XIDS - 2100 - Game of Thrones: Tudor-Stuart Britain

Area C1: XIDS 2100 New Course Topic

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Introduction
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  • Desired Effective Semester*
    Scroll to the bottom of the list and choose either Fall, Spring, or Summer.
    Desired Effective Year*
Contact Information
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  • Primary Contact Name*
    Michael de Nie
    Michael de Nie
  • Email*
    mdenie@westga.edu
    mdenie@westga.edu
  • College *
Course Information
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  • Course Prefix*
    Course Number*
    2100
    2100
  • Proposed Course Title: Arts and Ideas:*
    Game of Thrones: Tudor-Stuart Britain
    Game of Thrones: Tudor-Stuart Britain
    Must be 30 characters or less including spaces

  • The Arts and Ideas template requires the integration of art, music, theatre, film, or photography with philosophy, English, foreign languages and literatures, or another approved discipline.

  • Check at least one of the following disciplines that your course includes*
  • Check at least one of the following disciplines that your course includes.*
Your proposal will need to address the following issues:
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  • Describe, holistically, the theme of the course.*
    This class is designed for anyone with an interest in Tudor-Stuart Britain, no previous knowledge or History course is required. The class will explore the history and culture of Britain, Scotland, and Ireland from the late 15th century to the late 17th century. In each unit we will first explore the major forces and events that shaped politics and society, and then examine a collection of primary and secondary sources that reveal some of the major trends in contemporary art, literature, music, and philosophy, among other topics. This course is a 100% online course using CourseDen and your computer as the delivery medium. You are not required to attend class face to face. The midterm and final exams will both be taken online, and there will be no proctored exams for this course.
  • Describe the contribution of each of the disciplines.*
    Art – The class will examine portraits of British monarchs and courtiers to explore visual representations of authority as well contemporary fashion and gender roles, including the curious case of the Elizabethan codpiece. Students will have the option to curate a collection of contemporary art as their final project. Music – The class will listen to a number of compositions from the 16th and 17th century to explore contemporary ideas concerning music and emotion. Students will have the option to compose and perform their own original piece of music in this style as their final project. Theatre – The class will read selections from plays by Shakespeare, Jonson, and Marlowe to examine contemporary conceptions of authority and morality as well as love and gender roles. We will explore various elements of Elizabethan theatre culture via online exhibits and virtual tours. Students will have the option to explore these themes in more detail in a final project paper. Philosophy – This class will read excerpts from a number of contemporary political writings by More, James I, Filmer, Hobbes, and others in order to investigate contemporary ideas regarding authority and sovereignty. Students will have the option to explore these themes in more detail in a final project paper. Literature – The class will read a number of poems and sonnets from the 16th and 17th century, focusing particularly on contemporary ideas of love and gender roles. Students will have the option to write a collection of original poems or sonnets in this style as their final project. Other (Geography) – The class will examine a collection of contemporary maps of Britain, Ireland, and North America in order to explore contemporary conceptions of authority and civilization on both sides of the Atlantic. Students will have the option to create an annotated historical map (e.g. The English Civil War, Shakespeare’s London) as their final project.
    Description as you wish for it to appear in the catalog.
  • How does the text bring these perspectives together so that a true interdisciplinary focus is achieved?*
    Students will be provided access to online videos as well as both primary and secondary written texts and other source material (via postings on CourseDen or online). These materials will not only take various forms (video, works of art, written texts) but will highlight various aspects of the course topic, helping students appreciate the limits of a single disciplinary perspective in enabling a full understanding of this place during this historical moment.
  • Discuss how students are required to integrate various disciplines' concepts and perspectives. How will assignments and text motivate students to learn?*
    Through prompted/semi-structured class discussions, reflection papers, and final projects (see attached syllabus) whereby students will look at the course topic from the various disciplinary perspectives and synthesize new understandings of or insights about particular questions or topics.
  • What, specifically, are the attainable and measurable learning outcomes for each student?
    Describe distinctive elements of cultural life in early modern Britain and Ireland Summarize early modern British and Irish history, specifying key figures and events and how they shaped the course of history in these two places. Differentiate between primary and secondary sources. Interpret a primary or secondary source document in relation to the historical and geographical context. Construct a clear argument based on evidence. Apply an appropriate citation style.
  • Describe any other requirements or conditions for the course.*
    None
  • List 5 artistic events (plays, recitals, concerts, shows, etc.) that students will attend during the course of the semester. Please list in numbered bullets.*

    This course involves multiple artistic activities and events. These are described in the "contributions of the disciplines" section above.

  • Describe potential grading criteria (exams, papers, performances, works of art, etc.) Please list in numbered bullets.*

    See syllabus.

  • Potential Primary Reference(s) (text, current literature, etc.) Please list in a numbered bullets.*

    Philosophy/Politics primary documents - The Petition of Right (1628), True Law of Free Monarchies (1598), Archbishop Cranmer's Execution (1556), The Act of Supremacy (1534)

     

    Art - National Portrait Gallery (https://www.npg.org.uk/) - portraits of Henry VIII, Mary, Elizabeth, James I, Charles I, Charles II and various courtiers and officials

     

    Theater - Shakespeare's Globe Theatre (https://www.shakespearesglobe.com/), Excerpts of  Shakespeare's Much Ado About Nothing, Jonson's Volpone, Marlowe's Doctor Faustus

     

    Music - videos of performances of period music - examples: https://www.youtube.com/watch?v=zZIcA3O3A2g&list=FLALgmOHoiFEOk3NrZNWDooQ&index=1002

    https://www.youtube.com/watch?v=LeHM4qw6iZs

    https://www.youtube.com/watch?v=xw59KAcObFI&list=FLALgmOHoiFEOk3NrZNWDooQ&index=1005

     

    Geography - a selection of maps of Tudor-Stuart London from British History Online (https://www.british-history.ac.uk/catalogue/maps)

     

    Literature - Shakespeare, Sonnet 18, Sonnet 20, Sonnet 54, Sonnet 130

  • Outline of Syllabus unless clearly provided in the attached syllabus. Please list in a numbered bullets, if applicable.

    See syllabus.

  • REQUIRED ATTACHMENTS

    ATTACH any required files (e.g. syllabi, other supporting documentation) by navigating to the Proposal Toolbox and clicking  in the top right corner.

    1.) Syllabus

    Please ensure it’s the correct syllabus (e.g., correct course prefix and number, course title, learning objectives/outcomes and includes link to the Common Language for Course Syllabi: http://www.westga.edu/UWGSyllabusPolicies/

  • Syllabus*

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