YEAR 13 LESSON EIGHTEEN [23rd Jan 13]: Homework.

Students read/discussed/watched Scenes 10 to 13. Class discussion was directed towards a consideration of whether Faustus was a 'mighty God', a 'sound magician', or just a deluded fool being exploited by Mephistophilis. Is Faustus really becoming 'great Emperor of the World' as he had hoped earlier in the play? Students were asked to consider the significance of the following quotes and stage directions:

• Knight: [Aside]  I'faith he looks much like a conjuror...
• Faustus: ...it is not in my ability to present before your eyes the true substantial bodies of those two deceased princes, which long since are consumed to dust..
• Faustus: But such spirits as can lively resemble Alexander and his paramour shall appear before your grace..
• Faustus: Mephistophilis begone..  [Re-enter Mephistophilis and [Spirits in the shape of] Alexander and his Paramour.

The lesson moved on to discuss the significance of the Horse-Courser scene and how Marlowe uses this scene to reflect the earlier moment in Scene 3 between Faustus and Mephistophilis within which Mephistophilis warns : 'Faustus leave these frivolous demands, Which strike a terror to fainting soul.' To what extent can the Horse-Courser and his actions be compared to Faustus? Is Marlowe offering a form of dramatic symmetry? How should we view Faustus in this scene?
The whole session was a consideration of Faustus and the level of power he displays. Has the selling of his soul been good business? Another key consideration was how Marlowe uses comedy to explore his key ideas. What is the significance of Faustus becoming a comical character?
The last section of the lesson considered the question:
WHAT DO WE LEARN ABOUT THE PLAY IN THE OPENING CHORUS?

HOMEWORK: Read the Chorus that is presented at the beginning of the play and consider what we learn about the play's content in this introduction. Students should also read the final THREE scenes of the play and consider why THE OLD MAN is such a significant character. Students should also consider how we view Faustus in the final scene. How does Marlowe want us to react? What is the significance of the final Chorus?
READ.THINK.READ.THINK.READ.THINK.READ.THINK.READ.THINK.
Next week we will complete the play.