日本語 English
| 開講年度/ Academic YearAcademic Year |
20252025 |
| 科目設置学部/ CollegeCollege |
文学部/College of ArtsCollege of Arts |
| 科目コード等/ Course CodeCourse Code |
AM207/AM207AM207 |
| テーマ・サブタイトル等/ Theme・SubtitleTheme・Subtitle |
Prophecies I: Blake |
| 授業形態/ Class FormatClass Format |
対面（全回対面）/Face to face (all classes are face-to-face)Face to face (all classes are face-to-face) |
| 授業形態（補足事項）/ Class Format (Supplementary Items)Class Format (Supplementary Items) |
|
| 授業形式/ Class StyleCampus |
演習・ゼミ/SeminarSeminar |
| 校地/ CampusCampus |
池袋/IkebukuroIkebukuro |
| 学期/ SemesterSemester |
春学期/Spring SemesterSpring Semester |
| 曜日時限・教室/ DayPeriod・RoomDayPeriod・Room |
火4/Tue.4 Tue.4 ログインして教室を表示する（Log in to view the classrooms.） |
| 単位/ CreditsCredits |
22 |
| 科目ナンバリング/ Course NumberCourse Number |
EAL3811 |
| 使用言語/ LanguageLanguage |
英語/EnglishEnglish |
| 履修登録方法/ Class Registration MethodClass Registration Method |
その他登録/"Other" Registration"Other" Registration |
| 配当年次/ Assigned YearAssigned Year |
配当年次は開講学部のR Guideに掲載している科目表で確認してください。配当年次は開講学部のR Guideに掲載している科目表で確認してください。 |
| 先修規定/ Prerequisite RegulationsPrerequisite Regulations |
|
| 他学部履修可否/ Acceptance of Other CollegesAcceptance of Other Colleges |
履修登録システムの『他学部・他研究科履修不許可科目一覧』で確認してください。 |
| 履修中止可否/ Course CancellationCourse Cancellation |
×（履修中止不可/ Not eligible for cancellation） |
| オンライン授業60単位制限対象科目/ Online Classes Subject to 60-Credit Upper LimitOnline Classes Subject to 60-Credit Upper Limit |
|
| 学位授与方針との関連/ Relationship with Degree PolicyRelationship with Degree Policy |
各授業科目は、学部・研究科の定める学位授与方針（DP）や教育課程編成の方針（CP）に基づき、カリキュラム上に配置されています。詳細はカリキュラム・マップで確認することができます。 |
| 備考/ NotesNotes |
This English literature course aims to help students develop their English abilities in the four core skills of listening, reading, speaking, and writing through a combination of various texts, media and in-class activities, as well as some supplementary optional materials (paper and audio-visual), which students are encouraged to engage in, in order to deepen their understanding of this course and its writer, William Blake, one of the greatest poets of the English language of all time. Students enrolled in this course will have the opportunity to enhance their abilities to analyze a text of literature through close reading of the original text, the provision of supplementary notes, as well as videos or audio materials as supplements to aid them in their reading and interpretation of the source texts from various perspectives. This approach has been taken with the hope that it will facilitate students’ overall understanding of Romantic and Pre-Romantic literature, which constitutes the main focus of this course, centered around the writings of William Blake.
To provide students with a better contextual background, some supplementary materials and information on William Blake, as well as some of the Romantic poets who lived both during and after Blake’s time will also be provided to help students better understand this important and vital period in English literature. In each semester for this “Prophecies” course (consisting of Part 1 and Part 2), three or four writers of a similar ilk will be introduced as a means of comparison against the writings of William Blake himself (the same form of comparison will be conducted with W. B. Yeats’ work in the second semester), to help students deepen their understanding of certain aspects of what some have called ‘prophetic writings’. Although Blake and Yeats were not contemporaries, Yeats is one of many poets influenced by Blake and someone who took up and carried the torch of ‘Blakean tradition’ many years later. In Prophecies I, along with the writings and life of William Blake, we will also talk about some of the other well-known Romantic poets, such as Percy Bysshe Shelley, John Keats, William Wordsworth, Lord Byron and others.
In terms of skills related to English ability and proficiency, students will have the opportunity to improve their English listening skills through the interpretations of the texts provided by their teacher in class, and listening to some of the lectures on William Blake by experts in this field, many of which have been made available online. This will be used not only as a listening-comprehension exercise, but also as a way for students to further deepen their understanding of Blake’s literary aims, poetic style and philosophy, and to generate further discussion and commentary upon the existing body of criticism.
Group discussions will be held in regular classes on questions directly related to the texts and given to students beforehand to prepare. Students will also have the opportunity to make a presentation in class (towards the end of the course in Lessons 11 and 12) on one of the writers mentioned above (Shelley, Keats, Byron, Wordsworth, Coleridge etc.), with the following goals in mind: 1) this exercise will help them improve their written proficiency (in preparing the presentation script); and 2) it will help them improve their spoken English proficiency when they give the presentation in class in front of their peers. Three written homework assignments will be assigned on supplementary materials provided in class. The main textbook used in class is called Blake: Poems, and it features a generous selection of Blake’s poems. For the purposes of this one-semester course, the primary focus will be upon William Blake’s The Songs of Innocence and Experience. There is an excellent full collection of Blake’s poetry and prose available in one volume called, The Complete Poetry and Prose of William Blake, edited by David V. Erdman, representing most probably the best and standard ‘collected works’ of Blake’s writings to date. Assignment #1 and #2 and #4 will be based around some poems and prose by Lake in collections other than The Songs of Innocence and Experience and excerpts from Blake’s final but difficult work, Jerusalem will be used for Assignment #4. Assignment #3 will be held over two weeks towards the end of term, during which students will give a 3-4 minute presentation (on one of the writers mentioned above). Supplementary materials will be provided either in class or on a Google Classroom website set up exclusively for students who register for this course, to help students prepare and complete ALL assignments. Some guidelines on how to complete these assignments will also be provided by the teacher, to help students improve their abilities in English written composition and expression.
Successful completion of this course should indicate an understanding of…
1. the historical background and contexts of Romantic and pre-Romantic poetry and the times of William Blake;
2. the style, structure, aims, spiritual and metaphysical vision and various complexities found within William Blake’s writings (both prose and poetry) and painting, with a particular focus on his poetry in class;
3. several ways of analyzing a text, through supplementary readings, slides and recordings provided in or outside of class.
4. a better background knowledge of Blake’s life, times and ongoing legacy upon English letters as a whole (NOTE: some essays on Blake by scholars will be provided to investigate Blake’s writings from various angles)
This course also involves the development of the following skills…
1. the ability to interpret and discuss a text, based on its historical and cultural context and milieu;
2. the ability to inform an original text through the use of secondary sources;
3. the ability to interpret and understand the literary analysis of other critics and writers;
4. the ability to present an argument or summary of one’s opinion on a literary work both in writing (in the essay question on the final test) and orally (in the presentation task for Assignment #3).
This course, predominantly conducted in English, will offer enrolled students the opportunity to read and discuss William Blake’s poetry and prose. We will be using the book, Blake: Poems as the main textbook for this class because it contains a good selection of Blake’s oeuvre, of which the main focus of this course will primarily be on his Songs of Innocence and Experience. Importantly, where possible, the teacher aims to address the relevance of certain themes in Blake’s work from the perspective of the contemporary world. In keeping with the overall theme of this course, we will discuss how Blake’s prophecies (and Yeats’ philosophies in Semester 2) still apply to today’s world.
Most supplementary notes have been drawn from a few very helpful texts but three in particular have been used: The Complete Poetry and Prose of William Blake, edited by David V. Erdman (mentioned above), Fearful Symmetry: A Study of William Blake by well-known Blake scholar Northrop Frye, and Sparks of Fire: Blake In a New Age edited by James Bogan and Fred Goss.
Some online and video lectures on the life and work of William Blake will also be shared with students in order to supplement their knowledge of the English poet.
| 1 | Lesson 1 – William Blake, His Times and the Romantic Poets In our first class for the course, Prophecies I: Blake, we will begin by discussing the historical and social contexts of 18th Century and 19th Century England (especially London), during which the great English poet, William Blake, lived. We will also discuss briefly the lives and works of the Romantic poets who came after William Blake’s time, especially Percy Bysshe Shelley, John Keats, Lord Byron, William Wordsworth and others. Although each of these poets is different in terms of their writing style and the tropes we encounter in their works, we will discuss the common features and characteristics of the Romantic poets. (NOTE: Blake is sometimes called a Romantic poet and sometimes a pre-Romantic poet). There will also be some brief discussion of the prophetic writings within the oeuvre of William Blake, as this is the underlying theme of the course in both Semester 1 (Blake) and Semester 2 (Yeats). A rough outline of the content of the three writing assignments, plus the presentation assignment will be given and briefly explained. Students may also be shown a few lecture videos on Blake from various Blakean scholars that are available online. |
| 2 | Lesson 2 – Introduction + Blake: Poems (pages 1-30) In Lesson 2, we will focus on the first 30 pages of the textbook, Blake: Poems. There will also be some supplementary materials, consisting mostly of articles on Blake taken from Bogan and Goss’ (eds.) excellent and highly eclectic Sparks of Fire: Blake in a New Age. Some high-quality copies of Blake’s most well-known and loved paintings will also be shown on the slides to gradually introduce Blake’s style as a painter and visual artist as well, and we will briefly (but not comprehensively at this stage) discuss how themes within Blake’s paintings and those in his poetry interrelate and complement each other. Looking ahead to Assignment #4 (the presentation), some of the Romantic poets, that were mentioned in Lesson 1, will also be briefly discussed so that students can begin planning ahead. |
| 3 | Lesson 3 – Blake: Poems (31-60) In Lesson 3, we will begin by quickly reviewing content from the previous lesson before continuing on with the next section of Blake: Poems. (Student will generally be asked to read around 30 pages of the textbook per week, plus some supplementary materials). In this class, we will discuss one of the important topics that is a constant pillar of focus within Blake studies: Blake’s theological and metaphysical vision and philosophy, as compared with ‘orthodox (inherited) Christianity’, alongside other major Christian theologians of history such as Thomas Aquinas and St. Augustine. The first assignment on Blake’s poetry will also be distributed and briefly explained. |
| 4 | Lesson 4 – Blake: Poems (61-90) In Lesson 4, we will cover the next 30 pages of the textbook. Students will be divided into one of four groups, with each group assigned different question to discuss. Students should be aware that their end-of-semester participation scores depend on how much they engage in English discussion with their classmates. (Students are awarded participation scores based on effort, rather than grammatical accuracy). Some groups may be assigned questions on supplementary materials (such as poems and essays or Blake’s prose). |
| 5 | Lesson 5 – Blake: Poems (91-120) In Lesson 5, we will cover the next 30 pages of Blake: Poems. As usual students will be divided into one of four groups, with each group assigned different question to discuss. Some analysis of Blake’s <Songs of Innocence and Experience written by a Japanese Blake scholar will be provided (together with the teacher’s English translations of this analysis). Students should be aware that their end-of-semester participation scores depend on how much they engage in English discussion with their classmates. Some groups may be assigned questions on supplementary materials (such as poems and essays or Blake’s prose). |
| 6 | Lesson 6 – Blake: Poems (121-150) This week, in Lesson 6, we will cover the next 30 pages of the textbook. Around this point in the semester, students will be reshuffled and reassigned a new group, so that they will have an opportunity to engage in English discussion with different classmates. Students should be aware that their end-of-semester participation scores depend on how much they engage in English discussion with their classmates. Some groups may be assigned questions on supplementary materials (such as poems and essays), and the teacher will weigh in with students and check how their presentation preparations are coming along. (By this stage, students should be making a final choice on ONE Romantic poet as their presentation topic and begin their own research based on both supplementary materials provided in class as well as resources available in the Rikkyo Library, as well as online). |
| 7 | Lesson 7 – Blake: Poems (151-180) In Lesson 7, we will cover the next 30 pages of this book of poems and drawings. As usual, some supplementary materials will be provided. As usual students will be divided into one of four groups, with each group assigned different question to discuss. Students should be aware that their end-of-semester participation scores depend on how much they engage in English discussion with their classmates. The second assignment on some of Blake’s prose as well as essays on Blake by well-known scholars, will be uploaded and briefly explained. |
| 8 | Lesson 8 – Blake: Poems (181-210) In Lesson 8, we will cover the next 30 pages of the book. Students should be aware that their end-of-semester participation scores depend on how much they engage in English discussion with their classmates. Some groups may be assigned questions on supplementary materials (such as poems and essays and Blake’s prose). |
| 9 | Lesson 9 – Blake: Poems (211-240) In Lesson 9, we will read the next 30 pages of Blake: Poems. In this week, we will begin discussing Blake’s great final work, Jerusalem. Although we will not be reading and analyzing the whole text in detail, excerpts from this final work will be the main focus of the final assignment, Assignment #4. (NOTE: the deadline for the final assignment will be at the end of the term, to give students enough time to read and work on the final assignment, which contains the most difficult content). |
| 10 | Lesson 10 – Blake: Poems (241-288) In Lesson 10, we will read the final poems included within Blake: Poems. This week, students have a longer selection of poems to read, which means that there will be fewer supplementary materials provided, as the main focus will be on the final poems of the book. |
| 11 | Lesson 11 – Presentations I In Lessons 11 and 12 students will have a chance to present on ONE of the writers we have discussed over the course of the semester. Students may choose to present on ONE of the Romantic poets we have discussed in class such as Percy Bysshe Shelley, John Keats, Lord Byron, William Wordsworth, Samuel Taylor Coleridge and others. Students are asked to prepare a 3-4 minute presentation (PPT presentations are recommended) and students will be asked a couple of questions at the end of the presentation either by the audience or by the teacher. Depending on the size of the class, we will try to cover at least half to two-thirds of the presentations in this lesson, in order to shore up more time for a comprehensive review of the course contents at the end of Lesson 12, as well as in Lesson 13. |
| 12 | Lesson 12 – Presentations II In Lessons 11 and 12 students will have a chance to present on ONE of the writers we have discussed over the course of the semester. Students may choose to present on ONE of the Romantic poets we have discussed in class such as Percy Bysshe Shelley, John Keats, Lord Byron, William Wordsworth, Samuel Taylor Coleridge and others. Students are asked to prepare a 3-4 minute presentation (PPT presentations are recommended) and students will be asked a couple of questions at the end of the presentation either by the audience or by the teacher. Depending on the size of the class, we will try to cover at least half to two-thirds of the presentations in this lesson, in order to shore up more time for a comprehensive review of the course contents at the end of Lesson 12, as well as in Lesson 13. |
| 13 | Lesson 13 – Comprehensive Review This lesson will be devoted to covering the main points and themes throughout the course that we have covered in Blake: Poems and the various Blake-related materials that students read while completing their assignments, to prepare students for the final test in Lesson 14. If we run out of time, review questions will be provided either by email or through a video recording uploaded and shared by the teacher. |
| 14 | Lesson 14 – Final Test In Lesson 14, students will take their final test. All parts of the textbook will be covered in the final test, including some of the materials (poems) used in Assignments 1-4 as well as supplementary materials (articles, essays, recordings). There will be three sections to the final test: 1) in the first section students will answer multiple-choice questions (10 pts.); 2) in the second section students will write short answers (10 pts.); 3) in the third section, students will write one essay on topics relating to Blake’s writings covered in Blake: Poems or the general topic of Romantic poetry (students will have the option to write an essay that expands upon their presentation topic), or they will have the option of writing an essay on Blake’s career as a painter, and how themes within Blake’s paintings relate to themes in his writings. |
板書 /Writing on the Board
スライド（パワーポイント等）の使用 /Slides (PowerPoint, etc.)
上記以外の視聴覚教材の使用 /Audiovisual Materials Other than Those Listed Above
個人発表 /Individual Presentations
グループ発表 /Group Presentations
ディスカッション・ディベート /Discussion/Debate
実技・実習・実験 /Practicum/Experiments/Practical Training
学内の教室外施設の利用 /Use of On-Campus Facilities Outside the Classroom
校外実習・フィールドワーク /Field Work
上記いずれも用いない予定 /None of the above
In addition to the weekly reading assignments from the textbook, students will also be encouraged to read and explore other supplementary sources of information. Some of the supplementary reading materials will be provided by the teacher (either photocopies handed out in class or sent by email or uploaded onto a Google Classroom webpage, set up expressly for this course) and extra 'recommending reading' sections will be suggested by the teacher to help them enrich their understanding of the poems, the poet William Blake, the field of Romantic poetry, and the course overall.
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
Assignment #1(10%) Assignment #2(10%) Assignment #3 (Presentation)(10%) Assignment #4(10%) In-class discussions & participation(30%) 最終テスト(Final Test)(30%) |
| 備考 (Notes) | ||
| No | 著者名 (Author/Editor) | 書籍名 (Title) | 出版社 (Publisher) | 出版年 (Date) | ISBN/ISSN |
|---|---|---|---|---|---|
| 1 | Blake, William. | Blake Poems | Everyman's Library | 1994 | 9781857157109 |
| No | 著者名 (Author/Editor) | 書籍名 (Title) | 出版社 (Publisher) | 出版年 (Date) | ISBN/ISSN |
|---|---|---|---|---|---|
| 1 | Bogan, James. & Goss, Fred. (eds.) | Sparks of Fire: Blake in a New Age | North Atlantic Books | 1982 | 0913028908 |
| 2 | Frye, Northrop. | Fearful Symmetry: A Study of William Blake | Princeton University Press | 1969 | 9780691061658 |
| 3 | Blake, William. | Jerusalem: The Emanation of the Giant Albion. | Folio Society | 2007 | 9780691069357 |
It would be useful for students to have either a laptop PC, iPAD or similar device both for taking notes in class, and more importantly, for helping them prepare their presentation towards the end of the semester.
NOTE: Students should be aware that often there are delays with book orders and therefore there is the possibility that they may not be able to obtain the textbook, Blake: Poems, before the first class begins. Therefore, students who are committed to enrolling in this class, are encouraged to purchase a copy of the textbook as soon as possible. If this proves to be difficult, they should try to obtain copies of the relevant pages of the text from the copy available in the Rikkyo University Library. Photocopies or scans of the textbook will NOT be provided to students; students are responsible for obtaining copies of the relevant reading pages before each class. On the other hand, where appropriate, copies of some useful supplementary materials on Blake and other Romantic poets will be distributed from time to time in class.
This English literature course aims to help students develop their English abilities in the four core skills of listening, reading, speaking, and writing through a combination of various texts, media and in-class activities, as well as some supplementary optional materials (paper and audio-visual), which students are encouraged to engage in, in order to deepen their understanding of this course and its writer, William Blake, one of the greatest poets of the English language of all time. Students enrolled in this course will have the opportunity to enhance their abilities to analyze a text of literature through close reading of the original text, the provision of supplementary notes, as well as videos or audio materials as supplements to aid them in their reading and interpretation of the source texts from various perspectives. This approach has been taken with the hope that it will facilitate students’ overall understanding of Romantic and Pre-Romantic literature, which constitutes the main focus of this course, centered around the writings of William Blake.
To provide students with a better contextual background, some supplementary materials and information on William Blake, as well as some of the Romantic poets who lived both during and after Blake’s time will also be provided to help students better understand this important and vital period in English literature. In each semester for this “Prophecies” course (consisting of Part 1 and Part 2), three or four writers of a similar ilk will be introduced as a means of comparison against the writings of William Blake himself (the same form of comparison will be conducted with W. B. Yeats’ work in the second semester), to help students deepen their understanding of certain aspects of what some have called ‘prophetic writings’. Although Blake and Yeats were not contemporaries, Yeats is one of many poets influenced by Blake and someone who took up and carried the torch of ‘Blakean tradition’ many years later. In Prophecies I, along with the writings and life of William Blake, we will also talk about some of the other well-known Romantic poets, such as Percy Bysshe Shelley, John Keats, William Wordsworth, Lord Byron and others.
In terms of skills related to English ability and proficiency, students will have the opportunity to improve their English listening skills through the interpretations of the texts provided by their teacher in class, and listening to some of the lectures on William Blake by experts in this field, many of which have been made available online. This will be used not only as a listening-comprehension exercise, but also as a way for students to further deepen their understanding of Blake’s literary aims, poetic style and philosophy, and to generate further discussion and commentary upon the existing body of criticism.
Group discussions will be held in regular classes on questions directly related to the texts and given to students beforehand to prepare. Students will also have the opportunity to make a presentation in class (towards the end of the course in Lessons 11 and 12) on one of the writers mentioned above (Shelley, Keats, Byron, Wordsworth, Coleridge etc.), with the following goals in mind: 1) this exercise will help them improve their written proficiency (in preparing the presentation script); and 2) it will help them improve their spoken English proficiency when they give the presentation in class in front of their peers. Three written homework assignments will be assigned on supplementary materials provided in class. The main textbook used in class is called Blake: Poems, and it features a generous selection of Blake’s poems. For the purposes of this one-semester course, the primary focus will be upon William Blake’s The Songs of Innocence and Experience. There is an excellent full collection of Blake’s poetry and prose available in one volume called, The Complete Poetry and Prose of William Blake, edited by David V. Erdman, representing most probably the best and standard ‘collected works’ of Blake’s writings to date. Assignment #1 and #2 and #4 will be based around some poems and prose by Lake in collections other than The Songs of Innocence and Experience and excerpts from Blake’s final but difficult work, Jerusalem will be used for Assignment #4. Assignment #3 will be held over two weeks towards the end of term, during which students will give a 3-4 minute presentation (on one of the writers mentioned above). Supplementary materials will be provided either in class or on a Google Classroom website set up exclusively for students who register for this course, to help students prepare and complete ALL assignments. Some guidelines on how to complete these assignments will also be provided by the teacher, to help students improve their abilities in English written composition and expression.
Successful completion of this course should indicate an understanding of…
1. the historical background and contexts of Romantic and pre-Romantic poetry and the times of William Blake;
2. the style, structure, aims, spiritual and metaphysical vision and various complexities found within William Blake’s writings (both prose and poetry) and painting, with a particular focus on his poetry in class;
3. several ways of analyzing a text, through supplementary readings, slides and recordings provided in or outside of class.
4. a better background knowledge of Blake’s life, times and ongoing legacy upon English letters as a whole (NOTE: some essays on Blake by scholars will be provided to investigate Blake’s writings from various angles)
This course also involves the development of the following skills…
1. the ability to interpret and discuss a text, based on its historical and cultural context and milieu;
2. the ability to inform an original text through the use of secondary sources;
3. the ability to interpret and understand the literary analysis of other critics and writers;
4. the ability to present an argument or summary of one’s opinion on a literary work both in writing (in the essay question on the final test) and orally (in the presentation task for Assignment #3).
This course, predominantly conducted in English, will offer enrolled students the opportunity to read and discuss William Blake’s poetry and prose. We will be using the book, Blake: Poems as the main textbook for this class because it contains a good selection of Blake’s oeuvre, of which the main focus of this course will primarily be on his Songs of Innocence and Experience. Importantly, where possible, the teacher aims to address the relevance of certain themes in Blake’s work from the perspective of the contemporary world. In keeping with the overall theme of this course, we will discuss how Blake’s prophecies (and Yeats’ philosophies in Semester 2) still apply to today’s world.
Most supplementary notes have been drawn from a few very helpful texts but three in particular have been used: The Complete Poetry and Prose of William Blake, edited by David V. Erdman (mentioned above), Fearful Symmetry: A Study of William Blake by well-known Blake scholar Northrop Frye, and Sparks of Fire: Blake In a New Age edited by James Bogan and Fred Goss.
Some online and video lectures on the life and work of William Blake will also be shared with students in order to supplement their knowledge of the English poet.
| 1 | Lesson 1 – William Blake, His Times and the Romantic Poets In our first class for the course, Prophecies I: Blake, we will begin by discussing the historical and social contexts of 18th Century and 19th Century England (especially London), during which the great English poet, William Blake, lived. We will also discuss briefly the lives and works of the Romantic poets who came after William Blake’s time, especially Percy Bysshe Shelley, John Keats, Lord Byron, William Wordsworth and others. Although each of these poets is different in terms of their writing style and the tropes we encounter in their works, we will discuss the common features and characteristics of the Romantic poets. (NOTE: Blake is sometimes called a Romantic poet and sometimes a pre-Romantic poet). There will also be some brief discussion of the prophetic writings within the oeuvre of William Blake, as this is the underlying theme of the course in both Semester 1 (Blake) and Semester 2 (Yeats). A rough outline of the content of the three writing assignments, plus the presentation assignment will be given and briefly explained. Students may also be shown a few lecture videos on Blake from various Blakean scholars that are available online. |
| 2 | Lesson 2 – Introduction + Blake: Poems (pages 1-30) In Lesson 2, we will focus on the first 30 pages of the textbook, Blake: Poems. There will also be some supplementary materials, consisting mostly of articles on Blake taken from Bogan and Goss’ (eds.) excellent and highly eclectic Sparks of Fire: Blake in a New Age. Some high-quality copies of Blake’s most well-known and loved paintings will also be shown on the slides to gradually introduce Blake’s style as a painter and visual artist as well, and we will briefly (but not comprehensively at this stage) discuss how themes within Blake’s paintings and those in his poetry interrelate and complement each other. Looking ahead to Assignment #4 (the presentation), some of the Romantic poets, that were mentioned in Lesson 1, will also be briefly discussed so that students can begin planning ahead. |
| 3 | Lesson 3 – Blake: Poems (31-60) In Lesson 3, we will begin by quickly reviewing content from the previous lesson before continuing on with the next section of Blake: Poems. (Student will generally be asked to read around 30 pages of the textbook per week, plus some supplementary materials). In this class, we will discuss one of the important topics that is a constant pillar of focus within Blake studies: Blake’s theological and metaphysical vision and philosophy, as compared with ‘orthodox (inherited) Christianity’, alongside other major Christian theologians of history such as Thomas Aquinas and St. Augustine. The first assignment on Blake’s poetry will also be distributed and briefly explained. |
| 4 | Lesson 4 – Blake: Poems (61-90) In Lesson 4, we will cover the next 30 pages of the textbook. Students will be divided into one of four groups, with each group assigned different question to discuss. Students should be aware that their end-of-semester participation scores depend on how much they engage in English discussion with their classmates. (Students are awarded participation scores based on effort, rather than grammatical accuracy). Some groups may be assigned questions on supplementary materials (such as poems and essays or Blake’s prose). |
| 5 | Lesson 5 – Blake: Poems (91-120) In Lesson 5, we will cover the next 30 pages of Blake: Poems. As usual students will be divided into one of four groups, with each group assigned different question to discuss. Some analysis of Blake’s <Songs of Innocence and Experience written by a Japanese Blake scholar will be provided (together with the teacher’s English translations of this analysis). Students should be aware that their end-of-semester participation scores depend on how much they engage in English discussion with their classmates. Some groups may be assigned questions on supplementary materials (such as poems and essays or Blake’s prose). |
| 6 | Lesson 6 – Blake: Poems (121-150) This week, in Lesson 6, we will cover the next 30 pages of the textbook. Around this point in the semester, students will be reshuffled and reassigned a new group, so that they will have an opportunity to engage in English discussion with different classmates. Students should be aware that their end-of-semester participation scores depend on how much they engage in English discussion with their classmates. Some groups may be assigned questions on supplementary materials (such as poems and essays), and the teacher will weigh in with students and check how their presentation preparations are coming along. (By this stage, students should be making a final choice on ONE Romantic poet as their presentation topic and begin their own research based on both supplementary materials provided in class as well as resources available in the Rikkyo Library, as well as online). |
| 7 | Lesson 7 – Blake: Poems (151-180) In Lesson 7, we will cover the next 30 pages of this book of poems and drawings. As usual, some supplementary materials will be provided. As usual students will be divided into one of four groups, with each group assigned different question to discuss. Students should be aware that their end-of-semester participation scores depend on how much they engage in English discussion with their classmates. The second assignment on some of Blake’s prose as well as essays on Blake by well-known scholars, will be uploaded and briefly explained. |
| 8 | Lesson 8 – Blake: Poems (181-210) In Lesson 8, we will cover the next 30 pages of the book. Students should be aware that their end-of-semester participation scores depend on how much they engage in English discussion with their classmates. Some groups may be assigned questions on supplementary materials (such as poems and essays and Blake’s prose). |
| 9 | Lesson 9 – Blake: Poems (211-240) In Lesson 9, we will read the next 30 pages of Blake: Poems. In this week, we will begin discussing Blake’s great final work, Jerusalem. Although we will not be reading and analyzing the whole text in detail, excerpts from this final work will be the main focus of the final assignment, Assignment #4. (NOTE: the deadline for the final assignment will be at the end of the term, to give students enough time to read and work on the final assignment, which contains the most difficult content). |
| 10 | Lesson 10 – Blake: Poems (241-288) In Lesson 10, we will read the final poems included within Blake: Poems. This week, students have a longer selection of poems to read, which means that there will be fewer supplementary materials provided, as the main focus will be on the final poems of the book. |
| 11 | Lesson 11 – Presentations I In Lessons 11 and 12 students will have a chance to present on ONE of the writers we have discussed over the course of the semester. Students may choose to present on ONE of the Romantic poets we have discussed in class such as Percy Bysshe Shelley, John Keats, Lord Byron, William Wordsworth, Samuel Taylor Coleridge and others. Students are asked to prepare a 3-4 minute presentation (PPT presentations are recommended) and students will be asked a couple of questions at the end of the presentation either by the audience or by the teacher. Depending on the size of the class, we will try to cover at least half to two-thirds of the presentations in this lesson, in order to shore up more time for a comprehensive review of the course contents at the end of Lesson 12, as well as in Lesson 13. |
| 12 | Lesson 12 – Presentations II In Lessons 11 and 12 students will have a chance to present on ONE of the writers we have discussed over the course of the semester. Students may choose to present on ONE of the Romantic poets we have discussed in class such as Percy Bysshe Shelley, John Keats, Lord Byron, William Wordsworth, Samuel Taylor Coleridge and others. Students are asked to prepare a 3-4 minute presentation (PPT presentations are recommended) and students will be asked a couple of questions at the end of the presentation either by the audience or by the teacher. Depending on the size of the class, we will try to cover at least half to two-thirds of the presentations in this lesson, in order to shore up more time for a comprehensive review of the course contents at the end of Lesson 12, as well as in Lesson 13. |
| 13 | Lesson 13 – Comprehensive Review This lesson will be devoted to covering the main points and themes throughout the course that we have covered in Blake: Poems and the various Blake-related materials that students read while completing their assignments, to prepare students for the final test in Lesson 14. If we run out of time, review questions will be provided either by email or through a video recording uploaded and shared by the teacher. |
| 14 | Lesson 14 – Final Test In Lesson 14, students will take their final test. All parts of the textbook will be covered in the final test, including some of the materials (poems) used in Assignments 1-4 as well as supplementary materials (articles, essays, recordings). There will be three sections to the final test: 1) in the first section students will answer multiple-choice questions (10 pts.); 2) in the second section students will write short answers (10 pts.); 3) in the third section, students will write one essay on topics relating to Blake’s writings covered in Blake: Poems or the general topic of Romantic poetry (students will have the option to write an essay that expands upon their presentation topic), or they will have the option of writing an essay on Blake’s career as a painter, and how themes within Blake’s paintings relate to themes in his writings. |
板書 /Writing on the Board
スライド（パワーポイント等）の使用 /Slides (PowerPoint, etc.)
上記以外の視聴覚教材の使用 /Audiovisual Materials Other than Those Listed Above
個人発表 /Individual Presentations
グループ発表 /Group Presentations
ディスカッション・ディベート /Discussion/Debate
実技・実習・実験 /Practicum/Experiments/Practical Training
学内の教室外施設の利用 /Use of On-Campus Facilities Outside the Classroom
校外実習・フィールドワーク /Field Work
上記いずれも用いない予定 /None of the above
In addition to the weekly reading assignments from the textbook, students will also be encouraged to read and explore other supplementary sources of information. Some of the supplementary reading materials will be provided by the teacher (either photocopies handed out in class or sent by email or uploaded onto a Google Classroom webpage, set up expressly for this course) and extra 'recommending reading' sections will be suggested by the teacher to help them enrich their understanding of the poems, the poet William Blake, the field of Romantic poetry, and the course overall.
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
Assignment #1(10%) Assignment #2(10%) Assignment #3 (Presentation)(10%) Assignment #4(10%) In-class discussions & participation(30%) 最終テスト(Final Test)(30%) |
| 備考 (Notes) | ||
| No | 著者名 (Author/Editor) | 書籍名 (Title) | 出版社 (Publisher) | 出版年 (Date) | ISBN/ISSN |
|---|---|---|---|---|---|
| 1 | Blake, William. | Blake Poems | Everyman's Library | 1994 | 9781857157109 |
| No | 著者名 (Author/Editor) | 書籍名 (Title) | 出版社 (Publisher) | 出版年 (Date) | ISBN/ISSN |
|---|---|---|---|---|---|
| 1 | Bogan, James. & Goss, Fred. (eds.) | Sparks of Fire: Blake in a New Age | North Atlantic Books | 1982 | 0913028908 |
| 2 | Frye, Northrop. | Fearful Symmetry: A Study of William Blake | Princeton University Press | 1969 | 9780691061658 |
| 3 | Blake, William. | Jerusalem: The Emanation of the Giant Albion. | Folio Society | 2007 | 9780691069357 |
It would be useful for students to have either a laptop PC, iPAD or similar device both for taking notes in class, and more importantly, for helping them prepare their presentation towards the end of the semester.
NOTE: Students should be aware that often there are delays with book orders and therefore there is the possibility that they may not be able to obtain the textbook, Blake: Poems, before the first class begins. Therefore, students who are committed to enrolling in this class, are encouraged to purchase a copy of the textbook as soon as possible. If this proves to be difficult, they should try to obtain copies of the relevant pages of the text from the copy available in the Rikkyo University Library. Photocopies or scans of the textbook will NOT be provided to students; students are responsible for obtaining copies of the relevant reading pages before each class. On the other hand, where appropriate, copies of some useful supplementary materials on Blake and other Romantic poets will be distributed from time to time in class.