Thursday 27 December 2012

YEAR 13.....

















Students should watch the classic XMAS Film: IT'S A WONDERFUL LIFE.
I will be discussing this text when we return and making links with the gothic literary tradition. Students should also read 'A CHRISTMAS CAROL' by CHARLES DICKENS as I will also be referring to this text when we return.
Click on link to watch the full HD You Tube version of IT'S A WONDERFUL LIFE:
http://www.youtube.com/watch?v=OIOQZCmp02o
Here is a link to a classic 1951 film version of Dickens' epic fable:
http://www.youtube.com/watch?v=jxXpXmfabB8

HAVE A GREAT WINTER BREAK FOLKS.
YOU LOT HAVE BEEN MAGNIFICENT.

YEAR 12 LESSON FOURTEEN [20th Dec 12]: Homework.















A cruel but important session. The Mariner essays were collected and the nasty teacher fella directed a class discussion that explored the exam question:
WRITE ABOUT SOME OF THE WAYS FITZGERALD TELLS THE STORY IN CHAPTER SEVEN OF THE GREAT GATSBY.
Class discussion was excellent and the final session was a one hour written response to this challenging examination stimulus.
HOMEWORK: Read TROTAM and GATSBY. If you are feeling particularly inspired, read JERUSALEM by Jez Butterworth as this will be our coursework text.
ALL students should also watch the film 'IT'S A WONDERFUL LIFE.' It is my Mid-Winter gift to you all. Thank you all for your hard work and good humour. YOU ARE A FINE BUNCH.
Here is the full film via YOU TUBE:
http://www.youtube.com/watch?v=OIOQZCmp02o
IT'S A WONDERFUL LIFE is lauded as the great Christmas film. It always makes me cry and leaves me feeling inspired. The sentiment at the heart of this film is totally righteous. Like Gatsby, it is didactic and could easily be considered to be a fable. Most of the time I think popular opinion should be treated with suspicion...but not this time! THIS FILM IS BEAUTIFUL.
Have a great break freaks.

Wednesday 19 December 2012

YEAR 13 LESSON FIFTEEN [19th Dec 12]: Homework.
















This session was a series of tutorials that related to the Anthology coursework. The first draft of this coursework is expected when we return.

Homework: Complete the first draft of the Anthology coursework.

You lot have been magnificent this term. Have a fantastic winter break. Thanks for the cake Jess. Outstanding baking.

Tuesday 18 December 2012

THE ROMANTICS: BBC Documentary Series.













I had trouble posting this series using the Safari browser but it seems to work using Firefox. Here are the three one hour episodes of a wonderful documentary series that concerns itself with the Romantics. It is all here: historical context, influences, biography, quotes...it is a really useful resource. COLERIDGE is often referred to as a ROMANTIC POET therefore Year 12 should digest this series. Any Year 13 student that has failed to watch this series should address this situation as Mary Shelley is also perceived as being a key character in the literary story of this period of our history. THIS IS ACE. WATCH IT. Click on links below:
LIBERTY:  http://www.youtube.com/watch?v=DMgh6wFnw_k
NATURE. This is the first of SIX You Tube segments. Navigate through the episode from here. Ignore the Eternity title as this is the first Nature segment:
http://www.youtube.com/watch?v=MdEPEqqviZk
ETERNITY. Again, this is the first segment of six. Confusingly this segment is titled 'Nature' but it is the first Eternity episode:
http://www.youtube.com/watch?v=PeHRKmr36hI&list=PL34A74BA7C6EF6617&index=2

Thursday 13 December 2012

Year 12 LESSON THIRTEEN [13th Dec 12]: Homework.

























The whole focus of this session was Samuel Taylor Coleridge's THE RIME OF THE ANCIENT MARINER. Students were bullied into discussing the representation of the natural world in the first four sections of the poem. Feedback was offered to the 'paragraph' produced last week and the class explored the final section of the poem that explains the reasons for the Mariner's behaviour. The class were asked to consider the following questions:
Why does the Mariner have to tell his story?
What skills has he developed because of his experience on the 'albatross' voyage?
What has he lost?

The class were then asked to consider the question:
HOW DOES COLERIDGE PRESENT THE NATURAL WORLD IN SECTIONS ONE TO FOUR OF THE RIME OF THE ANCIENT MARINER?
Class discussion produced a series of decent notes and below is a potential essay structure based upon today's class discussion...

  • The first paragraph could explore how Coleridge represents the natural world as beautiful, powerful and intimidating in the opening section. Students should refer to their paragraphs. Students need to provide evidence of nature's power over man as your writing never really explored how Coleridge suggests that man is vulnerable when faced with the 'STORM BLAST' and the 'growling' ice. Be aware of the significance of the words 'chased' and 'pursued', and the significance of 'southward aye we fled'. Furthermore, students should consider why Coleridge would present this environment in the opening section of the poem. Why does he present this supernatural world? What clues may he be providing about the thematic nature of this epic narrative? Narrative expectation?
  • The second paragraph could explore the representation of nature after the Mariner admits that he 'had done a hellish thing' in killing the Albatross and there is a suggestion that the environment becomes a form of hell on earth. The quote 'We were the first that ever burst Into the silent sea' is significant as Coleridge is suggesting that this place is unique, almost as if it has been designed to punish the crew. The 'wondrous cold' is replaced by a heat so powerful that it shrinks the boards of the ship. Students need to explore why the 'very deep did rot' and why 'slimy things did crawl with legs upon the slimy sea.' The sea becomes an abnormal carnival of colour as 'death fires danced at night' and the water 'burns....like a witch's oils...green, and blue, and white.' Reference could also be made to Section Three with its immediate change from light to dark, the appearance of Death and Life in Death, and the movement of the 'skeleton ship' that appears to defy the laws of motion. THIS IS A SUPERNATURAL WORLD. The natural world seems to have evolved into a surreal and nightmarish world. Students need to consider why Coleridge is presenting the environment in this manner. How might this link to the view that the poem is a Christian fable? You could link this to the final section and the stanza that begins 'He prayeth best who loveth best..'
  • The third paragraph could explore why the Mariner is able to 'pray' at the end of the fourth section having been unable 'pray' at the beginning of the fourth section. What changes? Be specific. Again, this needs to be linked to Coleridge and his aim to construct a poem within which a figure is punished for a crime against God.
  • The final paragraph could explore why Coleridge uses the irregular ballad form when representing the natural world? Remember, we discussed how nature is so vast and magnificent in this poem that the traditional ballad form is unable to constrain the power of this world. If you can deal with this argument, you will access the higher grades. LISTEN TO MY PODCAST.
  • The conclusion needs to answer the question in a brief manner and consider author's aim. What kind of world is being presented here and why? How significant is the power of nature in this poem.
This is not a compulsory essay structure, it is posted to offer a potential structure.

HOMEWORK: Complete the Coleridge essay. Prepare for next week's timed task:
Write about some of the ways Fitzgerald tells the story in Chapter 7?
Click on link to access a reading of the poem:
http://www.youtube.com/watch?v=RGH4p4z4s5A 
Here is another reading...Orson Welles....great voice:
http://www.youtube.com/watch?v=4EpuaCaPML8
Here is my podcast. Listen to it lit-freaks....it will help with this essay:
https://soundcloud.com/fishymedia/literature-podcast-two-the


Wednesday 12 December 2012

YEAR 13 LESSON FOURTEEN [12th Dec 12]: Homework.




















Students examined the world of Marlowe's Dr.Faustus. Class discussion involved student reaction to the key moments of Scene 5 such as the symbolic meaning attached to the line 'My blood congeals, and I can write no more' and the 'HUMO FUGE!' moment. Students were also asked to consider the significance of Mephistophilis's definition of HELL: 'Hell hath no limits, nor is circumscrib'd....for where we are is hell....All places shall be hell that is not heaven.' Discussion explored how Marlowe continues to offer Faustus as a deluded and arrogant character who, despite conversing with a demon, still believes that 'hell's a fable'?
The session also considered the significance of Scene 6 and the meaning attached to Lucifer's presentation of the SEVEN DEADLY SINS. Why does Faustus, having appeared dissatisfied with the knowledge offered by Mephistophilis, state that Lucifer's dramatic presentation of sin 'feeds my soul.'
Class discussion considered why Marlowe offers this physical spectacle to represent hell. Discussion also considered a secular reading of Marlowe's play and how this play could be considered relevant for a 21st Century secular audience. Student response was superb.

HOMEWORK: Students need to begin construction of their Anthology coursework. Next week's lesson will consist of a series of 15 minute tutorials. Students are expected to ask me a series of questions that will inform their coursework response. This will be an opportunity for students to discuss any issues that relate to the construction of the Anthology coursework. I expect the first drafts of the coursework to be handed to me when we return from the winter break.

YEAR 12 LESSON TWELVE [6th Dec 12]: Homework.





















Students discussed Chapter 7 of  THE GREAT GATSBY. Discussion considered the representation of Daisy in this chapter and Gatsby's reaction when entering the Buchanan house and being introduced to Daisy's daughter. Students considered the significance of Carraway's description when stating that Daisy was 'staring terrified' after being made aware of Gatsby's occupation and why Gatsby looks 'as if he had killed a man.' Class response was outstanding.


The second session considered the representation of nature in the opening section of Coleridge's TROTAM and students produced a twenty minute written response to the question:
How does Coleridge present the natural world in the opening section of TROTAM?

Homework: Read Chapter 7 and the final section of the novel and read Coleridge's TROTAM. Students should listen to this podcast that explores issues within Coleridge's poem. Click on link below:
https://soundcloud.com/fishymedia/literature-podcast-two-the

Sunday 9 December 2012

YEAR 13 LESSON THIRTEEN [5th Dec 12]: Homework.




















This session was a response to the recent essays. Students were introduced to a series of interpretations/quotes that relate to the gothic tradition and interpretations of Frankenstein. The whole aim of this lesson was for students to develop an awareness of AO3 and AO4 and develop an understanding of how to use these contextual references when constructing a critical argument. This session included lots of class discussion that created a series of relevant notes that will assist students when constructing a second draft of the 'monstrous' essays. Students were encouraged to consider a secular and Christian interpretation of Frankenstein.
The final section of the lesson looked at Scene 5 of Faustus.

HOMEWORK: Complete the second version of the 'monstrous' essay and include the references discussed in today's session. This essay should have clear references to different interpretations, historical context, and the gothic literary tradition. THIS IS A BIG ESSAY.

Tuesday 4 December 2012

YEAR 12 LESSON ELEVEN [29th Nov 12]: Homework.




















Students were shown the Sixth Form Survival Guide created by Year 12 Media students. The message in this film is simple: Work hard, be determined, enjoy being in the sixth form but don't forget WHY you are here. I thought that this was a relevant text to show the class the day after a parents' evening. Click on link to access the film. It's a belter:
http://vimeo.com/54513078
The session moved on to consider the relevance of Chapter Six of THE GREAT GATSBY. Reference was made to:

  • The influence of Dan Cody.
  • The significance of the 'Horse' moment.
  • The changing tone of Gatsby's Party.
  • The significance of Carraway's conversation with Gatsby at the conclusion of the novel.
Students were asked to consider the genre of this book and reference was made to tragedy and the views of Aristotle and Arthur Miller. Aristotle believed tragedy should inspire a sense of 'pity' for the protagonist and a sense of 'fear' within the audience that they too may suffer the fate experienced by the central character. Miller believed tragedy should: 'Point the heroic finger at the enemy of man's freedom.' The novel was considered in the context of these two quotes.

The final section of the lesson introduced the class to the second examination text: THE RIME OF THE ANCIENT MARINER by SAMUEL TAYLOR COLERIDGE. The main focus of class discussion was:
  • The representation of the Mariner.
  • The representation of nature.
The lesson concluded with a discussion that explored the nature of the world being offered by Coleridge in the opening section of this poem.

HOMEWORK: Read ALL the material that I gave you that relates to TROTAM. This will inform our class discussion on Thursday. Students should also be prepared to discuss Chapter Seven of Gatsby. It is a cracker and I expect students to attend my lesson armed with strong opinions and the ability to support opinion with specific textual reference. READ READ READ.
Here is a link to a reading of TROTAM:
Here is a reading by Orson Welles accompanied by Gustave Dore's illustrations:
Here is a TROTAM Podcast created by your very own Chimpnimsky. I created this for Year 12 as a revision resource in 2011. Enjoy:

Thursday 29 November 2012

YEAR 13 LESSON TWELVE [28th Nov 12]: Homework.

Students were offered a series of quotes that relate to the gothic literary tradition and interpretations of Frankenstein and Faustus. The lesson then moved on to  read-discuss-watch Scenes 2 to 4 of Marlowe's Faustus. Class discussion explored the representation of Mephistophilis/Faustus in Scene Three and the dramatic purpose of the low comedy scenes. Links were made to Frankenstein.
Class discussion concerned itself with a secular interpretation of Frankenstein and attempted to explore the requirements of AO3 and  AO4. Students were encouraged to make connections and comparisons between texts and demonstrate an understanding of context.















HOMEWORK: Students need to read or watch Faustus and continue to read Frankenstein. Students need to read the material from this session as we will be discussing these interpretations in the next session and attempting to use this material to raise the grades of the 'monstrous' essays. Students need to arrive at the next session with an understanding of the different interpretations of Frankenstein and Faustus and an awareness of the gothic comments that I gave the class. We will be discussing and applying these interpretations in the next session.

Toodle Pip.

Friday 23 November 2012

YEAR 12 LESSON TEN [22nd Nov 12]: Homework.
















Students experienced the shock and awe of a 'Gatsby Quiz'. Any student that scored less than 20 in the quiz REALLY needs to read this book in a more precise manner.
The next movement of this educational opera was a modelling exercise within which the whole class were encouraged to create a paragraph in response to the question:
How does Fitzgerald present Daisy in Chapter One?
The whole aim of this task was for students to develop an awareness of how a paragraph is structured and develop an understanding of how to construct a precise and coherent critical argument. This task was all about CLARITY. If a critical argument lacks CLARITY...it is a poor critical response. IT IS ALL ABOUT THE CLARITY FOLKS.
The final movement of the session was a consideration of the essay title:
HOW DOES FITZGERALD TELL THE STORY IN CHAPTER FIVE?
Class discussion explored possible content before students attempted to construct a precise paragraph of critical commentary. THIS IS A MASSIVE ESSAY.

HOMEWORK: Complete the essay. This is such an important piece of work because the last set of essays lacked critical clarity and all the work we have attempted in the last couple of weeks has been aimed at developing the ability of students to create a precise critical argument. Students are much more familiar with the text and have a MASS of reference material and exemplar essays that will help guide and inform your critical response. READ THE EXEMPLAR MATERIAL before attempting to construct this response. Students also need to collect their marked 'paragraphs' from me on Monday as this will inform the response. I EXPECT THREE VERY PRECISE PARAGRAPHS AND A CONCLUSION. This essay needs to explore how Fitzgerald shapes the content of this chapter and also make reference to how this chapter relates to the whole of the novel's narrative.
GOOD LUCK.

Thursday 22 November 2012

YEAR 13 LESSON ELEVEN [21st Nov 12]: Homework.




Students discussed the Anthology coursework. Most students seem to be moving towards the metaphor question so class discussion explored some of the key ideas offered by the metaphor section of the Anthology. Students need to decide which poem they will use to access this section of the course. The first draft will be handed to me before we break to celebrate mid-winter.

The next section of the lesson involved the class being introduced to Christopher Marlowe's Dr. Faustus. Discussion touched upon the significance of the opening Chorus, Faustus and his belief that 'a sound magician is a mighty God', and links with Shelley's Frankenstein.

The final hour involved a consideration of the June 2010 examination question:
TO WHAT EXTENT DO YOU AGREE WITH THE VIEW THAT THE HUMANS IN FRANKENSTEIN ARE MORE MONSTROUS THAN THE MONSTER?
This question links to the recent class discussions that have explored issues relating to the creature's narrative. Discussion involved a consideration of Victor, the De Lacey Family, and the creature. Focus was placed upon author's aim. I will be posting some detailed notes to help with this response asap. Students already have a lot of resources from last week. THIS IS A BIG ESSAY.

HOMEWORK: Complete the essay. Watch-Listen to the first few scenes of Faustus. Next week we will be discussing Scenes 2 to 4...possibly Scene 5 if we have time. We will also continue our consideration of the gothic literary tradition and move through Shelley's Frankenstein.

There was a critically acclaimed stage version of Faustus performed at the Royal Exchange in Manchester in 2010. Click on link below to access the trailer:
http://www.youtube.com/watch?v=YTJ4q8aPsoI&feature=related
Two of the leading actors from this production discuss the process of preparing for the performance :
http://www.youtube.com/watch?v=QnkoD267PvU&feature=related
Faustus trailer from the Globe Theatre's production last year. Apparently this production was epic: http://www.youtube.com/watch?v=gvtwRgwmlIM&feature=relmfu

Saturday 17 November 2012

Year 12 LESSON NINE [15th Nov 12]: Homework.


























The whole focus of this session was Chapter 5 of THE GREAT GATSBY. All the content discussed within this session was aimed at providing content for the essay title:
HOW DOES FITZGERALD TELL THE STORY IN CHAPTER 5?
Areas of the chapter that were discussed included:

  • The significance of Carraway's narrative, whether Fitzgerald develops Carraway's character and how Fitzgerald may be using Carraway to explore specific ideas or themes.
  • The significance of the light imagery within this chapter.
  • The significance of music within this chapter. Click on links below:

  • The significance of Carraway's final melancholy comments that suggest that Daisy and Gatsby's love is doomed to fail. How does Fitzgerald suggest forewarning?
  • The symbolic significance of the clock moment.
  • How Fitzgerald shapes Gatsby's nervous unease.
  • How this chapter fits into the structure of the whole novel.
CLASS DISCUSSION was good. This is a chapter rich in symbolic significance and demands your attention. The next essay is a MASSIVE piece of work.

HOMEWORK: I DO NOT WANT STUDENTS TO ATTEMPT THE ESSAY FOR HOMEWORK. I feel that I still need 30 minutes of the next session to illustrate how students should approach this task. Students should digest the notes that I offered in this session and read Chapter 5. The focus of student reading should be the areas that have been covered in the notes I gave you in this lesson.We will be discussing essay structure and essay content in the next session.

Furthermore students should continue to read the complete text.

Click on link to access Spark Notes video summary of the text:
http://www.youtube.com/watch?v=e6Iu29TNfkM

Thursday 15 November 2012

YEAR 13 LESSON TEN [14th Nov 12]: Homework.





















Students considered the significance of the creature's narrative. The whole of this session considered:

  • How Shelley creates a sense of sympathy.
  • The symbolic nature of the creature and the ideas being explored by Shelley through the characterisation and experience of the creature.
  • The key textual moments that shape the creature.
  • The significance of the creature's final speech.
MY FAVOURITE COMMENT within this session was EH's comments relating to the 'teenage' nature of the concerns being explored in chapters 10/17. I also  thought the comment offered by Jess that the book makes you question how you speak to other people was a really heartwarming comment. Read that final speech again. Is it poetic? Frightening? Logical? Rational? Delusional?

HOMEWORK: Next week students will be offered an essay title that will challenge them to explore the significance of the creature's narrative therefore the creature's narrative must be the focus of student reading. Students were provided with a lot of resources in this session and students must read all the resources as an understanding of these resources will inform your understanding of the text. Particularly the political and scientific context.

I'm going to offer a few essay titles next Wednesday but the focus for all of them will be how Shelley creates a sense of sympathy for the creature and will challenge students to consider Shelley's aim when presenting the creature in this way.

I am also going to begin Faustus next week and discuss the Anthology coursework. IT WILL BE A BIG SESSION. I have also been inspired by Kate's OUTSTANDING gothic baking and will present my own gothic sugary treat next week. See you there LIT kids!


Monday 12 November 2012

MR.STEVENSON'S LESSONS 12/13.

Year12.
AS emphasised the importance of how your understanding of genre must inform your interpretations of the Pinter's play.
A pleasing response to the glory of Auden.Lots of feedback next week. Concentrate upon your Pinter notes. You will be given more time to 'prep' the Auden in the second hour next week.

YEAR 13.
Introduced Macbeth via 4 boards of stunning material. Next week is all about you. First hour feedback your inspirational ideas on the gothic and Act 1. Second hour timed response. I expect you to have prepared for this task. IF YOU MISSED THE SESSION ...CATCH UP.

Y13...if you have failed to meet the coursework deadline..DO NOT HIDE. BE AN ADULT AND SEE ME.

AS.

Wednesday 7 November 2012

YEAR 12 LESSON EIGHT [8th Nov 12]: Homework.

The session began with essay feedback. The essays did not rock my world. The next set of essays need to be far more precise. The level of effort is magnificent but we definitely need to improve the clarity of the critical argument when producing a written response.

After essay feedback the class were asked to consider the vision of America offered by Walt Whitman, Emma Lazarus and the lyrics to The Star Spangled Banner, and compare this vision of America with the America being reflected through Fitzgerald's novel. These visions of America were then compared with Obama's election victory speech. Students were asked to link the last seven minutes of this speech to issues explored by Fitzgerald in The Great Gatsby. Click on link to access speech:
http://www.bbc.co.uk/news/world-us-canada-20234164

The lesson moved on to consider the significance of Chapter 5. The rest of the session considered key quotes, key issues, and how Fitzgerald develops his narrative within this chapter. Discussion was excellent. Students considered the question:
How does Fitzgerald present the meeting between Gatsby and Daisy in Chapter 5?

HOMEWORK: Students must read Chapter 5 as this chapter will be the focus of the next formal essay.


YEAR 13 LESSON NINE [7th Nov 12]: Homework.

Students were encouraged to avoid offering general comments about the nature of the gothic tradition when producing written work. The recent essays included some very general comments when linking Frankenstein to the gothic tradition and  student writing needs to be more subtle and precise. The majority of the essays are fine but we still have lots of work ahead of us.

Students discussed the nature of the  creature and why Shelley introduces the creature in this manner. Students were encouraged to consider how Shelley constructs the creature as a sympathetic character. The discussion was quite general but student response was honest and 'emotional'. Reference was also made to historical context and how this 'novel of ideas' reflects the philosophical and political turmoil that is linked to this period of European/British history.


HOMEWORK: Today's session involved a lot of general discussion when considering the creature and the aim of the homework is for students to produce a much more precise and textually specific argument. The homework task is for students to consider arguments FOR the creature being perceived as a sympathetic character and consider how an argument could be constructed to support the view that the creature is a villainous character. Students need to consider both arguments. When we meet next week we may have a class debate so you must construct a critical argument for homework or you will 'look like a right plank' next week! THE AIM OF THIS TASK IS TO ENCOURAGE STUDENTS TO SUPPORT THEIR VIEW WITH SPECIFIC TEXTUAL REFERENCE.

Here is the link to the documentary that you must watch:
http://www.channel4.com/programmes/frankenstein-a-modern-myth/4od
Students also need to be aware of these blog resources:
http://becuriouslit.blogspot.co.uk/2012/10/why-gothic-is-more-popular-than-ever.html

The cake and buns today were outstanding. MASSIVE thanks to JMc and AL for the sugary feast. The English Dept enjoyed their slices and my family are currently munching AL's victoria sponge. Magnificent baking!

Friday 2 November 2012

FRANKENSTEIN: A Modern Myth..Channel Four Documentary.














Here is the link to the 4OD site. A2 students need to watch this documentary.
Click on link below to access film:
http://www.channel4.com/programmes/frankenstein-a-modern-myth/4od

Tuesday 30 October 2012

WHY GOTHIC IS MORE POPULAR THAN EVER: Article from The Independent.








Great article published in today's [30th Oct 12] The Independent. A documentary is being screened on Channel Four tomorrow at 11.10pm titled: FRANKENSTEIN: A Modern Myth.
Click on link to access article:
http://www.independent.co.uk/arts-entertainment/tv/features/frankensteins-monster-why-gothic-is-more-popular-than-ever-8262169.html
Documentary teaser trailer: http://www.youtube.com/watch?v=Z17eOjRjIbQ

Interview with Danny Boyle and Nick Dear. They discuss how they created their adaptation of Frankenstein for the National Theatre. Click on link below:
http://www.youtube.com/watch?v=8mbDmwpJ_h0&feature=related

Nick Dear four minute interview: http://www.youtube.com/watch?v=X7Fi208Cb6M

THE NATIONAL THEATRE stage production of Frankenstein was a massive success and provided a lot of high-profile publicity for the play and Shelley's novel. These two BBC articles relate to the different readings that can be attached to the play.
STUDENTS SHOULD READ THESE TWO ARTICLES. Click on links below:
http://www.bbc.co.uk/news/magazine-12711091
http://www.bbc.co.uk/news/magazine-12737956
Has the Frankenstein myth harmed Science? BBC Radio 4 interview:
http://news.bbc.co.uk/today/hi/today/newsid_9390000/9390609.stm
How the novel was written...BBC video clip:
http://www.bbc.co.uk/news/entertainment-arts-12460086

THE GREAT GATSBY: HISTORICAL CONTEXT.

It is important that students are aware of the historical context that surrounds Fitzgerald's novel as one of the assessment objectives demands that students can discuss context when constructing a critical argument. Below are a few links to resources that may help students develop an understanding of America in the 1920s. The decade is a complex decade. At the beginning of the decade was a period of economic hardship, in 1925, when the novel was published, rich urban Americans were experiencing an economic boom, and in 1929 America suffered the Wall Street Crash.

FITZGERALD'S novel only became viewed as one of the THE GREAT AMERICAN NOVELS after the end of World War Two in 1945. Fitzgerald died in 1940 and never received any commercial or artistic benefits from his novel. Students might like to consider WHY the novel only began to appeal to a wide audience over twenty years after its initial publication. What is it about this novel that eventually captured the imagination and intellectual attention of an American audience?

'THE ROARING TWENTIES' is a three part YOU TUBE documentary that includes a voiceover that will test your will to exist and may inspire random acts of extreme violence...but it does include some interesting information about mass consumption and the role of advertising, prohibition, the role of women, the jazz age,the Scopes trial etc:
Part One: http://www.youtube.com/watch?v=kVOflzLGKCc&feature=relmfu
Part Two: http://www.youtube.com/watch?v=MExfjbSmR0k&feature=relmfu
Part Three: http://www.youtube.com/watch?v=YHZckXwIa5E&feature=relmfu

'BOOM AND BUST' is another YOU TUBE beast that contains some of the most appalling and comedic sound effects....but again...provides a good overview of America in the 1920s.
Click on link below:
http://www.youtube.com/watch?v=4Xrz69_W4ew&feature=related

'THE CENTURY...AMERICA'S TIME: BOOM TO BUST' IS A DECENT THREE PART DOCUMENTARY WITH DECENT PRODUCTION VALUES AND INTERVIEWS WITH PEOPLE WHO LIVED THROUGH THE 1920s.THIS IS A MORE SOPHISTICATED AND MEASURED RESOURCE. WORTH WATCHING. IT IS NOT A STRICTLY ACADEMIC RESOURCE BUT IT SHOULD ENGAGE A CURIOUS TEENAGE MIND.This is a three part 45 minute resource:
One: http://www.youtube.com/watch?v=foooDFF9Dgs
Two: http://www.youtube.com/watch?v=IJuEi-U6pmo&feature=endscreen
Three: http://www.youtube.com/watch?v=sPP7FE8RIbY&feature=endscreen

Here is a link to a previous BE CURIOUS entry that provides links to two documentaries that explore the life and times of F.Scott Fitzgerald:
http://becuriouslit.blogspot.co.uk/2010/09/fscott-fitzgerald-documentary.html

If this feast of resources is not enough to keep a stimulated literature student engaged and informed, here are three videocasts from the University of Leeds that explore issues related to THE GREAT GATSBY:
http://becuriouslit.blogspot.co.uk/2012/04/gatsby-podcasts.html

ENJOY.



Monday 29 October 2012

YEAR12 LESSON SEVEN [25th Oct 12]: Homework.

Students considered the key features of Chapter 4 before being moved into groups to consider various features of Fitzgerald's Gatsby. Students considered the significance of Daisy and Tom, the thematic concerns of the first four chapters, and the way that Fitzgerald introduces the character of Gatsby. The groups that were able to feedback provided some excellent material.

HOMEWORK: READ the novel. Be aware of how Carraway reacts to Gatsby and consider Fitzgerald's aim when using Carraway as his narrative voice.


Digest this resource:
http://www.youtube.com/watch?v=ehjTS6AhMJ8
This is my Gatsby podcast. Lend it your ears:
http://soundcloud.com/fishymedia/literature-podcast-an-as-level
This remains a superb Gatsby resource. Digest: http://www.youtube.com/watch?v=0VhYMdnAsyM

YEAR 13 LESSON EIGHT [24th Oct 12]: Homework.


















Students discussed the gothic nature of Maupassant's WAS IT A DREAM ? before moving on to discuss the representation of the natural world in Shelley's Frankenstein. Particular focus was placed upon the final section of Chapter 9 and Victor's inability to feel any emotion but 'the misery of reflection'. Class discussion also considered the significance of Justine and how this character helps shape the development of Victor's character. The final section of the lesson was a consideration of the creature and how Shelley introduces 'the catastrophe' into the novel. The class were asked to consider whether Shelley shapes the creature's introduction to gain a sympathetic reaction from the reader.
Lots of good discussion today folks.

HOMEWORK: READ. READ. READ. Particular focus needs to be placed on the role of the De Lacey family and the ideas Shelley offers through this family.
Students will also be expected to construct their ANTHOLOGY COURSEWORK when we return to school so it is important that students select a text that will enable them to answer the 'canon' question or the 'metaphor' question.
Here is a link to the The Poetry Archive:
http://www.poetryarchive.org/poetryarchive/home.do
Here is a link to an excellent BBC Poetry Site:
http://www.bbc.co.uk/poetryseason/

Monday 22 October 2012

MR.STEVENSON'S YEAR 13/12 LESSONS.





















YEAR 12:
Sorry about last week. I was TRANSFORMING into a Werewolf [see photo]. Hopefully you got the message about last week. If not, read on. THIS THURSDAY we will return to Pinter for the first hour. The second hour is a timed response to the task below. No notes just clean texts:
HOW DOES HOSSEINI TELL THE STORY IN EITHER CHAPTER 3, 4, 5 or 6?
Think about our session on chapter 2. The AQA really want you to think about voices and structure. Avoid simply spotting language techniques.

YEAR 13:
Both groups were treated to a journey through THE ANTHOLOGY. Some credible discussion. However, the presentations this week hope to encourage your personal responses. AVOID boring us all with ground that we have already covered. Pick an aspect that YOU find interesting and explore it across two chapters of Wuthering.....
I WANT TO HEAR YOUR PERSONAL REACTION IN RESPONSE TO THIS BRILLIANT NOVEL. Don't forget the Joyce CA essay.

Cheers.
AS.

Thursday 18 October 2012

YEAR 12 LESSON SIX [18th Oct 12]: Homework.







































THIS WAS A BIG GATSBY SESSION. Students were directed towards a discussion of Chapter 3 with particular focus directed towards Nick's description of Gatsby's behaviour at the party and Nick's comments at the end of the chapter that express his own sense of isolation and repression.

The second session was a consideration of the essay title:  HOW DOES FITZGERALD TELL THE STORY IN THE FIRST THREE CHAPTERS OF THE NOVEL?
Students were provided with an essay structure and class discussion explored potential content. I appreciate your patience folks. I talked far too much but hopefully my ranting will inspire some interesting essays. This is a very subtle novel and Carraway's narrative is a very interesting narrative device. This is a BIG essay. Your written work has been good but this is easily the most challenging exercise I have thrown at you thus far. Good Luck.

HOMEWORK: COMPLETE THE ESSAY. Below are two downloads that will help in the construction of the essay. Below is a link to the essay notes I offered in today's lesson:
http://minus.com/l7NEDNiPgn9Vy
Click on link below to access further essay notes:
http://minus.com/lb09nrIZgKZQfn

Below is a link to last week's blog entry. Students should listen to my podcast and watch a wonderful personal commentary of the novel offered by an enthusiastic loon via You Tube:
http://becuriouslit.blogspot.co.uk/2012/10/year-12-lesson-five-11th-oct-12-homework.html

Tuesday 16 October 2012

YEAR 13 LESSON SEVEN [17th Oct 12]: Homework.
















Students were asked to consider the nature of the gothic and were shown the final twenty minutes of the BBC Drama Good Cop. This drama could be considered gothic due to its thematic content and its use of visual imagery and location. This BBC drama explores extreme human behaviour and the central character, P.C. Rocksavage, appears to reflect the nature of Victor/Prometheus as he rebels against the accepted moral order. Click on link below to access final episode: http://www.bbc.co.uk/iplayer/episode/b01mxp2x/Good_Cop_Episode_4/

The heart of the lesson was a consideration of the essay title:
HOW DOES SHELLEY CREATE A SENSE OF DRAMATIC EXPECTATION IN THE OPENING SECTION OF FRANKENSTEIN?
Students were offered a potential essay structure and class discussion explored issues raised by this title.

HOMEWORK: Complete the essay and read Maupassant's short story: WAS IT A DREAM? Students should also be reading Shelley's novel. Students should be familiar with Victor's narrative as this will be the focus of discussion within the next lesson.

Monday 15 October 2012

MR.STEVENSON'S YEAR 12/13 LESSONS.

YEAR 12
A journey through the ways in which Hosseini tells the story in chapter 2. Some top quality feedback that the Lit slaves need to integrate into their essays. AS explored how to improve essays. The highlight of the lesson was a flying visit from Mrs.D.
YEAR 13
An exploration of exemplar essays. How to approach the metaphor coursework. Next week we prepare those presentations and return to the gothic tomb wherein we will find glowing sunbeams. READ THAT ESSAY.

AS.

Friday 12 October 2012

YEAR 12 LESSON FIVE [11th Oct 12]: Homework.














Students received last week's written 'paragraph' which was outstanding. Nearly all students produced written work of genuine AS Level quality. Very well done literature freaks.

The aim of this lesson was to reinforce the ability of students to produce written work that is precise and detailed. There was a brief exploration of Chapter Two and Tom Buchanan's treatment of Myrtle before the class considered the significance of the opening section of Chapter Three. Students were asked to consider the representation of Gatsby's Party and the representation of America being offered by Fitzgerald in the opening chapters of the novel.

Class discussion attempted to identify key quotes and consider why Fitzgerald contrasts the Valley of Ashes with the spectacular excitement of Gatsby's world. More perceptive students managed to identify Carraway's dismissive attitude.

The last twenty minutes of the session involved students constructing a two paragraph written response. The aim of this written task was for students to develop the ability to support their opinion with specific textual reference and provide a clear consideration of author's aim. THIS IS A KEY SKILL.

HOMEWORK: Students need to read the novel. Our focus in the next session will be the first THREE CHAPTERS therefore students need to prepare themselves for class discussion by reading these three chapters in a critical and thorough manner. Next week's homework will be a Gatsby essay and this week's reading will inform the content of this essay. IF YOU DO NOT READ YOU WILL NOT BE ABLE TO OFFER A DETAILED WRITTEN RESPONSE. THE QUALITY OF YOUR WRITING IS DEPENDENT UPON THE QUALITY OF YOUR READING.

Baz Luhrman's The Great Gatsby Film Trailer:
http://www.youtube.com/watch?v=rARN6agiW7o
Click on link to access a Gatsby Podcast that I created in the very recent past. I discuss the whole of the novel in this podcast so if you have not read the whole novel, visit this resource at a later date after your eyes have eaten the final page:
http://soundcloud.com/fishymedia/literature-podcast-an-as-level
This resource is superb. Excellent editing and stimulating commentary. WATCH IT:
http://www.youtube.com/watch?v=0VhYMdnAsyM

For OQ...hope you are feeling more human OQ. Here are the two 'paragraph' questions:

  1. How does Fitzgerald represent Gatsby's Party at the beginning of Ch3?
  2. How does Fitzgerald represent America in the opening section of the novel?
This second question demands that students consider why Fitzgerald presents the Valley of Ashes and Gatsby's Party. What kind of America is being represented here and why? I only want a one paragraph response to each question but the paragraph needs to follow my A Level paragraph structure. Good Luck.

YEAR 13 LESSON SIX [10th Oct 12]: Homework.


























Students were offered Duffy's HAVISHAM and Hughes' WIND and encouraged to identify the significance of metaphor in each poem. Students need to consider the text that will become the critical stimulus for the Anthology Coursework.

The heart of the lesson was a consideration of the title:
HOW DOES SHELLEY CREATE A SENSE OF DRAMATIC EXPECTATION IN THE OPENING SECTION OF FRANKENSTEIN?

Class discussion considered Shelley's use of shocking content, the significance of the alternative title, the use of language, the representation of the creature, the representation of Victor, the narrative purpose of Walton's letters and the significance of location. This discussion will continue next lesson.

HOMEWORK: Students are expected to direct their reading towards a consideration of the title used as the focus for class discussion in today's lesson. THIS TITLE WILL BE YOUR NEXT ESSAY SO YOU MUST CONSIDER POTENTIAL CONTENT. I expect next week's discussion to be sophisticated and detailed. READ READ READ.

MR.STEVENSON'S 12/13 LESSONS.

Wed 3rd October.
AM group. Back on the gothic express with a quick tour of Emily B. Q and A session regarding what we gain from reading Wuthering Heights uncovered the horrible vision of A Level students who have not read the texts.
READ THE BOOK AND THE MATERIAL THAT I HAVE GONE THROUGH WITH YOU.
Next week we will look at exemplar metaphor essays and prepare your 2 chapters presentations!

PM group. Finished our exploration of Duffy's Mrs.T's class then moved on to look at the big message in Wuthering. Interesting thoughts about the text returning to sparse realism and rejecting the supernatural. Y13 should aim to 'firm up' their personal response to the novel as a whole.
READ THE BOOK.BRING THE JOYCE CAROL OATES ESSAY AND THE ANTHOLOGY NEXT WEEK.

Year 12: THE CARETAKER.
Decent exploration of the comic nature of pages 1-25. The legend that is H swept her group to chocolate cake heaven with some good feedback.
Second hour-timed essay. Results next week.
Work for 11th.
You must produce 2 sides of detailed notes on how KH tells the story in Chapters 2-6 of Kite and explain any key thematic issues.

AS.

Thursday 4 October 2012

YEAR 12 LESSON FOUR [4th Oct 12]: Homework.

























Students were introduced to some white board fever and asked to consider the nature of Tom, Nick and Daisy and concoct an alternative title for the novel. The class then received their first marked essays. The written work was extremely encouraging. You are a fine bunch.

The main focus of today's session was to develop the skills needed to construct a convincing and detailed written response. The first essays lacked the precise critical analysis required to access the higher grades at AS Level so the whole aim of this session was to develop student awareness of the required paragraph structure that will help create a decent critical response. The classic model of literary analysis was offered to the students. This paragraph model being:

  • Opinion
  • Textual reference
  • Explain how textual reference supports opinion
  • A fusion of author's aim and question focus.
The text used to promote the critical writing skills was the beginning of chapter two in Fitzgerald's The Great Gatsby. The representation of THE VALLEY OF ASHES became the critical focus of the lesson. Students were encouraged to consider Fitzgerald's description of movement, use of aural imagery [sound], use of colour, the significance of the farm metaphor, etc. Students were encouraged to identify key words and consider why Fitzgerald is offering this Valley of Ashes. The aim of this task was to encourage students to understand that specific textual reference is an essential feature of literary analysis as is a coherent consideration of author's aim. The key element of the paragraph structure is THE EXPLANATION THAT ACCOMPANIES THE TEXTUAL REFERENCE when attempting to illustrate how specific textual reference supports opinion. THIS IS THE CRUCIAL ELEMENT OF A LEVEL STUDY. If students can develop this skill alongside a clear understanding of author's aim....academic success is assured!

The last twenty minutes of the session involved students constructing a paragraph response to the question: How does Fitzgerald represent the Valley of Ashes at the beginning of Chapter Two?
The challenge to students was to produce a response that achieves a more impressive grade than the grade achieved in the first class essay.

Class discussion was, once more, superb. The discussion was briefly interrupted by a screaming duel with the Year 8 group across the corridor...and CC had two chocolate biscuits. MB had one biscuit.KE missed the biscuit. Lima indeed.

HOMEWORK: READ READ READ. Read chapter two and three of Gatsby. Next week we will be comparing the description of the Valley of Ashes with the description of Gatsby's party at the beginning of chapter three. Is Gatsby's party a joyous occasion? How does Fitzgerald introduce Gatsby? How would you describe the conclusion to the party? What is the significance of the owl-eyed man and the library? What is the significance of Nick's comments at the end of the chapter?

READING IS THE KEY TO TEXTUAL UNDERSTANDING. STUDENTS CANNOT OFFER A SOPHISTICATED READING OF THE TEXT WITHOUT READING IN A THOROUGH AND PRECISE MANNER.

Wednesday 3 October 2012

YEAR 13 LESSON FIVE [3rd Oct 12]: Homework.


















Class discussion considered the representation of the creature and Victor in chapter five of the novel. Reference was made to the dream that Victor experiences after the animation of the creature and whether Shelley wants the reader to sympathise with Victor. Is Victor a villainous character? The discussion was punctuated with reference to the filmic representations of chapter five. Click on links below to access these resources:
James Whale 1930 Frankenstein Trailer:
http://www.youtube.com/watch?v=bKyiXjyVsfw
James Whale's version of chapter five:  
http://www.youtube.com/watch?v=8H3dFh6GA-A
Branagh's 1994 version of the creature's animation:
 http://www.youtube.com/watch?v=EOcJwt8XB4M&feature=related

Class discussion considered the key moments from the opening chapters before considering the following question:
How does Shelley attempt to engage the reader in the opening section of Frankenstein?
The following areas need to be considered when considering this question:
  • The dramatic significance of the location.
  • The shocking nature of the content. A reader in 1818 would be shocked by Victor's behaviour. Students were asked to consider the controversial nature of the content as a device used by Shelley to engage the reader.
  • The significance of the references to Coleridge's Mariner.
  • The representation of the creature.
  • Walton's letters and the dramatic expectation created by Shelley.
  • Victor's dream in chapter five.
  • The significance of the alternative title: The Modern Prometheus.
  • Shelley's use of language.
  • The narrative shift from Walton to Victor.
HOMEWORK: Read the novel. I expect all students to have read Victor's narrative. Furthermore, I would like students to consider how Shelley engages the reader at the beginning of the novel. This will be your next essay.



Tuesday 2 October 2012

MR.STEVENSON'S LESSONS 12/13.

Wed 26th Sept Year 13:
The am session concentrated upon Duffy's HATHAWAY. We then cracked on with Big Ted's WORK AND PLAY. Finally, we probed MRS T's class. Next week we return to WUTHERING.
The pm session concentrated upon WORK AND PLAY and MRS T's class. Students must be ready to feedback next week linked to the Anthology.

FIRST DRAFT DEADLINES...last WED of this term or Nov 7th...Both groups.

Thurs 27th Year 12:
Due to the reduced nature of the class we placed feedback on hold until next week.AS badgered the group with some notions as to what constitutes COMEDY. We then attempted to view the classic Bates version. AS emphasised the pulse of the course- the ASSESSMENT OBJECTIVES.
Remember, have a look at the material on the Z drive. You must read both KITE/CARETAKER asap.
Some odd behaviour this week from some of the group. Keep a check on it........

YEAR 12 LESSON THREE [27th Sept 12]: Homework.

This was a big session as this lesson was the first real exploration of Fitzgerald's THE GREAT GATSBY. Students were asked to consider the nature of Tom, Daisy and NICK. Class discussion considered the nature of Tom and Daisy's marriage and the significance of key lines such as:

..'I wanted no more riotous excursions with privileged glimpses into the human heart'...
'No-Gatsby turned out all right at the end; it is what preyed on Gatsby, what foul dust floated in the wake of his dreams that temporarily closed out my interest in the abortive sorrows and short-winded elations of men..'.....
...'the Middle West now seemed like the ragged edge of the universe..'.......
'I'm p-paralysed with happiness..'...
'Tom Buchanan compelled me from the room as though he were moving a checker to another square'...
'I saw that turbulent emotions possessed her, so I asked what I thought would be some sedative questions about her little girl.'.....
'that's the best thing a girl can be in this world, a beautiful little fool.'....

Students were asked to consider the character of Nick Carraway as he is the most important character in the novel as he is Fitzgerald's narrative voice.

The final section of the session considered the representation of Gatsby in the opening chapter. Specific focus was placed on the significance of the final section of the opening chapter.

HOMEWORK: READREADREADREADREAD....Read Gatsby. We will be discussing the opening two chapters in Thursday's session.

YEAR 13 LESSON FOUR [26th Sept 12]: Homework.


Students were asked to consider the gothic tradition through a consideration of Poe's 'Tell-Tale Heart' and Angela Carter's 'The Werewolf'. If these two texts can be considered to be examples of the gothic tradition....what can we expect from gothic literature? Reference was made to themes, form, location and philosophy/ideas.

The lesson moved into a consideration of the first four chapters of the novel Frankenstein and how Shelley represents the character of Victor.

HOMEWORK: Read the first five chapters. Next session we will be discussing the key themes and issues being explored within the opening chapters of Victor's narrative.

Tuesday 25 September 2012

Mr.STEVENSON'S 12/13 LESSONS.

Wed 19th Sept: Year 13.
Year 13 concluded their exploration of Chpt One of Wuthering Heights with some excellent feedback from the morning group. We managed to move the debate beyond creepy castles and into the realms of 'the limits of narrative truth'.
The reduced pm group scaled the dizzy heights of narrative truth and wrapped up Duffy's HATHAWAY. AS guided them through the poem as a model for next week's exploration of big Ted Hughes.

Thursday 20th Sept: Year 12.
AS introduced Pinter's THE CARETAKER. JH/JB and AS took to the stage for a stunning reworking of this comedy of menace. The group must concentrate on creating some cracking notes as to how pages 1-17 qualify as 'comedy'. If this play is not a comedy, what is it? Students must avoid thinking too much about Brad and his Spitfires.

AS.

YEAR 12 LESSON TWO [Sept 20th 12]: Homework.

Students were encouraged to consider to what extent Marvell's COY MISTRESS, Shakespeare's SONNET 18 and Duffy's HAVISHAM could be considered 'simple love poems'. Class discussion explored how language, structure and form can shape meaning. The whole aim of class discussion was to provide students with relevant content appropriate for the first Year 12 essay.

The final stage of the session introduced F.Scott Fitzgerald's THE GREAT GASTSBY. This is an examination text therefore it is absolutely crucial that students develop a sophisticated understanding of this text. Class discussion considered the historical context and the thematic nature of the epigraph.

HOMEWORK: Complete the essay. Titles were provided along with an appropriate essay structure. Students also need to read GATSBY. The opening chapter will be the focus of the next session. The key question that you need to consider when reading the opening chapter is: WHO IS NICK CARRAWAY?

Thursday 20 September 2012

YEAR 13 LESSON THREE [19th Sept 12]: Homework.





















Students were asked to consider to consider the key metaphorical moments in Eliot's Prufrock. Class discussion considered form as metaphor and whether Prufrock should still be considered a canonical text.
The second session involved a consideration of Walton's letters in the opening section of Shelley's Frankenstein. Students were asked to consider the following questions:

  • What is Walton's relationship with his family?
  • How does Walton depict Victor?
  • How does Shelley present Victor?
  • Is there a difference between Walton's interpretation of The Rime Of The Ancient Mariner and Shelley's use of this poetic reference? Does Walton misinterpret the poem? What significance is attached to Walton's reading of TROTAM?
  • How significant is the location of the North Pole?
HOMEWORK: Read E.A.Poe's THE TELL-TALE HEART. If this is an example of the gothic tradition then what is the gothic tradition? What themes are explored? How significant is form? What are the key features of Poe's gothic text?
Tell-Tale Heart animation: http://www.youtube.com/watch?v=W4s9V8aQu4c
Read Shelley's Frankenstein.
The BIG homework is the Eliot essay. Good luck.

Monday 17 September 2012

YEAR 13 LESSON TWO [12th Sept 12]: Homework.


Students continued to explore T.S.Eliot's PRUFROCK. The class were asked to unpack the metaphorical associations used by Eliot and consider author's aim. Class discussion attempted to link form to meaning and identify how metaphor is used by Eliot to shape meaning. Is the form itself loaded with metaphorical association? Is Eliot's use of literary allusion a negative aspect of the poem or does this use of allusion enhance the power and significance of the poem? How does Eliot view the role of the reader? Students were asked to consider whether Eliot's use of metaphor is creative or conventional. Can this poem still be considered original?

The second section of the session considered the significance of Walton's letters in Shelley's FRANKENSTEIN and the meaning of the word 'gothic'.

HOMEWORK: We are moving towards a PRUFROCK essay therefore students need to consider how Eliot uses metaphor to shape meaning and/or to what extent PRUFROCK can be considered a canonical poem. Students need to read the extracts from the Anthology.

Students need to continue to read Shelley's epic gothic novel. We will be looking at Walton's letters in the next session and specific reference will be made to the representation of Victor within this section of the text.

We will be reading Poe's 'TELL TALE HEART' in the next session. Here is an animated version of this terrifying text:

I may be wearing a Poncho in the next lesson.

Thursday 13 September 2012

YEAR 12 LESSON ONE [13th Sept 12]: Homework.




































Students were introduced to the Mancunian beauty of John Cooper Clarke and his classic poem 'Twat'. The class were asked to consider if this poem could be considered 'literature'. Click on link below to access JCC's poem:
The class were then offered the wisdom of Ray Bradbury. This short documentary is an insight into the influences and philosophy that inspired Ray Bradbury to create his work. His short stories are outstanding and his novel 'FAHRENHEIT 451' is, in my opinion, a classic. Click on link below:

Students were encouraged to explore how language, form and structure is used to shape meaning. The poems used to explore this assessment objective were:
Havisham by Carol Anne Duffy.
To His Coy Mistress by Andrew Marvell.
Sonnet 18 by William Shakespeare.
Class response was superb.

HOMEWORK: Students must read ALL the poems that I gave to the class today. Students should also buy a copy of F.Scott Fitzgerald's The Great Gatsby and begin reading this classic text. If you buy your own copy you can write in this book and these personalised notes will be useful when revising. The focus of student reading when exploring the poems should be how the poet uses language form and structure to shape meaning. Where are the key uses of metaphor or simile? Key words? How does the poet use rhyme and rhythm to shape meaning? How significant is the use of punctuation? What are the key moments in each poem and why? What is the aim of the author? What ideas are being explored within each text? What are the key themes?
The first essay that I will be offering students will relate to the poems offered in today's lesson so students must be extremely familiar with these texts. Students will eventually be asked to compare and contrast two poems so students need to be considering which two poems they will tackle when constructing the first written task.
This blog entry may be of interest to students. Feel free to watch and listen:

Students also need to become a follower of BE CURIOUS.

It was a pleasure to meet you lot today. I thought you were superb. Keep it up.

Tuesday 4 September 2012

YEAR 13 LESSON ONE [5th Sept 12]: Homework.














































































Students were provided with an overview of the A2 Literature course [40% coursework/ 60% exam]. The coursework consists of two essays: one at BGS and one at BHS.

The very conventional and regular form of Wordsworth's 'Daffodils' was compared with the irregular modernist form of Eliot's Prufrock. Students were shown two paintings created by PICASSO at the beginning of the twentieth century and these very literal examples from PICASSO's 'blue period' were compared with PICASSO's more abstract representations created later in the twentieth century. Les Demoiselles d'Avignon was created in 1907, only a couple of years after the two literal 'blue period' portraits yet PICASSO has completely changed the form and structure of his work. Picasso's change in form was used to illustrate the difference between Wordsworth's conventional use of form and Eliot's experimental and fragmented monologue used to represent the thoughts of Prufrock.

The class were encouraged to consider how Eliot shapes meaning using metaphorical association. Why 'like a patient etherised upon a table'? Why the 'ragged claws'? Why the gigantic ambiguous animal lurking within the city?

The class response to the poem was EXTREMELY IMPRESSIVE. A great start to the academic year.

HOMEWORK:
Read Prufrock. Specific reading focus should be a consideration of how Eliot uses metaphor to shape meaning. Next week we will also discuss whether this poem should be considered canonical. BRING SOME THOUGHTS AND OPINIONS. Do you sympathise with Prufrock? What is Eliot's aim in presenting such an alienated and anxious character? How significant is the historical context? How does Eliot represent the city? Why?
Also, read Walton's letters in Shelley's The Modern Prometheus and read the first three chapters of Victor's narrative. I will be asking students to consider HOW Shelley attempts to engage the reader in the opening section of the novel. What kind of character is Walton? Is he a sympathetic character? How significant is the response of Victor in the final letter?

Students should peruse the resources offered here:
This History Channel documentary examines some contextual issues that link to Shelley's novel. This is a fairly 'light' documentary and is accessible and engaging:
This is the 'NATURE' episode of THE ROMANTICS documenary broadcast by the BBC. The last ten minutes deal specifically with Shelley's novel:
T.S.Eliot Documentary:
T.S.Eliot reads Prufrock:
Robert Webb offers his view of Prufrock:

You lot were superb today. Long may it continue.