MARLOWE'S 'DR.FAUSTUS': RESOURCES FOR YEAR 13.

We will soon be confronting the terrible beauty of Christopher Marlowe's 'The Tragical History of Dr.Faustus'. Here are some pre-reading resources that relate to a recent production of the play at the Royal Exchange Theatre in Manchester.
Click on link below to access trailer:
http://www.youtube.com/watch?v=YTJ4q8aPsoI
Click on link below to hear actors Patrick O'Kane and Ian Radford discuss the process of creating the play for performance:
http://www.youtube.com/watch?v=QnkoD267PvU&feature=related

YEAR 12 LESSON TEN [Nov 23rd 10]: Homework.

Students discussed the dramatic action in Chapter Seven. Discussion revolved around:
Gatsby's reaction to the existence of 'Pammy'.
The observation from Gatsby that Daisy's 'voice is full of money'.
The development of Daisy's attitude as the chapter unfolds.
The power battle between Gatsby and Tom and the reason for Tom's tears.
The significance of Wilson's reintroduction.
The final image of the chapter and how this represents the character of Gatsby.

Class discussion was, as ever, superb.

Homework: READ ch 7 again and read the final two chapters.
I'm not a massive fan of any cinematic versions of the novel as Fitzgerald's writing is too subtle. Carraway's narrative ambiguity does not translate across to the medium of film BUT below is a link to the 1974 film of the novel. Students may be interested in how director Jack Clayton interprets the drama of chapter seven.
http://www.youtube.com/watch?v=SQuO_DFVHpo&feature=related
http://www.youtube.com/watch?v=J_AS5WFUO4w&feature=related

YEAR 13 LESSON TEN [22nd Nov 10]: Homework.

Students presented a series of eloquent interpretations relating to the first ten chapters of Shelley's Frankenstein. All presentations were superb. Many thanks.

Homework: Read the creature's narrative.Complete first draft of Anthology coursework.

GATSBY ARTICLE IN THE OBSERVER 21st NOV.

Click on link to access an article that explores the contemporary relevance of Fitzgerald's novel:
http://www.guardian.co.uk/film/2010/nov/21/great-gatsby-dicaprio-film-america

MR.STEVENSON'S YEAR 13 LESSON [19th NOV 10]: Homework.

This session was limited to one hour due to the concert by William Blake's nephew Sir Nick Harper.

Students stormed back into the old git's good books with a wuthering discussion/presentation/squabble. 'Wuthering Heights is gothic by chance, whereas Dracula is gothic by design' provided the slaves with a platform from which they articulated an excellent range of comments. AS will offer an exploration of the main points on 3rd December.

AS will be away on the 26th touring various misty locations in the North of England. He hopes to return with clear evidence as to the existence of a dark order that has the ability to manipulate internet sources for their own ends. Slaves must complete another draft for the 3rd.

Helga Von Harper will arrange appointments for the gothic gathering on the 25th [Parents' Evening]. Do not fear this dark evening unless you have submitted the equivalent of M Von Richardson's collection of 'The Late Love Letters Of M.Thatcher'.

MR.STEVENSON'S YEAR 12 LESSON [16th NOV 10]: Homework.

Yet again the Streetcar banged into E4.Students were asked to explore the presentation of themes in Scenes 7/8. The Lit junkies will feedback their findings next week followed by AS taking over the controls and heading off on a tour of Scene 9.

Homework: Prep for feedback.All students must concentrate upon their COURSEWORK.

IN OUR TIME: 59 LITERATURE PODCASTS.

The link below will allow you to access a wonderful BBC resource. This link will allow you to navigate through a series of podcasts originally broadcast on BBC Radio 4. Choose a topic and sit back and enjoy the debate. These informative academic discussions may be more suitable for teachers rather than students but I hope that some of our students will explore this resource.Click on link below:

http://www.bbc.co.uk/radio4/programmes/subjects/c3ViamVjdC9saXRlcmF0dXJl/player/episodes

YEAR 12 LESSON NINE [Tue 16TH NOV 10]: Homework.

The lesson began with a quick introduction to the ideas associated with the American Dream, the Myth of the West and the idea of the Frontier Spirit. Reference was made to Henry David Thoreau and his 'Walden Pond'. Students were introduced to Thoreau's need to 'LIVE DELIBERATELY' and his belief that 'THE MASS OF MEN LEAD LIVES OF QUIET DESPERATION'. Students should be aware of how Thoreau and Whitman viewed their America.

The second section of the lesson involved students modelling a response that reflected the level of detail expected in a quality A Level paragraph. This task was a response to the recent essays as it is apparent that some students need to develop their ability to explain how textual reference supports their opinion. This is the KEY area of our written work that has been identified as needing to improve. Student response was stunning. Much appreciated.

Students were then asked to consider why Carraway could be perceived as a sympathetic character as many essays contained this opinion but did not explain why Carraway could be considered sympathetic. The final section of the lesson explored the significance of chapter six with specific focus placed on Gatsby's attempt to capture the past and why Daisy finds the actress 'lovely' at Gatsby's party. Furthermore the class discussed the significance of the paragraph that includes the lines: ' But the rest offended her..because it wasn't a gesture but an emotion. She was appalled...by its raw vigour that chafed under the old euphemisms..'. Again, class response was outstanding.

Homework: Read chapter 7. It is a monster. This is the chapter that includes the squid fight.

YEAR 13 LESSON NINE [Mon 15th Nov 10]: Homework.

Students were asked to consider how the use of the epistolary form relates to the theme of isolation and the discussion was directed towards an exploration of the representation of nature with specific focus placed upon ch 9/10. Why does Victor fall to the floor in the penultimate paragraph of ch 9?How has his relationship with the 'majesty' of nature changed?

Students were asked to consider the significance of PB Shelley's 'Mutability' that appears in ch10 and asked to consider why Victor views the inconstant state of the human condition as a negative feature of humanity. Why does Victor struggle to celebrate the mutability of existence?

The lesson moved towards a consideration of coursework. The final section of the lesson involved the introduction of group tasks that will result in a series of presentations next week.

Homework: Begin the construction of the anthology coursework. The deadline for the initial draft is 29th Nov 10. Develop a series of notes that will allow you to offer a credible and meaningful presentation to the class in the next session. Each group must offer a sheet of A4 bullet points that summarise the content of your presentation. These sheets will be photocopied and offered to all students as a revision resource.

MR.STEVENSON'S YEAR 13 LESSON [12th NOV 10]: Homework.

The class were asked to consider the notion that 'Wuthering Heights is gothic by chance, whereas Dracula is gothic by nature'. Student group discussion was interesting.Each group will feedback next week.The slaves are advised to add a little polish/research and textual support.Who will win the sacred gothic essay next week?

AS then sent the slaves into a gothic trance with coursework feedback/advice.

Homework: Keep reading. Students will only produce a 'polished' response if they are familiar with the text. READ.READ.READ.

MR.STEVENSON'S YEAR 12 LESSON [9th NOV 10]: Homework.

The Streetcar rattled into E4. Students were encouraged to explore TW's methods in Scene 6. AS discussed coursework tasks and quite literally dragged the class through the strange and wonderful world of Scenes 1 to 6.

Homework: 'DO' the reading.

S.T.COLERIDGE: THE RIME OF THE ANCIENT MARINER. A reading by Richard Burton.

Click on link below to access Richard Burton's reading of Coleridge's poem. Read along with Burton or just sit back and let his gorgeous voice take you through the poem. This is the first of three segments.

http://www.youtube.com/watch?v=RGH4p4z4s5A

Coleridge is often associated with The Romantic Poets and there are Be Curious resources that students should access to develop a contextual understanding of this poem and the issues explored by Romanticism. Click on links below to access relevant Be Curious links:



This documentary is an essential resource:
http://becuriouslit.blogspot.com/2010/09/romantics-essential-resource-this.html

Click on link to access decent audio resource from BBC Radio 4's 'In Our Time':
http://becuriouslit.blogspot.com/2010/09/romantics-audio-resource.html

YEAR 12 LESSON EIGHT [Tue 9th NOV 10]: Homework.

Students explored issues being raised in Chapter 5 of the novel. The class were encouraged to react to questions such as 'What is the purpose of the first section of the chapter? Is it comedic? Why is Fitzgerald presenting Gatsby as vulnerable, insecure and frightened? What is the significance of the shirts? Is Daisy's character developed in any way? Does the chapter conclude in an optimistic manner or does Fitzgerald present a sense of the tragedy that is to unfold? Forewarning?

Students were also introduced to Coleridge's The Rime Of The Ancient Mariner.

Homework: Read chapters 6 and 7 and read the Mariner.

YEAR 13 LESSON EIGHT [Mon 8th Nov 10]: Homework.

Students were given exemplar material that consisted of three of the most detailed essays from the last written response. The level of effort across the whole class is admirable and some of the written work was incredibly detailed. Thanks to all. Students were encouraged to analyse the language used by Victor in ch4/5 and explore the significance of key words and phrases that suggest Victor's sense of emotional chaos and heightened sensitivity. Author's aim? The class were also encouraged to consider the significance of the location and why the North Pole could be considered to provide original and striking visual imagery that challenges the accepted codes and conventions of Gothic imagery [ 'Anti-Gothic' was the phrase used in some student essays due to the eternal light replacing Gothic darkness] whilst conforming to the thematic conventions of the Gothic. The class were encouraged to provide a more precise term to express the idea of the 'Anti-Gothic'.

The second half of the lesson explored the significance of the representation of nature in the first ten chapters and the first impression of the creature in chapter 10.

Homework: Read the creature's narrative. Consider the representation of nature in the first 10 chapters. How is nature being used by Shelley? How does Victor react when confronted with the magnificence of the natural world? Why is Shelley using nature as a restorative for Victor? Are there several symbolic meanings being attached to the natural world?

MR.STEVENSON'S YEAR 13 LESSON [5th NOV 10]: Homework.

The Goth slaves [students] were introduced to a banquet of POE. Students were encouraged to explore the 'Gothic style' through Poe. Students were encouraged to move beyond a consideration of the Gothic as a collection of simplistic conventional devices and Poe's 'Tell Tale Heart' was decapitated/deconstructed. Feedback was impressive with TC delivering so much quality feedback that the rest of the class became mute.

Homework: Big session next week when Dracula goes head to head with Wuthering Heights as we search for the key attributes of each text...Gothic or not.

AS.

MR.STEVENSON'S YEAR 12 LESSON [2nd NOV 10]: Homework.

Students were encouraged to offer a rather more academic approach to 'Streetcar.' Essay advice was followed by some exploration of the nature of tragedy. Students were asked to consider Scene 6 and were introduced to 13 areas for some deliberation. The class will gather evidence and feedback next week. The Auden essays were a big improvement.WELL DONE.

Homework: Gather 'Streetcar' evidence for feedback next lesson.

AS

YEAR 12 LESSON SEVEN [Nov 2nd 10]: Homework.

Students discussed issues raised in chapter 4 of The Great Gatsby. Specific focus was placed upon Jordan's narrative and the significance of Wolfshiem. Students considered how Fitzgerald is attempting to develop the narrative in this key chapter. The word 'sinister' was used by one student to describe the effect that Wolfshiem has upon the tone of the novel. Students were asked to consider the significance of Wolfshiem's 'cuff buttons', Gatsby's use of the medal and the photograph, the significance Wolfshiem's manipulation of the 1919 World Series, and the significance of Daisy's 'drunk as a monkey' moment.

Homework: Read the novel. I will be offering students a written test on Tuesday that will allow me to discern who is reading the novel in an appropriate manner. The test will consider the narrative content of the first five chapters. READ THE TEXT.

Tuesday's lesson will also examine the significance of chapter 5.

JAMES WHALE'S 1931 Version of FRANKENSTEIN.

Click on link below to access the original trailer for James Whale's famous adaptation of Shelley's novel:
http://www.youtube.com/watch?v=tTNN5h8CG_Y

Click on link below to access the scene within which Victor reanimates the creature:
http://www.youtube.com/watch?v=8H3dFh6GA-A&feature=related

Victor speaks to the creature. Note complete disinterest in presenting any recognisable feature of Shelley's original narrative. Click on link below:
http://www.youtube.com/watch?v=pBzONIqutBA&feature=related

Note how Whale's version transforms chapter four/five into an unrecognisable interpretation of the novel but presents a visual representation of the monster that still resonates in our culture.

YEAR 13 LESSON SEVEN [1st Nov 10]: Homework.

Students were 'taken by the hand' through chapters four and five of Shelley's Frankenstein. Students were asked to consider how Shelley develops the narrative in these two crucial chapters.Specific focus was placed on how Shelley develops the thematic nature of the novel in these chapters, how Victor's character is developed, how key images such as the significance of light and darkness are presented to the reader, and how Shelley offers a sense of the Gothic.

Homework: Read Chapters 5 to 11 as the content of these chapters will be the focus of the next session. Students must also consider the text that will be the analytical focus of their Anthology related coursework. You will be attempting a coursework response this half-term. Furthermore, students must consider the following questions as these questions will be offered as a written homework next Monday:

1. In what way is Victor similar to Walton and why is Shelley emphasising their personal symmetry?

2. Do chapters 4 and 5 conform to the conventions of the Gothic?

3.What is the key moment in chapters 4/5 and how does this moment relate to author's aim?

We will discuss content next week and I will expect the written response to be thrown at me in lesson nine.

Below is a link to the Robert Oppenheimer clip I was 'banging on about' in today's lesson:
http://www.youtube.com/watch?v=l8w3Y-dskeg

I also referred to a character I saw at the weekend who was wandering home from a Halloween Party where he had dressed as Papa Lazarou. You all seemed unaware of this strikingly visual comic ghoul.This character was a key figure in the outstanding BBC comedy 'The League of Gentlemen.' This show used conventions associated with the Gothic to produce some incredibly terrifying comedy. Click on link below to experience the gothic magnificence of Papa Lazarou:
http://www.youtube.com/watch?v=XM9x5tefjcY&feature=related

SLEEP TIGHT.

MLR

MR.STEVENSON'S YEAR 12 LESSON [19th OCT 10]: Homework.

During the session AS gave advice on how to improve the essays. AS spoke at length regarding expectations at AS level. The session moved on and Auden became the central focus.Auden's main techniques were highlighted and the class were invited to work on producing an essay response.

Homework: Essay deadline is the 2nd November.

How does Auden present ............ [you choose the theme/character] in ........................... [you choose the poem] ?

AS introduced the unedited Kazan version of 'Streetcar'. This is available from a leading supermarket chain for £5.

The class must prepare detailed notes on Scenes 1 to 5 of 'Streetcar' for the 2nd November. The notes should focus upon how TW enhances the dramatic genre in scenes 1 to 5. This allows you scope to consider comedy etc.....

AS.

MR.STEVENSON'S YEAR 13 LESSON [15th OCT 10]: Homework.

Students were introduced to Lord Larkin of Hull. AS spoke at length about the beauty and darkness within dozens of the poems and attempted to navigate the group towards a re-evaluation of some of the rather negative interpretations of Big Phil's work.

The session then morphed into a gothic frenzy with Helena, Rob, Lauren, and Holly staking their claim to the gothic crown.Some splendid quote gathering.Elsewhere, some obvious symbol spotting makes AS think that some of the Lit slaves need to read the book.

Homework: Draft essays [coursework] due 5th November.Failure to submit will result in a gothic ritual involving a bloke from York and Bev Westwood. Mr. Adam D play your piano like a fiend and stop worrying.

AS