English 822: Shakespeare in the Movies

Section 701, Fall 2025

 

Instructor: Madelyn Winkler                                                   Class Location: VIRTUAL/Zoom

Office Location: Mazur 936                                       Class Times: Wednesdays, 5:30-6:50 pm

Office Hours: Tuesdays, 11:00 am-3:00 pm. Please email at least 24h in advance to schedule an OH appointment. All OH will be held over Zoom unless otherwise specified. If Tuesdays are not useful, we can schedule another time!

Email: madelyn.winkler@temple.edu

Course Overview

 

This class will examine four of Shakespeare’s plays as well as various film adaptations of those four plays with a focus on learning how to discuss and analyze both works of dramatic literature and film. We will consider the various interpretative factors that come into play when reading plays and adapting them into films. We will also reflect on how film adaptation can be considered a type of translation, and examine how various directors and screenwriters have taken Shakespeare’s canonical tragedies and comedies and adapted them for contemporary social and political contexts, as well as what those Shakespearean works say about those contexts.

General Education Learning Objectives

 

• Experience and respond to a work of art or creative process;
• Recognize and interpret a work of art or creative process within a societal, historical or cultural context;
• Describe or evaluate a work of art or creative process using appropriate terminology;
• Demonstrate “appreciation” for the value of art in our lives and society; and
• Function as a member of an audience.

Course Learning Goals

 

Students will:

• Adapt to Shakespeare and develop the skills to read and demonstrate meaningful understanding of four major plays.
• Get comfortable with the language of Shakespeare.
• Familiarize themselves with the key terms necessary for basic film and literary analysis.
• Engage in thoughtful reflection of various film adaptations, and produce their own criticism concerning an interpretation of their choice.

 

 

Required Materials and Technology

 

 

Students are not required to purchase physical texts for this course. However, students are expected to access to the PDF versions provided of our four plays, as these are the versions the professor will be using. All texts should be accessible from our Canvas page. If you cannot access the texts, please email me!

 

1. Romeo and Juliet. (Updated Edition, Folger Shakespeare Library)

                        Romeo and Juliet PDF

 

1. Macbeth (Updated Edition, Folger Shakespeare Library)

                       Macbeth PDF

1. Twelfth Night (Updated Edition, Folger Shakespeare Library)

                        Twelfth Night PDF

 

1. The Tempest (Updated Edition, Folger Shakespeare Library)

                        The Tempest PDF

 

We will be watching various film adaptations in their entirety during some of our class sessions, and as such you will only need to purchase or rent whatever film you choose to utilize for your final paper/project. However, if you miss the viewing of a film adaptation as a result of missing class, you will need to watch the missed film on your own. 

Assignments and Grade Breakdown

 

• Introductory Survey -- 10 points
• Reading Reflections #1-#3 -- 5 points each, 15 points total
• Viewing Reflections #1-#3 -- 5 points each, 15 points total
• Translating Shakespeare Quiz -- 10 points
• Final Paper/Project -- 35 points
• Attendance/Participation -- 15 points

                                                                                  TOTAL = 100 possible points

Grading Scale*

A+ (96-100)	A (93-96)	A- (90-92)	B+ (97-89)	B (83-86)	B- (80-82)
C+ (77-79)	C (73-76)	C- (70-72)	D+ (67-69)	D (62-66)	F (61 and below)

*Note: All GenEd courses must be completed with a grade of C- or higher to satisfy a GenEd requirement (https://bulletin.temple.edu/undergraduate/general-education/).

Attendance & Participation

 

This course will meet once a week on Wednesday evenings via Zoom. As such, students are expected to attend every class, as we will be moving quickly. You may miss 2 class sessions throughout the semester without penalty, but you must communicate with the professor in advance if you expect to be absent.

 

The professor will take attendance at the beginning of each class and try their best to learn your names/faces, so be sure to check in after class if you arrive late. Additionally, since these class sessions are so infrequent, please do try your best to arrive punctually, as being late will likely result in a lot of missed content. (Please DO be sure to let the professor know if you are coming from a different class or job across campus and have extenuating circumstances.) 

 

Academic Honesty

 

Plagiarism is the unacknowledged use of another person's labor: another person's ideas, words, or assistance. In general, all sources must be identified as clearly, accurately, and thoroughly as possible. Academic cheating is, in general terms, the thwarting or breaking of the general rules of academic work and/or the specific rules of individual courses. It includes submitting, without the instructor's approval, work in one course that was done for another; helping others to plagiarize or cheat from one's own or someone else's work; or actually doing another person’s work. You must always make clear your sources and you must always be sure that the work you submit is your own. (This statement is adapted from TU’s policy on academic dishonesty.)

 

Accessibility Statement

 

The professor is completely committed to creating an accessible and inclusive learning environment in their classroom at all times. They highly encourage all of their students to feel free to discuss any type of accessibility or accommodation that would improve their experience in the class. The professor is happy to do this during office hours, or over email—whatever works best for the student. 

 

Any student who has a need for accommodations based on the impact of a documented disability or medical condition should contact Disability Resources and Services (DRS) in 100 Ritter Annex (drs@temple.edu; 215-204-1280) to request accommodations and learn more about the resources available to you. If a student has a DRS accommodation letter to share with the professor, or they would like to discuss their accommodations, please contact the professor as soon as practical. They will work with the student and with DRS to coordinate reasonable accommodations for all students with documented disabilities. All discussions related to a students’ accommodations will be confidential.

 

Statement on Student and Faculty Academic Rights and Responsibilities

 

Freedom to teach and freedom to learn are inseparable facets of academic freedom. The University has a policy on Student and Faculty and Academic Rights and Responsibilities (Policy #03.70.02) which can be accessed through the following link: https://secretary.temple.edu/sites/secretary/files/policies/03.70.02.pdf

 

Online Course Information

Using Canvas and your Temple email are crucial requirements for the course. Please check the technology specifications for using Canvas from computers and networks off campus. You will be submitting work online through Canvas for this course, and as such, you will also need to have regular access to Microsoft Word. You can download a free copy of Office 365 through TU Portal, and it is also available on all TU-owned computers. If you use Google Docs, you will need to learn how to convert your document into Word in order to submit your papers. Feel free to consult Temple’s Information Technology Services for support: https://its.temple.edu/. Some content will also require you to listen (such as with videos) so you may need to use headphones or speakers in a private location.

Temple wants you to know that limited resources are available for students who do not have the technology they need for class. Students with educational technology needs, including no computer or camera or insufficient Wifi-access, should submit a request outlining their needs using the Student Technology Assistance Application Form. The University will endeavor to meet needs, such as with a long-term loan of a laptop or Mifi device, a refurbished computer, or subsidized internet access.

 

 

 

Netiquette

 

The term “netiquette” refers to standards of behavior appropriate for an online learning environment. The netiquette policy for this course is as follows:

 

• Remember the Human: When you aren’t face-to-face it can be easy to forget that you are communicating with a person who has feelings and emotions just like any other person. Please show respect for your instructor and for your classmates by being courteous in all written communication. Avoid sarcasm, which can be difficult to interpret in cyberspace.

 

• NO YELLING, PLEASE: Using all capitals letter is often considered yelling online.

 

• Read First, then Submit: Make sure you take time to carefully read instructions before beginning an assignment. Similarly, please read what you typed before submitting an assignment to check for grammar, typos, and other errors. Reading aloud before submitting is highly recommended.

 

• Find Answers: Before asking a question, read the syllabus, check Canvas, and conduct an Internet search to see if the answer is easy to find. If these do not provide you with an answer, do not hesitate to contact me.

 

  For more information on netiquette, please visit http://www.albion.com/netiquette/.

 

 

Relevant Temple Resources for Students

 

Did you know Temple’s Student Success Center (SSC) offers tutoring for writing at the Writing Center? Writing Center tutors can help you understand and get started on your assignments, and they can also provide you with engaged, kind, and critical feedback on drafts of your work. The tutors are graduate and undergraduate students who are successful writers and experienced readers; all tutors have completed training in effective methods of coaching writers. Tutoring is free of charge and available by same-day session or pre-scheduled appointment. More information about the Writing Center, as well as other resources offered by the SSC, is available at https://studentsuccess.temple.edu/, by calling 215-204-0702, or visiting our “Front Desk” Zoom room via the Meeting ID at 929-916-654.

 

You can get help (even through live chat) with research from the Library http://library.temple.edu. There are other resources on campus that students may need, including Tuttleman Counseling Services (https://counseling.temple.edu). Balancing coursework and other responsibilities, particularly during such a tumultuous time, can be stressful and challenging, and I want you to know you’re not alone and there are resources for you here at the university, many of which can be provided remotely.

 

The Dean of Students (https://deanofstudents.temple.edu) also offers a wide range of support for students who are facing challenges securing food or housing, students who need emergency student aid, students dealing with sexual assault, and other such problems. The Dean of Students also provides outreach and support for LGBTQIA students, international students, and veterans, among others. I strongly encourage you to seek out help from the Dean of Students if needed, and if you’re having trouble connecting to the proper resources, let me know and I’ll do my best to help.

 

 

Class Schedule, ENG 0822, Fall 2023, Section 002 (subject to change)

 

Week One (August 25-29)

• Due by Beginning of Class Wednesday: Read syllabus, watch course Welcome Video. Familiarize yourself with slides for the first class.
• Wednesday, August 27: Class from 5:30-6:50. Introductions, Intro to Shakespeare video, course information and questions

Assignments (do/due AFTER class): Complete Introductory Survey on Canvas. Read Act I and II of Romeo and Juliet

 

Week Two (September 1-5)  

• Monday Labor Day! Due by beginning of class Wednesday: Act I and II of Romeo and Juliet
• Wednesday, September 3: Discussion of Acts I and II. Reading gauge: how is it going so far? Are we understanding? What themes are we seeing emerge already? Then, begin reading Act III together in class.
• Assignments: Read the rest of Act III and all of Act IV.

 

Week Three (September 8-12)

• Due by Beginning of class: Act III and IV completed.
• Wednesday, September 10: Discussion of Acts III and IV. Read Act V in class together. If we don’t finish, read at home. Introduction to first film if we have time.
• Assignments: Finish Romeo and Juliet. Read intro to film analysis slides on Canvas. Subject to change, but I do not think we will look at these in class. You must read them at home. Complete first reading reflection assignment before class on Wednesday. Formally due Wednesday, September 17 at 5:00 pm.

 

Week Four (September 15-19)

• Due by beginning of Class: Complete R+J Complete film analysis slides. First reading reflections submitted.
• Wednesday, September 17: Watch Luhrman’s Romeo and Juliet in class.
• Assignments: none!

 

Week Five (September 22-26)

• Due by beginning of class: Nothing!
• Wednesday, September 24: Finish Luhrmann’s Romeo and Juliet in class. Discuss the film. Note themes that carry over, note aesthetic choices that interest you. Introduce Macbeth time permitting. Prepare for first viewing reflection.
• Assignments: Complete first Viewing Reflection and submit on Canvas by Wednesday, September October 1 at 5:00 pm. Read Macbeth Synopsis, Characters, and Act I.

 

Week Six (September 29 – October 3)

• Due by Beginning of Class: First Viewing Reflection submitted on Canvas. Act I of Macbeth
• Wednesday, October 1: Wrap up any lingering R and J concerns. Intro Macbeth, touch base on Act I. Watch some clips of Act I maybe? Begin to read Act II as a group if we have time.
• Assignments: Read Acts II and III of Macbeth.

 

Week Seven (October 6-10).

• Due by Beginning of Class: Acts II and III of Macbeth
• October 8: Discussion of Macbeth. In-class translation quiz? Homework translation quiz? Begin reading Act IV together.
• Assignments: Read Act IV and V of Macbeth.

 

Week Eight (October 13-17)

• Due by Beginning of Class Wednesday: Finish Macbeth.
• Wednesday, October 15: Class discussion of Macbeth. Introduce film adaptation of Macbeth, things to look out for.
• Assignments: Reading Reflection #2 due on Canvas by Wednesday, October 22 at 5:00 pm.

 

Week Nine (October 20-24)

• Due by Beginning of Class: Reading reflection #2 submitted.
• Wednesday, October 22: Watch MacBeth!
• Assignments: Begin thinking about viewing reflection #2 and look around at Twelfth Night

 

Week Ten (October 27-31)

• Due by Beginning of Class: Not much
• In Class: Finish watching Macbeth! Happy Halloween! Begin Twelfth Night together?
• Assignments: Viewing Reflection #2 due Wednesday, November 5 at 5:00 pm. Read Act I and II of Twelfth Night.

 

Week Eleven (November 3-7)

• Due by beginning of class: Viewing reflection #2 submitted on Canvas by 5:00 pm.
• In class: Discuss Act I and II of Twelfth Night. Begin Act III?
• Assignments: Read Act III, IV, and V of Twelfth Night. Finish the play. Reading Reflection #3 due on Canvas by Wednesday, November 12, at 5:00 pm.

 

Week Twelve (November 10-14).

• Due before class: Reading Reflection #3 on Canvas at 5 pm
• In class: Introduce the idea of final projects/proposals. Begin watching She’s the Man
• Assignments: Read Act I and II of The Tempest.

 

Week Thirteen (November 17-21)

• Due by Beginning of Class: Nothing!
• In Class: Finish She’s the Man. Discuss other film adaptations of Twelfth Night. Discuss Acts I and II of The Tempest OR in-class work on final projects/proposals
• Assignments: Viewing Reflection #3 due Wednesday, November 26 at 5:00 pm (but you can take until Sunday, November 30 at 11:59 pm no penalty). I’m sorry!!! Yes it’s due over break but our once a week schedule requires it!! FINISH The Tempest.

 

FALL BREAK, November 24th-28th, No Classes

            READ TEMPEST! SUBMIT VR#3!

 

Week Fifteen (December 1-5)

• Due Before Class: Viewing Reflection #3 on Canvas
• Discuss The Tempest, watch Tempest film adaptation. Discuss final projects.
• Assignments: Finish Tempest film adaptation at home if needed. Begin work on final projects.

 

Week Sixteen (December 8-12)

• Monday Dec. 8 is the last day of classes, so we won’t have class this week :/ I will likely hold an open OH session on Wednesday in place of class.
• WORK ON FINAL PROJECTS. FINAL PROJECTS DUE ON FRIDAY, DECEMBER 12 at 11:59 PM.

 

Assignment Specifications:

 

Introductory Survey

This assignment is to help the professor better understand each student’s level of comfort with literature and cinematography. Reading Shakespeare for the first time can require some adjusting, so having a good grasp of each student’s experience level is helpful to ensure that this class is as informative and enjoyable as possible! Please be honest! No worries if your experience with Shakespeare OR film is limited.

 

Reading Reflections

Whenever you finish reading one of the four plays, you will write a 1-page reflection (200-300 word), double-spaced, Times New Roman font). These reflections can be in an informal writing style, but you should be sure to proof-read for grammatical and spelling errors, and they should be meaningful in terms of content. You can approach these reflections from multiple angles; for example, you could identify some of the phrasing or language that you had trouble with, and then discuss how you went about “decoding” and analyzing the passage/language.

 

You could also reflect on anything you found particularly interesting or impactful about the play, whether it regards gender, race, violence, sexuality, politics, history, etc. However, these reflections must be grounded in the actual text, with reference to specific line numbers/quotes. You must engage with the text in your reflections. These reflections should help prepare you for your final project/paper and will allow the professor to address any misconceptions or difficulties you may be having.

 

Viewing Reflections

Alternatively, when you are not writing a Reading Reflection, you will be writing a Viewing Reflection to discuss the film adaptation that you watched that week. This should also be 1-page (200-300 words), double-spaced, Times New Roman font. You similarly have a wide range of freedom in writing these reflections but should touch on on anything that surprised you about the film adaptation compared to the play itself. Does the film’s context add to the play’s themes or messages? How does the use of imagery and cinematography enhance, challenge, or change the story? Was it easier to engage with the film or more difficult? Why or why not? (*Note: No Viewing Reflection is assigned for the Tempest film at the end of the semester.)

 

Translating Shakespeare Quiz

Two of this course’s Learning Objectives are to “Experience and respond to a work of art or creative process” and “Recognize and interpret a work of art or creative process within a societal, historical or cultural context.” As such, one of this course’s Learning Goals is to get comfortable with the language of Shakespeare.

 

In order to best achieve this Learning Goal, you will be completing a “Translating Shakespeare” quiz in class on 10/8. This will be your opportunity to “flex” your Shakespeare skills as you attempt to rewrite a familiar (meaning already assigned and hopefully read this semester) and an unfamiliar passage from an unassigned Shakespeare play. You’ll rewrite these passages in your own words and, although you don’t need to get the passages completely “right,” you should demonstrate an engagement with the texts and a basic familiarity with Shakespearean language.

 

 

 

 

Final Paper/Project

For your final paper/project in this course, you will be required to write a 5–6-page paper, double spaced, Times New Roman font, 12 pt., MLA format. For this paper, you will choose one of our four texts and research film adaptations of that text. You will then watch the film adaptation you have chosen, and compare and contrast specific content of the text with the “parallel” content of the film adaptation. You should NOT examine a film that we watched in class!!! You must CHOOSE YOUR OWN adaptation of one of our four plays. Trust, there are plenty out there!

 

You will make a clear, definitive, original argument about how the film adaptation enhances, complicates, or transforms the play’s original meaning or context. Some things you may choose to highlight could be screenwriting, directorial choices, shot composition, etc. Your viewing reflections will have been good practice for this! You should utilize at least two scholarly outside sources to support your argument and clearly distinguish between your own unique ideas and the ideas of other scholars or writers (see Academic Honesty statement for more information).

 

Alternatively, instead of writing a final paper you may create a video or recorded presentation for your final project, but the goal of comparing and contrasting one of the plays with a film adaptation to support your interpretation remains the same. This alternative final project should not be considered an “easier” assignment, but rather one that may highlight differences in learning style or preference. Great care should be taken in crafting your alternative project, which may include video editing, visual aids, graphic design, etc.