YEAR 12 LESSON SIXTEEN [17th Jan 12]: Homework.

Students were encouraged to read William Blake's poem JERUSALEM, listen/watch the Tony Harrison resource posted on fishymedia, consider the purpose of comedy, and were applauded for their recent stunning written work...before the session moved into a consideration of Coleridge's TROTAM.
The class were encouraged to discuss the question:
WRITE ABOUT SOME OF THE WAYS COLERIDGE TELLS THE STORY IN THE FIRST SECTION OF 'THE RIME OF THE ANCIENT MARINER'?
The class discussion generated a series of notes that should be useful when constructing the written response.
The class also considered the final chapter of The Great Gatsby.
I can only apologise for using Kate's amplification to create some guitar-style feedback. Sorry.

HOMEWORK: Students need to construct the written response to the Coleridge question. I expect three paragraphs and a conclusion.
Potential structure:

• Students should consider the representation of the Mariner. Coleridge presents the Mariner as a supernatural and magical figure. Consider the comments of the omniscient third-person narrative voice and the comments of the Wedding Guest. Focus upon the key quotes and refer to his striking physical appearance and magical powers. What is Coleridge's aim here? How does this engage the reader? How does this representation create a sense of dramatic expectation? What kind of tale can we expect from such a character? 
• [Coleridge's use of the Wedding Guest may demand its own paragraph. Your choice. The Wedding Guest is used by Coleridge to provide information relating to the Mariner. The final comments of the first section are quite significant. The Wedding Guest is an important narrative device used by Coleridge to emphasise the mysterious and striking nature of the Mariner's tale.]
• The second paragraph could deal with the representation of location. Why does Coleridge present such a supernatural, intimidating, and beautiful environment? Students need to refer to metaphor, simile and onomatopoeia. Why does nature appear to be sentient? Refer to your notes.
• The third paragraph needs to deal with the significance of the ballad form. Listen to my podcast. The explanation is offered in a very precise and clear manner.
• Students could refer to Coleridge's reference to the Albatross as 'a Christian soul', the Albatross being hailed in 'God's name', and the Wedding Guest stating 'God save thee, ancient Mariner!' Also, the Mariner appears at a Church to tell his tale. A wedding is a Christian union. Why does Coleridge offer this religious language and religious imagery. Forewarning? This could be linked to the Christian Fable interpretation. Feel free to refer BRIEFLY to other sections of the poem to illustrate your argument.
• The conclusion needs to briefly state why this opening section is so important in the STRUCTURE of the whole poem. Consider how this section allows Coleridge to introduce the key themes that populate this poem and introduce a sense of mystery.

GOOD LUCK FREAKS.
Furthermore, students should read Blake's Jerusalem. Students should watch the resources offered below. I know Simon will watch these resources and I encourage the rest of the class to join Simon in experiencing the resources supplied by YOUR VERY OWN teacher. Go on...I dare you:
http://www.youtube.com/watch?v=bggV_Dbj87w
http://www.youtube.com/watch?v=hOjg8W71lUA
This is the link to the BBC's The Romantics Documentary series. This is magnificent for historical and philosophical context. If you do not watch this documentary you are neglecting your responsibility to yourself!!  This will inform student understanding of JERUSALEM and TROTAM. Students must be aware of the nature of the Romantic Imagination. This is the link to the first episode:
http://www.youtube.com/watch?v=DMgh6wFnw_k   
This is Bill Hicks. How would you describe his comedy? Click on link:
http://www.youtube.com/watch?v=xRkA6zugNMQ
http://www.youtube.com/watch?v=11Fl9ZVJ7B8