Dangerous Liaisons

FREN30362 Dangerous Liaisons 20 Semester 1 Undergraduate Level 3 Jerome Brillaud Unit coordinator 1 FHEQ level (Framework for Higher Education Qualifications) ' Last part of a Bachelors ' European Credit Transfer & Accumulation System Rating : 10.0 “Scandalous”, “libertine”, “decadent”, and “superb” are words used by readers to describe one of the most provocative and innovative French novels. First published in 1782, the posterity of Laclos’ Les Liaisons dangereuses is remarkable: the novel has been adapted for the stage (theatre and opera), radio, and the movies in different countries (USA, China, Korea). Some of the themes weaved into the fabric of the text are eroticism and modesty, manipulation and revenge, emancipation and bondage. In this course unit, we will read the novel alongside two cinematographic adaptations (one French, one Hollywood production), and a short play written in the former East Bloc by Heiner Müller. We will address questions of adaptation (novel to film) and modes of epistolary expressions (letters vs short messages including text messages)  “Scandalous”, “libertine”, “decadent”, and “superb” are words used by readers to describe one of the most provocative and innovative French novels. First published in 1782, the posterity of Laclos’ Les Liaisons dangereuses is remarkable: the novel has been adapted for the stage (theatre and opera), radio, and the movies in different countries (USA, China, Korea). Some of the themes weaved into the fabric of the text are eroticism and modesty, manipulation and revenge, emancipation and bondage. In this course unit, we will read the novel alongside two cinematographic adaptations (one French, one Hollywood production), and a short play written in the former East Bloc by Heiner Müller. We will address questions of adaptation (novel to film) and modes of epistolary expressions (letters vs short messages including text messages) <ul> <li> To provide an overview of the main themes of libertine literature</li> <li> To familiarize students with pre-revolutionary French culture and literature</li> <li> To provide students with key concepts of epistolary literature</li> <li> To introduce students to theories of adaptation</li></ul>  <ul> <li> Analyse movie and theatrical adaptations</li> <li> Study epistolary texts (letters and messages)</li></ul>  <ul> <li> Use appropriate literary and film studies terminology to study the novel and its adaptations</li> <li> Use suitable skills and appropriate terms to study epistolary and message rhetoric</li></ul>  <ul> <li> Express ideas logically and elegantly in oral and written French</li> <li> Communicate strategically using messages</li></ul>  <ul> <li> Refine critical skills</li> <li> Develop original ideas and engage with existing theories</li> <li> Improve public speaking and group participation.</li></ul>  Other Confidence in written and oral expression Advanced communicating strategies 0 Other 100% <table border="0" cellpadding="0" cellspacing="0" style="width:173px;" width="172"> <tbody> <tr height="152"> <td height="152" style="height:152px;width:87px;"> Commentary</td> <td align="right" style="width:87px;"> 40%</td> </tr> </tbody></table><table border="0" cellpadding="0" cellspacing="0" style="width:173px;" width="172"> <tbody> <tr height="152"> <td height="152" style="height:152px;width:87px;"> Essay</td> <td align="right" style="width:87px;"> 60%</td> </tr> </tbody></table>  <table border="1" cellpadding="0" cellspacing="0" style="width:662px;" width="0"> <tbody> <tr> <td style="width:321px;"> Feedback method</td> <td style="width:340px;"> Formative or Summative</td> </tr> <tr> <td style="width:321px;"> 1 practice commentary</td> <td style="width:340px;"> Formative</td> </tr> <tr> <td style="width:321px;"> 1 essay plan</td> <td style="width:340px;"> Formative</td> </tr> <tr> <td style="width:321px;height:7px;">  </td> <td style="width:340px;height:7px;">  </td> </tr> </tbody></table>  <span style="font-size: 9pt; line-height: 107%; font-family: Arial, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">This unit is available as free choice with knowledge of the target language. Y <ol> <li> Dagen (Jean), « D’une logique de l’écriture : Les Liaisons dangereuses », Littératures, no 4, 1981, p. 33-52.</li> <li> Humbert (Brigitte), De la lettre à l’écran. « Les Liaisons dangereuses », Amsterdam, Rodopi, 2000.</li> <li> Pomeau (René), Laclos, ou le paradoxe, Paris, Hachette, 1985.</li> <li> Seth (Catriona), « Genre et ‘gender’ : des Liaisons dangereuses (1782) au Mauvais Genre (2000) », D’un genre à l’autre, M. Guéret-Laferté et D. Mortier éd., Rouen, PURH, 2008, p. 163-177.</li> <li> Versini (Laurent), Laclos et la tradition. Essai sur les sources et la technique des Liaisons dangereuses, Paris, Klincksieck, 1968.</li></ol>  Lectures 22 Seminars 11 0 167