1909...Les Demoiselles d'Avignon.
A new use of form. A new way of interpreting the world.
Prufrock?

1901...The Blue Period.

YEAR 12/13 LESSON 57 [23rd June 15]: Homework

Today's session explored issues relating to literary value. Students were asked to consider the concept of the canon and discuss the notion of value. The question at the heart of the discussion was:
HOW DO WE CALCULATE LITERARY VALUE?
Students were then asked to consider the merits of a prose extract from modern author, and son of Hull, Russ Litten, and T.S.Eliot's The Love Song of J.Alfred Prufrock.
Students were asked to consider which text offers the most literary value?

HOMEWORK:  DIGEST LITERATURE. DIGEST THESE RESOURCES.

Read Eliot's PRUFROCK and read Ted Hughes' LOVESONG. Not only do I want  students to consider why these two poems could be considered valuable but I also want students to consider how metaphor is being used to shape meaning.

YOU TUBE PROVIDES THESE KIND OF RESOURCES! SOAK THEM UP! HERE, TWO ACADEMICS DISCUSS READINGS OF ELIOT'S PRUFROCK:
https://www.youtube.com/watch?v=U2DeqZ9ryTc
https://www.youtube.com/watch?v=lsDOASE42HM
Here is a link to a bloke talking about the poem. This is the kind of resource that YOU TUBE can offer the student. This man offers his own reading of this famous poem...and links the poem to his life. Is this a useful resource?
https://www.youtube.com/watch?v=JA4NpKVmV5I 

One of the central questions that we will consider on Friday is:
WHAT IS THE PURPOSE OF METAPHOR?

I expect ALL students to be familiar with the texts in FEED YOUR BRAIN and I expect class discussion linked to ELIOT/HUGHES to be illustrated with references to the texts in the Anthology. The aim of the Anthology is to allow students to illustrate their critical argument with a wide range of textual reference. READ THE ANTHOLOGY.......READ...READ....READ....READ.

Students should also digest the resources below:
Katie Tempest
https://www.youtube.com/watch?v=0NRYLzWovtk 
https://www.youtube.com/watch?v=JLWlB3ib7ZM
https://www.youtube.com/watch?v=yv5fggapRwQ
Hollie McNish
https://www.youtube.com/watch?v=KiS8q_fifa0
https://www.youtube.com/watch?v=bJX5XHnONTI
https://www.youtube.com/watch?v=f5-BNFKkz9M
John Cooper Clark
https://www.youtube.com/watch?v=p4qN9pduox0
TS Eliot reads..Prufrock: https://www.youtube.com/watch?v=JAO3QTU4PzY
Florence Welch reads Hughes' LOVESONG: https://www.youtube.com/watch?v=woyB_gJQLpg
Lemn Sissay
https://www.youtube.com/watch?v=kXp8yzY99uw
https://www.youtube.com/watch?v=wlfdYWx5pDQ

BACK AGAIN....

The last few works of this academic year will consist of students considering questions such as:

• WHAT IS THE PURPOSE AND VALUE OF LITERATURE?
• WHAT IS THE CANON?
• HOW DO WE CALCULATE LITERARY VALUE?
• WHAT IS THE PURPOSE OF METAPHOR?
• WHAT IS GOTHIC LITERATURE?
• WHY BOTHER READING?

The textual focus for this philosophical section of the course is the FEED YOUR BRAIN Anthology. This lovingly prepared slice of literary nutrition contains some of the most famous poems in English Literature and also some less famous, less canonical, but perhaps more valuable texts.

Students need to engage with this section of the course as it will prepare the philosophical foundation for next year's work. The two texts that students need to explore for the work at BGS in 15/16 are:

• Mary Shelley's FRANKENSTEIN or THE MODERN PROMETHEUES.
• Christopher Marlowe's THE TRAGICAL HISTORY OF DOCTOR FAUSTUS.

Students might like to dip into these resources posted below...Is this Literature?

Katie Tempest:
Hollie McNish:
John Cooper Clark:
more to fillow with links.....the school system is not allowing me to access You Tube.....

YEAR 12 FINAL ADVICE...

So...we have the exam on Friday. Here are some last minute tips:

• Don't forget that each question has a different assessment focus. Make sure you are aware of the appropriate assessment objective/s.
• Yesterday we were discussing Section A and I advised students to write about poetry. I think it is easier to write about VOICE and STRUCTURE if you are exploring the work of Auden or Coleridge. It might be best to save Gatsby for Section B.
• The first Section A question needs to consider how VOICE is used to shape meaning therefore students need to be aware of how the different voices in TROTAM are used by Coleridge. Here is a potential essay structure for 'How does Coleridge tell the story in the opening section of the poem?'

.........Begin with an exploration of how the VOICES of the omniscient narrator and the Wedding Guest are used to amplify the supernatural nature of the Mariner. The comment of the Wedding Guest at the conclusion of the section is significant. This will allow students to discuss STRUCTURE. Why does Coleridge use the voice of the Wedding Guest to interject in the final stanza? Why is this significant?

.........The next paragraph could discuss how Coleridge uses FIGURATIVE LANGUAGE to present the power and majesty of nature...or the supernatural character of the Mariner. Focus upon simile/metaphor/symbolism and explain how this use of language allows Coleridge to shape meaning.

.........The third paragraph could explore the significance of the ballad form and why Coleridge experiments with the traditional and regular form of the ballad. Why does Coleridge present a warped and distorted version of the ballad form? Keep your argument brief and detailed. Examiners often comment that student writing can be poor when writing about form. BE CAREFUL. 

.........The conclusion is really important as students need to explore the significance of the first section in the context of the whole poem. The opening section introduces location, character, theme and genre. It is incredibly significant.

• The second question in Section A will demand that you use the opinion of critics.
• Section B requires three paragraphs that do not have to be linked. In our texts, SYMBOLISM is used by each author to shape meaning so make sure you are aware of how each author uses symbolism. Don't lose sight of the 'ASPECTS OF NARRATIVE'. How is the story being shaped by the author and why???

GOOD LUCK FOLKS. Send me an email if you want me to mark some work...even if it is only a paragraph.

MLR. 

YEAR 13 LESSON 54 [11th May 15]: Homework

The session considered the question:
TO WHAT EXTENT DO YOU THINK GOTHIC LITERATURE IS CHARACTERISED BY A FASCINATION WITH DEATH?
This session considered possible essay content and the class produced an intro and first paragraph that would be appropriate for this task. Recent essays have lacked AO2 and need to offer reference to historical context and the opinions of critics therefore this was the focus of the modelling. The actual level of textual understanding is superb but we need to smash this knowledge towards the assessment objectives. I would urge all students to refer to symbolism and state how each author uses symbol to shape meaning. This will allow students to access AO2. Reference to historical context might just be a sentence or two that considers how a modern audience may react to the death of Faustus. What is the possible meaning of this play if the religious narrative framework is removed? Is Macbeth still relevant if the religious narrative is removed?? Both texts become an exploration of ambition and power. They are incredibly relevant if the religious context is removed. But perhaps they are not quite as 'shocking'.
The work is good. Keep reading. Keep writing.

HOMEWORK: Attempt some essays. Students need to be producing one hour timed essays. No excuses.

YEAR 12 LESSON 54 [8th May 15]: Homework

This final official session considered some issues relating to Gatsby as students are still ignoring the fact that we view the whole novel through the sensibility of Nick Carraway. Class discussion explored why Carraway views Gatsby in such a positive manner and how this links to author's aim. The 'protagonist' essay that many students attempted was basically a 'CHARACTER AS SYMBOL' question and students were encouraged to develop their understanding of symbolic meaning as this is at the heart of all our texts. FITZGERALD and COLERIDGE shape meaning through symbol and students must be aware of this key aspect of narrative. The recent Section B essays were a little lacking in AO2. Also...don't forget the religious context when writing about Auden's Miss. Gee. This poem is a savage attack on the restrictive and inhibiting influence of religious faith! Most students completely ignored this reading of the poem.

The last section of the session involved modelling a paragraph in response to the 'climax/anti-climax' Section B question.

HOMEWORK: Keep constructing the essays. Attempt past questions and email them to me for marking.

ON TUESDAY I WILL BE TEACHING AS PER USUAL. IF YOU CAN MAKE THE SESSION..GOOD! I WILL CONTINUE AFTER SCHOOL IF YOU WANT SOME LAST MINUTE REASSURANCE.

Just in case you have not bothered to listen to my podcasts:
MARINER:
https://soundcloud.com/fishymedia/literature-podcast-two-the
GATSBY:
https://soundcloud.com/fishymedia/literature-podcast-an-as-level

YEAR 13 53 [7th May 15]: Homework

The Thursday session began with a consideration of the symbolic significance of NATURE within Shelley's Frankenstein. Recent essays have ignored the significance of the Alps and the majesty of the natural world in this novel so the aim was to illustrate how references to nature can enhance critical arguments. REMEMBER...the majesty of the natural world can be used to reinforce the omnipotent power of the divine and can be juxtaposed with the imperfect creature that represents the inability of Science to successfully replicate divine power.  

The  session continued to explore issues relating to Section B. The question that we considered was:
'GOTHIC LITERATURE DEMONSTRATES THE CONSEQUENCES OF DISRUPTING THE NATURAL ORDER OF THINGS.'
Consider the texts you have studied in the light of this comment.

HOMEWORK: Students need to attempt some of the essay titles that we have discussed in the last three or four weeks. Students should be attempting timed essays. TALKING ABOUT THE TEXT IS OBVIOUSLY NOT ENOUGH. THIS COURSE IS ABOUT WRITING. I NEED TO SEE SOME TIMED ESSAYS. ATTEMPTING PAST QUESTIONS IS THE ONLY VALID FORM OF PREPARATION FOR THE EXAM. GET WRITING. KEEP READING.