YEAR 12 LESSON FORTY-SIX [25th March 14]: Homework

Students were asked to consider the demands of Section B of the exam. The question that was used as the focus of the class discussion was:
WRITE ABOUT THE SIGNIFICANCE OF THE WAYS THREE WRITERS HAVE USED PLACES IN THEIR NARRATIVES.
Students were encouraged to link texts as this is the main assessment focus of  this section of the exam paper. The last few weeks have been linked to the coursework and the aim of this session was to reintroduce students to the demands of the exam. Class discussion was 'okay' but it is evident that we do need to improve the ability to link texts.
HOMEWORK: Consider potential content for this essay. On Tuesday we will be considering this Section B question and I will be providing feedback to the first drafts of the JERUSALEM coursework essays.

YEAR 13 LESSON FORTY-FIVE [19th March 14]: Homework.

We have now finished the reading of Faustus and it is time for the talking to conclude and students to show me that they are comprehending the significance of content. This session considered three potential essay titles. I provided a potential essay structure for one essay title and students considered
either
HOW FAR DO YOU AGREE WITH THE VIEW THAT THE PLAY EXPOSES THE CORRUPTION OF RELIGIOUS BELIEFS AND PRACTICES?
or
DISCUSS THE VIEW THAT THE PLAY PROVOKES MORE LAUGHTER THAN TERROR.
Class discussion of the religion question was excellent. The 'Laughter/Terror' discussion was more problematic and vague.
HOMEWORK: On Friday students will be attempting to construct a written response to ONE of the THREE questions considered in this lesson. Students need to prepare for this task. Plan your response.

YEAR 12 LESSON FORTY-FOUR/FORTY-FIVE [18th/19th March 14]: Homework

IT IS TIME FOR COURSEWORK. The talking is over folks. I expect students to synthesise ALL the resources that I have passed to you. All students are armed with an essay structure and a SEA of BE CURIOUS resources. The last essay lacked specific textual reference so please be aware of this when constructing the first draft.
HOMEWORK: I expect to receive the first draft next Tuesday. On Wednesday I am on strike. THIS IS A MASSIVE HOMEWORK.
On Tuesday we will discuss Section B of the exam. I will be referring to Auden's Miss.Gee along with Gatsby/Mariner.

YEAR 13 LESSON FORTY-FOUR [14th March 14]: Homework

The aim of this session was to introduce students to the type of questions that can be expected in the exam and encourage students to consider how they might construct a FAUSTUS essay. The class were split into groups and asked to consider one of three questions:

1. 'Throughout the play the boundaries between good and evil are continually blurred, leaving the audience with moral uncertainty.' How far do you agree with this view of the play?
2. How far do you agree with the view that the play exposes the corruption of religious beliefs and practices?
3. Discuss the view that the play provokes more laughter in the audience than terror.

The task was to construct an essay plan that would confront the requirements of the question. Students were encouraged to identify the textual references that would help create a convincing written response.  The recent written work was okay but it is clear that we need to improve the quality of the written conclusion. Furthermore we still need to continue to develop an understanding of author's aim and continue to improve the ability to construct a convincing critical argument when explaining how textual reference supports opinion. LOTS TO DO FOLKS.

HOMEWORK: Students need to think about the essay title that they were asked to ponder in today's session. THIS MIGHT BE A TIMED ESSAY NEXT WEEK. Students need to have a very clear understanding of how to structure their written response. KEEP READING.

YEAR 12 LESSON Forty-Three [12th March 14]: HOMEWORK

The aim of this session was to prepare students for a written response that will provide the foundations for the COURSEWORK that we will begin to construct next week. The whole session considered a response to the question:
WHAT IS THE FUNCTION OF COMEDY IN THIS PLAY?
I expect a three/four paragraph response. Students should refer to the notes below as well as the notes we constructed in the class session.

• THE FIRST PARAGRAPH needs to explore the idea that in the First Act, comedy is used by Butterworth to disguise or mask the serious and philosophical nature of this play. In the opening scenes Butterworth presents the audience with the crude, bawdy, and defiant character of Rooster Byron. Students need to offer specific textual reference to reinforce the idea that Johnny is a comedic figure. He appears to be unconventional and eccentric but there is little evidence of his character being supernatural or deeply symbolic. Students might wish to refer to how his character appears to be a composite of the Shakespearean Trickster-Clown-Jester but Butterworth does not offer the symbolic significance of the allusions to Shakespeare and the world of the creative imagination until later in the play. The paragraph needs to conclude with a brief summary of the function of comedy in Act One. What is Butterworth's aim? The power of Byron's dramatic shift in character is masked by the fact that in Act One, the play is presented by Butterworth as being little more than a crude comedy about an eccentric character facing eviction from his caravan.
• The second paragraph needs to explore how Butterworth changes the tone of Byron's character and how the play begins to evolve into a much more philosphical and serious play. Harold Pinter has stated that theatrical comedy should offer 'THE WEASIL UNDER THE COCKTAIL CABINET' and Tom Stoppard has stated that a theatrical experience should involve the audience 'BEING AMBUSHED BY AN UNEXPECTED WORD, OR BY AN ELEPHANT FALLING OUT OF THE CUPBOARD.' This idea that theatrical comedy should offer the audience a shock or surprise is definitely evident in Acts Two and Three. How does Butterworth introduce the element of mystery that begins to surround Byron's character? How does this link to theme? If Byron becomes a SYMBOLIC character, what are the ideas being explored through his character? 
• The third paragraph could explore how the play could be considered a tragedy rather than a comedy. Byron continues to be a comedic character but he is now so much more. Reference could be made to the final scene. Tragedy or comedy? Aristotle? Arthur MIller?There was some FANTASTIC class discussion today relating to this final scene. Refer to your notes. What is Butterworth's aim? Why does he transform Byron from a simplistic and crude comic creation into an isolated and possibly magical symbolic figure? How does Butterworth's use of comedy help shape the dramatic power of the play's conclusion?
• The conclusion needs to consider the nature of comedy. Here are the quotes that could be used within your argument. Pick one quote and weave your argument around the quote:

1. Aristotle: 'Comedy does not involve pain or destruction.'
2. Robert D.Hume writing about Restoration Comedy in 1976 stated that:..'comedy presents...the complexities and ambiguities of human experience rather than a simple white-black picture of what man should or should not be..'
3. C.L.Barber: Comedy..'reacts against social conformity..'
4. David Mamet: 'When you come to the theatre, you have to be willing to say 'We're all here to undergo a communion, to find out what the hell is going on in this world.' If you're not willing to say that, what you get is entertainment instead of art, and poor entertainment at that.'
5. Moliere: 'The duty of comedy is to correct men by amusing them.' 
6. Heywood: 'Comedy begins in trouble and ends in peace.' 

Students need to weave their concluding comments relating to Jerusalem's use of comedy around one of the quotes.Students should also offer an explanation of Butterworth's aim and, if possible, explain why this play is relevant and is a valuable work of Literature.
Phew. Good Luck.

Students also need to email their coursework title to me at some point over the weekend.
THIS IS A MASSIVE ESSAY as this work will be used within your coursework. This essay is really the beginning of the coursework...so it needs to be precise and coherent. This work will allow me to gauge your level of textual understanding and discover who has been using the resources. We have been indulging in a lot of discussion and now it is time for the written work. I can't wait to receive this essay!
Listen to my Jerusalem podcast. It will be extremely useful.

YEAR 13 LESSON FORTY-THREE [12th March 14]: Homework

The aim of this session was to complete the reading of FAUSTUS. Class discussion considered the implications of the final scene. Reference was made to the symbolic significance of the form of the soliloquy and discussion considered two main questions:

• Do you feel sympathy for Faustus at the end of the play?
• How does Marlowe want the audience to view the final scenes of the play?

Class discussion also considered the significance of the final Chorus and how Marlowe uses language to shape Faustus's increasing sense of desperation and panic. Class discussion was superb. Cheers.

HOMEWORK: On Friday we will begin to consider Faustus as a gothic text and explore past AQA exam questions. Students need to keep revisiting the text as you will only be able to offer a sophisticated response if you are familiar with the text.

YEAR 12 LESSON FORTY-TWO [11th March 14]: Homework

The aim of today's session was for students to display their contextual understanding of JERUSALEM. I was very disappointed with the level of intellectual engagement last week so was hoping that students had bothered to digest the resources provided. The lesson consisted of three group tasks. Students were asked to consider three questions:

• What is the purpose of comedy within the play?
• Is this a play about England?
• What is the dramatic purpose of Rooster Byron?

Most of the discussion was superb. The coursework is fast approaching so it is incredibly important that students engage with this play. This is a complex text and demands your attention.

HOMEWORK: Continue to digest the resources. Students should be selecting their exam question.

Tomorrow we will consider the question:

'COMEDY IS LAUGHTER AS DISTRACTION. DRAMATIC COMEDY RARELY CONFRONTS SERIOUS SOCIAL ISSUES.' To what extent can this view be applied to Jerusalem?

YEAR 13 LESSON FORTY-TWO [7th March 14]: Homework

The aim of this session was to respond to the last written homework and focus upon the importance of the penultimate scene of the play. The homework was okay but students really need to offer a more sophisticated consideration of author's aim. Students were bullied into a consideration of how Scenes 10/11/12 explore:

• The nature of evil
• The advantages that Faustus has received after agreeing to sell his soul

Students watched a performance of the penultimate act of the play and were asked to consider the SYMBOLIC SIGNIFICANCE of THE OLD MAN and the moment when Faustus seduces/is seduced by the representation that 'lively resemble[s]' Helen Of Troy. Discussion considered the symbolic nature of THE OLD MAN and how this character is used to shape and present Marlowe's key ideas. This character is clearly a figure that represents the power of faith and class discussion considered how Marlowe presents the strength and power of this crucial symbolic character. The chat then evolved to consider the significance of the 'demon snogging' moment. Reference was made to the significance of the language used by Faustus to represent Helen's beauty and how this heightened poetry uses images of the natural world- A WORLD CREATED BY GOD- to express Helen's charms. Why does Marlowe use the language of love poetry when Faustus is placing his tongue inside the mouth of a demon? Author's aim? Focus was placed upon the line 'Heaven be in these lips' and why this is significant when illustration the extent of Faustus's delusion.
The session considered the question:
WHAT IS THE SYMBOLIC SIGNIFICANCE OF THE PENULTIMATE ACT?

HOMEWORK: Students are expected to produce a written response to the question considered in the final section of the lesson. Follow the following structure:

• The opening paragraph should consider the significance of THE OLD MAN. Precise reference must be made to Marlowe's aim and how the moral authority of this character should be perceived by the audience.
• The second paragraph needs to refer to the Helen Of Troy 'snogging' moment. Reference MUST be made to Marlowe's use of language and why the language is loaded with significance. Reference can be made to how this scene amplifies the delusional nature of Faustus and the significance of his remark that 'Heaven be in these lips'. Furthermore, students might like to consider the significance of the reference to the JUPITER/SEMELE myth.Why the images of fire and death??
• The conclusion needs to consider the gothic and the comments of other critics alongside a clear consideration of the significance of this scene. How does this scene prepare us for the horror of the final scene? Please avoid the Angela Carter quote as it is too predictable. Indulge in some research and find your own critical references. BE ORIGINAL.

THE FOCUS OF THIS WRITTEN WORK NEEDS TO BE THE SIGNIFICANCE OF SYMBOLISM AND HOW THIS SYMBOLISM ALLOWS MARLOWE TO SHAPE MEANING. 

YEAR 12 LESSON FORTY- ONE [5th March 14]: Homework

The aim of this lesson was to explore the possible readings linked to Jez Butterworth's JERUSALEM. Students are struggling to develop a clear idea of why Butterworth bothered to construct this epic text. Class discussion considered key moments and the significance of references to the past being offered within the text. Students were asked to discuss Butterworth's view of modern England.

HOMEWORK:
It is obvious that students are not engaging with the resources that I have provided that will inform student understanding of this text. 50% of the class admitted that they had not bothered to listen to my podcast...which is a bit sad. THIS IS A COMPLEX TEXT AND DEMANDS YOUR INTELLECTUAL ENGAGEMENT. In the next lesson I will ask you twenty questions that relate to the resources below. THESE ARE KEY RESOURCES. Our class discussion has been a little lifeless in the last two sessions and this is because students are not synthesising the information that I am providing for you. Last month I received an email from an English teacher thanking me for this blog and she stated how helpful it is for her students. It is quite ironic that my own students seem to be ignoring my blog. When i say ironic...I really mean deeply depressing!
IT IS 'KICK UP THE ARSE TIME'. Below are the JERUSALEM resources that students need to digest. Student knowledge relating to the content of these resources will be tested on Tuesday. THIS IS A BIG HOMEWORK. CLASS DISCUSSION NEEDS TO BE MORE DYNAMIC AND INFORMED.
MY JERUSALEM PODCAST:
https://soundcloud.com/fishymedia/an-as-lit-podcast-jez
Jez Butterworth interview:
http://www.youtube.com/watch?v=efbHIyk4Nx0
Jez Butterworth/Mark Rylance interview on New York University's Theater Talk:
http://www.youtube.com/watch?v=ENEoRHLuZ1I
Daily Telegraph newspaper article:
http://www.telegraph.co.uk/culture/theatre/7598318/Jerusalem-a-play-for-todays-England.html

There have been a lot of puzzled faces facing me in the last two lessons. STUDENTS NEED TO DIGEST THE ABOVE RESOURCES SO THAT WE CAN HAVE AN INFORMED AND INTELLIGENT CLASS DISCUSSION. YOU HAVE TO INHALE INFORMATION TO EXHALE INFORMED OPINION.

YEAR 13 LESSON FORTY-ONE [5th March 14]: Homework

The aim of this session was to explore issues relating to the penultimate scene of the play. This is the scene with the OLD MAN who is a key symbol within the play. Class discussion considered how Marlowe uses this character to represent the power of faith and amplify the weakness of Faustus. The Old Man attempts to discourage Faustus from ending his own life,encourages Faustus to rediscover his faith and is murdered by demons on the instruction of Faustus!! Class discussion also explored the significance of Faustus 'snogging' a demon! THIS IS A VERY IMPORTANT, CONTROVERSIAL AND SHOCKING SCENE.
Students were also encouraged to consider the value of this play for a secular twenty-first century audience. If the religious context is removed from this play, what is its meaning? There were some excellent comments relating to a modern audience viewing the play as deeply symbolic and the demons representing the negative features of human nature. The themes of ambition and power are timeless themes and ensure that a modern audience would still be engaged by this text. The idea that the devils could appear in smart suits and represent the 'banking industry' was a particularly popular interpretation. THIS IS A PLAY THAT EXPLORES THE THEME OF GREED.
HOMEWORK: Read/Listen to/Watch the final scene. How does Marlowe want the audience to view the death of Faustus? Is Faustus a sympathetic character at the end of the play? I expect a robust class discussion to rock Friday's lesson.
Today i made reference to a TV series from my childhood called CAPTAIN SCARLET. Just like the OLD MAN, he is indestructable. Click on link to view intro. It is it any wonder my generation is a bit odd?
http://www.youtube.com/watch?v=bV8YbLvGrb0
Here in the theme tune...classic. We will be singing this in our next lesson:
http://www.youtube.com/watch?v=-2_ApL9OZKs

YEAR 13 LESSON FORTY [27th Feb 14]: Homework

The aim of this session was to examine the significance of Scene 11 and Scene 12. The Horse-Courser scene is significant because Faustus becomes a comedic figure and he entertains the audience with his mockery of the greedy Horse-Courser. Students were asked to consider why Marlowe has reduced Faustus to a comedic character. Students were asked to consider the comments made by Faustus in the early stages of the play ..'A sound magician is a mighty God...All things that move between the quiet poles shall be at my command...I'll be great Emperor of the world,' and compare this aspiration with his representation in Scene 11/12. Students were asked to consider how much POWER Faustus has actually gained by selling his soul.
Students were asked to consider possible content for the question:
WHAT IS THE SIGNIFICANCE OF SCENE TEN?
HOMEWORK: Complete the written task. Students also need to read the final scenes of the play and consider the symbolic significance of The Old Man.

YEAR 12 LESSONS 38/39/40 [25th/26th Feb and 4th March 14]: Homework

The content of all three sessions involved the reading and discussion of Jez Butterworth's JERUSALEM. This controversial modern play is a complex text and demands a close reading. Students are expected to digest ALL the resources that have been offered in class and via the blog as the coursework demands an informed and sophisticated level of textual understanding. Students need to consider how they would answer the following questions:

• Why does Butterworth offer so many allusions to the comedic conventions of Shakespeare?
• Why does Butterworth offer so many allusions to Romantic Literature?
• What is the symbolic significance of Rooster Byron? What ideas are being presented to the audience through this character?
• What kind of England is being presented to the audience in this play?
• To what extent can this play be considered to be a comedy?
• How do you interpret the final section of Act Three? How do you view the moment when Phaedra dances with Byron? How do you view the final moments of the play when a bloody and branded Byron is defiantly banging a drum and  attempting to summon the giants of England to help him fight authority?

HOMEWORK: Read the play and digest ALL the resources. At the very least you should be familiar with my podcast. Tomorrow we shall be examining the text in detail with particular focus placed on the symbolic nature of Byron. Tomorrow we begin constructing content that will be used to create coursework. THE NEXT FEW LESSONS WILL ALL BE RELATED TO THE CONSTRUCTION OF AS LIT COURSEWORK.
Link to podcast:
http://soundcloud.com/fishymedia/an-as-lit-podcast-jez 
Here is a link to BILL HICKS. This is serious comedy:
http://www.youtube.com/watch?v=6X56vWHFGGU
http://www.youtube.com/watch?v=11Fl9ZVJ7B8
http://www.youtube.com/watch?v=gDW_Hj2K0wo