YEAR TWELVE LESSON TWENTY-NINE [18th June 2012]: Homework.

Students discussed the poems printed within my 'little' anthology of poetic beauty. Students were encouraged to consider the notion of the canon and how metaphor is used to shape meaning. Reference was made to Larkin's The Mower, Wordsworth's Daffodils, Stevie Smith's Not Waving But Drowning, the work of Dorothy Parker, and Wind by Ted Hughes.

Students were encouraged to link William Wordsworth's Daffodils with Wind by Hughes. Class discussion explored how metaphor shapes meaning and how historical context could inform interpretation.

HOMEWORK: Those students who failed to provide A DECIDER need to create A Decider and hand this to me at the beginning of the next session. This can be an illustration, a collage, a painting etc. Students need to read my anthology and the articles in the official AQA anthology.

Next week we will be discussing the poems of Philip Larkin. Students need to read Bridge for the Living, The Building, Here and the poems in my anthology [Afternoons, Days, The Mower]. Feel free to read ANY of Larkin's work as this will allow us to have an INFORMED discussion in next week's lesson.

In today's lesson I encouraged students to read:

• The Love Song Of J.Alfred Prufrock by T.S.Eliot.
• The Canterville Ghost by Oscar Wilde.
• Daddy and Lady Lazarus by Sylvia Plath

Click on link below to access THE POETRY ARCHIVE. READ SOME POETRY...:
http://www.poetryarchive.org/poetryarchive/home.do

SIMON ARMITAGE article in The Guardian: POETRY SHOULD BE SUBVERSIVE.

Click on link below to read a newspaper article from the very great Simon Armitage. This was published in the 13th June 2012 edition of The Guardian newspaper.

NOTE THE 282 READER COMMENTS!

http://www.guardian.co.uk/commentisfree/2012/jun/12/poetry-should-be-subversive?INTCMP=SRCH

JOHN STEINBECK'S NOBEL PRIZE SPEECH 1962. Give it your ears.

This is aimed at Year 12 but relates to all Literature students.

'...Man himself has become our greatest hazard..and our only hope..,'.

http://www.youtube.com/watch?v=7SKEODtaQUU

First Year 12 Lesson after exams..LESSON TWENTY-EIGHT [11th June 12]: Homework.

The aim of today's session was to introduce students to the content of A2 Literature, the texts involved, the structure of the course, and some of the philosophical issues that will be discussed. Students were provided with an Anthology of poetry and class discussion explored issues relating to metaphor and the notion of 'The Canon'. Class discussion considered whether John Cooper Clarke could be considered a canonical poet and whether the lyrics of Smokey Robinson had any literary merit. Click on links below to access both texts.

John Cooper Clarke: http://www.youtube.com/watch?v=p4qN9pduox0

Smokey Robinson: http://www.youtube.com/watch?v=coh7n6dYj5Y

I expect all students to have mastered the dance moves of Smokey's Miracles before we begin the next lesson.

HOMEWORK: Read ALL the poems in the Anthology and produce an illustration of 'A DECIDER' or a group of 'DECIDERS'. Who are these creatures that rate textual value? Who are these judges? What do they look like? Your challenge is to create an image that captures the nature of THE DECIDERS....cheers Lydia!

I would also advise students to read this essay. Here, Nobel Prize winning Literature giant MARIO VARGAS LLOSA explores the value of Literature. This is a classic essay. Enjoy.

http://www.uwec.edu/pnotesbd/Llosa_article.htm

YEAR 13 LESSON TWENTY-NINE [25th May 12]: Homework.

Students were asked to consider the question: 'Frankenstein is a celebration of life'. How do you respond to this statement?

The whole session consisted of a modelling exercise and a 30 minute timed response. The aim of this task was to allow students to develop an awareness of the broad nature of an A2 exam question. Students were encouraged to drag the question towards their own area of textual interest. There are many ways to answer this question. Content depends upon the students individual reading of the text and this session encouraged the expression of independent readings and consideration of assessment objectives.

NEXT WEEK IS OUR FINAL SESSION.

HOMEWORK: Attempt any of the essay titles I have provided over the last few months. On Monday students should visit the department and collect essays. I am free Monday afternoon so if any students want to discuss work I am available for some chinwaggery.

YEAR 13 LESSON TWENTY-EIGHT [18th May 12]: Homework.

Students were once more encouraged to consider Ao2 across three gothic texts and notes were gathered in response to the question: HOW SIGNIFICANT ARE THE SYMBOLS OF LIGHT AND FIRE IN THE GOTHIC TEXTS THAT YOU HAVE READ THIS YEAR?

This question was considered in relation to Frankenstein, Macbeth and Faustus. In the next lesson I will be providing students with an exemplar response to this question.

The second session explored the AQA essay title: CONSIDER THE VIEW THAT LITERATURE WITHIN THE GOTHIC GENRE IS ALWAYS SHOCKING.

HOMEWORK: Students should attempt a timed written response to the 'SHOCKING' essay title. Students might like to consider the purpose of the comedy in Faustus. This feature of Faustus is so important as it is a unique dramatic feature within the four texts you have covered this year. The Porter in Macbeth is the only other comedic moment across the texts. Is the use of comedy shocking? There are many ways to answer this question. I look forward to receiving your considered responses.

READ READ READ READ READ.

THE MYTH OF FAUST: In Our Time.

These two episodes of Radio Four's wonderful IN OUR TIME explore the work of Marlowe and the myth of Faust:

Marlowe:

http://www.bbc.co.uk/programmes/p003k9d6

The Myth of Faust:

http://www.bbc.co.uk/programmes/p004y2bt

Here is a link to 60 episodes of IN OUR TIME that relate to LITERATURE.

http://www.bbc.co.uk/radio4/programmes/topics/literature/player/episodes