Students were encouraged to analyse the final soliloquy and were introduced to the idea that TIME is the central theme at the heart of this dramatic speech and the representation of Nature is also a crucial element within this final scene. Students were encouraged to compare and contrast the representation of Nature in Faustus's final soliloquy with the representation of Nature at the end of chapter 9/ beginning of chapter 10 in Shelley's Frankenstein.
Students were also encouraged to compare and contrast the Old Man in Marlowe's Faustus with the DeLacey family in Shelley's novel. What is the author's aim? What is the symbolic nature of the Old Man and the DeLacey family? What ideas are being expressed through the symbol of the Old Man/ DeLacey family?
The second section of the lesson revolved around a consideration of the following questions:
1. To what extent is Mephistophilis presented by Marlowe as a sympathetic character and how might this relate to author's aim?
2. What is the purpose of the 'Low Comedy' scenes?
3. Does the final soliloquy allow the audience to feel a sense of sympathy for Dr.Faustus?
4. Why does Faustus fail to repent? Author's aim? [ Morality Play?]
Homework: Students need to complete their coursework. I will expect the final draft to be handed to me at the beginning of the next session.
Furthermore, students need to provide a written response to the Marlowe questions discussed in the final section of this lesson.
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