YEAR 12 LESSON FORTY-SIX [25th March 14]: Homework

Students were asked to consider the demands of Section B of the exam. The question that was used as the focus of the class discussion was:
WRITE ABOUT THE SIGNIFICANCE OF THE WAYS THREE WRITERS HAVE USED PLACES IN THEIR NARRATIVES.
Students were encouraged to link texts as this is the main assessment focus of  this section of the exam paper. The last few weeks have been linked to the coursework and the aim of this session was to reintroduce students to the demands of the exam. Class discussion was 'okay' but it is evident that we do need to improve the ability to link texts.
HOMEWORK: Consider potential content for this essay. On Tuesday we will be considering this Section B question and I will be providing feedback to the first drafts of the JERUSALEM coursework essays.

YEAR 13 LESSON FORTY-FIVE [19th March 14]: Homework.

We have now finished the reading of Faustus and it is time for the talking to conclude and students to show me that they are comprehending the significance of content. This session considered three potential essay titles. I provided a potential essay structure for one essay title and students considered
either
HOW FAR DO YOU AGREE WITH THE VIEW THAT THE PLAY EXPOSES THE CORRUPTION OF RELIGIOUS BELIEFS AND PRACTICES?
or
DISCUSS THE VIEW THAT THE PLAY PROVOKES MORE LAUGHTER THAN TERROR.
Class discussion of the religion question was excellent. The 'Laughter/Terror' discussion was more problematic and vague.
HOMEWORK: On Friday students will be attempting to construct a written response to ONE of the THREE questions considered in this lesson. Students need to prepare for this task. Plan your response.

YEAR 12 LESSON FORTY-FOUR/FORTY-FIVE [18th/19th March 14]: Homework

IT IS TIME FOR COURSEWORK. The talking is over folks. I expect students to synthesise ALL the resources that I have passed to you. All students are armed with an essay structure and a SEA of BE CURIOUS resources. The last essay lacked specific textual reference so please be aware of this when constructing the first draft.
HOMEWORK: I expect to receive the first draft next Tuesday. On Wednesday I am on strike. THIS IS A MASSIVE HOMEWORK.
On Tuesday we will discuss Section B of the exam. I will be referring to Auden's Miss.Gee along with Gatsby/Mariner.

YEAR 13 LESSON FORTY-FOUR [14th March 14]: Homework

The aim of this session was to introduce students to the type of questions that can be expected in the exam and encourage students to consider how they might construct a FAUSTUS essay. The class were split into groups and asked to consider one of three questions:

1. 'Throughout the play the boundaries between good and evil are continually blurred, leaving the audience with moral uncertainty.' How far do you agree with this view of the play?
2. How far do you agree with the view that the play exposes the corruption of religious beliefs and practices?
3. Discuss the view that the play provokes more laughter in the audience than terror.

The task was to construct an essay plan that would confront the requirements of the question. Students were encouraged to identify the textual references that would help create a convincing written response.  The recent written work was okay but it is clear that we need to improve the quality of the written conclusion. Furthermore we still need to continue to develop an understanding of author's aim and continue to improve the ability to construct a convincing critical argument when explaining how textual reference supports opinion. LOTS TO DO FOLKS.

HOMEWORK: Students need to think about the essay title that they were asked to ponder in today's session. THIS MIGHT BE A TIMED ESSAY NEXT WEEK. Students need to have a very clear understanding of how to structure their written response. KEEP READING.

YEAR 12 LESSON Forty-Three [12th March 14]: HOMEWORK

The aim of this session was to prepare students for a written response that will provide the foundations for the COURSEWORK that we will begin to construct next week. The whole session considered a response to the question:
WHAT IS THE FUNCTION OF COMEDY IN THIS PLAY?
I expect a three/four paragraph response. Students should refer to the notes below as well as the notes we constructed in the class session.

• THE FIRST PARAGRAPH needs to explore the idea that in the First Act, comedy is used by Butterworth to disguise or mask the serious and philosophical nature of this play. In the opening scenes Butterworth presents the audience with the crude, bawdy, and defiant character of Rooster Byron. Students need to offer specific textual reference to reinforce the idea that Johnny is a comedic figure. He appears to be unconventional and eccentric but there is little evidence of his character being supernatural or deeply symbolic. Students might wish to refer to how his character appears to be a composite of the Shakespearean Trickster-Clown-Jester but Butterworth does not offer the symbolic significance of the allusions to Shakespeare and the world of the creative imagination until later in the play. The paragraph needs to conclude with a brief summary of the function of comedy in Act One. What is Butterworth's aim? The power of Byron's dramatic shift in character is masked by the fact that in Act One, the play is presented by Butterworth as being little more than a crude comedy about an eccentric character facing eviction from his caravan.
• The second paragraph needs to explore how Butterworth changes the tone of Byron's character and how the play begins to evolve into a much more philosphical and serious play. Harold Pinter has stated that theatrical comedy should offer 'THE WEASIL UNDER THE COCKTAIL CABINET' and Tom Stoppard has stated that a theatrical experience should involve the audience 'BEING AMBUSHED BY AN UNEXPECTED WORD, OR BY AN ELEPHANT FALLING OUT OF THE CUPBOARD.' This idea that theatrical comedy should offer the audience a shock or surprise is definitely evident in Acts Two and Three. How does Butterworth introduce the element of mystery that begins to surround Byron's character? How does this link to theme? If Byron becomes a SYMBOLIC character, what are the ideas being explored through his character? 
• The third paragraph could explore how the play could be considered a tragedy rather than a comedy. Byron continues to be a comedic character but he is now so much more. Reference could be made to the final scene. Tragedy or comedy? Aristotle? Arthur MIller?There was some FANTASTIC class discussion today relating to this final scene. Refer to your notes. What is Butterworth's aim? Why does he transform Byron from a simplistic and crude comic creation into an isolated and possibly magical symbolic figure? How does Butterworth's use of comedy help shape the dramatic power of the play's conclusion?
• The conclusion needs to consider the nature of comedy. Here are the quotes that could be used within your argument. Pick one quote and weave your argument around the quote:

1. Aristotle: 'Comedy does not involve pain or destruction.'
2. Robert D.Hume writing about Restoration Comedy in 1976 stated that:..'comedy presents...the complexities and ambiguities of human experience rather than a simple white-black picture of what man should or should not be..'
3. C.L.Barber: Comedy..'reacts against social conformity..'
4. David Mamet: 'When you come to the theatre, you have to be willing to say 'We're all here to undergo a communion, to find out what the hell is going on in this world.' If you're not willing to say that, what you get is entertainment instead of art, and poor entertainment at that.'
5. Moliere: 'The duty of comedy is to correct men by amusing them.' 
6. Heywood: 'Comedy begins in trouble and ends in peace.' 

Students need to weave their concluding comments relating to Jerusalem's use of comedy around one of the quotes.Students should also offer an explanation of Butterworth's aim and, if possible, explain why this play is relevant and is a valuable work of Literature.
Phew. Good Luck.

Students also need to email their coursework title to me at some point over the weekend.
THIS IS A MASSIVE ESSAY as this work will be used within your coursework. This essay is really the beginning of the coursework...so it needs to be precise and coherent. This work will allow me to gauge your level of textual understanding and discover who has been using the resources. We have been indulging in a lot of discussion and now it is time for the written work. I can't wait to receive this essay!
Listen to my Jerusalem podcast. It will be extremely useful.

YEAR 13 LESSON FORTY-THREE [12th March 14]: Homework

The aim of this session was to complete the reading of FAUSTUS. Class discussion considered the implications of the final scene. Reference was made to the symbolic significance of the form of the soliloquy and discussion considered two main questions:

• Do you feel sympathy for Faustus at the end of the play?
• How does Marlowe want the audience to view the final scenes of the play?

Class discussion also considered the significance of the final Chorus and how Marlowe uses language to shape Faustus's increasing sense of desperation and panic. Class discussion was superb. Cheers.

HOMEWORK: On Friday we will begin to consider Faustus as a gothic text and explore past AQA exam questions. Students need to keep revisiting the text as you will only be able to offer a sophisticated response if you are familiar with the text.

YEAR 12 LESSON FORTY-TWO [11th March 14]: Homework

The aim of today's session was for students to display their contextual understanding of JERUSALEM. I was very disappointed with the level of intellectual engagement last week so was hoping that students had bothered to digest the resources provided. The lesson consisted of three group tasks. Students were asked to consider three questions:

• What is the purpose of comedy within the play?
• Is this a play about England?
• What is the dramatic purpose of Rooster Byron?

Most of the discussion was superb. The coursework is fast approaching so it is incredibly important that students engage with this play. This is a complex text and demands your attention.

HOMEWORK: Continue to digest the resources. Students should be selecting their exam question.

Tomorrow we will consider the question:

'COMEDY IS LAUGHTER AS DISTRACTION. DRAMATIC COMEDY RARELY CONFRONTS SERIOUS SOCIAL ISSUES.' To what extent can this view be applied to Jerusalem?