YEAR 12 LESSON TWENTY-SEVEN [19th Dec 14]: Homework

The final session of the term involved an exploration of the first section of THE RIME OF THE ANCIENT MARINER. Students were encouraged to consider the significance of character, location, language and the ballad form.

HOMEWORK: Students need to read Gatsby and prepare for the mock exam in January. Students also need to read/listen to TROTAM and soak up some of the resources that are available on this blog. Students should digest the BBC documentary series THE ROMANTICS. See link below:
http://becuriouslit.blogspot.co.uk/2014/12/year-12-lesson-twenty-five-12th-dec-14.html
Here is a TROTAM podcast that I created for the fine minds of my students:
https://soundcloud.com/fishymedia/literature-podcast-two-the
Richard Burton reads the poem:
https://www.youtube.com/watch?v=RGH4p4z4s5A
COLERIDGE'S 'THE RIME OF THE ANCIENT MARINER' is one of the most famous poems ever created so please feel free to indulge in some independent research to develop a more informed understanding of this poem.
ENJOY THE WINTER BREAK BUT PLEASE DO NOT FORGET THAT YOU ARE A STUDENT. READ THE TEXTS AND INDULGE IN SOME CRITICAL THINKING!!

YEAR 13 LESSON 28/29 [15th/18th Dec 14]: Homework

The aim of the final two sessions of the year was to explore the significance of the revealing of THE SEVEN DEADLY SINS in Scene Six of Marlowe's The Tragicall History Of Dr. Faustus. Class discussion explored the the significance of DISTRACTION and SPECTACLE. Students were asked to consider:

• Why Faustus appears to repent as he 'beholds the heavens' then decides that 'I am resolv'd: Faustus shall ne'er repent.' Why does he change his attitude?
• Why does Faustus appear so frustrated with Mephistophilis and then provokes Meph with the line..'Tell me who made the world' ?
• Why does Faustus appear to rebel against Mephistophilis and how does Meph react?
• What is the dramatic significance of the appearance of Lucifer and Belzebub and the spectacle of THE SEVEN DEADLY SINS?
• How should Faustus react having witnessed this spectacle?
• How should Faustus deliver the line: 'O, this feeds my soul'?

The Seven Deadly Sins is basically the representation of Hell on the stage so this needs to be a TERRIFYING and POWERFUL dramatic moment. If this play is to be considered a form of Christian Fable that warns the audience against rejecting divine power, this scene needs to offer an emotional impact. Should Faustus be terrified by this spectacle? WHAT IS MARLOWE'S AIM HERE?

HOMEWORK:

Students need to be reading/listening/watching any versions of Marlowe's play. It is important that students are VERY familiar with the play when we return in January. Students also need to read Frankenstein as the mock exam will be a gothic reality the week after we return in January. The question will ask students to consider the significance of 'TRANSGRESSION' in the novel. Students need to be READING and THINKING. This has been a reasonable term but we clearly still have a lot of work ahead of us. EG/LC owe me homework which I want asap.

We will begin our coursework in January so students need to decide which text they will be using as the focus of their work.

YEAR 12 LESSON TWENTY-SIX [16th Dec 14]: Homework

The aim of this session was to explore the opening section of S.T.Coleridge's THE RIME OF THE ANCIENT MARINER. The session began with the ArchDukeOfNonsense asking students to link the images at the top of this blog to Fitzgerald's THE GREAT GATSBY. THis then moved into group work that examined the significance of CHARACTER, LOCATION and LANGUAGE in the opening section of Coleridge's famous poem. The final section of the session involved students making links between GATSBY and TROTAM. A good session. Class response was excellent.

HOMEWORK: READ TROTAM and consider the final chapter of TGG.

YEAR 12 LESSON TWENTY-FIVE [12th Dec 14]: Homework

The aim of this session was to discuss the key features Chapter Eight in THE GREAT GATSBY. Class discussion explored:

• The significance of Carraway's representation of why Gatsby fell in love with Daisy.
• The significance of Carraway's comment: 'They're a rotten crowd,' I shouted across the lawn. 'You're worth the whole damn bunch put together.'
• The significance of the eyes of T.J. Eckleburg and the comments by Michaelis that 'You ought to have a church George, for times like this.' THE ABSENCE OF RELIGION IN THIS NOVEL IS EXTREMELY SIGNIFICANT. It appears that America is now worshipping conspicuous consumption and consumerism rather than seeking the spiritual comfort of religious worship. George comments that 'You may fool me, but you can't fool God...God sees everything.' THE EYES ARE A SIGIFICANT SYMBOL IN THIS NOVEL. 
• The significance of Carraway's poetic representation of the brutal execution of Gatsby and the brief reference to the death of George. Students need to be aware of how Carraway masks the brutality of the brutal murder and why Carraway represents Gatsby's death in this manner. Author's aim?
• The significance of Lionel Trilling's comment that 'GATSBY IS AMERICA'?

Class discussion was excellent. Thank you.

HOMEWORK: Read the Gatsby material that I gave you in today's session and read the opening section of TROTAM by S.T. Coleridge. In the next lesson we will be exploring links between THE GREAT GATSBY and the opening section of Coleridge's famous poem. When attempting to identify links , consider representation of character, location and language.

COMPLETE THE ESSAY.

I made reference to THE ROMANTIC MOVEMENT in this lesson. There is a brilliant THREE PART BBC documentary series that explores the historical and artistic significance of this famous moment in English Literature. See resources below:

PART ONE...LIBERTY:

https://www.youtube.com/watch?v=_n7ruCqRLRk&list=PLJsfwazehtusFv8Fo0mVzQA5_zK7mC4KH

From this link students can watch the final two sections of this fantastic documentary series. The final two episodes are titled NATURE and ETERNITY. SOAK THIS UP LIT FREAKS. AN INFORMED STUDENT IS A SUCCESSFUL STUDENT.

YEAR 13 LESSON TWENTY-SEVEN [11th Dec 14]: Homework

The aim of this session was to watch a version of the play and discuss the nature of the representation. In the version that we watched, some students were surprised by how aggressive Meph appeared to be from the moment of his first appearance and the passive presentation of Faustus. This lesson discussed the importance of SPECTACLE AND DISTRACTION.
It is extremely important that students develop an informed understanding of the first FIVE SCENES of the play.
HOMEWORK: READ/WATCH/LISTEN to the presentation of THE SEVEN DEADLY SINS and consider this scene in the context of SPECTACLE AND DISTRACTION. What is the aim of this scene? We will also be discussing Frankenstein in the next session.

YEAR 13 LESSON 25/26 [ 8th/11th Dec 14]: Homework

These two sessions continued to explore issues relating to the opening scenes of Marlowe's Dr.Faustus. The Monday session introduced the comical narrative that reflects the themes being explored in the more serious dramatic narrative. The Clown is a Faustus figure and Wagner can be compared with Mephistophilis. The Clown, like Faustus, does not appreciate the value of his soul.
Homework:
Offer a written response to the following questions:

1. What is the significance of The Chorus?
2. What is your impression of Faustus in the opening section of the play?
3. What is the purpose of Scene Four?
4. How does Marlowe present Mephistophilis in Scene Three and Scene Five?

Thursday's session examined a live version of the play and discussed the interpretation being presented by the director. I can only apologise for the Wedding Underpant moment. Enjoy your tea.

Homework: Keep reading/watching/listening to the play and we will be discussing Frankenstein in the next session in prep for the mock exam in January. Bring some informed comment.

YEAR 12 LESSON TWENTY-FOUR [9th Dec 14]: Homework

This was a big lesson because the whole aim of this session was to provide specific guidance for the essay question:
HOW DOES FITZGERALD TELL THE STORY IN CHAPTER SEVEN?
In the past we have had issues with students not really explaining how textual reference supports opinion so this is the area that needs to be precise and coherent. This critical explanation then moves smoothly into a consideration of author's aim/question focus. Good luck LIT FREAKS. You have one week to complete this essay so if students complete a paragraph and want me to check the precision of their critical argument, please feel free to stick your work in my digital pipe. I will offer a response asap. THIS IS A HUGE ESSAY.

HOMEWORK: Complete the essay and read the novel. 

YEAR 13 LESSON TWENTY-FOUR [4th Dec 14]: Homework

This Thursday's session continued to discuss the opening scenes of Marlowe's Faustus. Discussion considered the representation of Mephistophilis and how the representation differs in Scene Five from the representation offered by Marlowe in Scene Three. Students were asked to consider why MEPH appears to be such a reasonable demon when he first appears on the stage. Discussion also considered how Marlowe subverts the convention of the traditional Morality Play to shape a shocking and terrifying conclusion.

HOMEWORK: Students need to be reading/listening/watching the play and developing an understanding of the historical context/themes/author's aim. The opening scenes of the play is full of key quotes and students need to be recording these quotes and considering their significance.
Below is an excellent discussion of the FAUST MYTH and contains a discussion that explores the significance of Marlowe's play. SOAK IT UP!
AUDIO VERSION OF THE PLAY:
https://www.youtube.com/watch?v=05_MuudRt6k
Discussion of the Faust Myth. Contains an excellent discussion of the play. Broadcast on Melvyn Bragg's IN OUR TIME on BBC Radio 4:
http://www.bbc.co.uk/programmes/p004y2bt
Trailer for version of Faustus performed in Manchester in 2010:
https://www.youtube.com/watch?v=YTJ4q8aPsoI
Actors/Director discuss the prep for the play. Creating the roles of Faustus and Meph:
https://www.youtube.com/watch?v=QnkoD267PvU&feature=related

YEAR 12 LESSON 22/23 [2nd/5th Dec 14]: Homework

The aim of both of these sessions was to develop a more sophisticated understanding of how Fitzgerald shapes his narrative in Chapter Seven of THE GREAT GATSBY. The whole discussion is moving towards the question:
HOW DOES FITZGERALD TELL THE STORY IN CHAPTER SEVEN?
The focus of the discussion has been how Fitzgerald uses language, form and structure to shape meaning. Tuesday's session involved identifying the key moment within this chapter and producing a 15 minute written response. The quality of the work was impressive. Thank you.
Friday's session continued to discuss issues relating to chapter seven.

HOMEWORK: READ THE NOVEL. You are all aware that next week you will be attempting a written response so students need to consider potential content for this essay. Next week students will be asked to consider:

• THE KEY SYMBOLS BEING USED TO SHAPE MEANING IN CHAPTER SEVEN.
• THE SIGNIFICANT DESCRIPTIVE MOMENTS THAT ALLOW FITZGERALD TO SHAPE MEANING [simile, metaphor...].
• The significance of Carraway's sympathetic narrative voice.
• The significance of the sequence of events presented by Fitzgerald in this chapter.

THE WHOLE AIM OF THE ESSAY THAT YOU WILL RECEIVE AS HOMEWORK NEXT WEEK  IS TO SHOW YOUR UNDERSTANDING OF HOW FITZGERALD SHAPES MEANING IN CHAPTER SEVEN. STUDENTS WILL NEED TO SHOW AN UNDERSTANDING OF HOW FITZGERALD SHAPES HIS NARRATIVE TO EXPRESS HIS KEY IDEAS.

THIS IS A VERY IMPORTANT ESSAY. PLEASE PREPARE FOR OUR SESSIONS NEXT WEEK. I AM HOPING TO EXPERIENCE A VERY INFORMED CLASS DISCUSSION.
Fitzgerald Biography:
http://www.biography.com/people/f-scott-fitzgerald-9296261#synopsis

ONE NATION? The death of ERIC GARNER.

Year 12 are currently examining a text that suggests that America is a divided country and is a long way from the idealised vision of ONE NATION. The resources below need to be considered in the context of Fitzgerald's THE GREAT GATSBY. Land of the Free?
https://www.youtube.com/watch?v=DtOJSgdkt60
http://www.bbc.co.uk/news/world-us-canada-30350648

YEAR 13 LESSON 22/23/ [27th Nov/1st Dec 14]: Homework

Both these sessions looked at the opening section of CHRISTOPHER MARLOWE'S 'THE TRAGEDY OF DOCTOR FAUSTUS.' Thursday's session explored the shocking nature of the Opening Scene with Faustus kicking a bible around the stage whilst stating 'DIVINITY, ADIEU!'
Class discussion considered the significance of THE CHORUS with its reference to the myth of Icarus and the tone of condemnation that describes Faustus, a man 'BASE OF STOCK' who indulged in the 'DEVILISH EXERCISE' of 'CURSED NECROMANCY'. Students were asked to consider how shocking the content of this opening section would be to a sixteenth century audience and how a contemporary religious audience would still be shocked by the content of this opening section. Reference was made to the concept of BLASPHEMY and how Edward Wightman was burned at the stake in 1612 and Tom Aikenhead was executed in 1697 for uttering blasphemous views. This play was first performed at some point in the 1590s...so MARLOWE is offering some incredibly brave and shocking dramatic content. The CHORUS allows Marlowe to create a moral viewpoint that saves him from the accusation of blasphemy.
The Monday session examined the introduction of MEPHISTOPHILIS and the class were asked to consider why this demon appears to be so honest and why is this demon appears capable of empathy!! Discussion also explored the shocking significance of a demon appearing dressed as a Franciscan Friar and why the language of the Catholic Church appears to be the language of LUCIFER.

This is a cracking play that is incredibly confrontational and shocking. Its satirical lampooning of the Catholic Church could still be considered to be extremely offensive.

HOMEWORK: In the next session we will be exploring the significance of the first FIVE scenes of the play and comparing the play with Shelley's Frankenstein. Students also need to read the Maupassant short-story, Poe's THE TELL-TALE HEART, and the Angela Carter short story we discussed last term. We need to be considering the nature of the gothic tradition. LOTS OF READING/LISTENING/WATCHING FOR HOMEWORK FOLKS. See you Thursday. If you do not read the play are lessons will be sooooo boring....please familiarise yourselves with the play.