Thursday, 31 January 2013

YEAR 12 LESSON EIGHTEEN [31st Jan 13]: Homework.




















Students were asked to consider the first section of Obama's recent inauguration speech and were asked to compare the sentiment and philosophy apparent within Obama's speech with issues and themes relating to THE GREAT GATSBY. Click on link below to access the whole of Obama's speech:
http://www.bbc.co.uk/news/world-us-canada-21117466
The class then experienced the beginning of Jez Butterworth's JERUSALEM. Massive thanks to all the readers. I never thought I would hear Maya-Cesca-Leah-Ed-Rory-Anna etc offering such interesting forms of expression!! Class discussion considered the aim of the introduction to the first act.
Here is the link to the Jerusalem resources page:
http://becuriouslit.blogspot.co.uk/2013/01/jerusalem-resources.html

HOMEWORK:  Read Jerusalem. Students also need to consider the question:
'The Great Gatsby is a novel trapped in time and has little relevance for the Twenty-First Century reader.' To what extent do you agree with this view of TTG?
We will be planning the essay next week and this will be a homework after next Thursday's session.

YEAR 13 LESSON NINETEEN [30th Jan 13]: Homework.




















Students completed the reading of Marlowe's Faustus. Particular emphasis was placed upon the symbolic significance of THE OLD MAN and the class were asked to consider WHY this character is so important. Focus was also placed upon Faustus and his kissing moment with Helen of Troy. Students were asked to consider whether they sympathised with Faustus at the conclusion of the play.

HOMEWORK: Next week's session will be a series of Anthology related tutorials. Students need to read Faustus and Frankenstein. When we return after half-term we will be considering the significance of both texts.

Thursday, 24 January 2013

YEAR 12 LESSON SEVENTEEN [24th Jan 13]: Homework.





















Students were introduced to Blake's poem JERUSALEM and introduced to a few snippets that relate to Jez Butterworth's play. Students discussed the significance of the painting of Newton by Blake and the sentiment of Blake's famous poem. Students were made aware that this poem is an aspirational poem that suggests that England can be a better country and that one day it might actually be worthy of being termed JERUSALEM. Jerusalem in this poem could be considered a symbol for a Utopia or a country fit for Jesus to visit.

The lesson moved on to consider the final chapter of THE GREAT GATSBY with particular focus placed upon the final lines of the novel. Various interpretations were discussed. This is a very ambiguous conclusion and students need to engage with this final section and develop their own interpretation of the final sentences. Students should refer to the photocopy provided as this will inform your reading.
Students were asked to consider the question:
'GATSBY IS A NOVEL TRAPPED IN TIME WITH LITTLE RELEVANCE FOR A TWENTY-FIRST CENTURY READER.' TO WHAT EXTENT DO YOU AGREE WITH THIS STATEMENT?
This is the kind of question that you will be expected to answer in the exam after the 'HOW DOES THE WRITER TELL THE STORY..' question. Class response was impressive. Well done.
After two hours of tales about English Bull Terriers on the Westwood, fruit wrapped in poetry, and a one man drama that attempted to illustrate the sentiment at the end of Gatsby through the dramatic attempt to purchase a Morrisons' steak pie....it was time to go home.

HOMEWORK: READ JERUSALEM. We will begin to read the play in the next session. Students need to consider the Gatsby question that we discussed briefly at the end of the session. Students should also consider the question:
HOW DO YOU RESPOND TO THE VIEW THAT IT IS VERY DIFFICULT FOR READERS TO FEEL ANYTHING OTHER THAN CONTEMPT FOR TOM BUCHANAN?

Furthermore, students should read TROTAM. I am going to explore the fifth section of the poem in the next lesson. I will also discuss the following questions:
COLERIDGE DESCRIBED HIS POEM AS A WORK OF 'PURE IMAGINATION.'
TO WHAT EXTENT DO YOU AGREE WITH THIS ASSESSMENT OF TROTAM?
and
'TROTAM IS SIMPLY A TALE OF CRIME AND PUNISHMENT.'
HOW DO YOU RESPOND TO THIS VIEW?
So...lots of reading and thinking required for homework folks. Also click on link below to view the complete version of Obama's inauguration speech. How do the ideas explored in this speech relate to Fitzgerald's THE GREAT GATSBY?
http://www.bbc.co.uk/news/world-us-canada-21117466 

Wednesday, 23 January 2013

NEWTON by WILLIAM BLAKE.


This painting represents the ROMANTIC SENSIBILITY. Newton, the pragmatic man of Maths, works on some form of mathematical problem whilst ignoring the beauty of the natural world that surrounds him. Newton is sitting at the bottom of the sea. One critic has suggested that Newton appears to be using a beautiful abstract painting as a seat! The pragmatic man of logic is oblivious to the beauty and majesty of the world.

YEAR 13 LESSON EIGHTEEN [23rd Jan 13]: Homework.


Students read/discussed/watched Scenes 10 to 13. Class discussion was directed towards a consideration of whether Faustus was a 'mighty God', a 'sound magician', or just a deluded fool being exploited by Mephistophilis. Is Faustus really becoming 'great Emperor of the World' as he had hoped earlier in the play? Students were asked to consider the significance of the following quotes and stage directions:

  • Knight: [Aside]  I'faith he looks much like a conjuror...
  • Faustus: ...it is not in my ability to present before your eyes the true substantial bodies of those two deceased princes, which long since are consumed to dust..
  • Faustus: But such spirits as can lively resemble Alexander and his paramour shall appear before your grace..
  • Faustus: Mephistophilis begone..  [Re-enter Mephistophilis and [Spirits in the shape of] Alexander and his Paramour.
The lesson moved on to discuss the significance of the Horse-Courser scene and how Marlowe uses this scene to reflect the earlier moment in Scene 3 between Faustus and Mephistophilis within which Mephistophilis warns : 'Faustus leave these frivolous demands, Which strike a terror to fainting soul.' To what extent can the Horse-Courser and his actions be compared to Faustus? Is Marlowe offering a form of dramatic symmetry? How should we view Faustus in this scene?
The whole session was a consideration of Faustus and the level of power he displays. Has the selling of his soul been good business? Another key consideration was how Marlowe uses comedy to explore his key ideas. What is the significance of Faustus becoming a comical character?
The last section of the lesson considered the question:
WHAT DO WE LEARN ABOUT THE PLAY IN THE OPENING CHORUS?

HOMEWORK: Read the Chorus that is presented at the beginning of the play and consider what we learn about the play's content in this introduction. Students should also read the final THREE scenes of the play and consider why THE OLD MAN is such a significant character. Students should also consider how we view Faustus in the final scene. How does Marlowe want us to react? What is the significance of the final Chorus?
READ.THINK.READ.THINK.READ.THINK.READ.THINK.READ.THINK.
Next week we will complete the play.

Friday, 18 January 2013

JERUSALEM Resources.


































Official JERUSALEM Website Royal Court Theatre:
http://www.jerusalemtheplay.com/
Jez Butterworth Podcast:
http://www.royalcourttheatre.com/news/podcasts/jerusalem/
Jez Butterworth interview with Sarfraz Manzoor:
http://www.youtube.com/watch?v=efbHIyk4Nx0
Theater Talk interview with Jez Butterworth and Mark Rylance:
http://www.youtube.com/watch?v=ENEoRHLuZ1I
Jerusalem West End Trailer:
http://www.youtube.com/watch?v=Voclsd4mtbc
Opening night US TV interviews:
http://www.youtube.com/watch?v=xy0HpGwsvVs
Interviews backstage on Broadway:
http://www.youtube.com/watch?v=QHjafmJSiL0
British Theatre Trailer:
http://www.youtube.com/watch?v=-6BlNirSD78
Mark Rylance and Mackenzie Crook interviewed on the Andrew Marr Show:
http://www.youtube.com/watch?v=JrdKme_QU48
Newsnight interview with Mark Rylance:
http://www.youtube.com/watch?v=CTJYmBqQcw4
Brilliant Broadway Trailer:
http://www.youtube.com/watch?v=tYKHd3f1U54
Jez Butterworth on Performance and Reality:
http://www.youtube.com/watch?v=c7RoFMhWfls
Mackenzie Crook discusses the power of live theatre:
http://www.youtube.com/watch?v=Zmz6tWw6N5U
Podcast that includes chat with Jez Butterworth:
http://podcasts.ox.ac.uk/athol-fugard-playwriting-process-audio
BBC Radio Four interview with Jarvis Cocker and Jez Butterworth:
http://www.bbc.co.uk/programmes/b0167zjy#synopsis


PRINT media:
Why Laura Bartin loves Jerusalem:
http://www.guardian.co.uk/stage/theatreblog/2011/oct/25/why-i-love-butterworths-jerusalem
Charlotte Higgins in The Guardian:
http://www.guardian.co.uk/culture/charlottehigginsblog/2010/feb/12/jerusalem-jez-butterworth-mark-rylance-englishness-shakespeare
A play for today's England. The Daily Telegraph:
http://www.telegraph.co.uk/culture/theatre/7598318/Jerusalem-a-play-for-todays-England.html
Mark Rylance interview:
http://www.telegraph.co.uk/culture/theatre/theatre-features/5827123/Mark-Rylance-interview-for-Jez-Butterworths-Jerusalem-at-the-Royal-Court.html
Last night at The Royal Court:
http://www.guardian.co.uk/stage/2012/jan/13/jerusalem-play-final-curtain-call
Andrew Marr BBC article:
http://www.bbc.co.uk/news/magazine-15427879
A play for our time:
http://www.huffingtonpost.co.uk/emma-sheppard/jerusalem-a-play-for-our-time_b_1063430.html
The making of JERUSALEM...Daily Telegraph:
http://www.telegraph.co.uk/culture/theatre/theatre-features/8811329/Jerusalem-the-making-of-a-masterpiece.html
New York Times Review:
http://theater.nytimes.com/2011/04/22/theater/reviews/jerusalem-with-mark-rylance-review.html?_r=0
Beyond The Zeitgeist Review:
http://beyondthezeitgeist.wordpress.com/2011/08/05/jerusalem-the-play-by-jez-butterworth/
The play is savaged in this review:
http://www.thekomisarscoop.com/2011/08/mark-rylance-gives-brilliant-performance-in-pretentious-play-jerusalem/

MUSIC USED IN THE PLAY:
Barry Dransfield..The Werewolf: http://www.youtube.com/watch?v=LrHlp4WTDAY
Jack Dupree..Somebody changed the locks on my door:
http://www.youtube.com/watch?v=I8A79z3knL4
There is also a reference to Marvin Gaye's What's going on?..:
http://www.youtube.com/watch?v=f39Zs0gB87c

MUSIC AND POETRY:
Last Night of the Proms...JERUSALEM:
http://www.youtube.com/watch?v=bggV_Dbj87w
Billy Bragg sings JERUSALEM:
http://www.youtube.com/watch?v=hOjg8W71lUA
Brilliant Documentary about the origins of the hymn: JERUSALEM...AN ANTHEM FOR ENGLAND. The visual quality is not great but the intellectual quality is outstanding. Click on link to access first segment:
http://www.youtube.com/watch?v=OCvuvw8hiSk
William Blake Documentary. Click on link to access first segment:
http://www.youtube.com/watch?v=YHpJ216I-J4
BBC Culture Show BLAKE segment:
http://www.youtube.com/watch?v=Sk_geYnyuOk








Thursday, 17 January 2013

YEAR 12 LESSON SIXTEEN [17th Jan 12]: Homework.




















Students were encouraged to read William Blake's poem JERUSALEM, listen/watch the Tony Harrison resource posted on fishymedia, consider the purpose of comedy, and were applauded for their recent stunning written work...before the session moved into a consideration of Coleridge's TROTAM.
The class were encouraged to discuss the question:
WRITE ABOUT SOME OF THE WAYS COLERIDGE TELLS THE STORY IN THE FIRST SECTION OF 'THE RIME OF THE ANCIENT MARINER'?
The class discussion generated a series of notes that should be useful when constructing the written response.
The class also considered the final chapter of The Great Gatsby.
I can only apologise for using Kate's amplification to create some guitar-style feedback. Sorry.

HOMEWORK: Students need to construct the written response to the Coleridge question. I expect three paragraphs and a conclusion.
Potential structure:

  • Students should consider the representation of the Mariner. Coleridge presents the Mariner as a supernatural and magical figure. Consider the comments of the omniscient third-person narrative voice and the comments of the Wedding Guest. Focus upon the key quotes and refer to his striking physical appearance and magical powers. What is Coleridge's aim here? How does this engage the reader? How does this representation create a sense of dramatic expectation? What kind of tale can we expect from such a character? 
  • [Coleridge's use of the Wedding Guest may demand its own paragraph. Your choice. The Wedding Guest is used by Coleridge to provide information relating to the Mariner. The final comments of the first section are quite significant. The Wedding Guest is an important narrative device used by Coleridge to emphasise the mysterious and striking nature of the Mariner's tale.]
  • The second paragraph could deal with the representation of location. Why does Coleridge present such a supernatural, intimidating, and beautiful environment? Students need to refer to metaphor, simile and onomatopoeia. Why does nature appear to be sentient? Refer to your notes.
  • The third paragraph needs to deal with the significance of the ballad form. Listen to my podcast. The explanation is offered in a very precise and clear manner.
  • Students could refer to Coleridge's reference to the Albatross as 'a Christian soul', the Albatross being hailed in 'God's name', and the Wedding Guest stating 'God save thee, ancient Mariner!' Also, the Mariner appears at a Church to tell his tale. A wedding is a Christian union. Why does Coleridge offer this religious language and religious imagery. Forewarning? This could be linked to the Christian Fable interpretation. Feel free to refer BRIEFLY to other sections of the poem to illustrate your argument.
  • The conclusion needs to briefly state why this opening section is so important in the STRUCTURE of the whole poem. Consider how this section allows Coleridge to introduce the key themes that populate this poem and introduce a sense of mystery.
GOOD LUCK FREAKS.
Furthermore, students should read Blake's Jerusalem. Students should watch the resources offered below. I know Simon will watch these resources and I encourage the rest of the class to join Simon in experiencing the resources supplied by YOUR VERY OWN teacher. Go on...I dare you:
http://www.youtube.com/watch?v=bggV_Dbj87w
http://www.youtube.com/watch?v=hOjg8W71lUA
This is the link to the BBC's The Romantics Documentary series. This is magnificent for historical and philosophical context. If you do not watch this documentary you are neglecting your responsibility to yourself!!  This will inform student understanding of JERUSALEM and TROTAM. Students must be aware of the nature of the Romantic Imagination. This is the link to the first episode:
http://www.youtube.com/watch?v=DMgh6wFnw_k   
This is Bill Hicks. How would you describe his comedy? Click on link:
http://www.youtube.com/watch?v=xRkA6zugNMQ
http://www.youtube.com/watch?v=11Fl9ZVJ7B8


YEAR 13 LESSON SEVENTEEN [16th Jan 12]: Homework.





















This session was a series of individual tutorials offering feedback and guidance for the Anthology coursework.
HOMEWORK: Complete second draft.

Tuesday, 15 January 2013

TONY HARRISON'S V.
















This was one of the first poems I had the pleasure to teach at A Level. I remember meeting my students in Hull and watching Harrison read his poems at Hull Guildhall. We were all disappointed he didn't read V. A classic? You decide. It is being read on BBC Radio 4 next month. Lend it your ears. It remains a controversial poem.
http://www.bbc.co.uk/news/magazine-21024372
Here is the first You Tube segment of the film that caused some people to eat their own teeth in the 1980s. Me?...I was enthralled. Cheers Tony.
V Part One: http://www.youtube.com/watch?v=WPutBM7zfv8

Thursday, 10 January 2013

YEAR 12 LESSON FIFTEEN [10th Jan 12]: Homework.





















Students were asked to compare the ideas being offered by the film 'It's A Wonderful Life' with the philosophical content being presented by Fitzgerald in The Great Gatsby. The class watched the concluding twenty minutes of this classic American film and were asked to compare and contrast this filmic representation of America with the America offered by Fitzgerald in Gatsby. Class discussion was outstanding. The comments relating to how the texts offer a different view of the American Dream were particularly impressive. Class discussion identified the fact that both texts champion the importance of religion, family and community.
The second section of the lesson explored the significance of Chapter Eight in The Great Gatsby. The three sections of the chapter that were considered were:

  1. The opening section. Discussion considered why Gatsby is enamoured with Daisy. Focus was placed on the fact that Gatsby seems captivated by Daisy's wealthy background and seems to be attracted to her affluence and class more than her human qualities.
  2. The symbolic significance of George Wilson's comments relating to God and the eyes of T.J. Eckleburg. Students were asked to consider why Fitzgerald offers the reader an America that seems to have replaced the worship of God with the worship of consumerism.
  3. The poetic representation of Gatsby's murder. Students were asked to consider why Carraway's description of this brutal act seems to create a sense of melancholy beauty and peace rather than a sense of violence and hate. How does Carraway view Gatsby's death? 
You lot were superb today....despite five or six of you wandering inside your own imagination and then being unable to recall your journey!! Class discussion was as impressive as Maddie's coat. YES...it was THAT good.

HOMEWORK: Read the final chapter of Gatsby. How do you interpret the final page? How do you interpret the final sentence? Bring some opinion to next week's session. Furthermore, read TROTAM. I will be discussing Section Five of the poem next week and we will examine HOW Coleridge tells the story in the opening section. READ. READ. READ.
Students should also watch the first episode of The Romantics BBC Documentary series as this provides a wonderful exploration of the history and philosophy that inspired the Romantic Poets. This is essential viewing:
http://becuriouslit.blogspot.co.uk/2012/12/the-romantics-bbc-documentary-series.html
Click on link below to access a previous Be Curious upload that offers a reading of TROTAM. Students may find it easier to read along with Richard Burton's reading of the text or just enjoy listening to Burton's vocal interpretation of this psychedelic classic:
http://becuriouslit.blogspot.co.uk/2012/12/year-12-lesson-eleven-29th-nov-12.html

YEAR 13 LESSON SIXTEEN [9th Jan 12]: Homework.









Students considered the purpose of the 'supernatural' elements of Dickens's A Christmas Carol and the 1946 film It's a Wonderful Life. The 'supernatural' nature of these two texts was compared with the use of the 'supernatural' in Frankenstein and Faustus. Students were asked to consider how the supernatural elements of each text is used to shape key ideas. Class discussion also considered the extent to which these texts could be considered 'gothic'.
The second phase of the lesson considered Marlowe's Faustus and the 'Pope Slapping' scene. Discussion considered the purpose of this scene and how Marlowe uses comedy within this play.

HOMEWORK: Next week's lesson will be a series of Anthology tutorials. When we meet for our next conventional session, students need to be familiar with the final third of Shelley's novel and Scenes 7 to 11 of Faustus.