YEAR 13 LESSON SIXTEEN [24th JAN 11]: Homework.

The aim of this lesson was to introduce students to the idea that Marlowe's Faustus is a delicious slice of drama that mixes crude slapstick and sexual innuendo with pungent symbolism and metaphysical debate. As the session concluded, one student uttered the phrase: 'this play is mental'. Aim achieved.

Students were familiarised with the opening Five scenes of the play.

Homework: Download the audio version and listen to the complete play. We will be discussing Scenes 5 to 10 in the next session.




Click on link below to access Jan Svankmajer's interpretation of the evocation scene. WARNING: it is a bit bonkers!
http://www.youtube.com/watch?v=6c_fm7oNUi4&feature=related

Below is a link to the evocation scene from the 1926 silent film version of the play:
http://www.youtube.com/watch?v=7TCfNFckx6Q

YEAR 12 LESSON SIXTEEN [18th JAN 11]: Homework.

Students were introduced to the questions from Monday's Lit exam paper and then asked to consider the title: Write about the ways Coleridge tell the story in the first section of TROTAM. A paragraph was modelled on the board via class contribution before students were asked to construct their own paragraph relating to Coleridge's representation of Nature.

The second section of the lesson explored ACT ONE of Othello. Specific focus was placed upon the representation of Desdemona and Othello and how this representation compares with the view of Oth/Des offered by Iago in Act One Scene One.

Homework: Read/Listen/Watch Act Two of Othello and continue to read TROTAM.






The full version of the 1952 ORSON WELLES film version of OTHELLO is available via YOU TUBE.Click on link below to access the first section and navigate through WELLES' interpretation of the play:
http://www.youtube.com/watch?v=rMXHrpiXbeo

Click on link below to access ACT TWO SCENE ONE of Lawrence 'bacon sandwich' Olivier's interpretation of Othello. This scene is taken from a 1965 film directed by Stuart Burge based on The National Theatre production performed in 1965.
http://www.youtube.com/watch?v=sEP1hNrCpXo&feature=related

In 2001 an American film titled 'O' was released that follows the plot of Othello but locates the play in an American High School and represents 'O' as a talented basketball player! Josh Hartnett plays the Iago role and Mekhi Phifer Desdemona. It might be worth a 'skeg'..if only to raise a chuckle. Click on link below to access the trailer. This film is available to watch via YOU TUBE.
http://www.youtube.com/watch?v=y-IxQxkgHQo&feature=related

Students can download a free version of the play if you click on the PlayShakespeare.com link below and follow the instructions.It is a decent version with Ewan McGregor as Iago.
http://www.playshakespeare.com/library/cat_view/458-othello-documents/565-othello-audio

Please feel free to comment.

YEAR 13 LESSON FIFTEEN [17th JAN 11]: Homework.

Students considered the thematic nature of Shelley's novel, to what extent the novel could be considered a gothic novel, and issues relating to Victor and the creature. The class were asked to consider to what extent the creature or Victor could be considered 'sympathetic' characters and how these two characters are used to express author's aim.

The second section of the lesson explored Scene One to Three of Marlowe's Dr.Faustus.

Homework: Read Scene One toFive of Faustus...or more if you are feeling inspired. Consider how Marlowe presents Faustus and Mephistophilis.

Also, consider the following essay title: 'Many critics have commented that the creature is ultimately a character with whom we sympathise. Explore Mary Shelley's presentation of the creature in the light of this comment.'

We will be discussing this essay title in the next lesson so bring some informed intellectual weaponry to the session.

YEAR 12 LESSON FIFTEEN [11th JAN 11]: Homework.

Students were given essay feedback.The essays suggest that we still need to explore issues relating to how Fitzgerald uses the narrative of Nick Carraway. Students were asked to consider Fitzgerald's motivation in offering a narrator who evolves from a moral but nervous outsider into a confident and pugnacious moral voice. Why is the Carraway of the opening chapter unable to confront Tom yet in the final chapter Nick offers Tom a public display of contempt? What is it about Gatsby's dream that inspires Nick? Author's aim?

The lesson moved on to a consideration of Coleridge's Mariner. Specifically the question: How does Coleridge tell the story in the first section of TROTAM? We will be considering this question in the next lesson.

Finally students were introduced to Act One Scene One of OTHELLO and the character of Iago. Students were asked to consider Iago's representation of Othello.

Homework: Students should consider the content that they would offer when answering the Mariner question and familiarise themselves with Act One of Othello. Students are encouraged to download an audio version of the play. Click on link below to access YOU TUBE links that will allow students to complete the homework task. Click on links below to access the film version of the play created in 1995 directed by Oliver Parker.
http://www.youtube.com/watch?v=44GKZrErSFQ
Iago's soliloquy Act One Scene Three:
http://www.youtube.com/watch?v=fItEfJhf0oc&feature=related

Iago's soliloquy at the conclusion of Act One Scene Three is a key moment and we will be discussing this speech on Tuesday.

YEAR 13 LESSON FOURTEEN [10th JAN 11]: Homework.

Students were asked to consider the significance of specific moments in Shelley's Frankenstein. For example:
A. The gothic moment in the graveyard when Victor calls on the ' wandering ministers of vengeance...Let the cursed and hellish monster drink deep of agony...'
B. Victor's final two paragraphs before' Walton, in continuation.' Victor states 'No;I am not so selfish.' Do you believe him?
C. Victor's speech to the crew when they 'mutiny.' What does this tell us about Victor?
D. Victor's speech before he dies. Does Shelley succeed in presenting Victor as a sympathetic character? What is the significance of the 'gentle smile' ?
E. The creature's final speech before being 'lost in darkness and distance.' Is the creature a heroic character?

Is this a novel with clearly defined villains and heroes? Is this a didactic text? Allegorical? Is this a fable? A morality tale? An example of the gothic?

Students were then introduced to the beginning of Christopher Marlowe's 'Dr. Faustus'.

Homework: Students should download the play from i-tunes. An audio book version is available for £2.95. My hope is that all students will have listened to the play before we meet next week. I would advise all students to revisit the moments we discussed this afternoon and make your own notes.

Next week we will be discussing the thematic nature of Shelley's novel, author's aim and to what extent this novel could be considered a gothic text. Bring some opinions to the lesson.