YEAR 13 LESSON TWENTY-NINE [25th May 12]: Homework.

Students were asked to consider the question: 'Frankenstein is a celebration of life'. How do you respond to this statement?

The whole session consisted of a modelling exercise and a 30 minute timed response. The aim of this task was to allow students to develop an awareness of the broad nature of an A2 exam question. Students were encouraged to drag the question towards their own area of textual interest. There are many ways to answer this question. Content depends upon the students individual reading of the text and this session encouraged the expression of independent readings and consideration of assessment objectives.

NEXT WEEK IS OUR FINAL SESSION.

HOMEWORK: Attempt any of the essay titles I have provided over the last few months. On Monday students should visit the department and collect essays. I am free Monday afternoon so if any students want to discuss work I am available for some chinwaggery.

YEAR 13 LESSON TWENTY-EIGHT [18th May 12]: Homework.

Students were once more encouraged to consider Ao2 across three gothic texts and notes were gathered in response to the question: HOW SIGNIFICANT ARE THE SYMBOLS OF LIGHT AND FIRE IN THE GOTHIC TEXTS THAT YOU HAVE READ THIS YEAR?

This question was considered in relation to Frankenstein, Macbeth and Faustus. In the next lesson I will be providing students with an exemplar response to this question.

The second session explored the AQA essay title: CONSIDER THE VIEW THAT LITERATURE WITHIN THE GOTHIC GENRE IS ALWAYS SHOCKING.

HOMEWORK: Students should attempt a timed written response to the 'SHOCKING' essay title. Students might like to consider the purpose of the comedy in Faustus. This feature of Faustus is so important as it is a unique dramatic feature within the four texts you have covered this year. The Porter in Macbeth is the only other comedic moment across the texts. Is the use of comedy shocking? There are many ways to answer this question. I look forward to receiving your considered responses.

READ READ READ READ READ.

THE MYTH OF FAUST: In Our Time.

These two episodes of Radio Four's wonderful IN OUR TIME explore the work of Marlowe and the myth of Faust:

Marlowe:

http://www.bbc.co.uk/programmes/p003k9d6

The Myth of Faust:

http://www.bbc.co.uk/programmes/p004y2bt

Here is a link to 60 episodes of IN OUR TIME that relate to LITERATURE.

http://www.bbc.co.uk/radio4/programmes/topics/literature/player/episodes

Year13 LESSON TWENTY-SEVEN [11th May 12]: Homework.

Students were offered an overview of the issues raised through gothic fiction. Following on from the discussion of boundaries last week the discussion explored:

• The idea that characters develop a distorted perception of their own reality and this allows each author to offer a clear idea. For example, Victor struggles to differentiate between dreams and reality when in Ireland and suffers bouts of madness throughout the novel. When Clerval visits Victor in Chapter Five Victor talks of his own 'disorder' and 'nervous fever' and Victor's nerves 'tingle with excess of sensitiveness.' Victor's psychological health is ruined by his obsession. This allows Shelley to use this psychological suffering as a form of 'hell on earth' for Victor as a consequence of his challenging the authority of God. Similarly, Macbeth suffers a series of hallucinations and experiences a psychological 'hell' after killing Duncan and Faustus has a distorted sense of his own value. Faustus is discontent with the earthly knowledge of Philosophy, Medicine, Law, and Religion ['Yet art thou still but Faustus and a man'] and aspires to be a 'mighty God' and desires a world 'Of power, of honour, of omnipotence.' Faustus rejects the traditional boundaries between Man and God, much like Prometheus, Victor and Macbeth/Lady Macbeth, and is consequently punished for this lust for forbidden knowledge. Faustus is deluded. He forgets that he is a Man and this distorted perception of his own human potential is criticised by Marlowe and the audience is encouraged to 'regard his hellish fall'. Marlowe's message is clear. He offers a delusional character with a distorted perception of his own human power to shape the meaning that God's power should not be challenged.Obviously, this reading views all three texts as rejecting the new ideas of the Renaissance and 19th Century Science and views the texts as Christian Fables.

• The idea that ALL three texts could be perceived as offering criticism of a CRUEL God that punishes Man for being human. It is possible to read all three texts as a criticism of a brutal and unforgiving Divine power. Students should consider the myth of Prometheus when interpreting all three texts. Does Shelley sympathise with Prometheus/Victor? Is she suggesting that conflict with God is an inevitable consequence of the human condition due to the instinctive and ambitious nature of human curiosity? Can this conflict be considered a feature of gothic fiction?

• Students need to be aware of the representation of humanity in gothic texts. How does each text present human nature? The class discussed the positive message being shaped by Shelley as Frankenstein appears to promote the value of human tolerance, human empathy, community, parental responsibility, the value of family and friendship, the virtue of women, and the value of human love. By offering an extreme narrative that offers a world inhabited by cruelty, ignorance, prejudice,violence and intolerance she is illustrating the flaws of humanity and promoting positive values. This could be related to Miller's view that tragedy 'points the heroic finger at the enemies of man's freedom' in an attempt to move towards 'the perfectibility of man.' Miller viewed tragedy as an optimistic genre as it highlights human flaws in an attempt to 'enlighten' the audience and perhaps this definition can, and should, be applied to Frankenstein. Is tragedy an essential feature of the gothic text? Can the same definition be applied to Macbeth and Faustus?

The whole of the session revolved around the class discussion of three potential exam questions:

1. 'In gothic texts, life appears to be a punishment for sins against God.' To what extent do you agree with this statement?
2. 'Gothic literature uses location to help explore key ideas.' To what extent do you agree with this statement?
3. 'Mephistophilis is the most significant character in Marlowe's play.' How do you respond to this statement?

The nature of the class discussion was, quite frankly, an inspiration. You lot are clearly reading the texts and are producing arguments that are succinct, precise, textually specific, and clearly consider how language, form and structure is used to shape meaning. I hope the notes created within this session will be useful.

HOMEWORK: OBVIOUSLY, being able to discuss the text in an eloquent and precise manner is NOT the same as creating a written response. ALL students are encouraged to attempt at least ONE of the essays discussed in today's session.

FRANKENSTEIN VIDEO LECTURES from the University of Leeds.

These lectures may be useful. The link appeared on the AQA website.

Frankenstein in context part one:

http://www.theenglishfaculty.org/a-levels/item/275-frankenstein-in-context-pt1

Frankenstein in context part two:

http://www.theenglishfaculty.org/a-levels/item/274-frankenstein-in-context-pt2

YEAR 13 LESSON TWENTY-SIX [4th May 12]: Homework.

We all jumped back into the world of the gothic with a smile on our faces and our hats displayed at a jaunty gothic angle...well..perhaps not..this was our first session for a while due to moderation and a bank holiday so it was a BIG session. The carnival began with a consideration of Marlowe's Faustus and the focus of class discussion was the question: How significant are the final two scenes in Faustus?

Students were encouraged to focus upon AO 2 as the class need to sharpen their consideration of how language, form and structure is used to shape meaning.Focus was placed upon:

• Considering Faustus's soliloquy as a symbol of his spiritual isolation as well as physical isolation.
• The poetic use of language as Faustus kisses the form of a demon! How might this moment be symbolic? What is Marlowe's aim here? We know that Helen is a demon so what idea is Marlowe attempting to illustrate within this scene?
• The Old Man as symbol. The symbolic significance of the Old Man cannot be overstated. How does Marlowe use this character to illustrate the key philosophical features of the play?
• The significance of the Chorus.

Class discussion was precise and passionate. A 'PROPER' response. Well done. ALL students are advised to produce a written response to this question.

The second session considered the question: If these texts are representative of the gothic genre, what is the nature of a gothic text?

Class discussion explored the thematic nature of a 'our' gothic texts and considered the theme of boundaries within the gothic. We will continue this discussion in the next session.

HOMEWORK: Read texts. Listen/Watch texts. Attempt past questions and fire them down the digital pipe. READ. READ. READ. READ.READ....