YEAR 12 LESSON THREE [26th Sept 11]: Homework.

Students were pushed through the world of the metaphor and asked to consider other features of form and structure that allow Marvell/Larkin/Shakespeare to shape meaning. The class discussion generated some very perceptive comments. Massive thanks to all.

The second session moved into a general overview of the first chapter of F.S. Fitzgerald's The Great Gatsby. Students were urged to consider the significance of the epigraph and consider how Fitzgerald presents the narrator. What do we learn about Carraway in the opening pages and what clues are provided as to the nature of the content that the reader can expect when reading this novel? Students were dragged towards key quotes such as 'I wanted no more riotous excursions with privileged glimpses into the human heart'....' there was something gorgeous about him'....'it was an extraordinary gift for hope'....'Gatsby turned out alright at the end; it is what preyed on Gatsby, what foul dust floated in the wake of his dreams that temporarily closed out my interest in the abortive sorrows and short-winded elations of men.' These quotes suggest the level of influence and admiration that Nick holds for Gatsby. The 'foul dust' also suggests some form of dramatic conflict. Students were also asked to consider the information offered by Fitzgerald that allows the reader to gauge the nature of Carraway's social and economic background and the significance of Carraway returning from the War and feeling like his home 'seemed like the ragged edge of the universe.'

HOMEWORK: Students are expected to select one of the essay titles and hand an essay to me next Monday. This is a significant piece of work. E-mail me or visit me in the Dept if you are having any problems or you have any queries.

Furthermore, students should read the first two chapters of Gatsby. Next week we will attempt to define the character of Nick and consider the significance of some of the key characters and locations. When reading, consider how the Valley of Ashes differs from the opulence of the Buchanan family home. How does Fitzgerald present Tom? Daisy? How would you describe the nature of their relationship? What do we learn about Myrtle? How would you describe George Wilson? What is Myrtle's attitude towards her husband? What are the key themes being explored in the first two chapters?

Below is a link to a BE CURIOUS resource that may provide some useful contextual information relating to Fitzgerald's famous novel. This blog entry will navigate you towards two documentaries that explore the life and times of Fitzgerald.

http://becuriouslit.blogspot.com/2010/09/fscott-fitzgerald-documentary.html

During our second session a gentleman entered the classroom and I informed the class that I had made a film about this classroom intruder. The gentleman was Chris Goodwin. Click on link below to access the film:

http://vimeo.com/28397234

KEEP READING.

MLR.

MR.STEVENSON'S LESSONS: Week beginning 19th Sept.

YEAR 12: Following the insane introduction last week, the Lit slaves are to be praised for their exploration of Hughes's 'Hawk Roosting'. The Tuesday group swept the board with some excellent analysis. Both groups then went on to begin our journey on the Streetcar. The Monday group have a choice of essays and they must complete one by next Monday. See AS if unsure about the task. The Tuesday group will be given their first written task next week. All students are expected to conduct research into the life and times of Mr. T Williams.

YEAR 13: This week the group explored the 'gothic elements' in the opening chapters of Wuthering Heights. Students also explored how metaphor shapes meaning in the work of Larkin and Plath. Explore the blog to find a poem that students may wish to use for the Anthology coursework.

AS.

YEAR 13 LESSON THREE [23rd Sept 11]: Homework.

Students were handed the section of the A2 Anthology that explores 'METAPHOR'. Students now have the metaphor and canon sections of the Anthology and need to read these essays as the ideas being explored within the Anthology need to be applied to a text when producing our A2 coursework.

Students were encouraged to identify metaphor in Eliot's Prufrock and were also encouraged to consider how Eliot uses form to shape meaning. Some of the comments from the class were stunning. The idea that Eliot takes risks with form to present a character terrified of undertaking any form of risk is a very perceptive consideration of the poem. Well done Joe. Hope you appreciate your gothic mask.

The second session explored the opening sections of Shelley's Frankenstein and considered the significance of Walton's letters, the representation of Victor's family life in the opening chapters, the significance of the 'blasted stump', the significance of location, the representation of nature and the significance of Catherine's death. This was a very general overview.

Homework: Students need to read the Anthology as in our next session I will be applying Prufrock to the ideas offered by the Anthology. Students also need to read and re-read the first five chapters of Shelley's novel in preparation for a detailed class discussion next Friday.

When leaving work after our lesson, I noticed a strange hybrid creature eating nuts on the school drive. On Monday I saw a squirrel with the head of an English Bull Terrier. On Friday I saw a squirrel with the head of a gorilla! What is going on? It really is a remarkable world.

Here are some links that may enhance your understanding of metaphor and your contextual understanding of Shelley's novel:

http://becuriouslit.blogspot.com/2010/12/history-of-metaphor-bbc-radio-4s-in-our.html

This History Channel documentary explores the scientific context of the novel. This is a very accessible resource:

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

In Our Time explores the gothic. This discussion explores literature, architecture, film and philosophy and is possibly more suitable for the teacher rather than the student. See what you think:

http://becuriouslit.blogspot.com/2010/09/gothic-audio-resource.html

There was a brilliant theatrical performance of the novel last year at The National Theatre. Here are some resources that were used to market/advertise/contextualise the performance:

http://becuriouslit.blogspot.com/2011/02/nick-dear-discusses-his-adaptation-of.html

Keep reading.

YEAR 12 LESSON TWO [19th Sept 11]: Homework.

Students were asked to consider the themes being explored by Kurt Vonnegutt in his short story 'Harrison Bergeron'. The class discussed themes such as control, the abuse of power, perception and individualism.

The discussion moved into a consideration of technology and how Vonnegut views the use of technology.What is the significance of Vonnegut providing Diana Moon Glampers with a crude shotgun in a short story that presents a world where it is possible to distort human thought patterns with a radio transmitter? Why not provide DMG with a ray-gun or some form of futuristic weapon?

The second session began with a discussion of author's aim, the significance of inference, and character as symbol. Discussion also considered the change of language adopted by the third person omniscient narrator when Harrison breaks free of his 'junkyard' handicaps. Why does the language become more descriptive? Author's aim?

Students were then asked to consider the question: How does each poet explore the theme of time? This question linked to last week's homework and related to the work of Larkin, Marvell and Shakespeare. Students were asked to consider how metaphor shapes the representation of time and how this use of metaphor relates to author's aim. For example Larkin uses the theme of time to explore issues relating to death and old age.

Students produced some very perceptive comments in today's session. Keep it up.

Homework: Students must read the notes that relate to Vonnegut's short story. My notes will allow you to develop a more sophisticated understanding of theme, historical context and how language and form shape meaning.Furthermore, students need to consider the question: How does each poet explore the theme of time? Next week the class response to this question will be organised to form potential content for an essay response.

Students also need to read the first chapter of Fitzgerald's 'The Great Gatsby'.

Next week you will be offered your first written task.Your reading will determine the quality of this written response so this is an important homework.

I referred to Robert Oppenheimer in today's lesson. Click on link below to access his famous words that relate to his role as one of the leading scientists responsible for developing the atomic bomb:

http://www.youtube.com/watch?v=n8H7Jibx-c0&feature=related

I also asked you to imagine a squirrel with the head of a dog. Consequently, I hope you appreciate the photograph posted at the beginning of this blog entry. I saw this squirrel with the head of an English Bull Terrier on the school drive as I was leaving work. What are the chances of that happening? It is a remarkable world.

KEEP READING. SEE YOU NEXT MONDAY.

MLR.

RESOURCES FOR NW: Ancient Mariner.

NW...here are some resources from last year that may help you with this psychedelic classic.

Revision podcast:

http://becuriouslit.blogspot.com/2011/05/rime-of-ancient-mariner-podcast.html

A reading of the poem:

http://becuriouslit.blogspot.com/2010/11/stcoleridge-rime-of-ancient-mariner.html

Science V. Religion: BBC News Article.

This BBC article considers whether religion can tell us more about life than science. The whole of the Year 13 A2 course explores the philosophical conflict between religion and science. This is definitely worth a read.

http://www.bbc.co.uk/news/magazine-14944470

YEAR 13 LESSON TWO [16th Sept 11]: Homework.

Students were asked to consider very specific features of Eliot's 'Prufrock'. The class were pushed towards a consideration of how Eliot represents the experience of the city and how Eliot's use of metaphor shapes meaning. An attempt was made to show the class a wonderful BBC documentary within which comedian and Cambridge Literature graduate Robert Webb explains why Prufrock is one of his favourite poems. This documentary is not available via You Tube but this link will take you to Webb reading a poem that was created by his girlfriend and the poem represents Webb's influence upon her life. It really is quite beautiful.

Click on link to access the poem:

http://www.youtube.com/watch?v=b1KLkyk1rIQ

The second session examined Walton's letters at the beginning of Shelley's Frankenstein and attempted to answer questions such as: What kind of man is Walton? What is our first impression of the creature? What is our first impression of Victor? How does Shelley attempt to engage the reader in this section? How significant is Coleridge's 'TROTAM'? To what extent can this introduction be considered gothic?

Homework: Continue to read Eliot's Prufrock. Students must consider the significance of the representation of the city. Remember, there seems to be different elements of the city experience in this poem. How does the polite world of manners and 'tea' affect Prufrock? How significant is the theme of identity? How significant is the line: 'There will be time, there will be time To prepare a face to meet the faces that you meet..' ? What is the link between the experience of the city and Prufrock's sense of identity?

Read the Anthology document. Be aware of the final essay that explores the notion of the canon.

Furthermore, continue to read Shelley's Frankenstein. On Friday we will revisit the significance of Walton's letters and discuss the opening chapters of this epic novel.

I made reference to the very thorough and engaging BBC documentary 'The Romantics'. There are three one hour episodes. Here is the link to the You Tube version of the whole series.Peter Ackroyd, the human walrus, really is a man worthy of you ear attention and your time. This series will provide students with a seriously useful historical overview of this literary moment. This will inform contextual understanding when studying Shelley's novel and explores the general power and influence of literature. IT IS MAGNIFICENT. Here is the link to the first complete episode:

http://www.youtube.com/watch?v=TMA85_IkFxg&feature=related

The second episode is 'NATURE', the third is 'ETERNITY'.

Here is a link to BBC Radio 4's essential resource IN OUR TIME and provides an audio resource that explores the life of Mary Shelley's famous Mother:

http://becuriouslit.blogspot.com/2010/09/mary-wollstonecraft-audio-resource.html

You lot are an impressive bunch of engaged students and I urge you all to trawl through the IN OUR TIME archive. This is a digital treasure chest of a resource for any human being interested in the history of ideas. This is not just a resource for your A Levels, but should be useful when you attend University and beyond! Seriously, it is a wonderful archive. Try and listen to one a week for the rest of your life! Go on, I dare you. Below is a link to the archive.

http://www.bbc.co.uk/radio4/features/in-our-time/archive/

Keep Reading. See you on Friday.

MLR

YEAR 12 LESSON ONE [12th Sept 11]: Homework.

Welcome to the whirligig world of AS Level Literature. We hope your stay here is challenging, confusing, demanding, stimulating and, ultimately, intellectually enlightening.

The first lesson began with the students being offered three poems:

1. The Old Fools by Philip Larkin

2.To His Coy Mistress by Andrew Marvell.

3. Sonnet 18 by William Shakespeare.

Poems by Dorothy Parker, Charles Bukowski and Ted Hughes were also offered to the class but Larkin,Marvell and Shakey Bill were the texts that were used to generate class discussion. Discussion centred upon the use of metaphor and how this use of metaphorical language is used by the author to shape meaning. This was a very gentle introduction to the intellectual rigour of GCE Literature.

Homework: Read all the texts that were handed to you in this session and I also expect you to read the Kurt Vonnegut short story 'Harrison Bergeron'. The focus of your reading should be how each author uses metaphor to shape meaning. For example how does Larkin represent life and death? How do Larkin, Marvell and Shakespeare represent time through their choice of metaphor? To what extent can Vonnegut's short story be considered a fable? Is it an allegory? Is it didactic?Is Vonnegut's story a surreal adult fairy tale?

Remember, use this method to help identify textual meaning:

What ideas are being expressed?

Why are the ideas being expressed?

What is the aim of the author?

Which words are the key words within the poem and why?

H

O

W are the ideas being shaped by the author through use of form, structure and language?

You have a lot of reading folks. Don't forget, you also need to begin your reading of Fitzgerald's 'The Great Gatsby'.

Click on link to access a reading of The Old Fools:

http://www.youtube.com/watch?v=1nzCQL0NbZM

Click on link to access a reading of To His Coy Mistress:

http://www.youtube.com/watch?v=mhZuxUyNA14

Click on link to access a reading of Sonnet 18:

http://www.youtube.com/watch?v=lKKGMozN0-I

These poetry readings are not wonderful but I know some students enjoy listening to a reading rather than digesting a poem via their own silent reading of a text.

Click on link to access a previous BE CURIOUS entry that navigates students towards a fine documentary that concerns itself with the work and influence of the great Kurt Vonnegut:

http://becuriouslit.blogspot.com/2010/09/kurt-vonnegut-interview-and-documentary.html

Lots to do. See you next week.

MLR.

YEAR 13 LESSON ONE [9th Sept 11]: Homework.

Welcome back and congratulations on an outstanding set of results. Now we can really dig into the world of Literature.

The first session began with a brief overview of the AQA A2 course structure [closed book exam = 60% of final A2 mark, coursework = 40% of final A2 mark].

Students were then encouraged to consider the features of the gothic tradition. Students received copies of 'Little RedCape' from the Grimm Brothers 1812 Collection of Germanic folk tales and Angela Carter's 'The Werewolf' from The Bloody Chamber published in 1979. These two texts were used along with reference to Poe and Maupassant as generally accepted examples of Literature believed to reflect elements of the gothic tradition.

The second section of the session involved the class discussing the themes, form and general content of T.S.Eliot's 'The Love Song of J.Alfred Prufrock'. This poem was offered to the class as a potential coursework text but students, as always, are encouraged to discover their own poem.Students now have access to a whole range of poems that are suitable for the coursework task.

The links below will take you to The National Poetry Archive and a BBC Poetry site. Feel free to browse and discover a world of poets and their poetry:

http://www.poetryarchive.org/poetryarchive/poetsHome.do

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

Any student interested in the life and work of the formidable T.S.Eliot might be interested in this excellent BBC documentary.Click on link to access the You Tube version. This BE CURIOUS link also contains a link to Eliot reading Prufrock. Note the reader comments reacting to the reading of this famous poem:

http://becuriouslit.blogspot.com/2010/09/ts-eliot-arena-bbc-documentary.html

Homework: Read Eliot's Prufrock and begin to read Mary Shelley's Frankenstein. In the next session I will be discussing the significance of Walton's letters. Students should try and watch the BBC 'Romantics' documentary. It will provide some valid and relevant contextual information that will benefit your reading of Shelley's disturbing and brilliant novel.

The attitude throughout this session was superb.Keep it up you crazy freaks. It was great to see you all again. Keep reading.

BRILLIANT BBC SERIES: THE ROMANTICS.

Students should be aware that this brilliant series is now being repeated on BBC 4. Below is a link to the i-player. There are links to this series elsewhere on BE CURIOUS and this entry is a gentle nudge to students who have not yet watched this series. IT IS FANTASTIC and is relevant for AS and A2 study.
http://www.bbc.co.uk/iplayer/episode/b007903t/The_Romantics_Nature/

CAROL ANN DUFFY: A text message is a form of poetry.

Click on link to access Carol Ann Duffy's recent article printed in The Guardian that links the text to the form of the poem. Do you agree with our poet laureate?
http://www.guardian.co.uk/education/2011/sep/05/carol-ann-duffy-poetry-texting-competition?INTCMP=SRCH

There is a Guardian poetry competition linked to this article. Feel free to enter. Can you construct a text poem?

CHRIS GOODWIN DOCUMENTARY.

Click on link below to access a documentary that I have recently completed that deals with the philosophical reflections of Chris Goodwin as he approaches his retirement. Chris worked at BGS for 36 years and this film is an attempt to document his experiences and educational philosophy.

http://vimeo.com/28397234