THE TRAGICAL HISTORY OF DR.FAUSTUS by Christopher Marlowe: Audio version.

This is a link that will allow you to listen to the play. Read along kids!!
http://www.youtube.com/watch?v=05_MuudRt6k

YEAR 12 LESSON TWENTY-NINE [8th Jan 14]: Homework

The aim of today's session was to continue to navigate students through the psychedelic splendour of S.T. Coleridge's THE RIME OF THE ANCIENT MARINER. We discussed the first section of TROTAM before reading the second section of the poem and considering the question:
HOW DOES COLERIDGE TELL THE STORY IN THE FIRST SECTION OF THE POEM?
Students were encouraged to consider how Coleridge uses language, structure and form to shape meaning.

HOMEWORK: I will not be seeing you for a week due to the mock exam cruelty but as we do not have a LIT mock, i expect students to attempt the essay discussed in today's session. I will provide some extended notes on this blog post tomorrow that will assist students with the construction of this response...and here they are:
HOW DOES COLERIDGE TELL THE STORY IN THE FIRST SECTION OF THE POEM?

• The first paragraph could deal with LANGUAGE. The first section is rich with aural imagery created by onomatopoeia. This language helps Coleridge represent the natural world as intimidating and sentient. Onomatopoeia and simile are used to describe the ice. The ice is represented as being beautiful, powerful, vast and fierce. The ice presents a danger to mankind and the crew seem vulnerable when placed in this 'wondrous' landscape. Remember, the use of language needs to be linked to author's aim. Why is Coleridge representing the natural world in this manner? Students could also explore how language is used to represent the supernatural nature of the Mariner BUT there should be enough material for the language paragraph if students concentrate on Coleridge's representation of nature. Reference must be made to onomatopoeia and simile.
• The second paragraph needs to deal with STRUCTURE. This could be a tricky paragraph so it is important that students offer a coherent and precise narrative argument. Students could focus upon the character of The Wedding Guest and how Coleridge introduces The Wedding Guest to amplify the supernatural nature of the Mariner at the very beginning of the poem and allows Coleridge to introduce the idea that the Mariner is a mysterious and magical figure. The Wedding Guest appears in the final stanza and is used to amplify the animated reaction of the Mariner when expressing the fact that he killed the Albatross. This allows Coleridge to emphasise the narrative importance of this act. Obviously the whole of the Mariner's punishment is related to this moment so it is a key point in the narrative. So Coleridge places the Wedding Guest at the beginning of the poem to create a sense of mystery and emphasise the supernatural nature of the Mariner and TWG's narrative voice is used in the final stanza to suggest the dramatic significance of the killing of the Albatross as the Mariner appears to be traumatised by the memory of this incident. 
• The third paragraph needs to deal with how form is used to shape meaning. Form in this poem relates to the use of the ballad form. READ THE HANDOUT I gave to the class. The ballad is a very regular poetic form but Coleridge shapes the ballad into an irregular form at various points throughout the poem. The first use of the irregular ballad form occurs in the stanza that begins with line 45. Students need to articulate how this irregular use of ballad form relates to meaning. Think about it! Refer to the notes we made in class. At various points throughout the poem the irregular form reflects the irregular nature of the narrative content. For example the first stanza of section three, a section of the poem that introduces the characters of Death and Life-In-Death and is a ghostly section of the tale, introduces the idea that the world being presented in this section is a bizarre and supernatural world. Similarly, section four is full of irregular form as this is a section of the poem that is vivid with ghostly and grotesque imagery. Students might like to refer briefly to another section of the poem beyond the first section to reinforce the argument used to explain the significance of the irregular ballad form used in the 12th stanza of the opening section. All this needs to be linked to author's aim.
• The conclusion needs to be brief and explain why the first section is so important within the whole poem.

FURTHERMORE...students need to read Jerusalem. I would advise ALL students to digest the BBC documentary series THE ROMANTICS and visit the JERUSALEM resources posted on this blog. I would also listen to my MARINER podcast....Phew..see you soon. Good luck with the exams.

BBC DOCUMENTARY LINK:

http://becuriouslit.blogspot.co.uk/2013/12/work-for-year-12-winter-break-homework.html

JERUSALEM RESOURCE PAGE:

http://becuriouslit.blogspot.co.uk/2013/01/jerusalem-resources.html

PODCAST:

https://soundcloud.com/fishymedia/literature-podcast-two-the

A READING OF TROTAM:

http://www.youtube.com/watch?v=RGH4p4z4s5A

YEAR 13 LESSON THIRTY [8th Jan 14]: Homework

The last four lessons were all 'drop in' sessions relating to coursework and today's lesson considered the mock exam and introduced CHRISTOPHER MARLOWE'S 'DR.FAUSTUS'.

The mock exam will offer a Frankenstein question that will suggest that some readers view the novel as a text that reflects a 'fear of the power of science'. Class discussion considered potential content for this question. Here are some points for students to consider:

• Students need to carefully consider the implications of 'the fear of the power of science'. Does the novel represent science as having power? Class discussion considered the symbolic nature of the creature and how this symbolic represention reflects the the inability of science to replace the divine power of God. The creature endures incredible suffering and embraces oblivion with enthusiasm such is the intensity of his suffering. Perhaps the creature reflects the idea that science does not have any power when compared with God's power and Shelley constructs a warning to science. Students need to consider whether Shelley fears science or fears the consequences of scientific arrogance.
• Victor's punishment was also discussed as being symbolic of the arrogance of science being punished for challenging the omnipotence of divine power. Science sins and is punished. So does Victor's punishment represent Shelley's fear of the power of science or her contempt for the arrogance of science. A scientific community that is deluded and misguided.
• I gave you the heart of the mock exam question because I want this experience to be valuable. Students need to plan how they will answer this question and decide which moments from the text will allow students to construct the most convincing argument. There was a lot of good discussion today. I hope you lot managed to develop a sense of what will be expected of you on Monday.

The session then moved on to discuss the influence of scientific figures such as PTOLEMY, COPERNICUS and GALILEO. Copernicus and Galileo changed how we perceive the Universe and are regarded as examples of how the ideas of The Renaissance challenged accepted ideas. The sixteenth century is quite a century!! Students need to be aware of the Reformation and the significance of the reigns of Mary and Elizabeth the First. An understanding of the religious tensions of this historical period will inform student understanding of Marlowe's play.We then read                 

the opening section of the play and discussed the significance of its content.

HOMEWORK: Prepare for the mock. The question will be:

SOME READERS HAVE SEEN THE NOVEL AS AN ILLUSTRATION OF THE FEAR OF THE POWER OF SCIENCE....To what extent do you agree with this statement?

YEAR 12 LESSON TWENTY-EIGHT [7th Jan 14]: Homework

Lesson 27 was a timed essay and the aim of today's session was to introduce students to the second exam text: THE RIME OF THE ANCIENT MARINER. The session considered:

• How Coleridge represents the Mariner in the opening section
• How Coleridge represents the natural world
• The significance of the ballad form.

This was an introduction to the poem and it is important that students use the resources offered on BE CURIOUS to develop an informed understanding of this famous poem.

Rebecca won the ONOMATOPOEIA challenge. Well done RL. 

Homework: Students need to watch the BBC ROMANTICS documentary series. See the link on the previous blog entry. This resource will allow students to comprehend the historical, social, political and philosophical context of the late eighteenth century. This is an incredibly useful resource and I urge ALL students to digest this series. IT IS A VERY GOOD RESOURCE.

Click on link below to access a reading of the poem:

http://www.youtube.com/watch?v=RGH4p4z4s5A  

Students need to read sections two and three for homework and I would advise reading the final section as this will allow students to comprehend the supernatural nature of the Mariner and why he must tell his tale.
Here is a TROTAM podcast created by your English Lit teacher. Lend it your ears:
https://soundcloud.com/fishymedia/literature-podcast-two-the
Reference was also made to these musical heroes in today's sermon. This is a classic. Consider it a gift:
http://www.youtube.com/watch?v=nxHcx7FO8nI

WORK FOR YEAR 12: WINTER BREAK HOMEWORK.

The final lesson of the year was a Gatsby timed essay. Hope the experience was not too painful. Our initial exploration of F. Scott Fitzgerald's MAGNIFICENT novel is now complete. When we return to THE CIRCUS OF EARTHLY DELIGHTS in 2014 we will begin to examine two texts:

• THE RIME OF THE ANCIENT MARINER by S.T. COLERIDGE.
• JERUSALEM by JEZ BUTTERWORTH.

The Rime of the Ancient Mariner is one of the most famous poems in the English Language and it is a pyschedelic beast of a poem. Students need to be aware of the world from within which Coleridge constructed this nautical nightmare so I would advise students to digest the following resources. Coleridge is often referred to as A ROMANTIC POET and is lumped together in a group known as THE ROMANTICS. The BBC kindly produced a series titled THE ROMANTICS a few years ago and this series provides a wonderful context for the study of this famous period of English Literature. This documentary series will also be useful for the study of JERUSALEM as Butterworth's play is inspired by the famous poem created by the romantic poet WILLIAM BLAKE. AN HISTORICAL UNDERSTANDING OF THIS ROMANTIC period will inform student understanding of the two texts that will be at the heart of our studies next term. Romantic Literature is linked to a period of intense social, philosophical and scientific change. I EXPECT ALL STUDENTS TO RETURN TO THE CLASSROOM WITH SOME KNOWLEDGE OF WHY THE ROMANTIC PERIOD OF ENGLISH LITERATURE IS CONSIDERED TO BE SO SIGNIFICANT.

Click on link to access the three one hour segments of this BBC documentary series:

1. LIBERTY:

http://www.youtube.com/watch?v=WViinHW5gss

2. NATURE:

http://www.youtube.com/watch?v=0qOP7TRMlxk

3. ETERNITY:

http://www.youtube.com/watch?v=hJEHkCes3Uw

Feel free to access the TROTAM resources that litter this blog. Just type the name of the poem in the white bar on the top left of this page and navigate through the sea of resources.

Here is a link to a page FULL of Jerusalem resources:

http://becuriouslit.blogspot.co.uk/2013/01/jerusalem-resources.html

My first question in our next lesson will be to challenge students to explain the significance of the William Blake painting at the top of this blog!! 

YEAR 12 LESSON TWENTY-SIX [17th Dec 13]: Homework

Today's session was directed at the essay question considered in the last session. Homework had been to consider essay content...but i am not entirely convinced that the class had engaged with this homework. Class discussion lacked clarity. I provided the class with a potential essay structure but I had hoped that you lot would have provided a more dynamic exploration of the essay title. Perhaps last night's Xmas Party did not help the intellectual dexterity displayed in this session.

HOMEWORK: Plan the essay response. Tomorrow you will be expected to produce a timed essay. This evening some students need to switch off their phone and indulge in some essay planning.

YEAR 12 LESSON TWENTY-FIVE [11th Dec 13]: Homework

Today's session began with a consideration of Fitzgerald's use of symbolism. Class discussion identified the following symbols as being significant as these metaphorical associations allow Fitzgerald to shape his key ideas:

• The green light and the many references to the colour green. The link was made to the green light in chapter one symbolising Gatsby's hopes and dreams and the 'light green' reference to the 'death car' symbolising the death of his dream.
• The eyes of T.J. Eckleburg symbolising the idea that religious faith has been replaced by faith in consumerism or capitalism.
• The Valley of Ashes being symbolic of inequality..especially when juxtaposed with Gatsby's opulent parties or the Buchanan House.
• Gatsby's house and the fact that it loses its glamour and energy as Gatsby's dream recedes.
• Character as each character seems to have a symbolic importance.
• Gatsby's dream and how it reflects the impossibility of The American Dream.
• The car and how it represents the possibly destructive nature of the future. The car is the symbol of freedom and movement yet in the novel it is used as a weapon to kill a human. Significant?

Class discussion was very good. Well done folks.
The second section of the session was a consideration of the question:
'THE GREAT GATSBY IS A SORDID TALE OF DECEPTION, ADULTERY AND MURDER.'
How do you respond to this view of the novel?
The work produced on the big white boards in response to this task can be perused at the top of this blog entry. Group work was excellent. At the end of the session Kate stated that ..'That lesson was rock hard..' Good. THINKING SHOULD ALWAYS BE ENCOURAGED.

HOMEWORK: The essay title used for the group work will be offered as a timed essay next Wednesday. It is my Mid-Winter gift! Students need to plan how they will answer this question. Students need to consider how they are going to navigate through this question. Students need to be aware of the relevant assessment objectives for this question. This is the question that examines your wider understanding of the text.Tuesday's session will be a lesson that will relate directly to the timed essay. We will prepare on Tuesday for the essay on Wednesday. Any questions that you have that relate to the question need to be discussed in Tuesday's session. Get planning Lit Freaks.