Sunday, 11 March 2012

YEAR 13 LESSON TWENTY-TWO [9th March 2012]: Homework.
























Students considered the following questions:
  • What is the gothic tradition?
  • What is the meaning of 'The Modern Prometheus'? How does this alternative title reflect themes and issues being explored in Shelley's novel?
  • What is Shelley's aim when offering the creature's final speech?
This final question was the focus of the final session. Students were encouraged to consider the significance of language, rhetorical questions, the role of Walton, images of fire, and whether the reader is being encouraged to sympathise with the creature.
The general opinion of the class was that Shelley is attempting to create a sense of sympathy, pity and pathos and it is important that students understand how this sympathy is created and why.

HOMEWORK: Read the creature's final speech and compare this final speech with Faustus's final soliloquy. When we meet next week we will compare and contrast these two moments and consider the aim of Marlowe and Shelley. Students also need to consider the symbolic significance of Victor, the creature and Walton. What ideas is Shelley attempting to offer through the symbolic representation of these characters?

I also expect to receive the final draft of the Anthology coursework from most of the class.
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Monday, 5 March 2012

GATSBY AND TROTAM PODCASTS.


















I made these for Year 12 last year. They are still relevant. Lend them your lugs.
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YEAR 12 LESSON TWENTY-ONE [5th March 12]: Homework.




















Students considered Act Five Scene Two of Othello and discussed a series of questions such as:
  • What do we learn about being human through this play? To what extent does Othello reflect what we are?
  • What is Shakespeare's aim? Why did he bother to create this play?
  • What is the symbolic nature of the Bed?
  • Is it possible for a 16/17 year old AS student to comprehend the dramatic intensity of a play that deals with mature emotional issues such as love and loss?
I though you lot were wonderful today. The quality of the oral response was outstanding; especially when I was deliberately goading you about the emotional intensity of the play being 'wasted' on AS students.

The second session looked at Othello's OBITUARY speech. Students were asked to consider a series of questions:
  • What is the perception of Othello after this final speech?
  • Is he really an 'honourable murderer'?
  • Can a murderer ever be considered to have honour?
  • What is Othello's perception of himself?
  • How do you perceive the character of Othello at the end of the play?
  • Does Iago experience justice? If not, what is Shakespeare's aim?
Again, class reaction was superb. Many thanks.

HOMEWORK: Next week we will be considering the Othello coursework titles and beginning to construct the first draft. Students need to revisit the previous blog entry, watch the Othello resources and consider the final scene of the play in the context of today's session.

Click on link below to access resources from previous blog entry:
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YEAR13 LESSON TWENTY-ONE [2nd March 12]: Homework.


















Students were asked to consider the deaths of the creature and Victor before discussing questions relating to the gothic tradition. Students were placed into groups and asked to consider the following questions:
  1. Consider the view that gothic writing often explores the powerlessness of humanity when faced with the power of the supernatural.
  2. To what extent do you think gothic literature is characterised by a fascination with death?
  3. Consider the view that literature within the gothic genre is always shocking.
The quality of the feedback was 'okay'.

HOMEWORK: Students should attempt to produce a written response to one of the Section B Gothic questions. Students should aim to produce a response that is the equivalent of a timed essay. I expect a three/four paragraph response with a precise and succinct conclusion.

I have not provided the structure that I usually offer to accompany written work. This is deliberate. It is time for students to offer an independent and unique reading of the text without relying on a strict essay structure. This might be cruel. We will live and learn. Good luck.
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Thursday, 1 March 2012

HAS SCIENCE DESTROYED OUR SENSE OF POETIC WONDER?


I am a MASSIVE fan of the BBC Radio Series IN OUR TIME and this discussion explores whether Scientific discoveries have destroyed our sense of poetic wonder when we perceive the world. This discussion involves Ian McEwan and Richard Dawkins with BIG MELV dictating the conversational journey. This resource might be more for teachers than students but Year 12 should listen to this as it relates to TROTAM. Year 13 could relate this to Marlowe and Shelley.
Make a brew, place headphones on head, and enjoy.
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Monday, 27 February 2012

YEAR12 LESSON TWENTY [27th Feb 11]: Homework.


In the first session students discussed ACT FOUR of Othello and considered the play as a religious fable and a secular study of human psychology.
The second session considered the question: How does Coleridge present the Natural World in sections 1 to 4 of TROTAM?

HOMEWORK: Students need to watch/listen/experience the final scene of Othello. Furthermore, students need to construct a written response to the Coleridge question that was the focus of the second session.
Click on links below to access versions of ACT FIVE of OTHELLO:
The Oliver Parker Film Version. ACT FIVE:
Orson Welles' Film Version:
Anthony Hopkins as Othello. ACT FIVE:

Here are the Coleridge notes for the essay. ALL students should download these guidance notes and add them to the notes constructed within Monday's lesson.Click on link below:

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Tuesday, 21 February 2012

W.H AUDEN DOCUMENTARY: Tell Me The Truth About Love.


Click on link to access this complete BBC documentary. This is a different documentary to the BBC documentary posted elsewhere on Be Curious:
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