YEAR 12 LESSON SIXTEEN [17th Jan 12]: Homework.

Students were encouraged to read William Blake's poem JERUSALEM, listen/watch the Tony Harrison resource posted on fishymedia, consider the purpose of comedy, and were applauded for their recent stunning written work...before the session moved into a consideration of Coleridge's TROTAM.
The class were encouraged to discuss the question:
WRITE ABOUT SOME OF THE WAYS COLERIDGE TELLS THE STORY IN THE FIRST SECTION OF 'THE RIME OF THE ANCIENT MARINER'?
The class discussion generated a series of notes that should be useful when constructing the written response.
The class also considered the final chapter of The Great Gatsby.
I can only apologise for using Kate's amplification to create some guitar-style feedback. Sorry.

HOMEWORK: Students need to construct the written response to the Coleridge question. I expect three paragraphs and a conclusion.
Potential structure:

• Students should consider the representation of the Mariner. Coleridge presents the Mariner as a supernatural and magical figure. Consider the comments of the omniscient third-person narrative voice and the comments of the Wedding Guest. Focus upon the key quotes and refer to his striking physical appearance and magical powers. What is Coleridge's aim here? How does this engage the reader? How does this representation create a sense of dramatic expectation? What kind of tale can we expect from such a character? 
• [Coleridge's use of the Wedding Guest may demand its own paragraph. Your choice. The Wedding Guest is used by Coleridge to provide information relating to the Mariner. The final comments of the first section are quite significant. The Wedding Guest is an important narrative device used by Coleridge to emphasise the mysterious and striking nature of the Mariner's tale.]
• The second paragraph could deal with the representation of location. Why does Coleridge present such a supernatural, intimidating, and beautiful environment? Students need to refer to metaphor, simile and onomatopoeia. Why does nature appear to be sentient? Refer to your notes.
• The third paragraph needs to deal with the significance of the ballad form. Listen to my podcast. The explanation is offered in a very precise and clear manner.
• Students could refer to Coleridge's reference to the Albatross as 'a Christian soul', the Albatross being hailed in 'God's name', and the Wedding Guest stating 'God save thee, ancient Mariner!' Also, the Mariner appears at a Church to tell his tale. A wedding is a Christian union. Why does Coleridge offer this religious language and religious imagery. Forewarning? This could be linked to the Christian Fable interpretation. Feel free to refer BRIEFLY to other sections of the poem to illustrate your argument.
• The conclusion needs to briefly state why this opening section is so important in the STRUCTURE of the whole poem. Consider how this section allows Coleridge to introduce the key themes that populate this poem and introduce a sense of mystery.

GOOD LUCK FREAKS.
Furthermore, students should read Blake's Jerusalem. Students should watch the resources offered below. I know Simon will watch these resources and I encourage the rest of the class to join Simon in experiencing the resources supplied by YOUR VERY OWN teacher. Go on...I dare you:
http://www.youtube.com/watch?v=bggV_Dbj87w
http://www.youtube.com/watch?v=hOjg8W71lUA
This is the link to the BBC's The Romantics Documentary series. This is magnificent for historical and philosophical context. If you do not watch this documentary you are neglecting your responsibility to yourself!!  This will inform student understanding of JERUSALEM and TROTAM. Students must be aware of the nature of the Romantic Imagination. This is the link to the first episode:
http://www.youtube.com/watch?v=DMgh6wFnw_k   
This is Bill Hicks. How would you describe his comedy? Click on link:
http://www.youtube.com/watch?v=xRkA6zugNMQ
http://www.youtube.com/watch?v=11Fl9ZVJ7B8

YEAR 13 LESSON SEVENTEEN [16th Jan 12]: Homework.

This session was a series of individual tutorials offering feedback and guidance for the Anthology coursework.
HOMEWORK: Complete second draft.

TONY HARRISON'S V.

This was one of the first poems I had the pleasure to teach at A Level. I remember meeting my students in Hull and watching Harrison read his poems at Hull Guildhall. We were all disappointed he didn't read V. A classic? You decide. It is being read on BBC Radio 4 next month. Lend it your ears. It remains a controversial poem.
http://www.bbc.co.uk/news/magazine-21024372
Here is the first You Tube segment of the film that caused some people to eat their own teeth in the 1980s. Me?...I was enthralled. Cheers Tony.
V Part One: http://www.youtube.com/watch?v=WPutBM7zfv8

YEAR 12 LESSON FIFTEEN [10th Jan 12]: Homework.

Students were asked to compare the ideas being offered by the film 'It's A Wonderful Life' with the philosophical content being presented by Fitzgerald in The Great Gatsby. The class watched the concluding twenty minutes of this classic American film and were asked to compare and contrast this filmic representation of America with the America offered by Fitzgerald in Gatsby. Class discussion was outstanding. The comments relating to how the texts offer a different view of the American Dream were particularly impressive. Class discussion identified the fact that both texts champion the importance of religion, family and community.
The second section of the lesson explored the significance of Chapter Eight in The Great Gatsby. The three sections of the chapter that were considered were:

1. The opening section. Discussion considered why Gatsby is enamoured with Daisy. Focus was placed on the fact that Gatsby seems captivated by Daisy's wealthy background and seems to be attracted to her affluence and class more than her human qualities.
2. The symbolic significance of George Wilson's comments relating to God and the eyes of T.J. Eckleburg. Students were asked to consider why Fitzgerald offers the reader an America that seems to have replaced the worship of God with the worship of consumerism.
3. The poetic representation of Gatsby's murder. Students were asked to consider why Carraway's description of this brutal act seems to create a sense of melancholy beauty and peace rather than a sense of violence and hate. How does Carraway view Gatsby's death? 

You lot were superb today....despite five or six of you wandering inside your own imagination and then being unable to recall your journey!! Class discussion was as impressive as Maddie's coat. YES...it was THAT good.

HOMEWORK: Read the final chapter of Gatsby. How do you interpret the final page? How do you interpret the final sentence? Bring some opinion to next week's session. Furthermore, read TROTAM. I will be discussing Section Five of the poem next week and we will examine HOW Coleridge tells the story in the opening section. READ. READ. READ.
Students should also watch the first episode of The Romantics BBC Documentary series as this provides a wonderful exploration of the history and philosophy that inspired the Romantic Poets. This is essential viewing:
http://becuriouslit.blogspot.co.uk/2012/12/the-romantics-bbc-documentary-series.html
Click on link below to access a previous Be Curious upload that offers a reading of TROTAM. Students may find it easier to read along with Richard Burton's reading of the text or just enjoy listening to Burton's vocal interpretation of this psychedelic classic:
http://becuriouslit.blogspot.co.uk/2012/12/year-12-lesson-eleven-29th-nov-12.html

YEAR 13 LESSON SIXTEEN [9th Jan 12]: Homework.

Students considered the purpose of the 'supernatural' elements of Dickens's A Christmas Carol and the 1946 film It's a Wonderful Life. The 'supernatural' nature of these two texts was compared with the use of the 'supernatural' in Frankenstein and Faustus. Students were asked to consider how the supernatural elements of each text is used to shape key ideas. Class discussion also considered the extent to which these texts could be considered 'gothic'.
The second phase of the lesson considered Marlowe's Faustus and the 'Pope Slapping' scene. Discussion considered the purpose of this scene and how Marlowe uses comedy within this play.

HOMEWORK: Next week's lesson will be a series of Anthology tutorials. When we meet for our next conventional session, students need to be familiar with the final third of Shelley's novel and Scenes 7 to 11 of Faustus.

YEAR 13.....

Students should watch the classic XMAS Film: IT'S A WONDERFUL LIFE.
I will be discussing this text when we return and making links with the gothic literary tradition. Students should also read 'A CHRISTMAS CAROL' by CHARLES DICKENS as I will also be referring to this text when we return.
Click on link to watch the full HD You Tube version of IT'S A WONDERFUL LIFE:
http://www.youtube.com/watch?v=OIOQZCmp02o
Here is a link to a classic 1951 film version of Dickens' epic fable:
http://www.youtube.com/watch?v=jxXpXmfabB8

HAVE A GREAT WINTER BREAK FOLKS.
YOU LOT HAVE BEEN MAGNIFICENT.

YEAR 12 LESSON FOURTEEN [20th Dec 12]: Homework.

A cruel but important session. The Mariner essays were collected and the nasty teacher fella directed a class discussion that explored the exam question:
WRITE ABOUT SOME OF THE WAYS FITZGERALD TELLS THE STORY IN CHAPTER SEVEN OF THE GREAT GATSBY.
Class discussion was excellent and the final session was a one hour written response to this challenging examination stimulus.
HOMEWORK: Read TROTAM and GATSBY. If you are feeling particularly inspired, read JERUSALEM by Jez Butterworth as this will be our coursework text.
ALL students should also watch the film 'IT'S A WONDERFUL LIFE.' It is my Mid-Winter gift to you all. Thank you all for your hard work and good humour. YOU ARE A FINE BUNCH.
Here is the full film via YOU TUBE:
http://www.youtube.com/watch?v=OIOQZCmp02o
IT'S A WONDERFUL LIFE is lauded as the great Christmas film. It always makes me cry and leaves me feeling inspired. The sentiment at the heart of this film is totally righteous. Like Gatsby, it is didactic and could easily be considered to be a fable. Most of the time I think popular opinion should be treated with suspicion...but not this time! THIS FILM IS BEAUTIFUL.
Have a great break freaks.