MR.STEVENSON'S YEAR 12 LESSON [Tues 28th Sept 10]: Homework.

Students were encouraged to explain/explore Auden's technique and how this use of technique is used to shape meaning in his 'September 1st 1939'. Students were asked to reflect upon the poem before leading into group feedback.

This was followed by the 'Fishing 4 Tragedy' segment of the lesson. Students were encouraged to 'Fish' Scene One of ' A Streetcar Named Desire.'

HOMEWORK: Students must develop extended notes relating to 'Streetcar' for feedback in the next lesson.

BigSkyMr.Solitude [akaThe Wurzel].

AS.

THE GREAT GATSBY: Articles from The Washington Post and The New York Times.

Click on link below to access an interesting article that captures how 21st Century High School students in the USA view the contemporary relevance of Fitzgerald's novel.

http://www.nytimes.com/2008/02/17/education/17gatsby.html?_r=1

Furthermore, click on link below to access an article written by Jonathan Yardley in 2007 and published in The Washington Post.

http://www.washingtonpost.com/wp-dyn/content/article/2007/01/01/AR2007010100958.html

YEAR 12 LESSON TWO [Tues 21st Sept 10]: Homework.

Students were asked to consider the thematic focus of Vonnegut's 'Harrison Bergeron' and consider author's aim. The discussion broadened to consider how the themes of the short story link to contemporary issues and debates such as the nature of our own liberty and personal freedom.

Focus became text specific as the class were asked to consider HOW Vonnegut crafts his surreal tale. Students were directed to focus upon inference, symbol and language. For example, Vonnegut often offers an ambiguous phrase that challenges the reader to construct an interpretation. He promotes an active reading of his inference as this is a tale that presents a society that is being robbed of the ability to offer independent thought and the government regime aims to rob its population of the skills that are required to interpret Vonnegut's text. The reader must use the intellectual tools that have been successfully removed from Hazel.

Students were also reintroduced to Marvell and the class discussion considered how use of metaphor reflects the aim of the narrator. Students were asked to consider why Marvell would construct such a vile but incredibly eloquent character. Author's aim?

The essay title that will be offered next lesson is: How do Marvell and Vonnegut use language, structure and form to shape meaning?

This essay title should be the focus of your reading. Make sure you use my 'handwritten' handout to guide you towards the key features of each text.

Next lesson we will be planning the essay and collecting notes through class discussion and we will also consider the essay title: 'Charles Bukowski and Dorothy Parker share a bleak view of life.' Discuss.

HOMEWORK will consist of reading Vonnegut, Marvell, Bukowski and Parker. Students should be developing an idea of the level of engagement that is expected at AS Level and i expect the quality of Tuesday's class discussion to inform your own interpretation as you revisit the texts for homework.The more you read. The more you comprehend. The class discussion in the second half of the lesson was superb. Many thanks. Students should also begin their reading of 'The Great Gatsby' and visit some of the resources posted on Be Curious aimed at providing students with a contextual understanding of the exam texts.

Ta.

MLR.

YEAR 13 LESSON TWO [Mon 20th Sept 10]: Homework.

Students were asked to consider Eliot's use of metaphor in The Love Song of J.Alfred Prufrock. For example students were asked to consider the 'Life is a journey' metaphor that Knowles and Moon explore in their essay 'Introducing Metaphor' in the A2 Anthology. How might Eliot's poem be considered a journey?


Students were also introduced to the articles in the Anthology that consider the qualities that make a text a canonical text. The Pope and Montgomery essays were given to the class.

Students considered the use of metaphor and symbol in Prufrock with specific focus placed upon images of the city and the significance of the sea imagery at the conclusion of the poem.

We are moving towards the essay title: How important is Eliot's use of metaphor and symbol in The Love Song of J.Alfred Prufrock ? How do these features of language allow Eliot to shape meaning?

HOMEWORK: Identify the key metaphorical language and key symbols used by Eliot. Consider images of movement/stasis within the poem. Is Prufrock a victim of society's conventions? Is he a pathetic figure or a tragic hero? Why the biblical references and obscure allusions? What is the significance of Dante's 'Divine Comedy' epigraph? Consider the comments made by Tom and Rob relating to their idea that Prufrock is reflecting upon the quality of his life whilst 'etherised' on the operating table. This interpretation suggests the poem is a form of fragmented and reflective dream. Do you agree with their analysis? Why does he have to prepare a 'face' to meet the faces that he meets? How important is the theme of time? Consider the requirements of the essay when you read the poem. We will plan the essay as a class in the next lesson.

Read the sections from the Anthology. I will expect some reference to the Anthology in the Prufrock essay. Prufrock is considered to be a canonical text. Why? Why is this poem considered to be one of the finest texts of the twentieth century?

Begin reading Mary Shelley's Frankenstein and visit the relevant resources posted on Be Curious. The documentary The Romantics, narrated by Peter Ackroyd's moustache, is a resource you should synthesise and the History channel documentary relating to Shelley's novel is also worth a visit.

Ta.

MLR.

W.H.AUDEN ESSAY by Christopher Pollnitz.

This Be Curious resource is an essay by Christopher Pollnitz that explores the work of W.H. Auden. This is a pdf file and is available to read or access as a download from the link below:

http://www.docstoc.com/docs/55090642/wh-auden-essay

JOYCE CAROL OATES: The Magnanimity of Wuthering Heights.

An excellent essay by Joyce Carol Oates relating to Emily Bronte's Wuthering Heights. Click on link below to access essay:

http://jco.usfca.edu/wuthering.html

DO I REALLY HAVE TO READ THE KITE RUNNER? : Meghan O'Rourke article published in Slate Magazine

Click on link below to access an essay relating to Khaled Hosseini's The Kite Runner:

http://www.slate.com/id/2123280/

THE BBC POETRY ARCHIVE: An essential resource.

This Be Curious entry relates to the BBC Poetry Archive which is a rich bank of cultural and intellectual wealth. There is so much material here. Poets discuss their work, celebrities discuss the influence that poetry has had on their lives, there is advice on writing your own poetry, an a to z of poets with access to their poems...it is a vast and relevant resource.

A2 students will be asked to complete a 1200/1500 word task for their coursework and i encourage all students to navigate this site to identify a poem that you would like to be the focus of your coursework. However, you could simply peruse this site to broaden your knowledge of poetry and poets.

The site was originally designed to help the BBC discover 'The Nation's Favourite Poet' and encouraged viewers to vote via this webpage. The voting has ceased but the resource remains. Be Curious. Go on..I dare you.

Click on link below to access the site:

http://www.bbc.co.uk/poetryseason/

WHAT IS POETRY FOR? WHO IS IT FOR? An article by Stephen Moss published in The Guardian 18th June 2010.

This is a digital link to an article i gave my Year 12 class when they returned from exam leave in July 2010. The article questions the role of poetry and is a valuable resource for any student of Literature. What is the purpose of Poetry? What is its function? This resource was used to stimulate class discussion and was reference material for an end of term essay within which students were asked to consider the purpose of Literature.

Click on link below to access The Guardian article:

http://www.guardian.co.uk/books/2010/jun/18/the-future-of-poetry

KHALED HOSSEINI: The Kite Runner. Link to website.

Mr.Stevenson's AS Level students will be reading Khaled Hosseini's novel: 'The Kite Runner.' The link below will take you to Hosseini's own website which contains relevant contextual information.

http://www.khaledhosseini.com/

Click on You Tube link below to access Hosseini discussing why he became a writer:

http://www.youtube.com/watch?v=YBcyxXU1Dow

Khaled Hosseini discusses his exile. Click on link below:

http://www.youtube.com/watch?v=s702YLQezTs&feature=channel

Khaled Hosseini discusses the reaction to his work. Click on link below.

http://www.youtube.com/watch?v=TEFKuA-oGYI&feature=channel

Click on link below to access Hosseini interview with Al Jazeera in September 2009:

http://www.youtube.com/watch?v=Bn12jOkvGeU&feature=channel

Click on link below to access Hosseini discussing The Kite Runner:

http://www.youtube.com/watch?v=56uFHgTs3us

There are several excellent interviews with Khaled Hosseini posted on You Tube. Use the links provided by Be Curious to navigate your own digital research.

AS.

MARY WOLLSTONECRAFT: An audio resource.

This is yet another Be Curious link to the wonderful BBC Radio 4 series 'In Our Time.' It is an endless source of information and stimulation as its archive is so comprehensive and the studio discussions are so authoritative and detailed. Mary Wollstonecraft was the mother of Mary Shelley and an important figure in the age of enlightenment. This audio resource is a discussion of her life, work and influence. In 1792 she published her famous ' A Vindication of the Rights of Woman' which is a key 18th century text. Click on link below to access resource:

http://www.bbc.co.uk/programmes/b00pg5dr

MLR.

JOHN MILTON: An audio resource.

BBC radio 4's In Our Time explores the work and life of John Milton. Milton's 'Paradise Lost' is one of the most famous poems written in the English Language and this seventeenth century poet and prose polemicist is a central figure in the history of English Literature. The first two sections of his epic Paradise Lost will be studied as an exam text and will be introduced to A2 students by MM at BHS. Consequently this audio resource is contextually relevant when considering Milton's work. Click on link below to access resource:

http://www.bbc.co.uk/programmes/p00548bg


MLR.

THE ROMANTICS. Essential resource. This documentary is a fine piece of film-making.

This resource is a very good documentary narrated by the literary critic Peter Ackroyd and explores the period of our literary history that is known as the Romantic period. This is a period that begins [roughly] in the late 18th century and pushes into the mid 19th century. The film considers the influence of all the major Romantic figures such as Blake, Wordsworth, Coleridge, Mary Shelley, Percy Shelley, Keats etc and considers the enormous influence of new technology and new philosophies.

It has a particular relevance for my AS and A2 Level students as the documentary provides an overview of the work and life of Coleridge and also considers the work of Mary Shelley. It is a very impressive piece of film-making and is packed with useful historical detail.

This was a series that consisted of three one hour documentaries titled Liberty, Nature and Eternity. There might be a few lip-synch issues with this You Tube version but this is more than a fair price to pay when compared with the amount of precious information being offered to the viewer. Please do not fear Peter Ackroyd's sinister moustache.

THIS IS AN ESSENTIAL RESOURCE.

The link below will take you to the first section of the first documentary. This first documentary is titled 'Liberty.' Click on link below then navigate through the series:

http://www.youtube.com/watch?v=Mka_Il5U9Jw&feature=related


MLR.

THE ROMANTICS: An audio resource.

Here is another audio resource from Radio Four's IN OUR TIME. This feature explores the period of our literary history known as the age of The Romantics. ST Coleridge is often described as a 'romantic poet' thus this resource is relevant for Year 12.

http://www.bbc.co.uk/programmes/p00546ws

THE GOTHIC. An audio resource.

Melvyn Bragg's 'IN OUR TIME' is an endless source of resources for any individual interested in the history of ideas. The archive related to this wonderful slice of BBC Radio 4 is vast. The link below will guide you towards a show that discusses Gothic Literature. Obviously this is perfect for Year 13 students. Click on link below:

http://www.bbc.co.uk/programmes/p0054792

SIMON ARMITAGE: Britain's finest contemporary poet? Link to website.

Our department is a big fan of Simon Armitage. The link below will access his website. Spend some time navigating through his poetry. This is Brain Food. Treat yourself to a decent feed.

http://www.youtube.com/watch?v=pAsmDSpjWIM&feature=related

Click on link to access Armitage's 'Pieces of Me' in The Guardian newspaper:

http://www.guardian.co.uk/books/gallery/2008/may/13/poetry#/?picture=334078071&index=2

Click on link below to access Armitage's poetry at poemhunter.com:

http://www.poemhunter.com/simon-armitage/


MLR.

W.H.AUDEN: BBC 4 Documentary 'The Addictions of Sin.'

Below is a link to a superb BBC documentary that was produced to celebrate the centenary of Auden's birth and explores the life and work of one of the most formidable poets of the twentieth century. Wystan Hugh Auden will be introduced to AS Level students by MM at BHS and this film is a useful resource for any human being interested in poetry. As Auden moved towards the end of his life his face became a terrifying representation of the consequences of nicotine addiction. If the NHS used the face of old Auden to launch their next anti-smoking campaign the tobacco industry would crumble like a poorly constructed cigarette.Great face.Great poet.

Click on link below to access the first You Tube episode of the documentary:

http://www.youtube.com/watch?v=pAsmDSpjWIM&feature=related

MLR.

MARY SHELLEY: FRANKENSTEIN. This History channel documentary may provide some useful contextual information.

Click on the link below to access a History Channel documentary that attempts to explore the historical context of Shelley's novel. The music is far too melodramatic and some of the re-enactments are horrific - unfortunately not in the gothic sense - BUT there is still some very useful contextual information here. The scientific context is impressive. Biographical detail is often irrelevant when considering the thematic heart of a text as the text itself is our only consideration, but an understanding of historical context is central to a more considered appreciation of some of the issues being explored by Shelley. This link to You Tube will access the first 10 minute segment of a fifty minute documentary. Students can navigate through the relevant segments from this initial link. Click on link below:

http://www.youtube.com/watch?v=5QsDyItTSBY

A2 students should be reading the novel. I may begin our study of the text in the next lesson.

MLR.

KURT VONNEGUT: Interview and documentary.

Below is a link to one of Vonnegut's final television interviews:

http://www.youtube.com/watch?v=dAcNFTu9gjU&feature=related

Below is a link to a BBC documentary from the 'Arena' series. The film explores Vonnegut's life, work and philosophy.

http://www.youtube.com/watch?v=F5EqOiye7zI

Click on link below to access Vonnegut's NEW YORK TIMES OBITUARY published the day after Vonnegut's death in April 2007:

http://www.nytimes.com/2007/04/12/books/12vonnegut.html?scp=3&sq=kurt+vonnegut&st=nyt

Vonnegut's novel SLAUGHTERHOUSE FIVE may be used by A2 students as a coursework text and my AS students may be interested in this resource if the short story 'Harrison Bergeron' has engaged your literary curiosity. Harrison Bergeron is a story within the WELCOME TO THE MONKEY HOUSE collection.

Slaughterhouse Five is a novel that every human being should read.

MLR.

CHRISTOPHER MARLOWE AUDIO RESOURCES.

http://www.bbc.co.uk/radio4/programmes/people/QkJDL0MvbWFybG93ZSwgY2hyaXN0b3BoZXI

This link will navigate you towards two audio resources from the BBC Radio Four archive. The two programmes from Melvyn Bragg's 'In Our Time' provide an overview of Marlowe's life and the origins of the FAUSTUS MYTH. Christopher Marlowe's Faustus is a set text at A2 thus these resources provide cultural and historical context.

Click on link below to access THE MARLOWE SOCIETY website:

http://www.marlowe-society.org/

Click on link below to access a Guardian review of the most recent version of Marlowe's Faustus. Note reader comments:

http://www.guardian.co.uk/culture/2010/sep/14/doctor-faustus-review

MLR.

VIRGINIA WOLF: The BBC Literature Archive.

The link below will take you to a fantastic site developed by the BBC that contains a series of resources from their Literature archive. The link below is the only known audio recording of Virginia Woolf . This is a unique resource.

http://www.bbc.co.uk/archive/writers/12240.shtml

Please access the BBC archive to watch and hear many of our greatest writers discussing their life and work.

MLR.

T.S. ELIOT: ARENA BBC DOCUMENTARY.

T.S. Eliot is considered by many literary critics to be the greatest poet of the twentieth century. This is the man that created 'Prufrock.'

The link below will guide you to the first section of the Arena BBC documentary exploring the life and work of T.S.Eliot. This is a stunning documentary that includes commentary from some of literature's most famous voices. Parts 3 to 6 deal with Prufrock and The Wasteland. The documentary has been uploaded to You Tube in eleven episodes. Click on link below to access the first of the eleven You Tube segments:

http://www.youtube.com/watch?v=39CMZUyyw2s

Why bother studying Eliot?

Eliot is believed by many writers and critics to be the most influential poet of the twentieth century. His 'The Wasteland' is considered a revolutionary literary text. Furthermore, his influence as a publisher with Faber and Faber and his decisions and opinions relating to the publication of an author's work had a monumental influence on what was considered 'valuable' literature.

Click on link below to hear a recording of Eliot reading 'Prufrock':

http://www.youtube.com/watch?v=NhiCMAG658M&feature=fvw

MLR.

YEAR 13 LESSON ONE [Monday13th Sept 10]: HOMEWORK.

The first lesson of this year's A2 AQA Literature course was used to introduce students to the structure of the course.

T.S.Eliot's 'The Love Song Of J.Alfred Prufrock' was discussed. This poem should be read for HOMEWORK. When reading 'Prufrock' consider Eliot's use of metaphor. How is metaphor used to represent the city? Why does Eliot use the symbol of the 'ragged claws'? Why does Prufrock 'wonder' 'Do I dare?' Why does he avoid the 'overwhelming question'? Indeed, what is this question? Why are there so many reflective questions in this poem? What kind of character is Prufrock? How does the form of the narrative reflect Prufrock's psychology? Who is the 'you'? Who is the 'I'? How can you 'go' 'like a patient etherised uopn a table'? How important is movement and music in this poem?

What is Eliot's aim?

Click on link below to access Eliot's poem:

http://www.bartleby.com/198/1.html

Students are also expected to read the metaphor sections of the A2 Anthology and consider these essays in relation to Eliot's 'Prufrock'.

Students were also introduced to the Elements of the Gothic section of the A2 course that relate to the examination paper. Edgar Allan Poe's 'Tell Tale Heart' was given to the class in an attempt to illustrate the codes and conventions of the Gothic. Students should read this text for homework. Furthermore, students should read Guy de Maupassant's 'Was It A Dream.' We will be discussing this text when we discuss gothic literature on Monday afternoon.

MLR's set texts for the A2 examination are Mary Shelley's novel 'Frankenstein' and Christopher Marlowe's play 'Dr. Faustus.'

Lots of work ahead of us folks.

MLR.

YEAR 12 LESSON ONE [Tuesday 14th Sept 10]: HOMEWORK.

In the first AS LIT lesson students were introduced to Andrew Marvell's 'To His Coy Mistress', a selection of Dorothy Parker's poetry, two poems by Charles Bukowski and the short story 'Harrison Bergeron' by Kurt Vonnegut. ALL TEXTS SHOULD BE READ FOR HOMEWORK AS AN UNDERSTANDING OF THESE TEXTS WILL GENERATE THE CONTENT FOR THE NEXT LESSON.

When reading the texts for homework students should try and identify the key themes being explored in each text and how language structure and form is being used to shape meaning.

REMEMBER the vomit of wisdom:

What ideas are being expressed?
What is the author's aim?
Why are these ideas being expressed?
Who is expressing these ideas [narrative voice]?
H
O
W are these ideas being expressed?.....WWWWHOW...like a cat coughing up a furball.

The set texts for MLR's AS Lit course at BGS this year are:

The Great Gatsby by F.Scott Fitzgerald and the poem The Rime Of The Ancient Mariner by S.T. Coleridge. The coursework text offered by BGS is Shakespeare's Othello.

Class discussion was excellent on Tuesday. It was a pleasure to meet you all.

MLR.

EDGAR ALLAN POE: THE TELL TALE HEART. An introduction to THE GOTHIC.

A2 Literature will be exploring a genre of Literature that is ambiguously defined as THE GOTHIC. Edgar Allan Poe's short story 'THE TELL TALE HEART' [ first published 1843 ] is often described as a gothic text. I am using Poe's tale to encourage a consideration of the gothic qualities of this text. The overwhelming question in the first Year 13 lesson of the year is: What is a gothic text?

Below is a link to a classic animated interpretation of Poe's story narrated by James Mason. This animated film was created in 1953 and was the first animation to be rated 'X' by the BRITISH BOARD OF FILM CENSORS. This rating was an 'Adults Only' rating. Click on link below to access film:

http://www.youtube.com/watch?v=W4s9V8aQu4c

MLR.

F.SCOTT FITZGERALD DOCUMENTARIES.

Below is a link to a fine documentary that explores the work and life of F.Scott Fitzgerald. The documentary is titled 'Winter Dreams' and the link below will allow access to the first You Tube segment. Students can navigate through the film segments from this initial link. This film may be of particular interest to AS students who will be studying Fitzgerald's legendary American novel 'The Great Gatsby.' This novel was published in 1924.

http://www.youtube.com/watch?v=wCWCcU8VNVw&feature=fvw



Another, less academic, chronicle of Fitzgerald's life and work is also available via You Tube. This documentary is a more mainstream film but is still full of interesting material. This documentary is titled ' The Great American Dreamer.' Click on link below:

http://www.youtube.com/watch?v=X_g-0u1wfNc&feature=related

An understanding of historical, political, cultural, artistic and social context will enhance the reading/understanding of any literary text. Specific biography is not important when interpreting a literary text but students should be aware of the nature of the world that inspired the work of the author. An understanding of American history from 1900-1929 will be useful when considering the themes and issues being explored by Fitzgerald within the pages of The Great Gatsby.

MLR.

THE AIM OF BE CURIOUS.

BE CURIOUS is a blog designed to provide interesting and relevant resources for any student or teacher of the AQA AS/A2 Literature course. This site will provide links to material that will hopefully generate a more sophisticated understanding of the set texts across the two years of the course but also provide more general material that will explore the function and purpose of Literature in the 21st Century. The material posted will be of specific relevance to our own students but we hope the material will be of interest to ALL Literature students/teachers/enthusiasts.

We will provide links to any relevant print, audio or visual resources that the digital world has to offer and create and upload our own podcasts, visual media and essays.

This blog is designed for our own students and our school follows the AQA GCE Literature syllabus but we hope this blog may be of value to any individual interested, stimulated and engaged by an eclectic range of literary texts. We at BE CURIOUS believe that engaging with Literature can enhance the experience of being alive. Engaging with a text is a form of intellectual self-defence in a world that exploits the intellectually passive and the less curious. Therefore we believe that intellectual curiosity should be encouraged and accepted wisdom challenged. Question everything. BE CURIOUS. Synthesise ideas and formulate your own perception. Literature continues to express ideas that question, challenge, explain, illuminate and confront human behaviour and this questioning is a cerebral quality that we would like to encourage in our students and any visitor to this blog.

If you found the last paragraph confusing, enjoy your Business Studies course.

Welcome to the curious world of BE CURIOUS.

ANGRY POETRY? Polemic poets find a voice. Guardian newspaper article published 1st Sept 2010.

This Guardian article relates to a group of poets who have produced verse to protest at recent government policy. Click on link below to access article:

http://www.guardian.co.uk/society/2010/sep/01/poetry-welfare-cuts-alan-morrison

MLR.

WHY POETRY IS AS ESSENTIAL AS AIR. An article from the Sunday Independent published 12th Sept 2010.

This article was published in The Independent On Sunday on 12th September 2010. It was written by Paul Vallely and relates to the Chilean miners who are currently trapped deep beneath the surface of the Earth. One of the miners has been given the task of being the group's official poet. Click on link below to access the article:

http://www.independent.co.uk/opinion/commentators/paul-vallely-why-poetry-is-as-essential-as-air-2077138.html

MLR.