GCSE RESOURCE 14th Sept 17

YEAR 13 First two lessons 8th/12th Sept.

The aim of the first two lessons of the academic year was to make students aware of the intellectual challenge that they will face this year. It is ESSENTIAL that students READ ALL THE RELEVANT TEXTS. We will be revisiting OTHELLO, exploring the poetry of TONY HARRISON, exploring the novel HARD TIMES by the wonderfully wonderful Charles Dickens, creating a 1500 word POETRY coursework essay that will be 10% of your final grade, and improving the skills required to construct a relevant critical analysis of an unseen text. WE HAVE A LOT OF HARD WORK AHEAD OF US.

On Friday we had a gentle return to Richardsonworld and today's session included a broad discussion of HARRISON'S poetry after a reading of THEM and [UZ].

I began the session with a HARD TIMES related quiz and THE RESULTS HAVE SHOCKED ME. It is obvious that at least half the class have not bothered to read the novel. WHY ARE YOU STUDYING 'LITERATURE A LEVEL' IF YOU ARE NOT PREPARED TO READ?? Two students stated that the novel was published in 1970 and one student believes that the novel was published in 1965!! I DO NOT HAVE THE WORDS..... One student gave an occupation to a character that is not even in the novel! I made it up!! Half the class managed to answer three questions correctly...out of fifteen!!! This is a disgrace.

HOMEWORK:

READ THE POEMS OF TONY HARRISON.  We will be discussing Harrison's work before the winter break in December. He demands your intellectual attention.

Read HARD TIMES by CHARLES DICKENS. In the next session we will be discussing the FIRST FIVE CHAPTERS OF THE NOVEL. Students also need to consider the content of coursework.
Students need to consider WHY Dickens dedicated the novel to Thomas Carlyle, develop an understanding of the Victorian world of 1854, consider the significance of The Great Exhibition in 1851, and consider HOW Dickens shapes meaning. How would you describe his writing style? How would you describe Chuck's use of language? What are the key themes being explored in the opening chapters of the novel? I EXPECT AN INFORMED AND INTELLIGENT CLASS DISCUSSION.

SOME STUDENTS NEED TO SHOW ME THAT THEY CARE ABOUT THEIR EDUCATION.
SOME OF THE THE RESULTS FROM THE QUIZ TODAY ARE EMBARRASSING.
MORE EFFORT REQUIRED. SOME OF THIS CLASS NEED TO TAKE RESPONSIBILITY FOR THEIR OWN EDUCATION. I VALUE YOUR EDUCATION. YOU SHOULD ALSO VALUE YOUR EDUCATION. I AM VERY DISAPPOINTED WITH THE ATTITUDE OF SOME STUDENTS.
As you may be aware...I'm not happy. See you on Friday. I expect some intellectual engagement.
SHOW ME THAT YOU CARE.

Be aware of the resources posted on my last blog entry before the Summer break. YOU NEED TO SYNTHESISE THESE RESOURCES. THEY WILL ALLOW YOU TO DEVELOP AN INFORMED CRITICAL OPINION THAT WILL ENCOURAGE CRITICAL AUTONOMY AND IMPROVE YOUR CHANCE OF ACADEMIC SUCCESS:
http://becuriouslit.blogspot.co.uk/2017/07/resources-to-digest-before-sept-2017.html

YEAR 12 LESSON ONE 11th Sept 17

Hollie McNish:
https://www.youtube.com/watch?v=-2z-Cd3luqA 
Simon Armitage..POETRY IS A FORM OF DISSENT:
https://www.youtube.com/watch?v=TvFcbedyQ0A&t=146s
KATE TEMPEST performing at Glastonbury:
https://www.youtube.com/watch?v=mLzJUalxZYM
JOHN COOPER CLARKE:
https://www.youtube.com/watch?v=p4qN9pduox0 
I made reference to the poet IMTIAZ DHARKER in today's sermon. Click on the links below to hear some of her work:
https://www.youtube.com/watch?v=NrBzWmCi6ps 
IMTIAZ DHARKER..Honour Killing:
https://www.youtube.com/watch?v=M04_yMEoecE 
THEY SAY SHE MUST BE FROM ANOTHER COUNTRY...
https://www.youtube.com/watch?v=KA2-OXfYETM 
We will be considering 'country' by Imtiaz Dharker in our next session.
Here is a poem by Charles Bukowski. I adore this poem. Consider this a gift from your English teacher:
https://www.youtube.com/watch?v=cEm_lsRGdOI

The aim of today's session was to encourage class discussion and provide students with an introduction to the intellectual rigour of an A Level Literature lesson. As I stated, you have a lot of reading to confront before our next lesson.
Digest this resource...WHAT IS LITERATURE FOR?
https://www.youtube.com/watch?v=4RCFLobfqcw

HOMEWORK: Read ALL the material I gave you in today's session:

• The sheet relating to the purpose of Literature
• Shakespeare's Sonnet 18
• Andrew Marvell's To His Coy Mistress
• Maupassant's Was It A Dream ? 
• William Wordsworth's Daffodils

I also expect students to synthesise the links to the work of Hollie McNish and John Cooper Clarke. Can these two modern poets be considered to be as relevant as Wordsworth or Shakespeare? Do these poets have literary value? I expect all students to be armed with an argument when next our worlds collide!
The texts that I have introduced today will be the focus of your first A Level Lit essay. Remember...when you read any text, consider the following questions:

• What are the ideas/themes being presented by the author?
• Why is the author promoting these ideas?
• Who is presenting the ideas? What is the nature of the narrative voice? Why has the author selected this form of narrative voice?
• How are ideas being shaped to present ideas or meaning?

******THE QUESTION AT THE HEART OF THIS TASK IS

'HOW DOES THE AUTHOR USE LANGUAGE, STRUCTURE, AND FORM TO SHAPE MEANING?'

I thought the quality of the class discussion today was OUTSTANDING. KEEP IT UP.

See you on Thursday morning. If any student needs to contact me, this is my email:
m.richardson@beverleygrammar.co.uk 

RESOURCES TO DIGEST BEFORE Sept 2017...

DICKENS RELATED. Remember, I expect ALL students to have read Dickens' HARD TIMES.
https://www.youtube.com/watch?v=N9dB9BZWDBU&t=159s
BBC Documentary...Armando Iannucci looks at Dickens' life and work:
https://www.youtube.com/watch?v=6lZB6E0-yCk&t=182s

The poetry of TONY HARRISON.
Simon Armitage interviews Harrison about his work:
https://www.youtube.com/watch?v=BXV4v1oAeOA&t=139s
The Film of V..Channel Four broadcast..this caused a storm of controversy. This is Part One on You Tube...navigate through the other segments to access the whole film:
https://www.youtube.com/watch?v=WPutBM7zfv8
Radio 4 documentary that explores the legacy of V:
https://www.youtube.com/watch?v=oW49WJ0F2HM&t=685s

We will be constructing coursework in the first term when we return to work so PLEASE think about which poet will be the focus of your work:
http://becuriouslit.blogspot.co.uk/2017/06/year-1213poetry-resources.html

YEAR 12/13..POETRY RESOURCES...

These resources are designed to help you decide WHICH poet you will be studying for COURSEWORK.

BEN OKRI:
https://www.ft.com/content/39022f72-5742-11e7-80b6-9bfa4c1f83d2?mhq5j=e2
Performance of Okri's poem:
https://www.youtube.com/watch?v=zC9Ni-IPnAc
Interview Channel Four News:
https://www.channel4.com/news/ben-okri-on-grenfell-tower-you-catch-the-fever-of-that-anger

KATIE TEMPEST at GLASTONBURY...watch the first ten minutes:
http://www.bbc.co.uk/iplayer/episode/p056cf3l/glastonbury-2017-kate-tempest
Katie Tempest..Brand New Ancients...
https://www.youtube.com/watch?v=JLWlB3ib7ZM
https://www.youtube.com/watch?v=0NRYLzWovtk&t=43s

HOLLIE McNISH:
https://www.youtube.com/watch?v=-2z-Cd3luqA
https://www.youtube.com/watch?v=BSoP3jaMmeU
https://www.youtube.com/watch?v=bJX5XHnONTI&t=34s

READ 'FEED YOUR BRAIN'.

YEAR 13 MAY 15th 2017

Last week's lesson involved a response to the question:

IN HIS POETRY, HARRISON IS ALWAYS CRITICAL OF THE WAYS IN WHICH SOCIAL DIVISIONS ARE BOTH CONSTRUCTED AND MAINTAINED.
To what extent do you agree with this view?

Some people still owe me an essay. I want it asap.

Today's session considered SECTION C of the exam. The class discussion considered the 'REBELLION' question and we made some notes that may allow students to construct an introduction and a comparative paragraph. Here are some notes to accompany the OTHER question:

POLITICAL AND SOCIAL PROTEST WRITING SHOWS THAT, IF PEOPLE ARE TO EFFECT CHANGE, THEY NEED TO GROUP TOGETHER. Explore the significance of people joining together as it is presented in two political and social protest texts that you have studied.

• This question needs to begin with a brief introduction which serves to provide the examiner with an understanding of how you will approach this question. Obviously, with Harrison and Dickens political and social change is linked to the reader developing their own individual a sense of empathy and compassion in the hope that this level of individual awareness will be the catalyst for political and social change. Both authors are motivated by a didactic purpose to educate and inform. This could be linked to Orwell's comments that we discussed in today's session.
• The first argument could begin with an exploration of how Dickens illustrates the potential for the individual to change how they view the world. Gradgrind serves as a symbol for how it is possible for a powerful individual to realise that their life philosophy may be incorrect. Reference could be made to how Gradgrind initially views the purpose of education..REFERENCE TO BITZER AND HOW GRADGRIND IS UNABLE TO VIEW THE DEHUMANISING NATURE OF THE UTILITARIAN SYSTEM...BEFORE MOVING ONTO LOUISA/SISSY/BLACKPOOL illustrating the flaws in his ideology. Gradgrind moves from inflexible pedant to a compassionate politician who represents the 'people' and no longer views them as an 'abstraction'. Gradgrind's philosophical evolution is evidence that people DO NOT have to group together to effect change. IT IS IMPORTANT THAT STUDENTS REFER TO HOW THE SYMBOLIC NATURE OF GRADGRIND ALLOWS DICKENS TO SHAPE HIS FABLE. F.R.Leavis has described HARD TIMES as a 'perfect fable' and perhaps Gradgrind's ability to use his imagination to develop a greater sense empathy and compassion is one of Dickens most potent symbols.
• This could be linked to Harrison and the purpose of V. This is a poem that yearns for an end to the divisive nature of society and aims to represent working-class experience to a literary audience that may not be aware of the suffering and desensitising nature of unemployment. Reference could be made to the symbol of COAL that dominates the landscape of this poem and the idea that the potential of working-class youth to be useful members of a unified society is being squandered....like coal without a spark to release the energy beneath its surface. Harrison's V is a plea for the division to end. He wants society to be UNITED...he wants society to be entwined and unified like the notes of the beautiful classical music that provide him with such comfort when he returns home from Leeds. Similarly he wishes that the unity and connection that he feels with his wife can be experienced by the working-class culture he feels is being forgotten...'I KNOW WHAT UNITED THAT THE SKIN SPRAYED HAS TO MEAN..' Just as the Skin peppers the graveyard with words 'to shock the living'...SO DOES HARRISON! Perhaps Harrison represents the horrific nature of UNEMPLOYMENT in order to SHOCK an audience that is unfamiliar with this experience in the hope that they will sympathise and empathise with an experience that is rarely presented to a literary audience. Like Dickens, Harrison's am is to change the perception of the individual. These people are not 'SHIT', they are HUMAN...and they are suffering. The value of working-class experience could be linked to Harrison's use of iambic quatrain..a form used as a framework for some of the most canonical texts in English Literature. Working-class experience appears to be absent in literary culture and Harrison is using the form associated with the work of canonical poets to emphasise the relevance and value of working-class culture.
• The essay could then go on to discuss how Harrison attacks an EDUCATION system that perpetuates the idea of a cultural hierarchy with the aim, once more, of challenging the perception of an individual and link the UTILITARIAN PHILOSOPHY in HARD TIMES. Both are destructive in their different approaches to learning. Your task is to navigate through the argument and illustrate the difference between why Harrison attacks education and why Dickens attacks this inflexible approach to FACT based learning. Reference could also be made to Dickens' representation of the UNIONS. He is clearly criticising this form of people 'grouping together'..WHY is Slackbridge as grotesque as Bounderby? Both authors are offering an insight to the individual reader that may lead to the reader developing a philosophical sensibility that will encourage unity, equality and love...rather than division and hate. Both authors seem to encourage an individual revolution of the mind rather than a violent physical revolution similar to France in 1879!! They are not advocating violent uprising as a means of creating political and social change. Both authors suggest that a change in individual sensibility may inspire wider social and political change!

HOMEWORK: I expect students to provide an introduction and one comparative paragraph to ONE of the questions above. I expect the work to refer to at leat two critical comments. Orwell? G.B Shaw? Leavis? Macaulay? Check your notes. I expect this to be handed to me at the start of the next session. KEEP CHECKING EMAILS as I am going to send you some notes to help with this task.

YEAR 13 15th May 2017

Panorama BBC documentary: What Facebook knows about you. Link below:
http://www.bbc.co.uk/iplayer/episode/b08qgbc3/panorama-what-facebook-knows-about-you
Link to article concerned with Dutch Musician Joep Beving:
https://www.theguardian.com/music/2017/may/13/joep-beving-dutch-pianist-spotify-star-solipsism
Link to article concerned with poet Rupi Kaurs:
https://www.theguardian.com/books/2016/sep/13/poet-rupi-kaurs-milk-and-honey-sells-more-than-half-a-million-copies
NHS malware nightmare:
https://www.theguardian.com/technology/2017/may/14/cyber-attack-escalate-working-week-begins-experts-nhs-europol-warn
Channel Four News:
https://www.channel4.com/news/cyber-attack-could-intensify-on-monday-morning
Is this the most dangerous man in Britain?...Paul Dacre..editor of The Daily Mail..Observer article:
https://www.theguardian.com/media/2017/may/14/is-paul-dacre-most-dangerous-man-in-britain-daily-mail

Here are some resources to help you synthesise some issues linked to the regulation of social media.
ALL students need to be able to construct an argument linked to the difficulty of regulating content on social media.

SOCIAL MEDIA REGULATION:
http://www.bbc.co.uk/blogs/collegeofjournalism/entries/81cc6ff0-6df2-35e9-a88c-dfe2dc8b31b9
DADDYo5:
http://www.bbc.co.uk/news/technology-39783670
Zuckerberg's apology:
http://www.cnbc.com/2017/02/17/why-facebook-ceo-mark-zuckerbergs-vulnerable-apology-makes-him-a-strong-leader.html
Pewdiepie Controversy:
http://www.telegraph.co.uk/technology/2017/02/14/pewdiepie-disney-drops-youtube-star-anti-semitic-video-controversy/


What do we learn about the digital world through these resources?