WINIFRED HOLTBY: South Riding.

Students should be aware that the BBC is currently broadcasting an adaptation of Winifred Holtby's famous novel: South Riding. The 'South Riding' of the novel is actually the East Riding of Yorkshire and this novel is rooted in our part of the world. Holtby was born in Rudston [nr.Driffield] and many of the place names of the novel are thinly disguised East Riding locations. For example Kingsport is Hull, Hardrascliffe is Bridlington and Kiplington is Withernsea.

Furthermore, the actress playing Sarah Burton is an ex-BHS student! Local interest or what? When the gothic horror of coursework and exams eventually ease into the relative tranquility of the summer break, students may wish to read this famous novel.

MACBETH RESOURCES.

'Unsex me here'...A clip from the 1997 BBC TV's Macbeth on the Estate. This version has Duncan [Ray Winstone] as the leader of a Birmingham drug gang. Macbeth desires the leadership of the gang and his ambition creates violent chaos.
http://www.youtube.com/watch?v=SaoxA--S7_A
'Is this a dagger I see before me..' The death of Duncan. Macbeth on the Estate.
http://www.youtube.com/watch?v=wEQMGInFVpk&feature=related
Ian McKellan's 'dagger soliloquy' and reaction to Duncan's murder: 'Macbeth does murder sleep'. Note Judi Dench as Lady Mac.
http://www.youtube.com/watch?v=h8_0MvRvkHM

YEAR 13 LESSON TWENTY [28th Feb 11]: Homework.

Students were offered a series of problematic statements/questions relating to Faustus and Frankenstein and were asked to work in small groups to create the equivalent of a detailed three paragraph response to the selected statement/question. Two groups offered the results of their group work to the class and the rest of the groups will be offering their wisdom next week.

Homework: READ.READ.READ. Consider links between Faustus and Frankenstein. Prepare the response for the oral task.

NICK DEAR DISCUSSES HIS ADAPTATION OF FRANKENSTEIN.

Nick Dear adapted Mary Shelley's novel for the National Theatre and worked closely with Danny Boyle to ensure that their interpretation captured the truth of the novel. Click on links below to hear Dear discuss the novel and his theatrical adaptation:
Adapting Chapter 5:
http://www.nationaltheatre.org.uk/64323/frankenstein/adapting-chapter-5.html
Dear discusses the novel:
http://www.nationaltheatre.org.uk/64860/frankenstein/nick-dear-on-frankenstein.html
Man-made creatures.What is a monster?
http://www.nationaltheatre.org.uk/64322/frankenstein/manmade-creatures.html

DANNY BOYLE'S FRANKENSTEIN: BBC Article. Relevant for A2 students.

The National Theatre is about to present a theatrical version of Shelley's novel with this version being directed by Danny Boyle. Boyle is more famous for directing films such as Shallow Grave, Trainspotting, Slumdog Millionaire and the recent 127 Hours. Students should navigate through the links attached to this article.

http://www.bbc.co.uk/news/entertainment-arts-12481393

Click on link to access a discussion originally broadcast on BBC Radio 4 News that explores the question: Has the Frankenstein myth harmed Science?

This is a superb resource and is extremely relevant for any discussion considering the thematic nature of the novel.

http://news.bbc.co.uk/today/hi/today/newsid_9390000/9390609.stm

YEAR 12 LESSON TWENTY [15th Feb 11]: Homework.

Students read, watched, and discussed the final section of Shakespeare's Othello. Students were encouraged to respond to the question 'Othello: Villain or Hero?' and consider the modern relevance of a play first performed over 400 years ago.

Homework: Students should be re-reading The Great Gatsby/TROTAM and perusing the Othello links that I have posted. When we return to school we shall begin to construct ideas for the Shakespeare coursework response. Students have a list of potential questions and should consider which question they will select for coursework.

YEAR 13 LESSON NINETEEN [14th Feb 11]: Homework.

Students were encouraged to analyse the final soliloquy and were introduced to the idea that TIME is the central theme at the heart of this dramatic speech and the representation of Nature is also a crucial element within this final scene. Students were encouraged to compare and contrast the representation of Nature in Faustus's final soliloquy with the representation of Nature at the end of chapter 9/ beginning of chapter 10 in Shelley's Frankenstein.

Students were also encouraged to compare and contrast the Old Man in Marlowe's Faustus with the DeLacey family in Shelley's novel. What is the author's aim? What is the symbolic nature of the Old Man and the DeLacey family? What ideas are being expressed through the symbol of the Old Man/ DeLacey family?

The second section of the lesson revolved around a consideration of the following questions:
1. To what extent is Mephistophilis presented by Marlowe as a sympathetic character and how might this relate to author's aim?
2. What is the purpose of the 'Low Comedy' scenes?
3. Does the final soliloquy allow the audience to feel a sense of sympathy for Dr.Faustus?
4. Why does Faustus fail to repent? Author's aim? [ Morality Play?]

Homework: Students need to complete their coursework. I will expect the final draft to be handed to me at the beginning of the next session.
Furthermore, students need to provide a written response to the Marlowe questions discussed in the final section of this lesson.