THE HISTORY OF METAPHOR: BBC Radio 4's In Our Time.

This discussion relates to the history of metaphor in literature. This may be interesting for A2 students attempting the metaphor question for their coursework. This link may provide contextual understanding. Click on link below to access this episode of In Our Time:
http://www.bbc.co.uk/programmes/b00w227c

This is a very 'dry' and academic discussion and may be a resource aimed more at the teacher rather than the student.

YEAR 12 LESSON FOURTEEN [21st Dec 10]: Homework.

Students considered the question 'How does Fitzgerald tell the story in chapter 7 ?' and the first lesson was used to focus on the key areas of the text that would allow students to engage the appropriate assessment objective and access the higher grades. The Archdeacon of Nonsense attempted to guide students towards a consideration of how Fitzgerald uses Carraway's narrative, the use of symbolic representation [with specific focus placed upon the 'death car' incident], how Fitzgerald uses Daisy to explore key themes and create a sense of tragedy and emotional chaos, and the significance of Gatsby 'watching over nothing' at the end of the chapter.

The final hour was a timed essay! Sorry.

Homework: Have a stimulating, engaging and adventurous Winter break. BE CURIOUS. Thank you all for your hard work this term.Much appreciated. You really are a very impressive gaggle of gurgling literature students.

When we return we will be crashing into Shakespeare's OTHELLO and continuing the psychedelic journey through the mesmerising mind of ST Coleridge.

BON NOEL.

YEAR 13 LESSON THIRTEEN [20th Dec 10]: Homework.

Students were asked to consider three elements of the text:

1. The moment in chapter 24 when Victor calls on 'you, spirits of the dead' as he kneels on the graves of his dead family.

2. Victor's reaction to Walton's crew wishing to return southward.

3.Victor's final speech before his death.

How do these three moments develop themes or ideas raised previously and how do these three moments relate to author's aim?

The content of group discussion will be explored in the first lesson after the Winter break.

Homework: Complete the second draft of the coursework. I will expect all students to hand me a detailed essay before we begin the first lesson of the new term. The final draft will be completed by the end of January. Bah humbug. Bon Noel.

YEAR 12 LESSON THIRTEEN [14th Dec 10]: Homework.

Students explored the representation of the Mariner, the representation of the Wedding Guest, and the representation of Nature in the first three sections of The Rime Of The Ancient Mariner. Students were asked to consider the nature of the aural imagery, along with Coleridge's use of light and movement. One student described this wonderful old poem as being 'a bit mad'. Too right. This is its strength. This poem is a riot of colour, movement, ideas and imagination.

The second section of the lesson was a consideration of the question: ' The Great Gatsby is a sordid tale of deception, adultery and murder.' How do you respond to this view of the novel?

Homework: Students are expected to produce a four/five paragraph response to the Gatsby question. I plan to post some guidance notes to BE CURIOUS so keep perusing this blog entry. Remember, this is a very moral novel and is critical of deception, adultery and murder. Fitzgerald is critical of the 'sordid' behaviour that litters the novel.

Students should also plan a response to the title: ' Write about the ways that Fitzgerald tells the story in chapter 7'. This response should consider the nature of Carraway's narrative, use of significant symbolism, and the significance of this chapter in the context of the whole novel. Never lose sight of Fitzgerald's aim. We will discuss this title in the first section of Tuesday's lesson and produce a timed response in the second section of the lesson. Bah humbug eh kids?

YEAR 13 LESSON TWELVE [13th Dec 10]: Homework.

Students considered the significance of chapters 16/21. Specific focus was placed on Victor's description of himself [..' unparalleled suffering...detested toils...haunted by a curse that shut up every avenue to enjoyment..i am a blasted tree...wrecked humanity...hopeless...miserable self..etc] and the significance of The Orkneys as a symbol of psychological isolation.

Students were also asked to consider the representation of Science and the significance of the blurred boundaries between dreams and reality in Chapter 21 when Victor is trapped in Ireland accused of murder.

Homework: Read the concluding paragraphs of the novel. We will be discussing the Anthology next week so revisit the metaphor section.

Apologies for far too many confusing and cynical comments directed at the X factor...but 20 million....karaoke nonsense...bread and circuses.....where is the soul?....keep the people stupid...high pants....moan...moan...mutter....mutter.

ANDREW MOTION TALKS ABOUT HIS YEARS AS POET LAUREATE.

Students may be interested to hear Andrew Motion discuss his time as poet laureate and offer his views about poetry and some of the poets who have influenced his own writing and thinking. Motion is responsible for founding the poetrey archive which is an INCREDIBLE resource for any human being with a beating heart and an interest in the power of words.

Click on link to hear a 30 minute BBC Radio 4 documentary first broadcast in April 2009:
http://www.bbc.co.uk/programmes/b00jh474

Motion recently gave a very emotional lecture at Hull University about his relationship with Big Phil Larkin and Be Curious have an audio version of the lecture. See MLR if you want an audio copy of the lecture.

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

We once more explored key areas from the Anthology.Feedback was given on the slaves' presentation many moons distant. AS then guided the brood through the glory of the LITB3 paper.The session then revolved around coursework tips/feedback.AS aimed to reassure the coven that they stand on the edge of greatness.The essays look very promising and we look ahead to the dawn of 'Macbeth'.

AS expects the next version of the essay Fri 14th Jan.

MR.STEVENSON'S YEAR 12 LESSON [7th Dec 10]: Homework.

We finally reached 'Cemetries' and explored the various implications of scene 10. The comments ranged from the sublime to the ridiculous. Some excellent insight into Gilbert's 'Menacing Message' article. AS again went over the old tracks of the markscheme and insisted that the captives engage with the objectives. The captives should remember that next week you must prepare the set task:

'In Scene 11 TW confirms the tragic nature of the play.' To what extent do you agree/disagree?

Coursework draft deadline Tuesday 21st December.

YEAR 12 LESSON TWELVE [7th Dec 10]: Homework.

Students offered a series of presentations to the class relating to the issues being explored within The Great Gatsby. The quality of the response was mostly magnificent and occasionally stunning.

Homework: READ  FITZGERALD'S NOVEL and  COLERIDGE'S POEM.

 

A Gatsby essay will be offered to the class in the next lesson. 

YEAR 13 LESSON ELEVEN [6th Dec 10]: Homework.

Students examined the creature's narrative. The significance of the De Lacey family and how Shelley uses the family to explore/express key ideas was a focus of class discussion along with the dramatic significance of chapter 15. The lesson concluded with a consideration of the question:

 ' Why does Shelley offer a sympathetic reading of the creature immediately before the murder of Victor's little brother?' 

Should the reader feel sympathy for a child killer? Author's aim? Thematic significance?

Homework: READ THE NOVEL. We will be discussing ch16/21 in the next session.

NO IFS NO BUTS...BEV STUDENT DEMO.

You lot made an old teacher feel like a very proud old teacher yesterday. Good work fiends. Here is how The Hull Daily Mail is representing your very polite and orderly display of dissent.Click on link below:

http://www.thisishullandeastriding.co.uk/news/Final-fees-hike/article-2992076-detail/article.html

MR.STEVENSON'S YEAR 12 LESSON [30th Nov 10]: Homework.

Once again we hopped on the Streetcar with an exploration of Scene 10.AS blinded the class with an unusual 'performance'. BF stole the show with a subtle interpretation of Blanche whilst TT stirred from his coma to deliver the expressionistic stage directions.AS then moved on to Gilbert's essential article.

Next week students will give a short summary of how they can use Scene 10 for their question.

The main task is to evaluate Gilbert's article.

AS.

DAVID WALLIAMS on PHILIP LARKIN: BBC Radio 4 Documentary.

Students might want to listen to David Walliams's wonderful documentary about Larkin's work which contains the thoughts of Andrew Motion as well as Walliams own reaction to Big Phil's work. It will be on the I-Player for six days.The final section includes a consideration of Aubade , a poem some students are using as stimulus for coursework. ENJOY.

http://www.bbc.co.uk/programmes/b00w6q44

YEAR 12 LESSON ELEVEN [30th Nov 10]: Homework.

Students were provided with an overview of the final chapters of Fitzgerald's novel and how Carraway's character reacts to the drama surrounding Gatsby's death.Discussion considered the significance of Nick confronting Wolfsheim, Klipspringer's telephone call, the ambiguity of the telephone conversation that states that 'Young Parke's in trouble' and infers that Gatsby was involved in 'bonds', the last meeting between Tom and Nick and the possible interpretation of the final page. Is the final page an optimistic or 'hopeless' conclusion?

The second section of the lesson was a consideration of the novel's possible genre.Students believed the novel could be considered a fable, an example of social criticism, a love story, a mystery/thriller, and an example of the crime/gangster genre.

Homework: Construct your presentations as you will be offering your wisdom to the class next week. Ensure that the bullet points you provide on an A4 sheet are succinct, coherent and useful. These A4 sheets will be a whole class resource. Good luck fiends.