YEAR 13 LESSON TWENTY-SEVEN [17th April 13]: Homework.

Students were asked a series of SYMBOLISM questions in relation to Shelley's FRANKENSTEIN. For example:

• What is the symbolic significance of Victor's character?
• What is the sybolic significance of the Creature?
• What is the symbolic significance of location?

The class were also asked to consider the narrative significance of Walton's letters at the beginning of the novel and the significance of the Creature's final speech. STUDENTS ARE EXPECTED TO USE THE AREAS DISCUSSED TO PROVIDE A FOCUS FOR THEIR OWN READING. These five features of Shelley's novel are key areas of the text. Students need to be aware of how Shelley shapes meaning through these features of the novel.

The carnival of literary delights moved on to consider how Marlowe presents the character of MEPHISTOPHILIS in Dr.Faustus. Students need to be aware of how the devil and devilish figures are represented in some sixteenth century art. Click on link below:
http://becuriouslit.blogspot.co.uk/2013/04/sixteenth-century-images-of-devil-to.html
Key areas of discussion included:

• The 'human' representation of Meph when first introduced to the audience in Scene 3. Obviously his shape is grotesque before assuming the physical form of a Franciscan Friar but he seems reluctant to accept the demands of Faustus. He seems honest and attempts to enlighten Faustus about the exact nature of 'damnation'. This 'honesty' seems to dissipate in Scene 5 but some students interpreted Meph's actions as that of a character undertaking a routine task. His actions being that of a character repeating a familiar routine that  relates to the everyday nature of his work. Discussion considered how Marlowe uses Mephistophilis as a narrative device to amplify the arrogance and delusional nature of Faustus.
• The discussion moved on to consider the comical scenes within which Meph appears to be a catalyst for comedy. He clearly engages the audience with his comical behaviour but his 'devilish' nature is revealed in the scene with the Old Man. Students were asked to consider why Marlowe suddenly changes the tone of Meph's character and there were some excellent comments about Meph's comedic nature being used to suggest the engaging and duplicitous nature of evil. STUDENTS MUST CONSIDER WHY MARLOWE PLACES MEPHISTOPHILIS AT THE CENTRE OF COMEDIC SCENES BEFORE REVEALING HIS TRUE NATURE IN THE SCENE WITH THE OLD MAN.
• Students were then bullied into a consideration of the significance of Scene 4 involving Wagner and the Clown. Students were encouraged to consider how this comedic scene reflects the thematic nature of the main plot involving Mephistophilis and Faustus. 

HOMEWORK: Next week the focus of the lesson will revolve around the consideration of two questions:

1. 'Faustus and Frankenstein are texts that explore the theme of rebellion.' To what extent do you agree with this view?
2. Does Marlowe's play provoke more laughter in the audience than terror?

Students should use these questions as the focus of their reading. Your homework is to read and prepare to ATTACK these two questions next week.