YEAR 13 LESSON TWENTY-FOUR [23rd March 12]: Homework.

Students were asked to consider the role of the creature at the conclusion of Shelley's novel. Students were asked to consider the symbolic meaning offered through Shelley's depiction of Victor's creation. What are the big ideas being presented through this symbol?

The class were asked to consider the question:

How can Shelley expect her readers to feel sympathy for a child killer?

The class discussion considered the fact that the creature appears to be 'poisoned' by guilt, is 'polluted by crimes', states that 'crime has degraded me beneath the meanest animal' and views death as 'happiness' as it will allow him to escape 'the bitter sting of remorse'. His eloquent final speech is an expression of passionate self-loathing, remorse, guilt and despair. He expresses the belief that life on Earth is beyond Hellish and death will result in a peaceful end to his suffering. Does this allow us to sympathise with a child murderer? This speech was compared with Othello's final speech and his belief that he was an 'honourable murderer'. If Shelley's intention is to present the creature as a sympathetic character how does this reading link to author's aim?

Furthermore, the class were asked to consider the more positive readings of the novel. What is the novel beyond a warning to science to beware of forbidden knowledge and a Christian Fable that warns against challenging divine authority? The following interpretations of author's aim were offered within class discussion:

• The novel is a celebration of the power of friendship and the importance of community.
• The novel is a realistic depiction of the role of women in 1818/1830. Therefore Shelley may be highlighting the powerlessness of women.
• The novel is encouraging the embracing of difference and attacking prejudice. The creature is rejected and brutalised because of his fearsome physical appearance yet he is full of human virtue. The contemporary resonance of this reading is particularly powerful as our society seems obsessed with physical appearance and 'beauty'.
• The novel supports the philosophy of John Locke who offered the view that human behaviour is dictated by experience. This idea is certainly reflected through the creature. Therefore Shelley is encouraging people to treat each other with more empathy and humanity. If a human being experiences brutality, this will be reflected in their behaviour. This novel encourages tolerance and empathy...PEACE AND LOVE!!! And what is wrong with that eh folks?
• The novel is a criticism of the legal system. Justine is murdered by the law and the DeLacey's receive harsh treatment from the legal system. The law does not offer moral justice.
• The creature is symbolic of the duality of man.

The second session explored the use of comedy in Marlowe's FAUSTUS. The question that inspired class discussion was: WHAT IS THE PURPOSE OF THE COMICAL SCENES IN MARLOWE'S FAUSTUS?

Specific focus was placed on the Wagner/Clown scene in Scene Four, the scenes involving Ralph and Robin in Scenes Eight/Nine and the Horse Courser moment in Scene Eleven. Students were also asked to consider the POPE SLAPPING moment. Class discussion explored the idea that the themes being explored by Marlowe in the more dramatically intense scenes are reflected through the low-comedy. The Clown can clearly be compared to Faustus and Wagner's role is comparable with the role of Mephistophilis. The comical figures waste their supernatural powers on simple self-gratification, much like Faustus.The change in dramatic intensity allows Marlowe to emphasise the dramatic intensity and dramatic spectacle of the more psychologically intense scenes. Students were also asked to consider the scenes with the Emperor and the Duchess of Vanholt as Faustus receives financial reward for entertaining with his magical skills. IS THIS REALLY THE ACTION OF A 'MIGHTY GOD'? Marlowe's aim?

The class also considered why Mephistophilis is responsible for many comical moments within the play. Why does Marlowe present evil as entertaining and engaging?

The class considered the AQA question: DISCUSS THE VIEW THAT THE PLAY PROVOKES MORE LAUGHTER IN THE AUDIENCE THAN TERROR.

The class produced a two paragraph 30 minute written response to this question.

THE CLASS DISCUSSION WITHIN THIS SESSION WAS SUPERB.MANY THANKS LITERATURE FREAKS.

HOMEWORK: Read ALL the material I gave you in this session. Read the AQA questions. Do any of the questions appeal to you? Feel free to produce an essay. This is optional.

YEAR 12 LESSON TWENTY-THREE [19th March 12]: Homework.

THIS WAS A MASSIVE LESSON. Students were asked to consider the Shakespeare coursework. Students were asked to consider the nature of the tragedy being presented within this play. The whole session was an attempt to illustrate the key areas of the play that will allow students to produce an appropriate response. The links below will provide access to two coursework essay structures and a sheet that includes key critical commentary.Click on links below:

Where is the tragedy in Othello/ how is it presented...:

http://minus.com/mbkX5k6nzG/

Key critical commentary:

http://minus.com/mmYyUs0oB/

Significance of soliloquy question. Potential essay structure:

http://minus.com/mbfSNLGoMS/

EIGHT STUDENTS MISSED THIS SESSION DUE TO A BIOLOGY PRACTICAL. THOSE STUDENTS MUST DOWNLOAD THE RESOURCES.

HOMEWORK: Students should be creating their coursework.

YEAR 13 LESSON TWENTY-THREE: [16th March 12]: Homework.

Students were asked to examine the final section of Shelley's Frankenstein and Marlowe's Faustus. The class were asked to COMPARE AND CONTRAST THE CREATURE'S FINAL SPEECH WITH THE FINAL SECTION OF MARLOWE'S FAUSTUS. The class discussion considered Shelley's use of Walton, the significance of The Chorus at the end of Marlowe's play, the significance of references to the natural world, the significance of fire imagery, the differing representations of Hell, and considered how each author explores the themes of isolation and punishment at the end of each text.

The class were asked to produce a 30 minute timed essay that explored the conclusion to the two texts through the themes of isolation and punishment. A tough task.

HOMEWORK: Read.Read.Read. Some students need to be finishing coursework.

YEAR 12 LESSON TWENTY-TWO [12th March 12]: Homework.

Students discussed issues relating to Shakespeare's OTHELLO. Class discussion considered key questions:

• What is Tragedy? The class considered definitions of tragedy offered by Aristotle, Philip Spencer and Arthur Miller.
• What is so tragic about this play?
• How is the tragedy shaped by Shakespeare?
• What is the role of the soliloquy in creating a sense of drama and tragedy?
• What other dramatic devices are used to create dramatic tension?
• How significant is the metaphorical association of the sea within this play?
• Why is Act 5 Scene 2 so significant when considering the tragic nature of this play?
• Why is Othello's final speech so significant?

The whole of this session was coursework related.

HOMEWORK: Students need to begin their coursework. Next week we will discuss any problems that students may have with the construction of this written response. The deadline for the first draft is March 26th. Students may need to access previous Othello blog entries to revisit some of the Be Curious resources. Next week I will discuss the critical heritage of this play as students need to refer to the opinion of literary critics within the coursework.

IN OUR TIME: THE LYRICAL BALLADS.

This wonderful BBC radio broadcast provides us with an exploration of THE LYRICAL BALLADS by Wordsworth and Coleridge. This was the book of poems that included THE RIME OF THE ANCIENT MARINER. Year 12 should be eating this resource. CLICK ON LINK BELOW:

http://www.bbc.co.uk/programmes/b01cwszf

YEAR 13 LESSON TWENTY-TWO [9th March 2012]: Homework.

Students considered the following questions:

• What is the gothic tradition?
• What is the meaning of 'The Modern Prometheus'? How does this alternative title reflect themes and issues being explored in Shelley's novel?
• What is Shelley's aim when offering the creature's final speech?

This final question was the focus of the final session. Students were encouraged to consider the significance of language, rhetorical questions, the role of Walton, images of fire, and whether the reader is being encouraged to sympathise with the creature.

The general opinion of the class was that Shelley is attempting to create a sense of sympathy, pity and pathos and it is important that students understand how this sympathy is created and why.

HOMEWORK: Read the creature's final speech and compare this final speech with Faustus's final soliloquy. When we meet next week we will compare and contrast these two moments and consider the aim of Marlowe and Shelley. Students also need to consider the symbolic significance of Victor, the creature and Walton. What ideas is Shelley attempting to offer through the symbolic representation of these characters?

I also expect to receive the final draft of the Anthology coursework from most of the class.

GATSBY AND TROTAM PODCASTS.

I made these for Year 12 last year. They are still relevant. Lend them your lugs.

Mariner Podcast:

http://soundcloud.com/fishymedia/literature-podcast-two-the

Gatsby Podcast:

http://soundcloud.com/fishymedia/literature-podcast-an-as-level

YEAR 12 LESSON TWENTY-ONE [5th March 12]: Homework.

Students considered Act Five Scene Two of Othello and discussed a series of questions such as:

• What do we learn about being human through this play? To what extent does Othello reflect what we are?
• What is Shakespeare's aim? Why did he bother to create this play?
• What is the symbolic nature of the Bed?
• Is it possible for a 16/17 year old AS student to comprehend the dramatic intensity of a play that deals with mature emotional issues such as love and loss?

I though you lot were wonderful today. The quality of the oral response was outstanding; especially when I was deliberately goading you about the emotional intensity of the play being 'wasted' on AS students.

The second session looked at Othello's OBITUARY speech. Students were asked to consider a series of questions:

• What is the perception of Othello after this final speech?
• Is he really an 'honourable murderer'?
• Can a murderer ever be considered to have honour?
• What is Othello's perception of himself?
• How do you perceive the character of Othello at the end of the play?
• Does Iago experience justice? If not, what is Shakespeare's aim?

Again, class reaction was superb. Many thanks.

HOMEWORK: Next week we will be considering the Othello coursework titles and beginning to construct the first draft. Students need to revisit the previous blog entry, watch the Othello resources and consider the final scene of the play in the context of today's session.

Click on link below to access resources from previous blog entry:

http://becuriouslit.blogspot.com/2012/02/year12-lesson-twenty-27th-feb-11.html

YEAR13 LESSON TWENTY-ONE [2nd March 12]: Homework.

Students were asked to consider the deaths of the creature and Victor before discussing questions relating to the gothic tradition. Students were placed into groups and asked to consider the following questions:

1. Consider the view that gothic writing often explores the powerlessness of humanity when faced with the power of the supernatural.
2. To what extent do you think gothic literature is characterised by a fascination with death?
3. Consider the view that literature within the gothic genre is always shocking.

The quality of the feedback was 'okay'.

HOMEWORK: Students should attempt to produce a written response to one of the Section B Gothic questions. Students should aim to produce a response that is the equivalent of a timed essay. I expect a three/four paragraph response with a precise and succinct conclusion.

I have not provided the structure that I usually offer to accompany written work. This is deliberate. It is time for students to offer an independent and unique reading of the text without relying on a strict essay structure. This might be cruel. We will live and learn. Good luck.

HAS SCIENCE DESTROYED OUR SENSE OF POETIC WONDER?

I am a MASSIVE fan of the BBC Radio Series IN OUR TIME and this discussion explores whether Scientific discoveries have destroyed our sense of poetic wonder when we perceive the world. This discussion involves Ian McEwan and Richard Dawkins with BIG MELV dictating the conversational journey. This resource might be more for teachers than students but Year 12 should listen to this as it relates to TROTAM. Year 13 could relate this to Marlowe and Shelley.

Make a brew, place headphones on head, and enjoy.

http://www.bbc.co.uk/programmes/p005454c