WHY GOTHIC IS MORE POPULAR THAN EVER: Article from The Independent.

Great article published in today's [30th Oct 12] The Independent. A documentary is being screened on Channel Four tomorrow at 11.10pm titled: FRANKENSTEIN: A Modern Myth.
Click on link to access article:
http://www.independent.co.uk/arts-entertainment/tv/features/frankensteins-monster-why-gothic-is-more-popular-than-ever-8262169.html
Documentary teaser trailer: http://www.youtube.com/watch?v=Z17eOjRjIbQ

Interview with Danny Boyle and Nick Dear. They discuss how they created their adaptation of Frankenstein for the National Theatre. Click on link below:
http://www.youtube.com/watch?v=8mbDmwpJ_h0&feature=related

Nick Dear four minute interview: http://www.youtube.com/watch?v=X7Fi208Cb6M

THE NATIONAL THEATRE stage production of Frankenstein was a massive success and provided a lot of high-profile publicity for the play and Shelley's novel. These two BBC articles relate to the different readings that can be attached to the play.
STUDENTS SHOULD READ THESE TWO ARTICLES. Click on links below:
http://www.bbc.co.uk/news/magazine-12711091
http://www.bbc.co.uk/news/magazine-12737956
Has the Frankenstein myth harmed Science? BBC Radio 4 interview:
http://news.bbc.co.uk/today/hi/today/newsid_9390000/9390609.stm
How the novel was written...BBC video clip:
http://www.bbc.co.uk/news/entertainment-arts-12460086

THE GREAT GATSBY: HISTORICAL CONTEXT.

It is important that students are aware of the historical context that surrounds Fitzgerald's novel as one of the assessment objectives demands that students can discuss context when constructing a critical argument. Below are a few links to resources that may help students develop an understanding of America in the 1920s. The decade is a complex decade. At the beginning of the decade was a period of economic hardship, in 1925, when the novel was published, rich urban Americans were experiencing an economic boom, and in 1929 America suffered the Wall Street Crash.

FITZGERALD'S novel only became viewed as one of the THE GREAT AMERICAN NOVELS after the end of World War Two in 1945. Fitzgerald died in 1940 and never received any commercial or artistic benefits from his novel. Students might like to consider WHY the novel only began to appeal to a wide audience over twenty years after its initial publication. What is it about this novel that eventually captured the imagination and intellectual attention of an American audience?

'THE ROARING TWENTIES' is a three part YOU TUBE documentary that includes a voiceover that will test your will to exist and may inspire random acts of extreme violence...but it does include some interesting information about mass consumption and the role of advertising, prohibition, the role of women, the jazz age,the Scopes trial etc:
Part One: http://www.youtube.com/watch?v=kVOflzLGKCc&feature=relmfu
Part Two: http://www.youtube.com/watch?v=MExfjbSmR0k&feature=relmfu
Part Three: http://www.youtube.com/watch?v=YHZckXwIa5E&feature=relmfu

'BOOM AND BUST' is another YOU TUBE beast that contains some of the most appalling and comedic sound effects....but again...provides a good overview of America in the 1920s.
Click on link below:
http://www.youtube.com/watch?v=4Xrz69_W4ew&feature=related

'THE CENTURY...AMERICA'S TIME: BOOM TO BUST' IS A DECENT THREE PART DOCUMENTARY WITH DECENT PRODUCTION VALUES AND INTERVIEWS WITH PEOPLE WHO LIVED THROUGH THE 1920s.THIS IS A MORE SOPHISTICATED AND MEASURED RESOURCE. WORTH WATCHING. IT IS NOT A STRICTLY ACADEMIC RESOURCE BUT IT SHOULD ENGAGE A CURIOUS TEENAGE MIND.This is a three part 45 minute resource:
One: http://www.youtube.com/watch?v=foooDFF9Dgs
Two: http://www.youtube.com/watch?v=IJuEi-U6pmo&feature=endscreen
Three: http://www.youtube.com/watch?v=sPP7FE8RIbY&feature=endscreen

Here is a link to a previous BE CURIOUS entry that provides links to two documentaries that explore the life and times of F.Scott Fitzgerald:
http://becuriouslit.blogspot.co.uk/2010/09/fscott-fitzgerald-documentary.html

If this feast of resources is not enough to keep a stimulated literature student engaged and informed, here are three videocasts from the University of Leeds that explore issues related to THE GREAT GATSBY:
http://becuriouslit.blogspot.co.uk/2012/04/gatsby-podcasts.html

ENJOY.

YEAR12 LESSON SEVEN [25th Oct 12]: Homework.

Students considered the key features of Chapter 4 before being moved into groups to consider various features of Fitzgerald's Gatsby. Students considered the significance of Daisy and Tom, the thematic concerns of the first four chapters, and the way that Fitzgerald introduces the character of Gatsby. The groups that were able to feedback provided some excellent material.

HOMEWORK: READ the novel. Be aware of how Carraway reacts to Gatsby and consider Fitzgerald's aim when using Carraway as his narrative voice.


Digest this resource:
http://www.youtube.com/watch?v=ehjTS6AhMJ8
This is my Gatsby podcast. Lend it your ears:
http://soundcloud.com/fishymedia/literature-podcast-an-as-level
This remains a superb Gatsby resource. Digest: http://www.youtube.com/watch?v=0VhYMdnAsyM

YEAR 13 LESSON EIGHT [24th Oct 12]: Homework.

Students discussed the gothic nature of Maupassant's WAS IT A DREAM ? before moving on to discuss the representation of the natural world in Shelley's Frankenstein. Particular focus was placed upon the final section of Chapter 9 and Victor's inability to feel any emotion but 'the misery of reflection'. Class discussion also considered the significance of Justine and how this character helps shape the development of Victor's character. The final section of the lesson was a consideration of the creature and how Shelley introduces 'the catastrophe' into the novel. The class were asked to consider whether Shelley shapes the creature's introduction to gain a sympathetic reaction from the reader.
Lots of good discussion today folks.

HOMEWORK: READ. READ. READ. Particular focus needs to be placed on the role of the De Lacey family and the ideas Shelley offers through this family.
Students will also be expected to construct their ANTHOLOGY COURSEWORK when we return to school so it is important that students select a text that will enable them to answer the 'canon' question or the 'metaphor' question.
Here is a link to the The Poetry Archive:
http://www.poetryarchive.org/poetryarchive/home.do
Here is a link to an excellent BBC Poetry Site:
http://www.bbc.co.uk/poetryseason/

MR.STEVENSON'S YEAR 13/12 LESSONS.

YEAR 12:
Sorry about last week. I was TRANSFORMING into a Werewolf [see photo]. Hopefully you got the message about last week. If not, read on. THIS THURSDAY we will return to Pinter for the first hour. The second hour is a timed response to the task below. No notes just clean texts:
HOW DOES HOSSEINI TELL THE STORY IN EITHER CHAPTER 3, 4, 5 or 6?
Think about our session on chapter 2. The AQA really want you to think about voices and structure. Avoid simply spotting language techniques.

YEAR 13:
Both groups were treated to a journey through THE ANTHOLOGY. Some credible discussion. However, the presentations this week hope to encourage your personal responses. AVOID boring us all with ground that we have already covered. Pick an aspect that YOU find interesting and explore it across two chapters of Wuthering.....
I WANT TO HEAR YOUR PERSONAL REACTION IN RESPONSE TO THIS BRILLIANT NOVEL. Don't forget the Joyce CA essay.

Cheers.
AS.

YEAR 12 LESSON SIX [18th Oct 12]: Homework.

THIS WAS A BIG GATSBY SESSION. Students were directed towards a discussion of Chapter 3 with particular focus directed towards Nick's description of Gatsby's behaviour at the party and Nick's comments at the end of the chapter that express his own sense of isolation and repression.

The second session was a consideration of the essay title:  HOW DOES FITZGERALD TELL THE STORY IN THE FIRST THREE CHAPTERS OF THE NOVEL?
Students were provided with an essay structure and class discussion explored potential content. I appreciate your patience folks. I talked far too much but hopefully my ranting will inspire some interesting essays. This is a very subtle novel and Carraway's narrative is a very interesting narrative device. This is a BIG essay. Your written work has been good but this is easily the most challenging exercise I have thrown at you thus far. Good Luck.

HOMEWORK: COMPLETE THE ESSAY. Below are two downloads that will help in the construction of the essay. Below is a link to the essay notes I offered in today's lesson:
http://minus.com/l7NEDNiPgn9Vy
Click on link below to access further essay notes:
http://minus.com/lb09nrIZgKZQfn

Below is a link to last week's blog entry. Students should listen to my podcast and watch a wonderful personal commentary of the novel offered by an enthusiastic loon via You Tube:
http://becuriouslit.blogspot.co.uk/2012/10/year-12-lesson-five-11th-oct-12-homework.html

YEAR 13 LESSON SEVEN [17th Oct 12]: Homework.

Students were asked to consider the nature of the gothic and were shown the final twenty minutes of the BBC Drama Good Cop. This drama could be considered gothic due to its thematic content and its use of visual imagery and location. This BBC drama explores extreme human behaviour and the central character, P.C. Rocksavage, appears to reflect the nature of Victor/Prometheus as he rebels against the accepted moral order. Click on link below to access final episode: http://www.bbc.co.uk/iplayer/episode/b01mxp2x/Good_Cop_Episode_4/

The heart of the lesson was a consideration of the essay title:
HOW DOES SHELLEY CREATE A SENSE OF DRAMATIC EXPECTATION IN THE OPENING SECTION OF FRANKENSTEIN?
Students were offered a potential essay structure and class discussion explored issues raised by this title.

HOMEWORK: Complete the essay and read Maupassant's short story: WAS IT A DREAM? Students should also be reading Shelley's novel. Students should be familiar with Victor's narrative as this will be the focus of discussion within the next lesson.