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.