YEAR 12 LESSON THIRTY [20th Jan 15]: Homework

These resources relate to the theme of economic inequality within The Great Gatsby. This is clearly a very relevant feature of the novel:
http://www.bbc.co.uk/news/business-30875633
http://www.channel4.com/news/inequality-world-richest-wealth-oxfam-poor-uk-rich

The aim of today's session was to explore the second and third section of Sam Coleridge's THE RIME OF THE ANCIENT MARINER. Students were introduced to the imagery created by Coleridge and focus was placed on the significance of the line ' they were the first that ever burst into the silent sea.' Sections two and three introduce a nightmare environment of unbearable heat, movement that defies the laws of physics, water that becomes dancing death-fire, slimy creatures, and ghost ships with a crew of Death and Life-In-Death. This is a HELLISH environment and allows Coleridge to shape a narrative that appears to place the Mariner in HELL for the crime of killing the albatross. This a remarkable section of the poem due to the intensity, creativity, and originality of the visual imagery created by Coleridge. Note how this strange world of heat and silence contrasts violently with the cold and intense volume of the opening section of the poem. How does Coleridge shape this contrast?

HOMEWORK: THE TROTAM ARTISTIC CHALLENGE! Students need to offer a visual representation of one moment from section two or three. Please feel free to select a moment from the opening section. For example students might like to paint their perception of the character of the Mariner. This could be a painting, an illustration, a collage, a sculpture, a photograph.....YOU DECIDE. I have already witnessed one piece of work and it is fantastic. I look forward to your representations. BE CREATIVE.

I offered a brief quiz at the start of this session that challenged students to answer TEN simple questions relating to the poem. IT IS OBVIOUS THAT AT LEAST HALF THE CLASS HAVE NOT BOTHERED TO READ THE POEM. IF YOU DO NOT READ THE POEM THERE IS NOT A LOT I CAN DO TO HELP YOU. Any student who believes that the Mariner's weapon of choice is a 'sword' really needs to read the poem. Any student who fails to identify the three voices used by Coleridge in the opening section needs to RAISE THEIR GAME. That quiz was quite enlightening. I might have another quiz on Friday. Below are a series of essential resources.
http://becuriouslit.blogspot.co.uk/2014/12/year-12-lesson-twenty-seven-19th-dec-14.html

YEAR 13 LESSON THIRTY-TWO [19th Jan 15]: Homework

The focus of this session was the Anthology Coursework. Class discussion considered issues relating to both the metaphor question and the canon question. Specific focus was placed upon the brilliant Simon Armitage poem 'Mother any distance'. This poem was used to offer the students a possible structure for a metaphor essay.
HOMEWORK: Read the poems I gave you today as these texts will provide the analytical focus of the next session. READ THE EXEMPLAR ESSAYS. CHOOSE YOUR TEXT.
Simon Armitage..'Poetry is a form of dissent':
https://www.youtube.com/watch?v=TvFcbedyQ0A

YEAR 12 LESSON 28/29 [6th/9th Jan 15]: Homework

The aim of the first two sessions of 2015 was to explore possible content for the mock exam. Below is the question that will be presented to the fine young students of The Beaverlake:

i. How does Fitzgerald tell the story in Chapter 5?
ii. How far do you think that THE GREAT GATSBY affirms the virtues of living a moral and decent life?

The class discussion on Tuesday considered possible content for the first section of the task. Discussion considered how Fitzgerald uses language, structure and form to shape meaning in Chapter 5. Students might like to follow the structure below:

• The first paragraph could explore how Fitzgerald uses the imagery of light to shape meaning. The chapter begins with blazing light and ends with darkness. Why? Forewarning? Why is the light imagery structured in this way? Surely this chapter should conclude with images of euphoria as Gatsby is reunited with Daisy...so why does the chapter conclude with darkness and a storm. Is it significant that this is the same weather presented by Fitzgerald when Gatsby is buried in the final chapter??
• The second paragraph could consider the significance of Carraway's narrative voice. What is the narrative significance of Carraway being ignored by Gatsby and Daisy at the end of the chapter? What is the significance of Carraway leaving his house to hide beneath a tree? Why does Fitzgerald remove the narrator from such a key narrative moment? Is it simply to create a sense of dramatic power or surprise when Carraway reveals that Gatsby and Daisy have experienced the emotional connection that appeared unlikely as Carraway 'ran' into his garden to escape the tense conversation? Students must explore how Fitzgerald uses the form of Carraway's narrative to shape meaning.
• The language paragraph could explore how Fitzgerald creates a sense of awkward tension before Nick leaves to hide beneath the tree. Students might like to focus upon the metaphor ' in a strained counterfeit of perfect ease' as in many ways this not only captures Gatsby's failing attempt to appear calm in Chapter 5 but seems to capture his whole character!

The second section of the exam will ask students to respond in a personal, perceptive and articulate manner to the idea that the novel 'affirms the virtues of living a moral and decent life.' We discussed this in some detail in Friday's session. I gave you some notes to stimulate thought and offer some structural guidance. REMEMBER...students must consider the views of other readers/critics and also consider the novel within a historical context. This novel is a reflection of Fitzgerald's concerns within the context of 1920s America but students need to consider the contemporary relevance of the novel. Is TGG, as The New York Times stated in 1940, 'not a book for the ages' or does it still retain a modern relevance? Surely a text that attacks economic inequality is still relevant in the twenty-first century. KD made a wonderful comment in the lesson that suggested that the Valley of Ashes retains a universal relevance that transcends the American context of the novel. Is the VOA  a universal  symbol of economic hardship??
READ MY NOTES and use them as a starting point to construct your own critical response.Here are some links that you may find useful:
Father Barron:
https://www.youtube.com/watch?v=OLSVx84uPrY
This is a useful resource:
http://becuriouslit.blogspot.co.uk/2014/09/year-12-lesson-fourfivesix-19th23rd26th.html
OBAMA'S SPEECH:
http://becuriouslit.blogspot.co.uk/2014/10/year-twelve-lesson-twelve-17th-oct-14.html
Historical context:
http://becuriouslit.blogspot.co.uk/2012/10/the-great-gatsby-historical-context.html

YEAR 13 LESSON THIRTY/THIRTY-ONE [5th/8th Jan 14]: Homework

The aim of the first two sessions of 2015 was to discuss possible content for the mock exam next week. The question will be:
To what extent do you agree with the view that the novel is a total condemnation of transgression?

Class discussion explored the idea that the major TRANSGRESSION presented by Shelley is the challenging of the accepted boundary between Man and God. Discussion considered Victor as symbolic of the arrogance of Science and that Shelley is clearly condemning the 'supernatural enthusiasm' of Victor to have 'a new species..bless me as its creator.' Victor challenges the conventional spiritual boundaries between Man and God and this rebellious act is clearly presented by Shelley as a CRIME that receives PUNISHMENT. This challenging of the authority of divine power is a feature of the gothic text as is the idea that the consequence of this crime is a severe punishment. Students will be expected to offer the appropriate textual reference to support the idea that Shelley is clearly offering a condemnation of this spritual transgression.
Discussion referred to the significance of the Prometheus Myth and the fact that quotes such as 'i was a shadow of a human being..a mere skeleton...a restless spectre' suggest that Victor is suffering some form of death in life as a punishment for creating the 'catastrophe'. Reference was also made to the language of enslavement and disease that serve to illustrate Victor's personal suffering.
Students also need to refer to the theme of isolation as this is a theme that appears to be a feature of the gothic text. Victor's physical isolation appears to reflect the emotional and spiritual isolation he endures after creating the 'devil'. This isolation is reflected through the choice of location and reference was made to The Orkneys being used by Shelley to symbolise Victor's isolation. Thursday's session also considered the fact that Victor seems to be isolated form any sense of personal happiness or conentment and considered his Wedding Day as a symbol of the idea that he is isolated from any sense of human community. The beginning of chapter 23 provides a lot of textual evidence that can be used to support this argument.

Students were then encouraged to move away from the idea that the novel is merely concerned with transgression. Shelley also offers a radical and liberal narrative that is a dramatic contrast to the conservative narrative that warns Science against challenging divine power. The more liberal narrative offers the reader a practical emotional manifesto that could be perceived as Shelley attempting to offer a philosophy that could improve society. It is unusual for a gothic text to present a coherent and practical philosophy with the aim of improving human experience!

Class discussion considered how the experience of the creature allows Shelley to promote the idea that society must embrace difference and offer a greater sense of empathy and compassion if society is to avoid conflict. The creature is brutalised by society and becomes the monster that he is perceived as being due to his grotesque physical appearance. If students could also refer to the reading of the creature as symbolic of the French Revolution....that would be nice!! Remember the FR began with a sense of hope and ended with murder and carnage! Much like the life of the creature. There was a hope that the French Revolution would result in a fairer, more equal society. Perhaps Shelley's liberal narrative could be perceived as 'revolutionary' as it is an appeal for social change via a peaceful emotional revolution. This argument involving the creature may also refer to Shelley reflecting the eighteenth century philosophy promoted by John Locke. A theory that retains a contemporary relevance.

Don't forget folks.. the essay needs to refer to critcal opinion such as those published in The Westminster Review in 1818 that this is a novel 'without manners or morality' or Angela Carter's view that a 'gothic tale is a cruel tale'. Students also need to illustrate an understanding of historical context!!

This is a glorified timed essay. If you read the text and remember the key quotes that will illustrate your argument, you will be fine.

GOOD LUCK.

YEAR 12 LESSON TWENTY-SEVEN [19th Dec 14]: Homework

The final session of the term involved an exploration of the first section of THE RIME OF THE ANCIENT MARINER. Students were encouraged to consider the significance of character, location, language and the ballad form.

HOMEWORK: Students need to read Gatsby and prepare for the mock exam in January. Students also need to read/listen to TROTAM and soak up some of the resources that are available on this blog. Students should digest the BBC documentary series THE ROMANTICS. See link below:
http://becuriouslit.blogspot.co.uk/2014/12/year-12-lesson-twenty-five-12th-dec-14.html
Here is a TROTAM podcast that I created for the fine minds of my students:
https://soundcloud.com/fishymedia/literature-podcast-two-the
Richard Burton reads the poem:
https://www.youtube.com/watch?v=RGH4p4z4s5A
COLERIDGE'S 'THE RIME OF THE ANCIENT MARINER' is one of the most famous poems ever created so please feel free to indulge in some independent research to develop a more informed understanding of this poem.
ENJOY THE WINTER BREAK BUT PLEASE DO NOT FORGET THAT YOU ARE A STUDENT. READ THE TEXTS AND INDULGE IN SOME CRITICAL THINKING!!

YEAR 13 LESSON 28/29 [15th/18th Dec 14]: Homework

The aim of the final two sessions of the year was to explore the significance of the revealing of THE SEVEN DEADLY SINS in Scene Six of Marlowe's The Tragicall History Of Dr. Faustus. Class discussion explored the the significance of DISTRACTION and SPECTACLE. Students were asked to consider:

• Why Faustus appears to repent as he 'beholds the heavens' then decides that 'I am resolv'd: Faustus shall ne'er repent.' Why does he change his attitude?
• Why does Faustus appear so frustrated with Mephistophilis and then provokes Meph with the line..'Tell me who made the world' ?
• Why does Faustus appear to rebel against Mephistophilis and how does Meph react?
• What is the dramatic significance of the appearance of Lucifer and Belzebub and the spectacle of THE SEVEN DEADLY SINS?
• How should Faustus react having witnessed this spectacle?
• How should Faustus deliver the line: 'O, this feeds my soul'?

The Seven Deadly Sins is basically the representation of Hell on the stage so this needs to be a TERRIFYING and POWERFUL dramatic moment. If this play is to be considered a form of Christian Fable that warns the audience against rejecting divine power, this scene needs to offer an emotional impact. Should Faustus be terrified by this spectacle? WHAT IS MARLOWE'S AIM HERE?

HOMEWORK:

Students need to be reading/listening/watching any versions of Marlowe's play. It is important that students are VERY familiar with the play when we return in January. Students also need to read Frankenstein as the mock exam will be a gothic reality the week after we return in January. The question will ask students to consider the significance of 'TRANSGRESSION' in the novel. Students need to be READING and THINKING. This has been a reasonable term but we clearly still have a lot of work ahead of us. EG/LC owe me homework which I want asap.

We will begin our coursework in January so students need to decide which text they will be using as the focus of their work.

YEAR 12 LESSON TWENTY-SIX [16th Dec 14]: Homework

The aim of this session was to explore the opening section of S.T.Coleridge's THE RIME OF THE ANCIENT MARINER. The session began with the ArchDukeOfNonsense asking students to link the images at the top of this blog to Fitzgerald's THE GREAT GATSBY. THis then moved into group work that examined the significance of CHARACTER, LOCATION and LANGUAGE in the opening section of Coleridge's famous poem. The final section of the session involved students making links between GATSBY and TROTAM. A good session. Class response was excellent.

HOMEWORK: READ TROTAM and consider the final chapter of TGG.