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ENG32790

Academic Year 2026/2027

Shakespeare in Film&Television (ENG32790)

Subject:
English
College:
Arts & Humanities
School:
English, Drama & Film
Level:
3 (Degree)
Credits:
10
Module Coordinator:
Assoc Professor Naomi McAreavey
Trimester:
Spring
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

This module will engage with contemporary adaptation theory to examine the way that some of Shakespeare's comedies (The Taming of the Shrew, A Midsummer Night's Dream, Much Ado About Nothing) have been adapted for the big and small screen. We will address different versions of a small number of comedies, considering the critical readings that underlie the adaptations, the responses to key interpretative controversies in each play, the way the comedies are made to resonate with the various concerns of modern audiences, and the (mis)understandings of Shakespeare that inform the film appropriations. Students will anchor their engagement with the film and television adaptations through readings of the plays in history and performance, analyse the ways the plays have been adapted for television and cinema screens, and imagine other possibilities for television or film adaptation.

About this Module

Learning Outcomes:

Upon successful completion of this module, students will have demonstrated the ability to:
1. Understand adaptation and appropriation as a form of reading and interpretation, and evaluate different readings of Shakespeare's comedies for film and television.
2. Identify key considerations in adapting or appropriating Shakespeare's comedies for the big and small screen, weighing up various options, and imagining other possibilities.
3. Critically assess how modern television and film adaptations have addressed key topics and controversies in the performance of Shakespeare's comedies.
4. Analyse how Shakespeare's comedies have been used to interrogate pressing social concerns, such as changing attitudes to gender and sexuality, through modern film and television adaptation.
5. Critically examine how Shakespeare's dramatic comedies have been adapted for the big and small screen in a range of television and film genres, utilizing genre as a key lens of interpretation.
6. Evaluate the extent to which film adaptations and appropriations of the comedies borrow, question, or subvert the cultural capital of Shakespeare.

Indicative Module Content:

Week 1. Introduction
Week 2. Shakespeare, The Taming of the Shrew
Week 3. Zeffirelli, The Taming of the Shrew (1967)
Week 4. Junger, 10 Things I Hate About You (1999); BBC, ShakespeaReTold, The Taming of the Shrew (2005)
Week 5. Shakespeare, A Midsummer Night’s Dream
Week 6. Hall, A Midsummer Night’s Dream (1968); Hoffman, A Midsummer Night’s Dream (1998)
Week 7. Kerr; BBC, A Midsummer Night’s Dream (2016)
Week 8. Shakespeare, Much Ado About Nothing
Week 9. Branagh, Much Ado About Nothing (1993); Whedon, Much Ado About Nothing (2012)
Week 10. Gluck, Anyone But You (2023); BBC, Upstart Crow (2018)
Week 11. Conclusion

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Competent

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Competent

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Competent

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Advanced Beginner

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Advanced Beginner

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Competent

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Competent

Anticipatory

 The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Advanced Beginner

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Competent

AI Literacy & Agency

 The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Advanced Beginner

Wellbeing

 Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Competent

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


Goal Name Description Coverage

Ensure healthy lives and promote well-being for all at all ages 1

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 1

Achieve gender equality and empower all women and girls 1

Reduce inequality within and among countries 1
 

Student Effort Hours:
Student Effort Type Hours
Specified Learning Activities

96
Autonomous Student Learning

80
Seminar (or Webinar)

24
Total

200

Approaches to Teaching and Learning:
This is a seminar-type module that will include a mix of short lecture content, plenary discussion, individual, pair and group work, active learning, reflection, and writing.

AI Policy
Students may use AI tools for limited support in this module (e.g. idea generation, practice questions, or as a study aid). However, students remain fully responsible for the accuracy and reliability of their learning. Any use of AI must be cited appropriately.

Moderation Policy
A proportion of written assignments in each module in the School of English, Drama and Film are subject to moderation, meaning they undergo a second layer of review by another grader. This is to promote grading consistency within and between modules in the same level and discipline.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Incompatibles:
DRAM20050 - Shakespeare on Film


 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Participation in Learning Activities: Weekly class preparation exercises (9 possible, submit min. 6) Week 2, Week 3, Week 4, Week 5, Week 6, Week 7, Week 8, Week 9, Week 10 Pass/Fail Grade Scale No
20
 No
Participation in Learning Activities: Assignment drafting, reflection and revision based on feedback. Week 8 Graded No
20
 No
Assignment(Including Essay): The final written assignment can be a traditional essay or some kind of negotiated "unessay" that demonstrates achievement of the learning outcomes of the module. Guidance will be provided. Week 14 Graded No
60
 No

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.


Carry forward of passed components
No
 

Resit In Terminal Exam
Autumn No
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment

How will my Feedback be Delivered?

For participation exercises, regular individual written feedback will be given, with group feedback for recurring issues. For the assignment draft, individual written feedback will be given and supplemented with individual consultation to develop a revision strategy. For the final assignment, individual written feedback will be given.

You are not expected to buy any learning materials for this module. All material will be available on the library or via Brightspace.

Plays
(Please note that we will use the Arden editions of playtexts along with Globe performances, all available via Drama Online in UCD Library)
Shakespeare, The Taming of the Shrew
Shakespeare, A Midsummer Night’s Dream
Shakespeare, Much Ado About Nothing

Film and television adaptations
Zeffirelli, The Taming of the Shrew (1967)
Junger, 10 Things I Hate About You (1999)
BBC, ShakespeaReTold, The Taming of the Shrew (2005)

Hall, A Midsummer Night’s Dream (1968)
Hoffman, A Midsummer Night’s Dream (1998)
Kerr; BBC, A Midsummer Night’s Dream (2016)

Branagh, Much Ado About Nothing (1993)
Whedon, Much Ado About Nothing (2012)
Gluck, Anyone But You (2023)

BBC, Upstart Crow (2016-2019)

Name Role
Professor Jane Grogan Lecturer / Co-Lecturer

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Spring Seminar Offering 1 Week(s) - 20, 21, 22, 23, 24, 25, 26, 29, 30, 31, 32, 33 Tues 14:00 - 15:50
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