YEAR 13 Resources 5th Dec 16

Film linked to Trade Unions..:
https://vimeo.com/173624712
How does this strike action link to the issues in Hard Times?
Hitler..'anyone who paints a sky green and fields blue, ought to be sterilised.'

"As for the degenerate artists, I forbid them to force their so-called experiences upon the public. If they do see fields blue, they are deranged, and should go to an asylum. If the only pretend to see them blue, they are criminals, and should go to prison. I will purge the nation of them."

WHAT IS ART FOR ? :
https://www.youtube.com/watch?v=ZVlQOytFCRI

The School of Life..DICKENS:
https://www.youtube.com/watch?v=N9dB9BZWDBU&t=110s
The Tolpuddle Martyrs:
https://www.youtube.com/watch?v=XvLyEoYmTaE
The Tolpuddle Martyrs website:
http://www.tolpuddlemartyrs.org.uk/story

YEAR 13 Monday 28th November 2016

This session began with a consideration of the question: CAN ART CHANGE THE WORLD?
Class discussion considered the political influence of Picasso's GUERNICA [see above] before moving into a discussion of KEN LOACH.
Reference was made to British Filmmaker KEN LOACH and his controversial 1966 film CATHY COME HOME that was broadcast on BBC1 and caused a storm of debate linked to the government's attitude to the homeless. In the film the female protagonist has her children taken from her as she struggles to pay the rent on her flat and becomes homeless. This film inspired a national debate that directly inspired the formation of the homeless charity CRISIS. This charity has helped thousands of vulnerable people to navigate through the horror of being homeless. This film forced a parliamentary debate and political pressure was placed upon social services to change their approach to the treatment of families and homelessness.
Ken Loach...
Cathy Come Home
https://www.youtube.com/watch?v=xky8ZqhNAlo
I Daniel Blake:
https://www.youtube.com/watch?v=f4KbJLpu7yo
In Parliament, Jeremy Corbyn asked Theresa May to watch this film to gain an insight into how welfare reforms are affecting the lives of people in the UK.
I also referred to Hitler's 1937 exhibition of art  that travelled around Germany and Austria. This exhibition attempted to highlight the kind of art that Germanic people should reject. The exhibition included some of the images below:

Hitler's Degenerate Art:
http://www.bbc.co.uk/news/magazine-24819441
http://www.visual-arts-cork.com/history-of-art/degenerate-art.htm

Below is the work of JOHN HEARTFIELD. The Gestapo placed Heartfield at the top of their WANTED list and attempted to kill him in 1933. He escaped from the country of his birth and continued to create art.
WHY DID HITLER DESPISE MODERNIST ART? WHY DID HE DESPISE ABSTRACT ART? WHAT DID HE FEAR? WHAT DID HE WANT TO CONTROL AND WHY? WHAT DOES THIS MOMENT TELL US ABOUT THE POWER OF HUMAN IMAGINATION?

The session looked at the SECOND section of HARD TIMES. I looked at key issues from EXPLOSION to DOWN. Students were made aware of the key moments from this section of the novel. Focus was placed upon Harthouse and the fact that Dickens clearly despises his indifference and moral vacuity. Dickens presents a potential politician who believes..'WHAT WILL BE WILL BE', and who states when speaking to Tom that '..every man is selfish in everything he does and I am exactly like the rest of my fellow creatures.' Dickens illustrates the destructive nature of Harthouse's  'ennui' with the wonderful line: 'It is the drifting icebergs setting with any current anywhere, that wreck the ships.'
We also looked at the significance of the death of Mrs. Gradgrind and her husband's reaction to her death, the representation of Bitzer and the wonderful moment when Dickens describes his snoring as similar to the sound of a 'Dutch Clock' [even asleep he sounds like a machine], the significance of Mrs Sparsit's staircase, and the significance of Tom's theft from the bank and the moment when Louisa pleads with him to be truthful. Particular focus was placed upon the final two chapters of the second section.The session concluded with a discussion linked to the final chapter of 'REAPING' and how Gradgrind responds to Louisa's emotional honesty.

HOMEWORK:
Complete a paragraph response to the question:
Why is DOWN such a significant chapter?
Students need to offer.....:

• A strong opinion.
• Support this opinion with clear textual reference that considers brief reference to the chapter FATHER AND DAUGHTER in the first book. You must offer evidence of cross reference. How has Gradgrind changed? Why? Try and refer to Dickens' use of metaphor and how he is shaping meaning.
• Question Focus?/Author's aim?/ Historical context?/ Critical comment.

THIS PARAGRAPH NEEDS TO BE PACKED WITH DETAIL.

YEAR 12 Friday 25th November 2016.

This session considered some key moments from chapters SEVEN and EIGHT and the main focus of the session was a consideration of the question:
DOES FITZGERALD PRESENT GATSBY AS A TRAGIC HERO?
The class were asked to consider the conventions of dramatic tragedy such as:
HUBRIS....the idea that a man forgets he is mortal and believes himself a God.
HARMARTIA...a good man makes a fatal mistake that leads to his destruction
CATHARSIS...the audience are made to feel a sense of FEAR and PITY that inspires a sense of 'emotional purification' that involves some form of learning linked to the human condition.
Students were also asked to consider whether Gatsby is destroyed by circumstances beyond his control and consider the definition of TRAGEDY offered by D.H.Lawrence and Arthur Miller.
At one point in the lesson we watched the resource below and briefly discussed its content:
https://www.youtube.com/watch?v=OLSVx84uPrY
Students really need to digest these two resources posted to my previous blog entry. I'm not sure YOU LOT are visiting these resources:
Definition and discussion of Dramatic Tragedy offered by The National Theatre:
https://www.youtube.com/watch?v=dSr6mP-zxUc
A GATSBY podcast created by a bloke addicted to TUNNOCKS' TEA CAKES:
https://soundcloud.com/fishymedia/literature-podcast-an-as-level

HOMEWORK: Consider how you will answer the 'GATSBY TRAGIC HERO?' question as this will be your next essay. We will be planning the written response in the next session so it is important that students READ THE TEXT and bring some ideas to the classroom. Does Fitzgerald really want the reader to view Gatsby as in any way heroic? Is it possible that CARRAWAY views Gatsby as a tragic hero but Fitzgerald wants the reader to view Gatsby in a different manner??
BIG DISCUSSION NEXT SESSION FOLKS.

YEAR 13 Monday 21st Nov 16

This session was an exploration of the FIRST SIX CHAPTERS of the SECOND SECTION of the novel. Particular focus was placed upon the character of STEPHEN BLACKPOOL. Students were asked to consider the significance of....

• The savage attack on the factory owners at the beginning of the second section.
• The representation of James Harthouse and how Dickens feels about this character. This character aspires to be an MP...how does Dickens view the morality of this character?
• SLACKBRIDGE and the way that Dickens presents the Trade Union.
• The reason why Stephen refuses to join the Union.
• When Stephen is asked to meet Bounderby, how does Stephen represent the people that seem to have alienated him? Why does Dickens represent Stephen as such a decent and compassionate man? What does Stephen represent?
• Louisa's reaction when she enters the dwelling of Stephen Blackpool.
• The KEY moment when Dickens removes any pretence that this is a third person narrative and introduces the incredible paragraph in Chapter Six that warns that 'REALITY WILL TAKE A WOLFISH TURN, AND MAKE AN END OF YOU.'

HOMEWORK: Continue to digest the resources posted to previous blog entries, read the whole of the second section, and produce a paragraph of written work that illustrates the KEY NOTE from the novel thus far.

The paragraph needs to clearly explain why you feel that your KEY MOMENT is so significant and students must clearly explain how and why this moment allows Dickens to  express his ideas.

Paragraph structure:

• OPINION
• TEXTUAL REFERENCE
• EXPLAIN SIGNIFICANCE OF THE TEXTUAL REFERENCE
• CLEARLY STATE WHY THIS IS SUCH A SIGNIFICANT MOMENT AND LINK TO AUTHOR'S AIM. THERE ALSO NEEDS TO BE SOME REFERENCE TO HISTORICAL CONTEXT AND REFERENCE TO THE VIEW OF A CRITIC. Read the notes I have provided.

Below is a link to a decent article about the novel. Well worth a read.

http://beholdthestars.blogspot.co.uk/2014/02/hard-times-for-these-times-by-charles.html

YEAR 12 15th/18th/22nd Nov 16

These THREE sessions looked at the novel from CHAPTER FIVE through to the end of CHAPTER SEVEN. The Friday session considered the role of Nick Caraway and how Fitzgerald uses this character to shape meaning. Today's session considered the moment when Daisy chooses Tom. The class were asked to consider THREE key questions when considering Chapter Seven:

• How does Fitzgerald create a sense of dramatic tension in Chapter Seven?
• Why does Daisy reject Gatsby?
• How do you feel any sympathy for Gatsby at the end of Chapter Seven?

When we meet on Friday we will be discussing the key moments from Chapter Seven and Chapter Eight so students need to READ THE TEXT.

HOMEWORK: READ Chapter Seven through to the end of the novel. Our focus will be George Wilson, Carraway and Gatsby. How significant is the theme of dreams? To what extent can Gatsby be considered a tragic hero? Is he a villain? To what extent can this novel be considered a tragedy?

Here are some resources to consider. Feast on this Gatsby food !

An introduction to Greek Tragedy:

https://www.youtube.com/watch?v=dSr6mP-zxUc

John Green...The Great Gatsby Part One:

https://www.youtube.com/watch?v=xw9Au9OoN88&t=103s

A fat bloke you know talking about Gatsby:

https://soundcloud.com/fishymedia/literature-podcast-an-as-level

John Green...Is Gatsby Great?

https://www.youtube.com/watch?v=cn0WZ8-0Z1Y&t=7s

YEAR 11..JEKYLL and HYDE resources.

2003 FULL Film:
https://www.youtube.com/watch?v=1mQt5FreIiQ
10 facts:
https://www.youtube.com/watch?v=C1_zuYlYKio
Context video:
https://www.youtube.com/watch?v=mpMdy9YGdZc
Transformation Scene..American Werewolf in London...
https://www.youtube.com/watch?v=UFLQS12z8K4
The League of Extraordinary Gentleman:
https://www.youtube.com/watch?v=JCHadoTSqMs
ITV hero version:
https://www.youtube.com/watch?v=SKPUv6_-2ZA
BBC Documentary 1996....Excellent resource:
https://www.youtube.com/watch?v=b04aSxzD4Xo

WHAT IS ART FOR? Year 13 Mon 14th Nov 16.

Today's session was a journey through the final SIX chapters of the first section of Dickens' novel. Essays have been handed to me and I am extremely impressed with the quality of the written work. In fact I would say that some of you have regenerated my faith in this class as I was incredibly disappointed with some of the work offered to me in the first half-term...so well done and thank you.
One of the features of the essays that we need to improve is the understanding of WHY Dickens values the power of the HUMAN IMAGINATION.
The following questions need to be considered by ALL students:
WHY DOES DICKENS VALUE THE POWER OF HUMAN IMAGINATION?
HOW DOES DICKENS WANT THE READER TO REACT TO THIS NARRATIVE?
HOW IS METAPHOR USED TO SHAPE AND PRESENT DICKENS' VIEWS?
WHY IS HE SO OPPOSED TO THE UTILITARIAN PHILOSOPHY?
WHO OR WHAT IS BEING ATTACKED IN THIS NOVEL?
WHAT DOES DICKENS HOPE TO ACHIEVE?

Homework: READ the first SIX chapters of the SECOND section of the novel.
Engage with these resources. They will inform your understanding of WHY DICKENS places so much value on the power of the human imagination....
WHAT IS ART FOR?...Alain de Botton...
https://www.youtube.com/watch?v=ZVlQOytFCRI
A teacher discusses the role of Art in Education:
https://www.youtube.com/watch?v=Odbcty42MaM
Sir Ken Robinson on creativity and education:
https://www.youtube.com/watch?v=ywIhJ2goiGE
Ken's famous TED lecture..'DO SCHOOLS KILL CREATIVITY ?' :
https://www.youtube.com/watch?v=iG9CE55wbtY
RICHARD FEYNMAN is one of the greatest Scientists that has ever lived. His views illuminate the role of WONDER in Scientific discovery. This bloke is a LEGEND...and he played the bongos:
https://www.youtube.com/watch?v=VxmmcwvkZeM

YEAR 12 Friday 11th Nov 16.

Today's session considered how Fitzgerald shapes meaning in Chapter FIVE of the novel. Students have been encouraged in the past couple of lessons to consider AUTHOR'S AIM when concluding a written paragraph. This lesson reinforced this feature of written work. Class discussion moved into a 20 minute paragraph response. Class discussion was excellent and the precision of the written work is improving.
HOMEWORK: Read the novel. We will be discussing CHAPTER FIVE and CHAPTER SIX in the next session and if we have time, I want to discuss the key moment in Chapter EIGHT when Caraway explains WHY GATSBY fell in love with DAISY.....What are Gatsby's reasons for attempting to capture her heart???

YEAR 12 Tuesday 8th Nov 16.

The session began with a consideration of how the cruel and childish nature of the American Presidential campaign could be linked to Fitzgerald's novel. The class discussion involved a reaction to two campaign films used by Trump and Clinton. Click on links below:
Clinton campaign film:
https://www.youtube.com/watch?v=Oy8HRdlLGCQ
Trump response in campaign film:
https://www.youtube.com/watch?v=u1EuZ5ObQp8
Is there a link between the America of 2016 and the America of the novel? Errrrr......

The lesson then considered the final section of Chapter Four within which Fitzgerald has Jordan reveal the romantic link between Gatsby and Daisy. The key line from this section is CARRAWAY'S comment: ' HE CAME ALIVE TO ME, DELIVERED SUDDENLY FROM THE WOMB OF HIS PURPOSELESS SPLENDOUR.' Students need to note Daisy's reaction on her wedding night when receiving a letter...'DRUNK AS A MONKEY'!!
The session moved on to consider CHAPTER FIVE and the moment when Gatsby and Daisy meet each other after FIVE years. Students were asked to consider how Fitzgerald presents this meeting and identify the grotesque comedy that is used to fool the reader into believing that Gatsby's desire to be reunited with Daisy is doomed to fail.

HOMEWORK: READ Chapter Five in detail as we will be discussing this pivotal chapter in the next session. Consider how Fitzgerald manipulates the reader before Daisy and Gatsby are 'successfully' reunited. Why does the chapter conclude with such a melancholy tone when it surely should be euphoric??!!!

YEAR 13 Mon 7th Nov 16.

This session considered the first 8/9 chapters of CHARLES DICKENS' HARD TIMES. The class were urged to consider key moments within this opening section and consider Dickens' style of writing, how he uses metaphor to express his philosophy, and the philosophical and political aim of the author. Specific focus was placed on the description of COKETOWN. Class response was good.
Students were asked to consider the question:
WHAT IS DICKENS ATTACKING IN THE FIRST EIGHT/NINE CHAPTERS AND WHY IS HE DEALING WITH THESE THEMES AND ISSUES?
The class were provided with a very clear essay structure:

• EDUCATION....Dickens is clearly attacking the FACT obsessed UTILITARIAN educational philosophy being promoted by THOMAS GRADGRIND Senior. Evidence of Dickens' repulsion for this form of education can be found in the dehumanised descriptions of Gradgrind in the opening chapter, the description of the classroom ['plain, bare, monotonous vault'], descriptions of BITZER in Chapter Two [Bitzer being an example of the consequence of an education that has contempt for human imagination and 'WONDER'], the contempt of TOM in Chapter 8 who calls his home a 'jaundiced jail'and his desire to 'collect all the facts we hear so much about..I wish I could put a thousand barrels of gunpowder under them, and blow them up...I'll have my revenge.' This could be linked to the subjective omniscient narrative voice of Dickens who in Chapter Two uses the same destructive imagery to describe Tom's father:..'he seemed a kind of cannon loaded to the muzzle with facts and prepared to blow them clean out of the regions of childhood at one discharge.' Obviously Dickens suggests that this system is failing to connect with the human desires of childhood as Tom and Louisa attempt to witness the Circus in Chapter Two. The chapter title 'Murdering the Innocents' may also allow you to construct a decent critical argument as does the names of the characters associated with this form of education: Gradgrind and M'Choakumchild. Remember, when Sissy becomes a student in Gradgrind's school Gradgrind informs her that she will be 'reclaimed and formed'!! Why does Dickens use this language? Is it appropriate for describing the nurturing function of education? The paragraph needs to conclude with a clear evaluation of WHY Dickens is so critical of this system. AUTHOR'S  AIM? Question Focus?

• THE WORKING CONDITIONS FOR FACTORY WORKERS....here the description of COKETOWN at the beginning of Chapter FIVE should provide your textual reference for constructing a critical response. How does Dickens use metaphor to suggest the horrific working conditions and the pollution that infects the town? Note how Dickens suggests The routine, repetitious, and uninspiring existence of the working population. The town reflects the unimaginative sensibility of the Utilitarian philosophy as  'the jail might have been the infirmary, the infirmary might have been the jail...' WHY DOES DICKENS USE THE IMAGE OF A PRISON AND A HOSPITAL?? Note his use of repetition to describe the monotonous nature of the town planning. Dickens links the experience of the workers with the experience of the children when using the rhetorical question: 'Is it possible , I WONDER, that there was any analogy between the case of the Coketown population and the case of the little Gradgrinds?' In Chapter Eight Dickens refers to the reading habits of some workers when they visit the library. They, like Tom and Louisa attempting to receive some imaginative stimulus from witnessing the Circus, use literature as a means of imaginative relief from the monotony of their existence. Why does Dickens describe the workers as 'hands'? HOW DOES DICKENS REPRESENT THE QUALITY OF LIFE BEING EXPERIENCED BY THE WORKING PEOPLE OF COKETOWN? WHY DOES HE REPRESENT THEM IN THIS MANNER? Author's aim? Question Focus?

• The third paragraph needs to explore the symbolic significance of the Circus. The Circus represents the world of WONDER and IMAGINATION. Dickens gives the characters of Childers, Kidderminster and Sleary the physical appearance of characters from a fable or the kind of fairy tales that the Gradgrind philosophy despises. Note the significance of their comical physical forms. When Sissy talks of how she soothed her father's pain by reading him tales of 'fairies..the dwarf..the hunchback..' Grad grind describes these narratives as 'destructive nonsense.' The Circus people are lodging at the 'PEGASUS ARMS'; this is significant because Pegasus in Greek mythology is often linked to the gathering of wisdom, power, and victory. Note how the Circus people reflect the human qualities that Dickens clearly values. Sleazy is an intelligent and emotionally articulate man. He immediately identifies Boundary as an arrogant fool and Dickens has Sleary utter one of the key lines in the novel: 'People must be amuthed.' Note how Dickens describes the community of the Circus: '..the combined literature of the whole company would have produced a poor letter on the subject...Yet there was a remarkable gentleness and childishness about these people..deserving as much respect...as..any class of people in the world.' Also note Sissy's responses in 'Sissy's Progress' within which Dickens suggests that the Gradgrind school is making Sissy feel guilty for responding to the teacher's questions with compassion and empathy. Sissy is clearly a symbol of the humanising power of the human imagination just as Bitzer and Tom represent the destructive nature of the Utilitarian educational philosophy. WHY DOES DICKENS WANT THE READER TO SYMPATHISE WITH THIS WORLD? WHAT DOES HE WANT THE READER TO IDENTIFY OR RECOGNISE?

• The conclusion needs to provide some context. Reference to the views of Carlyle? A novel that rejects the industrial triumphalism of The Great Exhibition in 1851? The opening chapters clearly present Dickens belief that the world of the novel needs reform...much like Britain itself. What is he criticising? What is he promoting? What do the opening chapters reveal to the reader? 

HOMEWORK: Read the first section of HARD TIMES and complete the essay. THIS IS AN IMPORTANT ESSAY AS IT WILL INFORM MY ASSESSMENTS FOR THE YOUR NEXT SCHOOL REPORT. The pre-coursework writing was poor. This essay needs to reflect your academic ability and requires your time and intellectual attention.

GOOD LUCK.

YEAR 12 Friday 4th Nov 16.

Today's session considered the moment in CHAPTER FOUR when Gatsby introduces Caraway to Wolfshiem. The class were asked to consider why Fitzgerald introduces this character. Recent essays have not lacked effort but our consideration of Fitzgerald's aims need to be far more convincing. Class discussion considered Fitzgerald's possible intent when introducing this ruthless and seemingly psychotic beast!!
The final section of the session was a 15 minute one paragraph response to the question:
Why is the introduction of Wolfshiem significant in Chapter 4?

HOMEWORK: READ CHAPTER 5. I will also be discussing the moment in CHAPTER EIGHT when Gatsby discusses why he loves Daisy. This is a key moment. Read it and be prepared for a class discussion. DO YOU THINK GATSBY REALLY LOVES DAISY? WHY DOES HE LOVE HER? WHAT IS FITZGERALD'S AIM HERE?

YEAR 12 Tuesday 1st Nov 16.

Today's session was informed by the recently completed Gatsby essays. The level of effort in this group is stunning but it is clear that we need to develop an understanding of Fitzgerald's aims if we are to improve the quality of critical writing. Therefore this session considered author's aim and also included the class modelling a paragraph in response to the question:
TO WHAT EXTENT IS TOM BUCHANAN A SYMBOL?
The class produced a paragraph that follows the structure that I encourage all students to follow. I used the metaphor of the WALTZ to illustrate the structure or choreography of a paragraph. The paragraph, like the Waltz, has a clearly defined movement. A paragraph has a structure that needs to be followed if the response is to be detailed and appropriate. I include the content in this blog entry. Note the content of the three photographs.

HOMEWORK: Continue to read the text and consider the question: To what extent is Daisy a symbol? I may offer this question as a timed essay in the next session so be prepared....

YEAR 13 Mon 31st Oct 16.

Today's session was the beginning of our journey through HARD TIMES. Class discussion considered the philosophical context of the novel. Reference was made to Thomas Carlyle, Jeremy Bentham, The Great Exhibition of 1851, and the Chartist Movement. Students need to read the FACT sheet that I handed to the class at the beginning of the session.
At one point I made reference to SUMMERHILL. Click on link below to develop an understanding of this unique approach to education:
https://www.youtube.com/watch?v=ZE20ylESsY4
AS Neill and Summerhill:
https://www.youtube.com/watch?v=4-C2i9Iq9vY
The point is that there is more than one way to educate children!!! This is a school with a unique philosophy that confounds OFSTED!!
This is a lovely 10 minute YOU TUBE film. Good introduction to the life, work and times of Dickens. ESSENTIAL VIEWING. WATCH THIS RESOURCE:
https://www.youtube.com/watch?v=N9dB9BZWDBU
Armando Iannucci's BBC documentary. Watch if you have time...it is excellent. Iannucci states that 'Dickens' world is OUR world' :
https://www.youtube.com/watch?v=6lZB6E0-yCk
WE need to understand CHARTISM:
https://www.youtube.com/watch?v=oW_p3YLkScM
Good academic article about the novel...'Fire, Fancy, and Fairy Tale' :
http://portfolio.snc.edu/stephanie_kleckner/engl-489-advanced-seminar-charles-dickens-seminar-essay-research-assignment-fire-fancy-and-fairy-tales-in-dickens-hard-times/
In Monday's session I mentioned the filmmaker KEN LOACH and how his films highlight the flaws of government policy in the hope of encouraging political and social reform...in a similar way to Dickens and his use of the literary form. Here is LOACH on last week's question time discussing whether society is less compassionate than it has been in the past. His new film deals with how the benefits system is lacking empathy and humanity...he uses the phrase 'Conscious Cruelty':
https://www.youtube.com/watch?v=FOKRsrTavX0
KEN LOACH on Channel FOUR NEWS with TORY MP KWASI KWARTENG:
https://www.youtube.com/watch?v=-V7Iaycp5IU
This is the trailer for LOACH'S new film 'I, Daniel Blake':
https://www.youtube.com/watch?v=ahWgxw9E_h4
REMEMBER...Dickens was inspired to create his work because he was appalled by human cruelty and he wanted to shame a political class who he believed had lost any sense of compassion for the vulnerable and instead harbour only heartless contempt for the less fortunate members of society. He wanted to use his art to encourage social change.
Film Critic Mark Kermode reviews Loach's film:
https://www.youtube.com/watch?v=offpkwG9zbA
The Real Daniel Blakes.....
https://www.youtube.com/watch?v=cKaX5wMyMqQ

I expect students to synthesise the information contained within these resources as this will allow us to generate an informed and detailed A LEVEL class discussion. It is important that students understand the HISTORICAL CONTEXT that surrounds this fantastic novel and can comprehend the contemporary relevance of HARD TIMES.

HOMEWORK: We will be discussing the content of the first EIGHT Chapters of the novel. The next session will not involve group work it will be an open class discussion and I expect ALL students to contribute. The two key questions that we will be discussing will be:

• How does Dickens use language, structure and form to shape meaning?
• What is Dickens ATTACKING and why? What is his aim?

YEAR 12: Tuesday 18th Oct.

The final session of the half-term involved a consideration of the final section of Chapter Three and the representation of Gatsby in the opening section of Chapter Four. We need to improve the level of detail that is being presented in written work so the last 15 minutes of the lesson was a written 'paragraph' response to the question:
How is Carraway presented in the opening chapters and why does Fitzgerald present him in this manner?

HOMEWORK: READ Fitzgerald's novel so that you are familiar with this fine work of American art. You have been incredibly impressive this half-term folks. We have a lot of hard work ahead of us but if you maintain your current level of effort, you will have a very successful year.
Enjoy being a teenager. See you when we return to the House of Fun....

YEAR 13: Mon 17th October 16.

Today's session considered possible content for the Poetry Coursework. The first written responses were not great and it is obvious that we need to improve our ability to examine how an author uses language, structure and form to shape meaning. We now have a starting point for the coursework and can begin to construct the final essays. Students need to arrange a tutorial with me to discuss how they can move forward with their work. I am free period FIVE and after school on Thursday. I will be meeting Ben M period one and have already discussed work with Harry B and Emily H.

Two students need to meet me Thursday Period 5 and Thursday after school. The tutorials should last about ONE HOUR. This is 10% of your final A Level therefore we need to develop our work. The rest of the class will need to meet me when we return after the half-term.

One of the weak areas of the poetry essays was the ability to offer an A Level standard critical analysis and this lesson attempted to illustrate how students could link the poetry of Larkin through metaphor and how the work of Ted Hughes could be examined through the use of metaphor.

HOMEWORK: When we return we will begin the study of Dickens' HARD TIMES. I expect students to have read the book already. I expect you to re-read the text over the half-term.
I also expect students to consider how they can improve their poetry coursework. When we discuss your poetry work you need to be able to refer to the appropriate texts and illustrate a sophisticated level of independent study and critical autonomy.

YEAR 12: Friday 14th Oct 16.

This session considered the significance of the THIRD CHAPTER and the focus of discussion was OWL EYES in The Library and the Singing Girl who is sobbing as she sings. Students were asked to consider the symbolic significance of a Party that transforms from being a symbol of opulence and hedonism into a chaotic and dangerous mess!!
Students need to consider WHY Fitzgerald introduces Gatsby into the narrative in such an understated manner and the significance of Carraway's comments about his own experience in New York. There is a lot of detail within this chapter that will become significant as we travel through the next couple of chapters.

HOMEWORK: Continue to revisit previous blog entries and keep reading the novel. We will be discussing CHAPTER FOUR/FIVE in the next session. Students need to complete the essay.

TED HUGHES RESOURCES....YEAR 13..

TED HUGHES/ SYLVIA PLATH interview:
https://www.youtube.com/watch?v=Vqhsnk6vY8E
Ted Hughes brief doc...includes some comments from TH:
https://www.youtube.com/watch?v=18DdJO9Lg
Simon Armitage on Hughes:
https://www.theguardian.com/books/2006/feb/18/poetry.simonhughes
Seamus Heaney on Hughes:
http://www.bbc.co.uk/news/entertainment-arts-16069214
Obituary in The Telegraph:
http://www.telegraph.co.uk/news/obituaries/5886550/Ted-Hughes.html

READ and SYNTHESISE those resources....and perhaps find a few of your own! There may be a comment here that will allow you to weave an effective critical argument.

YEAR 12 : Tue 11th Oct 16...

Today's session involved a GATSBY quiz. The quiz was marked out of 25. The highest mark was 20. The lowest mark was 6. Any student scoring less than half marks needs to read the book. There are FOUR students that need to READ THE TEXT.
WELL DONE FATIMA....Top mark...top work..much appreciated.
The majority of the session was a class discussion linked to the next essay. Students received a clear essay structure and discussion considered Fitzgerald's aim in the opening section of the text.

HOMEWORK: The essay needs to be complete for next Tuesday. Students need to keep reading the text. On Friday we will be discussing how Fitzgerald presents the character of Gatsby in the opening chapters. Students still need to visit previous blog entries to synthesise the material I have posted that links to Fitzgerald's novel. Click on links below:
http://becuriouslit.blogspot.co.uk/2016/10/year-12-lesson-5-9-23rd27th30th-septoct.html
http://becuriouslit.blogspot.co.uk/2016/09/year-12-lesson-four20th-sept-16.html
http://becuriouslit.blogspot.co.uk/2016/09/year-12-opening-three-lessons-sept-16.html

YEAR 13 ..10th Oct 16...

Today's session considered the VALUE of Literature. Students were shown two brief extracts from texts that are available via the BBC I-Player and class discussion considered a series of quotes [from Bacon and PB Shelley to TS Eliot and Laurie Anderson] that attempt to define the purpose or function of a literary text. I thought the class discussion was excellent.

HOMEWORK: Watch the WHOLE of WE BELONG HERE. This links directly to the coursework as these contemporary poets provide some wonderful definitions of poetic value. The first FIVE minutes is rich with material that students could use as reference material within their coursework.
http://www.bbc.co.uk/iplayer/episode/p048s2y6/we-belong-here#group=p0499vc7
The other text ' WE ARE POETS' is also superb...it lasts 80 minutes.
http://www.bbc.co.uk/iplayer/episode/p048s53p/we-are-poets#group=p0499vc7

Students need to read THE OLD FOOLS/AUBADE/THE MOWER by LARKIN and WIND/THE THOUGHT-FOX/ LOVESONG by HUGHES. We will be attempting to link the texts in the next session. Students might like to initially link the texts through metaphor and then progress from this to other aspects of how meaning is being shaped by the author.

Students will be expected to complete the first draft of their coursework before the end of this half-term....SO LOTS OF WORK TO DO FOLKS.....

YEAR 12 LESSON 5-9... 23rd/27th/30th Sept..Oct 4th/7th...

These sessions considered the first TWO chapters of Fitzgerald's THE GREAT GATSBY. Class discussion has considered the IDEALISED vision of America that is presented through the poetry of Walt Whitman, the significance of the EMMA LAZARUS poem within the Statue of Liberty, comments made by President Obama, and the philosophy enshrined within the Declaration of Independence. THIS IS OUR STARTING POINT FOR comprehending the aim of FITZGERALD. This novel was originally titled UNDER THE RED WHITE AND BLUE and can be considered to be a text that comments upon how close America is to notions such as ONE NATION and allowing all citizens equal access to the 'UNALIENABLE' right of FREEDOM, PERSONAL LIBERTY and HAPPINESS.

Specific focus was placed upon the two 'social gatherings' the opening chapters and the nature of NICK CARRAWAY. Nick is the most important character in the novel as he is the narrative filter through which Fitzgerald shapes the content of the novel.

The quality of response has been VARIABLE. WE need to raise our INTELLECTUAL GAME. I feel that some students are not adapting to the demands of an A LEVEL classroom. Our next session is a big session because if students have not attempted to read Chapter Three....some individuals will receive some very BLUNT and SINCERE comments from the bloke from HULL. Group work is not an excuse to discuss Hull Fair......bejesus! Some students are just regurgitating my comments and passing them back to me as if they are offering wisdom...this is not A Level analysis. It is grim.

WE are moving towards our first Gatsby essay. The title is....
TO WHAT EXTENT IS IDENTITY A KEY THEME IN THE OPENING CHAPTERS OF FITZGERALD'S THE GREAT GATSBY?

Students should be considering possible content for this essay. I expect students to be identifying key quotes that will allow you to construct a sophisticated A Level response and improve the grade achieved in your first essay. THIS IS A HUGE ESSAY.

HOMEWORK: Prepare for the essay and Read Chapter Three. I will expect students to consider content from this chapter in the context of the IDENTITY essay title.
If students have not synthesised these resources....DO IT NOW:
Previous blog entry...
http://becuriouslit.blogspot.co.uk/2016/09/year-12-opening-three-lessons-sept-16.html
American critic Father Barron discusses the novel...
https://www.youtube.com/watch?v=OLSVx84uPrY
John Green discusses the thematic nature of the novel....
https://www.youtube.com/watch?v=xw9Au9OoN88
John Green's summary of The Roaring 20s in America....
https://www.youtube.com/watch?v=VfOR1XCMf7A

READ THE TEXT  READ THE TEXT  READ THE TEXT  READ THE TEXT READ READ ....

YEAR 13 LESSON THREE/FOUR..26th Sept/3rd Oct 16

These two sessions continued to discuss appropriate content for the POETRY COURSEWORK. Discussion considered work by Ted Hughes, Philip Larkin, Shakespeare and Imtiaz Darker...THE WHOLE POINT OF THESE SESSIONS is to encourage students to consider which poet will become the focus of their Cwork.

The 3rd Oct session involved students being offered two essay questions.

1. Should ???????? be considered a canonical poem?
2. '??????? is too simplistic to be considered canonical.'                                                                    To what extent do you agree with this statement?

Students should select ONE poem and use this poem to confront one of the questions. The response should be around 1000 words. It needs to be detailed and succinct. The essay structure for this task should/could be:

• Brief introduction that illustrates the themes being explored by the poem and the aim of the author. Is this poem still relevant within the contemporary world?
• The first critical paragraph needs to consider the VALUE of the poem within the context of the canon. Students will need to illustrate an understanding of ideas within the CRITICAL ANTHOLOGY. CRAFT? UNIVERSAL THEMES? Can your poem be considered canonical? If so...WHY? There must be some specific textual analysis. Creative use of Metaphor?
• The next paragraph needs to consider the value of your chosen text beyond the notion of the canon. Terry Eagleton??  Consciousness raising? Relevance for a contemporary audience?
• The final paragraph[s] are the most important.This is the moment within the essay that students should offer a strong personal voice and and offer a personal definition of VALUE. I would like to see reference to other 'critical voices' and a consideration of the purpose of literature. How does your choice of text link to your own notion of value?

This is a MASSIVE essay as this will allow me to gauge the level of intellectual engagement that is taking place when considering content for coursework. This essay will be used to inform the content of your COURSEWORK. Your coursework will be completed before the end of this term so this is basically a ROUGH DRAFT.

The board demand INDEPENDENT STUDY so I will not be allowed to mark your COURSEWORK as a draft. I am only allowed to provide brief oral feedback....SO THIS ESSAY IS A HUGE PIECE OF WORK!!

There are currently some FANTASTIC LITERATURE resources on the BBC I-Player. Links below:
WE BELONG HERE:
http://www.bbc.co.uk/iplayer/episode/p048s2y6/we-belong-here#group=p0499vc7
WE ARE POETS:
http://www.bbc.co.uk/iplayer/episode/p048s53p/we-are-poets#group=p0499vc7
This film opens with a poem by Joseph Buckley...AND IT IS MAGNIFICENT. WATCH IT.
KATIE TEMPEST:
http://www.bbc.co.uk/iplayer/episode/b07yc9ms/performance-live-kate-tempest#group=p0499vc7

HOMEWORK: COMPLETE THE ESSAY. 

YEAR 12 LESSON FOUR..20th Sept 16

Today's session began our journey through F.Scott Fitzgerald's THE GREAT GATSBY. The focus of the session was the narrative voice of NICK CARRAWAY. Students must UNDERSTAND HOW and WHY FITZGERALD uses Carraway to shape meaning. This is the starting point of our journey through the novel.

HOMEWORK: Complete the poetry essay and read the opening chapter of Gatsby. Digest the resources that I posted to the last Y12 blog entry.
http://becuriouslit.blogspot.co.uk/2016/09/year-12-opening-three-lessons-sept-16.html 

YEAR 13 LESSON TWO..19th Sept 16

The aim of this session was to illustrate some of the key ideas being explored within the 'canon' section of the critical anthology. The session also aimed to provide students with an idea of the content that will be expected to produce when creating coursework. Students need to be aware of the different critical approaches to notions of literary value beyond the narrow boundaries of the traditional literary canon.
The poetry of SHELLEY was used to generate a discussion linked to the concerns that will be explored within the poetry coursework.

HOMEWORK: READ HUGHES and DHARKER as the work of these two poets will be the focus of next week's session. I may also refer to Eliot's PRUFROCK and if I have time I will discuss the work of LARKIN. Please read the texts as an informed and sophisticated A Level discussion is only possible if students have bothered to engage with the texts.
Below are some resources that students should digest as they will inform the content of the poetry coursework:
Simon Armitage on the purpose of poetry...'Poetry is a form of dissent':
https://www.youtube.com/watch?v=TvFcbedyQ0A
Imtiaz Dharker...'HONOUR KILLING':
https://www.youtube.com/watch?v=M04_yMEoecE
Interview with Imtiaz Darker:
https://www.youtube.com/watch?v=RpdeqEzAKJg
Anais Nin..'WHY I WRITE':
https://www.youtube.com/watch?v=Y-dRf7Zxf8Q
George Orwell..'Why I Write':
http://orwell.ru/library/essays/wiw/english/e_wiw
Eliot reads Prufrock:
https://www.youtube.com/watch?v=JAO3QTU4PzY
Maxine Peake discusses The Mask of Anarchy on BBC West Local News:
https://www.youtube.com/watch?v=Xx6SHg1FDnw
The Peterloo Massacre...BBC TV:
https://www.youtube.com/watch?v=I-ln4p4mWu0
Sleaford Mods interview on Channel Four News:
https://www.youtube.com/watch?v=w4G_UYK0Rkk

YEAR 12 Opening three lessons Sept 16..

The first three sessions looked at the poems Lovesong and Wind by Ted Hughes and Daffodils written by William Wordsworth. The sessions involved analysis and class discussion. The quality of student response has been superb.
However...now is the time for the first essay. In today's session I gave students an essay structure to follow for Daffodils and Wind. The essay should be succinct and detailed.

After discussing the essay, students were introduced to our first exam text...THE GREAT GATSBY. Students were introduced to the VALLEY OF ASHES and an extract from Gatsby's Party at the beginning of Chapter Three.These two locations are incredibly significant and students were asked to consider why Fitzgerald might represent these two areas of  New York as being almost two different worlds. Class discussion was ok but was not as impressive as previous lessons.

HOMEWORK: Complete the essay. If you would like your essay marking before next Friday, give me the essay on Tuesday.
Students also need to be reading THE GREAT GATSBY. On Tuesday we will be discussing the opening chapter and we will consider the character of NICK CARRAWAY.

Here are some resources to aid understanding:
John Green discusses the novel:
https://www.youtube.com/watch?v=xw9Au9OoN88 
Living the DREAM in the Valley of Ashes:
https://www.youtube.com/watch?v=0VhYMdnAsyM
Historical Context Resources:
http://becuriouslit.blogspot.co.uk/2012/10/the-great-gatsby-historical-context.html
Documentary...America 1920-29...BOOM to BUST:
https://www.youtube.com/watch?v=RN7ftyZigYs
Baz Luhrmann discusses why he made a film of the novel:
http://www.channel4.com/news/baz-luhrmann-the-great-gatsby-film-director
Trailer to Luhrmann's GATSBY:
https://www.youtube.com/watch?v=rARN6agiW7o

YEAR 13 LESSON ONE..13th Sept 2016

The first session of the year will consider the Poetry Coursework component of the course. Students will be expected to discuss the content of two poems through the filter of the AQA Anthology. Our Anthology focus will be LITERARY VALUE AND THE CANON.

The three poets below are not considered to be worthy of canonical status and students may wish to use this content to construct their coursework.
HOLLIE McNISH:
https://www.youtube.com/watch?v=bJX5XHnONTI
https://www.youtube.com/watch?v=KiS8q_fifa0
https://www.youtube.com/watch?v=Jc0VqwKuJHY
https://www.youtube.com/watch?v=f5-BNFKkz9M
KATIE TEMPEST:
https://www.youtube.com/watch?v=yv5fggapRwQ
https://www.youtube.com/watch?v=0NRYLzWovtk
https://www.youtube.com/watch?v=ZPIubZRkI6A
https://www.youtube.com/watch?v=xWbilDsEwbA
JOHN COOPER CLARK:
https://www.youtube.com/watch?v=p4qN9pduox0
https://www.youtube.com/watch?v=37QUUwp9xIs
SLEAFORD MODS:
https://www.youtube.com/watch?v=dEYYI1ii0AU

I will also be offering students the work of..

• Shakespeare
• Ted Hughes
• Simon Armitage
• Philip Larkin
• Imtiaz Dharker
• T.S.Eliot
• Percy Shelley

Your task is to select the work of one poet and use two poems from this poet to construct coursework.

YEAR 12 Monday 27th June 16

http://www.bbc.co.uk/iplayer/episode/p03yqt7y/glastonbury-2016-pj-harvey
John Donne reference...20 minutes into the performance....NO MAN IS AN ISLAND...
Yesterday at Glastonbury, PJ Harvey read this poem to the crowd. WHY? Why is an innovative contemporary musician reading a seventeenth century poem to a twenty-first century audience?

This was a BIG lesson because we discussed the structure of the course. Next year's course will involve TWO EXAMS, each worth 40% of the course, and two pieces of coursework, each worth 10%.

PAPER ONE is CLOSED BOOK and contains THREE QUESTIONS.
The first two questions relate to Othello and the third question will be a comparison of Death of a Salesman and the poetry of Keats.

PAPER TWO is OPEN BOOK and contains THREE QUESTIONS.
The first question will be an analysis of an unseen text, the second question will expect students to explore issues linked to the novel THE KITE RUNNER, and the third question will expect students to construct a comparative response linked to the poetry of TONY HARRISON and CHARLES DICKENS' novel HARD TIMES.

The coursework will consist of two 1500 word essays. This work will link to the Critical Anthology.
My group will be looking at the section of the Anthology that explores the notion of the canon and linking the work of a poet to the ideas being explored in the essays within the Anthology that explore the idea of literary value. BHS will be exploring a different section of the Anthology and will be concentrating on a prose text rather than the work of a poet.

In today's session we looked at Larkin's THE OLD FOOLS and Ted Hughes' WIND. YOU NEED TO DECIDE WHICH POET YOU WILL BE USING AS THE FOCUS OF YOUR COURSEWORK. STUDENTS WILL BE EXPECTED TO EXPLORE THE NOTION OF THE CANON THROUGH TWO POEMS. Who will be your poet? YOU NEED TO DECIDE as this poet will be the focus of your coursework.

IT IS ESSENTIAL that students are READING the texts that will determine your A Level grade. Students need to have read The Kite Runner and Hard Times before we return to work in September.
Students also need to familiarise themselves with a poem titled V written by TONY HARRISON. This is a very controversial poem and caused a great deal of comment when released in 1985. Below is a filmic representation of the poem that was shown on Channel Four in 1987.
https://www.youtube.com/watch?v=WPutBM7zfv8
Part Two:
https://www.youtube.com/watch?v=htVdIq8ID_g
Part Three:
https://www.youtube.com/watch?v=rgsJSAJwmOQ
Part Four:
https://www.youtube.com/watch?v=gtEaDEdh2zE

There are a few other TONY HARRISON poems that we will also be considering but V is the poem that I expect you to confront before we look at his shorter poems. V adopts the form of Gray's ELEGY WRITTEN IN A COUNTRY CHURCH YARD which was published in 1751. Why does Harrison use Gray's famous poem as the template for his own poem? How does V reflect the form and themes of this famous eighteenth century poem? What is Harrison's aim with the allusion to this famous English poem?
Here are some other resources that link to Harrison.
Exploring V..BBC Radio 4 documentary:
https://www.youtube.com/watch?v=oW49WJ0F2HM
Simon Armitage interviews TONY HARRISON:
https://www.youtube.com/watch?v=BXV4v1oAeOA

HOMEWORK: Read the CANON section of the CRITICAL ANTHOLOGY and read the poetry anthology that I gave you three weeks in the past! I will expect students to be able to explore issues within the AQA critical anthology through the poems in my poetry anthology. STUDENTS MUST BE ABLE TO DISCUSS THE NOTION OF VALUE AND THE CANON THROUGH SPECIFIC TEXTUAL REFERENCE.
I will definitely be discussing Bukowski's LAUGHING HEART, Imtiaz Dharker's BLESSING, Larkin's THE OLD FOOLS, Ted Hughes' WIND and THOUGHT FOX, and the work of Russ Litten.
However...you can refer to ANY poem in my anthology if it allows you to present a specific and precise critical argument.
I may also refer to Allen Ginsberg's HOWL..written in  1955. This is a beautiful filmic representation of a very controversial and challenging poem. Is this a canonical text?
https://www.youtube.com/watch?v=lM9BMVFpk80
I will be expecting students to refer to TS Eliot's PRUFROCK. Below are some links that may allow you to develop an understanding of this poem:
https://www.youtube.com/watch?v=U2DeqZ9ryT
https://www.youtube.com/watch?v=IT503LDDaMc

READ THE POEM....I discussed how this poem was an attempt to develop a new poetic form to reflect the complexity and confusion of the MODERN industrial world. Here is a painting created by Picasso in 1903 and a painting created in 1909.The 1909 painting is Picasso attempting to discover a new form to capture the complexity of being human and it is this painting, Les Demoiselles d'Avignon, that I feel is similar to the form of Eliot's Prufrock:

 

YEAR 12 13th June 2016...

SO WHAT IS LITERATURE AND WHAT IS ITS VALUE?

http://becuriouslit.blogspot.co.uk/2013/06/resources-for-year-1213-thursday12th.html

Caitlin Moran at the Hey Literature Festival:
http://www.bbc.co.uk/iplayer/episode/p03w78vl/hay-festival-2016-caitlin-moran
I would advise all students to digest this resource.

Hollie McNish:
http://becuriouslit.blogspot.co.uk/2014/11/hollie-mcnish-wonderful-poet.html

John Steinbeck's Nobel Prize Speech:
https://www.youtube.com/watch?v=7SKEODtaQUU

How and Why we read....John Green:
https://www.youtube.com/watch?v=MSYw502dJNY

David Almond..WE ARE STORY:
https://vimeo.com/133467392

YEAR 13 Wed 25th May 2016

Today's final official session considered the question:
TO WHAT EXTENT CAN THE GOTHIC TEXT BE CONSIDERED A REBELLIOUS TEXT?

WE agreed that next THURSDAY 12.30/2.30 we will meet to have our final group discussion. Students need to be sending me essays so I can determine the content of this final session. I expect ALL students to send me two essays before Thursday's session. Any student who fails to send me two essays before this session will not be allowed to attend the session!! So get writing the essays. The content and quality of the essays will inform the content of this two hour session.
I am perfectly happy with the level of textual understanding but I need to see more written work. You lot need to be developing the ability to write a precise and appropriate critical argument in timed conditions so you need to be writing '60 Minute' essays. YOU HAVE ALL THE PAST QUESTIONS. FEEL FREE TO ANSWER ANY OF THESE QUESTIONS and stuff them down my digital pipe.

SEE YOU THURSDAY....IF you have handed me two essays. The essays are your entry ticket. If you can't be arsed, neither can I!

YEAR 13 Wed/Friday 18th/20th May 2016

Both these sessions considered Section B of the exam. The Wednesday session considered the question:
WHAT DO WE LEARN ABOUT BEING HUMAN WHEN ENGAGING WITH THE GOTHIC TEXT?
Class discussion, as it always is with you lot, was perceptive, challenging, and precise. The recent 'SHOCK' essays were okay but it is important that the Section B written work reflects the insight and critical sophistication that is evident in class discussion.
The Friday session considered the question:
'Gothic settings are desolate, alienating and full of menace.' In the light of this comment, consider some of the ways writers use settings in the gothic text that you have read.
Again, class discussion was superb. The lesson concluded with Lauren's request to consider the Frankenstein question:
To what extent do you agree with the view that, in Frankenstein, Mary Shelley is exploring 'the dark side of the human psyche'?

HOMEWORK: Complete a Section B essay. At this point in the course students need to be attempting ONE HOUR essays. If you have the time to produce more than one essay...then produce more than one essay!! STUDENTS HAVE ALL THE PAST QUESTIONS so students need to be attempting some essays.
REMEMBER...attack the section B essay as a BLOCK RESPONSE that considers each text individually. Offer a brief introduction that reflects your line of argument, deal with each text individually, then offer a conclusion that offers an evaluative overview that uses a gothic quote to weave the clarity through your critical conclusion.
KEEP READING  KEEP READING  KEEP READING.

LINK TO BRITISH LIBRARY GOTHIC RESOURCES. THIS IS A GREAT RESOURCE FOR DEVELOPING A CONTEXTUAL UNDERSTANDING OF GOTHIC LITERATURE:
http://www.bl.uk/romantics-and-victorians/themes/the-gothic

YEAR 13 Friday 13th May 2016

This session considered two pages from Chapter Four of Shelley's Frankenstein and students were asked to construct a 30 minute response to the question:
In what sense is this extract from Frankenstein significant?

HOMEWORK: Keep reading the texts and read the SIX Section B questions I gave the class.
Here is a link to a fantastic resource from the British Library. Fill your GOTHIC boots:
http://www.bl.uk/romantics-and-victorians/themes/the-gothic

YEAR 13 Wednesday 11th May 2016

Today's session considered possible content for the essay title:
'GOTHIC TEXTS STILL HAVE THE POWER TO SHOCK.'
To what extent do you agree with this view?

The discussion began with a consideration of the why the three texts need to shock the audience or the reader. Macbeth and Faustus may have been written to terrify the audience and warn them against transgressing the accepted boundary between Humanity and God so have these texts lost their philosophical power if the audience fails to feel a sense of fear? Are these three texts less successful if they fail to shock?

Class discussion considered possible content and the notes below will assist construction of the essay.
STRUCTURE:

• Introduction that allows the examiner to comprehend how you will approach the question.

• The first section could examine the final soliloquy in Marlowe's Faustus. Obviously this would be a terrifying and shocking conclusion to the play for an audience who believe in the idea of heaven and hell. Faustus having sex with a devil may have also been perceived as quite shocking!! Also..the murder of The Old Man! A sixteenth-century Christian audience would certainly 'regard' the 'hellish fall' of Faustus but is this final scene less shocking for a twenty-first century audience? Check your notes. Class discussion was excellent. The fractured use of language that moves from melancholy to defiance, from begging for forgiveness to panic and terror, is a powerful dramatic spectacle. Is Marlowe's aim still apparent? Is this still a powerful didactic fable? Does the play have any power at all? If the final section is not shocking....what is it? What is the value of the play if the final section fails to shock? This is still a play about a man begging for his life having been punished for his ruthless ambition and transgression of the accepted moral code. 

• The essay could move into a consideration of Lady Macbeth's final speech. Is this still shocking? If it is..why is it? How should the audience react? Author's aim? There were some excellent comments today about the rapid decline of Lady M from position of defiant strength to fragile vulnerability being both shocking and disturbing. What is Shakespeare's aim here? Reference could be made to Faustus' language in this paragraph and compared with the language used by Lady Macbeth. Both scenes contain hallucinations and fractured language. Discussion considered why Shakespeare is suggesting that Lady M's guilt and conscience have caused this psychological carnage. Remember, this is a play concerned with reassurance and discouraging any form of rebellion. What is the purpose of this scene? How does it allow Shakespeare to explore the theme of crime and punishment? Check your notes.

• The final paragraph could consider the creature's suicide at the end of Shelley's novel. Why is the creature's decision so SHOCKING??? Is this moment still shocking for a contemporary audience? This moment could compare similarities/differences with Macbeth's 'Tomorrow' soliloquy. Both moments explore the futility of life. Students should have enough content if they want to concentrate on the creature. Language focus needs to be precise.

• CONCLUSION needs to use a gothic quote to weave the argument together.

HOMEWORK: Complete the essay. See you Friday.

I expect a three paragraph and conclusion response.

YEAR 13 Friday 6th May 2016

The session began with a consideration of the similarities and differences between Lady Macbeth's final speech and Faustus's final soliloquy. Then we moved on like intellectual bullets to consider the essay title:
'The gothic text still has the power to shock.' To what extent do you agree with this view?
We will continue to discuss possible content for this essay in Wednesday's lesson.
HOMEWORK: Consider possible content for the essay. I expect the essay to be handed to me before Friday's lesson.

YEAR 12 Monday 9th May 2016

This LAST official session involved The Fat Boy running through the key areas of the text that students need to be aware of as we sprint towards the exam.
Class discussion began with a consideration of  ESSENTIAL GATSBY KNOWLEDGE before moving into a consideration of  THREE KEY QUESTIONS.
These questions are:

1. WHY DOES CARRAWAY ADMIRE GATSBY?
2. HOW DOES FITZGERALD WANT THE READER TO VIEW CARRAWAY?
3. HOW DOES FITZGERALD WANT THE READER TO VIEW GATSBY? 

We then considered the CONTENT that must be visible in the exam essay. STUDENTS MUST OFFER THIS CONTENT WHEN PRESENTING THEIR IDEAS IN THE EXAM ESSAY. The Assessment Objectives demand that essays must include:

• An understanding of AUTHORIAL METHOD. Students must show an understanding of how Fitzgerald uses Caraway's narrative and SYMBOLISM to shape and present his ideas.
• Make CONNECTIONS ACROSS THE NOVEL. Students must show the examiner that they can connect ideas with reference to different moments from the text. We discussed how Myrtle and Gatsby seem linked to the ASH that pollutes the Valley of Ashes. We also discussed the significance of the green light at the end of the opening chapter and the green light at the end of the novel...'Gatsby believed in the green light.' Students must also use the comments of critics to connect ideas...Trilling's 'Gatsby is America' ...etc
• Reference to HISTORICAL CONTEXT. Students must reflect an understanding of how the novel reflects its own time and the relevance of the novel in OUR time. Remember, the Declaration of Independence and the aspirational narrative of the American Dream are extremely important when considering Fitzgerald's aim. 
• Reference to the genre of TRAGEDY. Students must consider the novel within the context of tragedy. Is Gatsby a tragic hero? I've just marked a superb essay that suggests Gatsby IS a tragic hero because he is trapped by his origins. He is the victim of forces beyond his control. He is trapped by his origins and can never access the lie of the American Dream. Tom is not a conventional tragic villain as he does not receive any moral punishment for his vile behaviour. Students must refer to the novel within the context of tragedy. YOU HAVE A LOT OF RESOURCES TO HELP YOU WITH THIS ASSESSMENT OBJECTIVE.

HOMEWORK: Please feel free to attempt any of the essays posted to the last Year 12 blog entry. If you want to meet me Thursday period two/three as we move toward the exam...drop me an email. Or pop in to the department. Come and speak to me about any issues linked to  FITZGERALD'S AMERICAN DREAM.

On Monday I will be discussing the significance of Chapter 7 and the significance of the opening section of Chapter 8. And other stuff. Bring some questions. See you there.