Students discussed the AQA question:
Many critics have commented that the 'creature' is ultimately a character with whom we sympathise.
Explore Mary Shelley's presentation of the 'creature' in the light of this comment.
The first half of the session was a class discussion that attempted to shape content for a written response. The second half of the session was the written response. Specific focus was placed upon the significance of the DeLacey Family and how they are used by Shelley to illustrate the empathy, decency, sense of hope/despair of the creature. The discussion also considered the character of Victor and how Shelley avoids representing his character as a villain. Victor's grief is central to his motivation when creating the 'creature', he is attempting to warn Walton, and he suffers psychological torment after rejecting his 'catastrophe'. The class were asked to consider the thematic significance of Shelley offering a novel that lacks clearly defined heroic or villainous characterisation. Is this lack of clearly defined sympathetic/unsympathetic character a feature of a gothic text? Does this feature allow the author to explore the duality of man?
Homework: Read Frankenstein. Next week we will be looking at Section B essay questions and I will be making reference to Frankenstein, Faustus and Macbeth.
Click on link below to access a BBC News article that offers ten possible readings of Shelley's novel. Add the content of this article to the 'readings' document I gave students in today's lesson.
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