and clear layout (5%)
- Apply devices used in storytelling by First Nations Peoples or in ancient Greek and Roman theatre for communication of contemporary issues.
- Communication
- Critical Thinking
- Information Literacy
4 Presentation
Choose a message to communicate today to change the way the public thinks about an issue. The aim of your live or pre-recorded audiovisual presentation is to educate your audience about an issue of significance today. You must:
§ Identify an issue that is significant today
§ Explain the significance of the issue
§ Identify the target audience for your message about this issue
§ Select and use devices that may reflect devices from First Nation Peoples storytelling, ensure you are being mindful and respectful of cultural protocols
§ Select and use devices that reflect devices evident in Greek and Roman theatre
§ Justification: Justify why you have selected particular devices from First Peoples storytelling, Greek and Roman theatre to communicate the issue or message. This may be related to the content of the message or the audience with whom you are communicating.
Week 10 Monday (20 Sept 2021) 12:00 am AEST
live presentation in class
Week 10 Monday (20 Sept 2021)
- Clear introduction and conclusion (10%)
- Accuracy of information and depth of treatment of the selected issue (20%)
- Clear selection of devices from the First Peoples storytelling included in the delivery and presentation style to suit the identified audience (10%)
- Detailed discussion on the primary source examples selected (20%)
- Ability to communicate clearly and logically through audio-visual media (10%)
- Correct use of APA style for the references listed in the final credits and the separate hard copy reference list (10%)
- Peer assessment (20%)
- Apply devices used in storytelling by First Nations Peoples or in ancient Greek and Roman theatre for communication of contemporary issues.
- Communication
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Ethical practice
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
