The Shakespeare Industry

EN3V18003-2020-2021

Version 31 August 2020 1

Course Objectives
The aim of this course is to familiarize the student with the ins and outs of the
sometimes daunting Shakespeare Industry, and to create a solid sense of confidence
in reading, researching, as well as speaking and writing about Shakespeare, his
work, and the responses of others over the past 400 years.

Content
What has been keeping those Shakespeareans occupied for over 400 years? Hasn’t
everything that needs saying already been said about the Man from Stratford? This
course offers the student an opportunity to study the immense industry that has
developed around Shakespeare, and become acquainted with a number of
intriguing traditions involving Shakespeare’s life, his work, and his afterlives.
Attention will be devoted to the biography and to the plays and poems in their
historical context. Themes for discussion will include: Who was Shakespeare?
(Baconians, Stratfordians, Oxfordians); How can we make sense of Shakespeare as
a fictional character (Oscar Wilde, Anthony Burgess, Shakespeare in Love); Which
edition should I use and why? (Q, F, Penguin Shakespeare, New Arden, New
Cambridge); How do I find the right materials to study and write about
Shakespeare (UB, WSB, Internet, Shaksper). The course further acquaints you with
Shakespeare journals you might consult (Shakespeare Survey, Shakespeare Jahrbuch,
Shakespeare Quarterly), and theoretical perspectives (E.M.W. Tillyard, New
Historicism). You want to familiarize yourself with theatre architecture in a
historical perspective (Globe, Blackfriars, Stratford, New Globe). Inevitably, you
will seek to define the differences between local, global and glocal Shakespeare.
Shakespeare will be discussed as he appears in music (opera, song, rap), film and
video (Orson Welles, Kenneth Branagh, BBC, Bollywood), translations and
adaptations (Ten Oorlog). For each lecture, the student will read a Shakespeare text,
and study a number of questions. Gradually, in coordination with the instructor(s),
the student will develop a topic for a final essay.

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In Practice
During the plenary lectures – with powerpoint presentation – the themes of the
week are introduced and contextualized. During the seminars, the topics
introduced and contextualized in the plenary lectures are linked to individual
examples. Examples and appertaining texts will be discussed and analyzed. The
student has a standard Shakespeare edition ready at hand, and independently
downloads the secondary material set from the University Library or other sources
listed. The student reads the materials before the relevant sessions. The student is
capable of summarizing the materials in class, and of identifying the salient points
to be discussed.

Examination
1. Assignments (Opdracht) 20%
2. Paper (Paper) 40%
3. Written Exam (Schriftelijk tentamen) 40%

Ad 1. Assignments (Opdracht): For 5 weeks, you will be issued with a

number of study questions each week. Part of these questions will be based on the
secondary reading for each week, others on the lectures, or on the primary reading;
a number of these questions will also come up for discussion during the seminars
of that week (in part depending on students’ own input). On the Monday after the
week in question, at 12:00 (noon), you will hand in your written answers to the
questions of the Assignments, on the basis of your reading as well as the
discussion in lectures and seminars.
You are expected to answer 10 questions in a maximum of 100-150 words
each. This word count excludes quotations from the primary or secondary sources,
as well as footnotes or endnotes. (Remember that the questions you decide not to

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answer at this stage are nevertheless important for an understanding of the
material, and may also return in the first part of the in-class exam.
Give your Assignments a proper layout, in accordance with the
departmental style sheet, including a formally correct list of works cited; this will
form part of what we grade your assignments on.
Please note that these Assignments are individual work, not group work, and
students must phrase ideas in their own words. Answers with identical phrasing will
therefore be treated as suspicious, suggesting plagiarism or fraud, unless such
phrases are marked as actual quotations from the lecture or from a written source,
by the use of quotation marks or by setting the quote off from the text.
Ad 2. In the term paper, you will be assessed on the quality of your
research, your literary analysis, your grasp of the historical perspective, and your
correct use of literary terminology. The structure of your paper, the quality of your
written English, and the formal correctness of your references to secondary sources
will also be taken into account. Do remember that it is essential that your essay
answers the question(s) it raises, provides arguments, and examples for each point,
and does so in correct and lucid English, in accordance with the format and formal
structure of essays taught in the English department.
In your introductory paragraph, sketch the state of knowledge on your
chosen research topic, with the help of a survey of the secondary literature (at least
ten titles) that you have studied for the term paper. Also, make it quite clear what it
is that you will be arguing (thesis statement) or what question you will answer
(thesis question): a term paper is different from a mere summary of what you have
read in that it tries to make a point, to add to existing knowledge rather than merely
rehearsing it. In using secondary sources, be sure to make clear their relevance to
your argument, and to demarcate precisely what is your own, what is a summary or
quotation from a critic.
Ad. 3 The in-class exam will be held on Wednesday 28 October 2020
(13:30-16:30 hrs, location to be announced). It will test your knowledge of

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Shakespeare and the various topics and themes studied and discussed during the
course. On one level, it does so through 10 factual questions. Also your insight into
the literary works and the interconnections with their broader contexts (political,
historical and/or literary) will be tested through 5 open questions. These 2
categories together will account for one half of your grade for the exam. For the
open, essay-type questions (choice of 1 out of 3 topics), you will be allowed to use
your primary texts. As a minimum, we would expect the answers to the factual
questions to show that you are familiar with all the texts on the reading list and
with the facts and theoretical ideas discussed during the lectures. The open
questions, analogously, should show that you have a global understanding of the
meaning of these texts, and of how they fit in with their (social, political, aesthetic)
contexts and with the theoretical framework. For this exam, your command of
written English should at least be good enough to allow for unproblematic
communication, but you should aim at correct academic English.

Assessment
Knowledge of and insight into Shakespeare’s work and its afterlife; ability to
conduct independent research; ability to analyze Shakespeare’s texts; ability to write
a lucid and coherent, formally and linguistically correct term paper in English.

Study Materials
This syllabus is keyed to the materials available in The Norton Shakespeare (ed.
Stephen Greenblatt, et al.), the third (= most recent) edition. Students with one of
the alternative editions mentioned in OSIRIS, will have the relevant materials made
available in due course. In addition, you should buy (or borrow): Aimé Césaire, A
Tempest, trans. Richard Miller (New York: TCG Translations, 2002), ISBN 978-1-
55936-210-8. Please note that you will need hard copies of these texts for the in-
class, open-book exam on 28 October 2020.

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Online
Due to the COVID crisis, this course is taught via Microsoft Teams. If you have
no experience with Microsoft Teams yet, perhaps try it out in groups before
lectures start. During the lectures (Hoorcollege, HC), we ask students to turn off
their cameras and microphones. If you have any questions, raise them by way of
the chat function, and the teacher will respond to these questions after the lecture
proper. During seminars (Werkcollege, WC), we ask students to switch on their
cameras at all times, so that teachers can see their response—this is not, after all, a
medium like radio or TV where you simply send out a message and read reviews in
the newspapers the next day, but an approximation of a live teaching situation,
where interaction with your audience is of the essence of good teaching. However,
we ask students only to switch on their microphone when they have a contribution
to make, and to signal their desire to speak up by raising a (virtual) hand on the
screen within Teams. When the teacher asks you to speak, is the time to switch on
the microphone; for best sound quality overall, please turn it off again once you
have finished speaking. For further information, please study the general Etiquette
online education, Version 31 July 2020 (at the end of this document).
Specific interpretations in this course syllabus for The Shakespeare
Industry override the general rules provided by the Etiquette online education.
Teaching conditions during the COVID crisis are new and challenging to all
of us. Make sure to abide by the guidelines set to maximize the time spent together
online.

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Weekly programme:

WEEK 1
Tuesday, 8 September 2020, 11:00-12:00
LECTURE 1 – William Shakespeare: Biography and Biographers (Paul
Franssen)
● Reading: Stephen Greenblatt, “General Introduction” (pp. 1-74)

Wednesday, 9 September & Thursday, 10 September 2020

SEMINAR 1 – The Sonnets (Paul Franssen)
● Reading: William Shakespeare, Sonnets 1, 2, 3, 6, 12, 15, 18, 19, 20, 23,
27, 29, 30, 35, 40, 41, 42, 55, 57, 60, 65, 66, 71, 73, 74, 86, 87, 94, 97, 98, 106,
110, 116, 121, 124, 126, 127, 128, 129, 130, 134, 135, 137, 138, 144, 145, 146,
147, 151.
● Reading: Walter Cohen, “The Sonnets” (2241-47)
SEMINAR 1
Wednesday, 9 September 2020
Group 1a – 13:15-14:00
Group 1b – 14:15-15:00
Group 2a – 15:15-16:00
Group 2b – 16:15-17:00
Thursday, 10 September 2020
Group 3a – 13:15-14:00
Group 3b – 14:15-15:00

Thursday, 10 & Friday, 11 September 2020

SEMINAR 2 – Frank Harris, Bernard Shaw, Oscar Wilde (Paul Franssen)
● Reading: Oscar Wilde, “The Portrait of Mr. W. H.” (Blackboard)
 ● Reading: George Bernard Shaw, The Dark Lady of the Sonnets
[https://www.gutenberg.org/files/1050/1050-h/1050-h.htm#link2H_4_0017]
● Reading: Frank Harris, excerpts from Shakespeare and his Love (will be
made available on Blackboard)
SEMINAR 2
Thursday, 10 September 2020
Group 1a – 15:15-16:00
Group 1b – 16:15-17:00
Friday, 11 September 2020
Group 2a – 11:00-11:45
Group 2b – 12:00-12:45
Group 3a – 13:15-14:00
Group 3b – 14:15-15:00

WEEK 2
Monday, 14 September 2020, 12:00 hrs (noon). Deadline: upload Assignment
1 (of 5) to Blackboard

Tuesday, 15 September 2020, 11:00-12:00

LECTURE 2 – Shakespeare and his Editors (Ton Hoenselaars)
● Reading: Gordon McMullan and Suzanne Gossett, “General Textual
Introduction” (pp. 75-92)

Wednesday 16 & Thursday, 17 September 2020

SEMINAR 1 – King Lear (Paul Franssen)
● Reading: King Lear (Combined text, Folio with Additions from the
Quarto (pp. 2494-2570)
SEMINAR 1
Wednesday, 16 September 2020

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 Group 1a – 13:15-14:00
Group 1b – 14:15-15:00
Group 2a – 15:15-16:00
Group 2b – 16:15-17:00
Thursday, 17 September 2020
Group 3a – 13:15-14:00
Group 3b – 14:15-15:00

Thursday 17 & Friday, 18 September 2020

SEMINAR 2 – King Lear and Bibliography (Ton Hoenselaars)
● Reading: King Lear (Combined text, Folio with Additions from the
Quarto)(pp. 2494-2570)
● Reading: Stephen Greenblatt, “King Lear” (pp. 2317-2329)
SEMINAR 2
Thursday, 17 September 2020
Group 1a – 15:15-16:00
Group 1b – 16:15-17:00
Friday, 18 September 2020
Group 2a – 11:00-11:45
Group 2b – 12:00-12:45
Group 3a – 13:15-14:00
Group 3b – 14:15-15:00

WEEK 3
Monday 21 September 2020, 12:00 hrs (noon). Deadline Assignment 2 (of 5).
Upload to Blackboard.

Tuesday, 22 September 2020, 11:00-12:00

LECTURE 3 – Shakespeare, Texts and Contexts (Ton Hoenselaars)

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● Reading: Hamlet (Combined text, Quarto 2, and Folio) (1764-1853)

Wednesday 23 & Thursday, 24 September 2020

SEMINAR 1 – Hamlet (Ton Hoenselaars)
● Reading: Hamlet (Combined text, Quarto 2 and Folio) (1764-1853)
● Reading: Stephen Greenblatt, “Hamlet” (pp. 1751-58)
SEMINAR 1
Wednesday, 23 September 2020
Group 1a – 13:15-14:00
Group 1b – 14:15-15:00
Group 2a – 15:15-16:00
Group 2b – 16:15-17:00
Thursday, 24 September 2020
Group 3a – 13:15-14:00
Group 3b – 14:15-15:00

Thursday 24 & Friday, 25 September 2020

SEMINAR 2 – Hamlet and the Critics (Ton Hoenselaars)
● Reading: Hamlet (Combined text, Quarto 2, and Folio) (1764-1853)
SEMINAR 2
Thursday, 24 September 2020
Group 1a – 15:15-16:00
Group 1b – 16:15-17:00
Friday, 25 September 2020
Group 2a – 11:00-11:45
Group 2b – 12:00-12:45
Group 3a – 13:15-14:00
Group 3b – 14:15-15:00

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WEEK 4
Monday, 28 September 2020, 12:00 hrs (noon). Deadline Assignment 3 (of 5).
Upload to Blackboard

Tuesday, 29 September 2020, 11:00-12:00

LECTURE 4 – Shakespeare and the Translator (Ton Hoenselaars)
● Reading: Ton Hoenselaars, “Introduction,” Shakespeare and the Language of
Translation (available online at Utrecht University Library)

Wednesday, 30 September & Thursday, 1 October 2020

SEMINAR 1 – The Taming of the Shrew (Ton Hoenselaars)
● Reading: Jean E. Howard, “The Taming of the Shrew” (pp. 343-54; and The
Taming of the Shrew (pp. 355-414)
SEMINAR 1
Wednesday, 30 September 2020
Group 1a – 13:15-14:00
Group 1b – 14:15-15:00
Group 2a – 15:15-16:00
Group 2b – 16:15-17:00
Thursday, 1 October 2020
Group 3a – 13:15-14:00
Group 3b – 14:15-15:00

Thursday, 1 October & Friday, 2 October 2020

SEMINAR 2 – The Taming of the Shrew (Ton Hoenselaars)
● Reading: Jean E. Howard, “The Taming of the Shrew” (pp. 343-54; and The
Taming of the Shrew (pp. 355-414)
SEMINAR 2
Thursday, 1 October 2020

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 Group 1a – 15:15-16:00
Group 1b – 16:15-17:00
Friday, 2 October 2020
Group 2a – 11:00-11:45
Group 2b – 12:00-12:45
Group 3a – 13:15-14:00
Group 3b – 14:15-15:00

WEEK 5
Monday 5 October 2020, 12:00 hrs (noon). Deadline Assignment 4 (of 5).
Upload to Blackboard.

Tuesday, 6 October 2020, 11:00-12:00

LECTURE 5 – Shakespeare and the Creative Writer (Paul Franssen)

Wednesday, 7 October & Thursday, 8 October 2020

SEMINAR 1 --The Tempest (Paul Franssen)
● Reading: Stephen Greenblatt, “The Tempest” (3205-14), and The Tempest
(pp. 3215-66)
SEMINAR 1
Wednesday, 7 October 2020
Group 1a – 13:15-14:00
Group 1b – 14:15-15:00
Group 2a – 15:15-16:00
Group 2b – 16:15-17:00
Thursday, 8 October 2020
Group 3a – 13:15-14:00
Group 3b – 14:15-15:00

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Thursday 8 & Friday, 9 October 2020
SEMINAR 2: Winds of Change: Shakespeare and Aimé Césaire’s Tempests
(Paul Franssen)
● Reading: Aimé Césaire, A Tempest, trans. Richard Miller (New York:
TCG Translations, 2002), incl. introduction
SEMINAR 2
Thursday, 8 October 2020
Group 1a – 15:15-16:00
Group 1b – 16:15-17:00
Friday, 9 October 2020
Group 2a – 11:00-11:45
Group 2b – 12:00-12:45
Group 3a – 13:15-14:00
Group 3b – 14:15-15:00

WEEK 6
Monday 12 October 2020, 12:00 hrs (noon). Deadline Assignment 5 (of 5)

Tuesday, 13 October 2020, 11:00-12:00

LECTURE 6 – Shakespeare and the Book: Cultures of Reading (Ton
Hoenselaars)
● Reading: Sonia Massai, “Early Readers,” in Arthur F. Kinney, ed. The
Oxford Handbook of Shakespeare (Oxford: Oxford University Press, 2012), pp.
143-61 (will be made available).

Wednesday 14 & Thursday 15 October 2020

SEMINAR 1 – Romeo and Juliet (Paul Franssen)
● Reading: Stephen Greenblatt, “Romeo and Juliet” (pp. 957-66) and Romeo
and Juliet (pp. 967-1035)

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SEMINAR 1
Wednesday, 14 October 2020 (TH)
Group 1a – 13:15-14:00
Group 1b – 14:15-15:00
Group 2a – 15:15-16:00
Group 2b – 16:15-17:00
Thursday, 15 October 2020 (PF)
Group 3a – 13:15-14:00
Group 3b – 14:15-15:00

Thursday 15 October 2020 & Friday, 16 October 2020

SEMINAR 2 – From University Library to World Wide Web (Ton
Hoenselaars)
● Reading: to be announced
SEMINAR 2
Thursday, 15 October 2020
Group 1a – 15:15-16:00
Group 1b – 16:15-17:00
Friday, 16 October 2020
Group 2a – 11:00-11:45
Group 2b – 12:00-12:45
Group 3a – 13:15-14:00
Group 3b – 14:15-15:00

WEEK 7
Tuesday, 20 October 2020, 11:00-12:00
LECTURE 7 – The Theatre, the Actor, the Audience (Paul Franssen)
● Reading: Holger Scott Syme, “The Theater of Shakespeare’s Time” (pp.
93-118)

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Wednesday 21 & Thursday, 22 October 2020
SEMINAR 1
Essay presentations. Deadline for one A4. Model to be made available.
Wednesday, 21 October 2020
Group 1a – 13:15-14:00
Group 1b – 14:15-15:00
Group 2a – 15:15-16:00
Group 2b – 16:15-17:00
Thursday, 22 October 2020
Group 3a – 13:15-14:00
Group 3b – 14:15-15:00

Thursday, 22 October & Friday, 23 October 2020

SEMINAR 2 -- A Midsummer Night’s Dream (Paul Franssen)
● Reading: Stephen Greenblatt, “A Midsummer Night’s Dream” (pp. 1037-47)
and A Midsummer Night’s Dream (pp. 1048-95)

SEMINAR 2
Thursday, 22 October 2020
Group 1a – 15:15-16:00
Group 1b – 16:15-17:00
Friday, 23 October 2020
Group 2a – 11:00-11:45
Group 2b – 12:00-12:45
Group 3a – 13:15-14:00
Group 3b – 14:15-15:00

WEEK 8

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Written Exam (Schriftelijk tentamen) 40%
Date: Wednesday, 28 October 2020
Time: 13:30-16:30 hrs.
Location: to be announced (De Uithof)

WEEK 9
Paper (Paper) 40%
Deadline Paper: Friday, 2 November 2020, 17:00 hrs. Upload to Blackboard.

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Etiquette online education
Version 31 July 2020

Introduction
Due to the COVID-19 outbreak, more education is offered at a distance, for example online via MS
Teams. Normal rules and procedures apply to online education just like to campus education,
including rules and procedures about conduct. In this etiquette, we highlight relevant aspects of
those rules and procedures and explain how we interpret them in light of online education.

General code of conduct

The general code of conduct for students is described in the Student’s Charter i. This also apply to
online education. The Charter states:
Students at the university:
• behave in an honest and respectful manner towards each other and towards employees;
• get the best out of themselves by actively taking part in their courses and in other activities;
• treat each other’s property and university facilities properly and with due care;
• ensure that lecturers and students are in a position to teach and be taught in the best possible
circumstances.
Online education has the same status as campus education. Therefore, the obligation to participate
actively in courses also applies to online education and fraud and plagiarism are strictly
prohibited ii.
The code of conduct describes generally what behaviour we expect of employees iii. For example,
we expect that employees treat students honestly and respectfully.

Workplace
Lectures and students have a laptop/pc with functioning microphone and camera and well-
functioning internet access. We expect that students buy their own laptop/pc iv. Lecturers and
students also have a quiet workplace in order to participate in online education. Do you not have
this as a student? Then reach out to your study advisor, for example to make use of study spots at
UU and/or of a loan laptop.

Code of conduct during online education v

When turn on or off microphones/camera’s?
Lecturers tell students at the beginning of the course what their expectations are about using
cameras and microphones during online education. For example, the instructions could be that
cameras and microphones are be switched off during large scale instructions so that everyone can
attentively listen to the presentation of the lecturer whereas during small scale working groups the
cameras and microphones are be switched on to stimulate interaction between students and
lecturers. Lecturers explain why they expect their students to turn their camera’s and/or
microphones off or on. We expect that students actively participate in their education and
therefore comply with these requests.

Recording online education

Students are not permitted to make audio- or video recordings of lecturesi. Only after explicit prior
permission from the lecturers in question can a student make recordings for his or her own use.
Lecturers determine whether to record (parts of) online education (do refer to the legal
framework). Recording online education will mainly be useful for instruction during education. A
recording of online education offers students the possibility to revise the subject matter at a later
moment, which supports their learning process. Also, this offers students, who cannot attend
synchronous online education, the opportunity to listen to the instruction at a later point in time.
Finally, the recording of the instruction can be used in later years, by which lecturers can save
time in later years. Recording interactive education, for example group discussions, is less obvious.
Moreover, it is important to create a safe learning environment, in which students can ask
questions without the pressure of a possible recording. We recommend lecturers to carefully
consider whether they record the entire sessions or only parts of it (e.g. record the presentation
but not the questions afterwards). Moreover, we recommend considering offering the instruction
via knowledge clips vi instead of online lectures.

1
Using software
Lecturers use diverse software in their education, for example Blackboard and Microsoft Teams vii.
Lecturers inform their students via Blackboard and/or MyTimeTable when and via which channels
online education will be offered.

Privacy
UU finds it important that the privacy of persons is safeguarded and therefore follows procedures
in order to identify any potential privacy risks of software and to take measures to limit these
risks viii. We ask lecturers to deal with privacy issues wisely and well-informed. Consult therefore
this UU intranet page: https://intranet.uu.nl/en/privacy

Educational materials
Students are not permitted to disseminate (paper or digital) educational materials, unless the
lecturer explicitly gives permission for this or the open access licence allows this.

Complaints
Despite all efforts to apply the regulations properly and deal properly with one another, it can
happen that this is not done. Do you feel as a student that you have been treated improperly by
someone employed by your faculty or by Utrecht University? Or do you disagree with a decision
affecting you personally? Then read on internet how you can file a complaint, objection or appeal:
https://students.uu.nl/en/practical-information/policies-and-procedures/complaints-objections-
and-appeals

Legal framework
• Lecturers cannot obligate their students to turn on their camera and microphone. Active
participation is also possible via the chat functionality.
• Recordings of online education that contain personal data, may only be made if all
participants give permission for this. Personal data are for example: people visible on video,
people audible via microphone, pictures of people, names or initials of people. Please pay
attention to the following:
o Comply with all requirements to working with personal data ix.
o When you request permission, explain why you want to record the session, how long and
where the recording will be stored and where students can file any complaints. Point out
to participants that they are not permitted to disseminate the recording without
permission.
o Whether students give permissions may not impact the assessment of the student.
o We minimize the amount of registered personal data. This means that in principle
students turn of their camera and microphone and respond via the chat functionality.

i
Source: Student’s Charter 2019-2020. This is published on internet: https://students.uu.nl/en/practical-
information/policies-and-procedures/regulations
ii
The rules about active participation and fraud can be found in the Education and Examination Regulations of
the specific degree programmes. Also see the code of conduct for Scrupulous Academic Practice and Integrity.
This is published on internet (Dutch only):
https://www.uu.nl/sites/default/files/ubd_nl_code_zorgvuldige_en_integere_wetenschap_uu.pdf
iii
Source: Code of Conduct. This can be found on internet: https://www.uu.nl/media/56391
iv
Source: Guidelines additional expenses on top of tuition fees. This can be found on internet (Dutch only):
https://www.uu.nl/bachelors/file/1723
v
There are separate rules for online proctoring. Please refer to: https://students.uu.nl/en/practical-
information/corona-and-education/testing-in-period-4
vi
See for more information: https://educate-it.uu.nl/en/knowledge-clip/
vii
See this internet page for more information on the tools supported by Educate-it: https://educate-
it.uu.nl/en/toolwijzer/. In period 1, the UU tolerates the use of Zoom, Mentimeter, Pitch2Peer, Peergrade and
ProctorExam. We recommend using Microsoft Teams rather than Zoom.
viii
Also see the decision-making framework for continuing education due to COVID-19. This is published on
internet: https://www.uu.nl/onderwijs/kwaliteit-en-innovatie/onderwijs-geven-op-afstand
ix
These requirements can be found on: https://intranet.uu.nl/en/what-should-i-consider-when-handling-
personal-data