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.