YEAR 13.....

Students should watch the classic XMAS Film: IT'S A WONDERFUL LIFE.
I will be discussing this text when we return and making links with the gothic literary tradition. Students should also read 'A CHRISTMAS CAROL' by CHARLES DICKENS as I will also be referring to this text when we return.
Click on link to watch the full HD You Tube version of IT'S A WONDERFUL LIFE:
http://www.youtube.com/watch?v=OIOQZCmp02o
Here is a link to a classic 1951 film version of Dickens' epic fable:
http://www.youtube.com/watch?v=jxXpXmfabB8

HAVE A GREAT WINTER BREAK FOLKS.
YOU LOT HAVE BEEN MAGNIFICENT.

YEAR 12 LESSON FOURTEEN [20th Dec 12]: Homework.

A cruel but important session. The Mariner essays were collected and the nasty teacher fella directed a class discussion that explored the exam question:
WRITE ABOUT SOME OF THE WAYS FITZGERALD TELLS THE STORY IN CHAPTER SEVEN OF THE GREAT GATSBY.
Class discussion was excellent and the final session was a one hour written response to this challenging examination stimulus.
HOMEWORK: Read TROTAM and GATSBY. If you are feeling particularly inspired, read JERUSALEM by Jez Butterworth as this will be our coursework text.
ALL students should also watch the film 'IT'S A WONDERFUL LIFE.' It is my Mid-Winter gift to you all. Thank you all for your hard work and good humour. YOU ARE A FINE BUNCH.
Here is the full film via YOU TUBE:
http://www.youtube.com/watch?v=OIOQZCmp02o
IT'S A WONDERFUL LIFE is lauded as the great Christmas film. It always makes me cry and leaves me feeling inspired. The sentiment at the heart of this film is totally righteous. Like Gatsby, it is didactic and could easily be considered to be a fable. Most of the time I think popular opinion should be treated with suspicion...but not this time! THIS FILM IS BEAUTIFUL.
Have a great break freaks.

YEAR 13 LESSON FIFTEEN [19th Dec 12]: Homework.

This session was a series of tutorials that related to the Anthology coursework. The first draft of this coursework is expected when we return.

Homework: Complete the first draft of the Anthology coursework.

You lot have been magnificent this term. Have a fantastic winter break. Thanks for the cake Jess. Outstanding baking.

THE ROMANTICS: BBC Documentary Series.

I had trouble posting this series using the Safari browser but it seems to work using Firefox. Here are the three one hour episodes of a wonderful documentary series that concerns itself with the Romantics. It is all here: historical context, influences, biography, quotes...it is a really useful resource. COLERIDGE is often referred to as a ROMANTIC POET therefore Year 12 should digest this series. Any Year 13 student that has failed to watch this series should address this situation as Mary Shelley is also perceived as being a key character in the literary story of this period of our history. THIS IS ACE. WATCH IT. Click on links below:
LIBERTY:  http://www.youtube.com/watch?v=DMgh6wFnw_k
NATURE. This is the first of SIX You Tube segments. Navigate through the episode from here. Ignore the Eternity title as this is the first Nature segment:
http://www.youtube.com/watch?v=MdEPEqqviZk
ETERNITY. Again, this is the first segment of six. Confusingly this segment is titled 'Nature' but it is the first Eternity episode:
http://www.youtube.com/watch?v=PeHRKmr36hI&list=PL34A74BA7C6EF6617&index=2

Year 12 LESSON THIRTEEN [13th Dec 12]: Homework.

The whole focus of this session was Samuel Taylor Coleridge's THE RIME OF THE ANCIENT MARINER. Students were bullied into discussing the representation of the natural world in the first four sections of the poem. Feedback was offered to the 'paragraph' produced last week and the class explored the final section of the poem that explains the reasons for the Mariner's behaviour. The class were asked to consider the following questions:
Why does the Mariner have to tell his story?
What skills has he developed because of his experience on the 'albatross' voyage?
What has he lost?

The class were then asked to consider the question:
HOW DOES COLERIDGE PRESENT THE NATURAL WORLD IN SECTIONS ONE TO FOUR OF THE RIME OF THE ANCIENT MARINER?
Class discussion produced a series of decent notes and below is a potential essay structure based upon today's class discussion...

• The first paragraph could explore how Coleridge represents the natural world as beautiful, powerful and intimidating in the opening section. Students should refer to their paragraphs. Students need to provide evidence of nature's power over man as your writing never really explored how Coleridge suggests that man is vulnerable when faced with the 'STORM BLAST' and the 'growling' ice. Be aware of the significance of the words 'chased' and 'pursued', and the significance of 'southward aye we fled'. Furthermore, students should consider why Coleridge would present this environment in the opening section of the poem. Why does he present this supernatural world? What clues may he be providing about the thematic nature of this epic narrative? Narrative expectation?
• The second paragraph could explore the representation of nature after the Mariner admits that he 'had done a hellish thing' in killing the Albatross and there is a suggestion that the environment becomes a form of hell on earth. The quote 'We were the first that ever burst Into the silent sea' is significant as Coleridge is suggesting that this place is unique, almost as if it has been designed to punish the crew. The 'wondrous cold' is replaced by a heat so powerful that it shrinks the boards of the ship. Students need to explore why the 'very deep did rot' and why 'slimy things did crawl with legs upon the slimy sea.' The sea becomes an abnormal carnival of colour as 'death fires danced at night' and the water 'burns....like a witch's oils...green, and blue, and white.' Reference could also be made to Section Three with its immediate change from light to dark, the appearance of Death and Life in Death, and the movement of the 'skeleton ship' that appears to defy the laws of motion. THIS IS A SUPERNATURAL WORLD. The natural world seems to have evolved into a surreal and nightmarish world. Students need to consider why Coleridge is presenting the environment in this manner. How might this link to the view that the poem is a Christian fable? You could link this to the final section and the stanza that begins 'He prayeth best who loveth best..'
• The third paragraph could explore why the Mariner is able to 'pray' at the end of the fourth section having been unable 'pray' at the beginning of the fourth section. What changes? Be specific. Again, this needs to be linked to Coleridge and his aim to construct a poem within which a figure is punished for a crime against God.
• The final paragraph could explore why Coleridge uses the irregular ballad form when representing the natural world? Remember, we discussed how nature is so vast and magnificent in this poem that the traditional ballad form is unable to constrain the power of this world. If you can deal with this argument, you will access the higher grades. LISTEN TO MY PODCAST.
• The conclusion needs to answer the question in a brief manner and consider author's aim. What kind of world is being presented here and why? How significant is the power of nature in this poem.

This is not a compulsory essay structure, it is posted to offer a potential structure.

HOMEWORK: Complete the Coleridge essay. Prepare for next week's timed task:
Write about some of the ways Fitzgerald tells the story in Chapter 7?
Click on link to access a reading of the poem:
http://www.youtube.com/watch?v=RGH4p4z4s5A 
Here is another reading...Orson Welles....great voice:
http://www.youtube.com/watch?v=4EpuaCaPML8
Here is my podcast. Listen to it lit-freaks....it will help with this essay:
https://soundcloud.com/fishymedia/literature-podcast-two-the

YEAR 13 LESSON FOURTEEN [12th Dec 12]: Homework.

Students examined the world of Marlowe's Dr.Faustus. Class discussion involved student reaction to the key moments of Scene 5 such as the symbolic meaning attached to the line 'My blood congeals, and I can write no more' and the 'HUMO FUGE!' moment. Students were also asked to consider the significance of Mephistophilis's definition of HELL: 'Hell hath no limits, nor is circumscrib'd....for where we are is hell....All places shall be hell that is not heaven.' Discussion explored how Marlowe continues to offer Faustus as a deluded and arrogant character who, despite conversing with a demon, still believes that 'hell's a fable'?
The session also considered the significance of Scene 6 and the meaning attached to Lucifer's presentation of the SEVEN DEADLY SINS. Why does Faustus, having appeared dissatisfied with the knowledge offered by Mephistophilis, state that Lucifer's dramatic presentation of sin 'feeds my soul.'
Class discussion considered why Marlowe offers this physical spectacle to represent hell. Discussion also considered a secular reading of Marlowe's play and how this play could be considered relevant for a 21st Century secular audience. Student response was superb.

HOMEWORK: Students need to begin construction of their Anthology coursework. Next week's lesson will consist of a series of 15 minute tutorials. Students are expected to ask me a series of questions that will inform their coursework response. This will be an opportunity for students to discuss any issues that relate to the construction of the Anthology coursework. I expect the first drafts of the coursework to be handed to me when we return from the winter break.

YEAR 12 LESSON TWELVE [6th Dec 12]: Homework.

Students discussed Chapter 7 of  THE GREAT GATSBY. Discussion considered the representation of Daisy in this chapter and Gatsby's reaction when entering the Buchanan house and being introduced to Daisy's daughter. Students considered the significance of Carraway's description when stating that Daisy was 'staring terrified' after being made aware of Gatsby's occupation and why Gatsby looks 'as if he had killed a man.' Class response was outstanding.


The second session considered the representation of nature in the opening section of Coleridge's TROTAM and students produced a twenty minute written response to the question:
How does Coleridge present the natural world in the opening section of TROTAM?

Homework: Read Chapter 7 and the final section of the novel and read Coleridge's TROTAM. Students should listen to this podcast that explores issues within Coleridge's poem. Click on link below:
https://soundcloud.com/fishymedia/literature-podcast-two-the

YEAR 13 LESSON THIRTEEN [5th Dec 12]: Homework.

This session was a response to the recent essays. Students were introduced to a series of interpretations/quotes that relate to the gothic tradition and interpretations of Frankenstein. The whole aim of this lesson was for students to develop an awareness of AO3 and AO4 and develop an understanding of how to use these contextual references when constructing a critical argument. This session included lots of class discussion that created a series of relevant notes that will assist students when constructing a second draft of the 'monstrous' essays. Students were encouraged to consider a secular and Christian interpretation of Frankenstein.
The final section of the lesson looked at Scene 5 of Faustus.

HOMEWORK: Complete the second version of the 'monstrous' essay and include the references discussed in today's session. This essay should have clear references to different interpretations, historical context, and the gothic literary tradition. THIS IS A BIG ESSAY.

YEAR 12 LESSON ELEVEN [29th Nov 12]: Homework.

Students were shown the Sixth Form Survival Guide created by Year 12 Media students. The message in this film is simple: Work hard, be determined, enjoy being in the sixth form but don't forget WHY you are here. I thought that this was a relevant text to show the class the day after a parents' evening. Click on link to access the film. It's a belter:
http://vimeo.com/54513078
The session moved on to consider the relevance of Chapter Six of THE GREAT GATSBY. Reference was made to:

• The influence of Dan Cody.
• The significance of the 'Horse' moment.
• The changing tone of Gatsby's Party.
• The significance of Carraway's conversation with Gatsby at the conclusion of the novel.

Students were asked to consider the genre of this book and reference was made to tragedy and the views of Aristotle and Arthur Miller. Aristotle believed tragedy should inspire a sense of 'pity' for the protagonist and a sense of 'fear' within the audience that they too may suffer the fate experienced by the central character. Miller believed tragedy should: 'Point the heroic finger at the enemy of man's freedom.' The novel was considered in the context of these two quotes.

The final section of the lesson introduced the class to the second examination text: THE RIME OF THE ANCIENT MARINER by SAMUEL TAYLOR COLERIDGE. The main focus of class discussion was:

• The representation of the Mariner.
• The representation of nature.

The lesson concluded with a discussion that explored the nature of the world being offered by Coleridge in the opening section of this poem.

HOMEWORK: Read ALL the material that I gave you that relates to TROTAM. This will inform our class discussion on Thursday. Students should also be prepared to discuss Chapter Seven of Gatsby. It is a cracker and I expect students to attend my lesson armed with strong opinions and the ability to support opinion with specific textual reference. READ READ READ.

Here is a link to a reading of TROTAM:

http://www.youtube.com/watch?v=RGH4p4z4s5A

Here is a reading by Orson Welles accompanied by Gustave Dore's illustrations:

http://www.youtube.com/watch?v=4EpuaCaPML8

Here is a TROTAM Podcast created by your very own Chimpnimsky. I created this for Year 12 as a revision resource in 2011. Enjoy:

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