YEAR 13 Mon 27th March 17:

Today's session discussed the final section of Harrison's V. Class discussion involved a consideration of the significance of the media images within the poem and the significance of the epitaph. Students were encouraged to consider the incredible range of allusions and cultural and historical references that populate this poem...from football and lager to nineteenth century French literature and allusions to eighteenth century British canonical poetry. The range of reference in this poem is astonishing. The highlight of the lesson was Ellie 'telling me off' for stereotyping bankers as 'greedy bastards'!

HOMEWORK: I would like students to produce a one [or two] paragraph response to the question:
HOW SIGNIFICANT IS GRAY'S ELEGY WHEN
                                                        CONSIDERING MEANING IN HARRISON'S V?
I would like students to focus upon form and the significance of the iambic quatrain. Why does Harrison use these allusions? Students should not just consider the thematic similarity between each text.
REMEMBER....consider whether it is possible to fully comprehend Harrison's aim in V if the reader is not aware of Harrison's use of the form and thematic concern of Gray's famous poem?

I would like this written work handed to Sam on Wednesday. I would like to mark this response before our next session. This paragraph will be useful for students when constructing our Tony Harrison essay.

YEAR 12 FEB/MARCH 2017....

RERSOURCES FOR OTHELLO....All link to the 2016 RSC version that includes the first black actor to play Iago..
Is Othello a racist play?
https://www.youtube.com/watch?v=zAcmVH8vqZw&t=15s
Iqbal Khan:
https://www.youtube.com/watch?v=cvef-Rxk6DU&t=4s
Playing Othello:
https://www.youtube.com/watch?v=1cNOd1tUaaw
Act 3 Scene3:
https://www.youtube.com/watch?v=W1c_HQijEBo
Playing Iago:
https://www.youtube.com/watch?v=JcCzk8aT8H8
THAT BRILLIANT DRAMATIC TRAGEDY RESOURCE FROM The National Theatre:
https://www.youtube.com/watch?v=dSr6mP-zxUc&t=69s
An Introduction to Greek Theatre:
https://www.youtube.com/watch?v=aSRLK7SogvE
Anthony Hopkins 'blacked-up' for Othello...what do you make of this?
https://www.youtube.com/watch?v=FnjPTBpsEnY
Laurence Olivier...'blacked-up'!!! Again..what do you lot make of this??
https://www.youtube.com/watch?v=tWCe6bW0-Fs
Read the resource that I gave you last week within which  HUGH QUARSHIE offers his reservations about playing Othello...
http://www.hamhigh.co.uk/etcetera/theatre/is_othello_a_racist_play_rsc_actor_hugh_quarshie_is_asking_the_question_1_4184119 

HOMEWORK: I stopped the last lesson twenty minutes into the session to discuss 'other matters' related to Sixth Form life. On Tuesday we will continue to discuss the play. The title for the next essay is..TO WHAT EXTENT CAN OTHELLO BE CONSIDERED A TRAGIC HERO?

Here is a potential essay structure:

• The first critical paragraph must consider the character and the play within the context of tragedy. Othello can clearly be considered to follow the dramatic conventions of a tragic hero as Shakespeare offers evidence of HAMARTIA and HUBRIS. Students need to support their argument with appropriate textual reference. Is Othello's hamartia jealousy? Poor judgement? The inability to comprehend the complexity of love? The inability to perceive that Iago is a liar? WHAT DO YOU THINK? All commentary needs to be supported with clear textual reference. To what extent does Othello conform to Aristotle's definition of a tragic hero? 

• The second paragraph needs to consider the significance of ACT 5 SCENE 2 as this is the moment within the play that may determine whether the audience view Othello as a tragic hero, tragic victim, or even tragic villain. A.C. Bradley believes Othello is a tragic hero but T.S. Eliot has suggested that Othello becomes a 'pathetic figure' at this point in the play. READ YOUR NOTES. What do you think? Which critic are you going to weave into your argument? When Othello attempts to cleanse Desdemona of her sin, is this heroic? Misguided? Deluded? Hubris? When Othello realises his mistake and becomes his own judge and executioner, does he become a sympathetic figure? Does the murder of Desdemona and the death of Emilia make it impossible to view Othello as a tragic hero? WHAT DO YOU THINK?

• The third paragraph needs to consider the significance of language and form and how this allows Shakespeare to present the influence of Iago. Does Othello rediscover the 'Othello Music' at the end of the play? Does he rediscover his calm nobility? How does this use of language and symbolism enhance the tragedy? Use of soliloquy? Is the tragic nature of the play enhanced by the fact that Shakespeare allows the audience to view the successful manipulation of Othello by Iago but all the other stage characters remain ignorant of Iago's true character? Brennan describes the audience as being in a state of 'helpless frustration'. How does this enhance the power of the drama? How does Shakespeare want the audience to react? Why does he use this powerful from of dramatic irony?

•  The final paragraph needs to consider the PITY and FEAR. Where is the PITY? Where is the FEAR? How is the audience to react if the play is to be considered a success? What is the contemporary significance of this play? Refer to the view of a critic. Arthur Miller? Tragedy as an 'optimistic genre'? 'Pointing the heroic finger at the enemies of human freedom'?  'Perfectibility'? D.H.Lawrence and tragedy being a search for 'truth'? What is the contemporary relevance of this play? You could link to a quote that presents the purpose of Literature. See your notes. Why is this play still being performed? WHY IS IT SO POERFUL? Does it have a universal significance? QUESTION FOCUS...I want the conclusion to offer a STRONG personal voice. Throw some FIRE in your words.

TALLY HO! GOOD LUCK!

YEAR 13..MARCH 2017..

The last few lessons have been investigating the work of TONY HARRISON. Students should be aware of the following resources. This RADIO FOUR programme with BLAKE MORRISON explores issues linked to HARRISON'S 'V'. This is a cracker. GIVE IT YOUR EARS:

https://www.youtube.com/watch?v=oW49WJ0F2HM&t=130s

HARRISON READS V on BBC Radio Four...Audio Resource:

https://www.youtube.com/watch?v=7if44iVP3_I&t=19s

Part Two:

https://www.youtube.com/watch?v=ZxxhMe1855A

Simon Armitage interviewing Harrison is always worth your eye and ear time:

https://www.youtube.com/watch?v=BXV4v1oAeOA&t=104s

Simon Armitage interview...'Poetry is a form of dissent' :

https://www.youtube.com/watch?v=TvFcbedyQ0A&t=84s

Tomorrow's lesson [27th March] will involve discussing issues within Harrison's V and a consideration of the essay question:

YEAR 13 Monday 13th Feb 2017.

Today's session contained a feedback to the quality of the last set of essays and considered possible content for the essay question:
'POLITICAL AND SOCIAL PROTEST WRITING SHOWS THAT, IF PEOPLE ARE TO EFFECT CHANGE, THEY NEED TO GROUP TOGETHER.'
To what extent is this true of HARD TIMES?

HOMEWORK: I expect this essay to be handed to me after half-term. I also expect students to read ALL the poetry of Tony Harrison and synthesise the HARRISON resources posted elsewhere on this blog.
http://becuriouslit.blogspot.co.uk/2017/02/year-13-monday-6th-feb-2017.html
http://becuriouslit.blogspot.co.uk/2016/06/year-12-27th-june-16.html

YEAR 12 LITERATURE JAN 2017...

The mocks are over and we rush forth inside Shakespeare's OTHELLO. The aim of the sessions throughout January was to familiarise students with this fantastic play. Here are some resources for students to digest:
The Tragedy resource. This is the definition of dramatic tragedy. It's ace. Synthesise the content:
https://www.youtube.com/watch?v=dSr6mP-zxUc
OTHELLO resources:
https://www.youtube.com/watch?v=jyoCIwJn9Ic
Ewan McGregor talks about playing Iago:
https://www.youtube.com/watch?v=0dF921GLl7g
Is Othello a racist play?
https://www.youtube.com/watch?v=zAcmVH8vqZw
The role of Othello:
https://www.youtube.com/watch?v=1cNOd1tUaaw

HOMEWORK: Before our lesson on Tuesday 7th Feb, students should have read/watched/listened to the first THREE ACTS of the play.

YEAR 13 Monday 6th Feb 2017.

The Poll Tax riot:
https://www.youtube.com/watch?v=5o98_hia8tA
Ken Loach and Orgreave:
https://www.youtube.com/watch?v=VO2hoGW2mLM
The Miners and the 84/85 Strike:
https://www.youtube.com/watch?v=qzwATFfA1Lo
The Battle of Orgreave:
https://www.youtube.com/watch?v=d2jH53e6_jQ

Today's session was an introduction to Tony Harrison and the session explored the historical context of the Thatcher moment. This was a time of incredible social division and students need to be aware of the conflict that inspired Harrison's V poem. Click on link below to access resources linked to TONY HARRISON. These resources will inform your reading.:
http://becuriouslit.blogspot.co.uk/2016/06/year-12-27th-june-16.html

HOMEWORK: READ V and read Gray's ELEGY IN A COUNTRY CHURCHYARD. Students must be familiar with the similarities between this famous 18th Century poem and Harrison's 20th Century version.

https://www.youtube.com/watch?v=G76uhV4QIY4

YEAR 13 Monday 30th Jan 2017

WILL SELF...Teaching to the test..
http://www.bbc.co.uk/programmes/b08bbpr5
Listen to this resource from Radio 4. The great Will Self discusses the obsession with testing students.

This session considered the question:
THE MAIN CONCERN OF DICKENS IN THIS NOVEL IS THE ABUSE OF POWER.
To what extent do you agree with this assessment of the novel?

The class discussion explored the question in relation to the Utilitarian educational philosophy, Bounderby and his ignorance and dismissive attitude toward working people and the significance of the trade union narrative. Below is a potential essay structure that should help students construct a coherent critical narrative.

STRUCTURE

• Begin with a very brief introduction that allows the examiner to comprehend the critical direction of your response. This is a novel about the abuse of power, especially when considering the Utilitarian education system, but it also explores the destructive nature of Boundary's ignorance and arrogance, the trade union failing to respect the freedom of the individual, and the destructive indifference of Members of Parliament. The politicians seem to have very little interest in using their power to create a fairer world. Do they actually appreciate the power that they have to improve society? Students could also discuss Dickens' use of Gradgrind and how he presents this character as a symbol of hope and change. He unwittingly abuses his power but realises his error and becomes a compassionate father and compassionate politician.

• The first paragraph could explore the Utilitarian system and how the adults directing this system abuse their power to educate children. Obviously Dickens presents his contempt of this form of education through one teacher being named  'M'Choakumchild'  and the title of the second  chapter being titled 'Murdering the Innocents'. OBVIOUSLY Bitzer is used to shape the idea that this form of learning dehumanises young people and creates incredibly cruel adults incapable of empathy and compassion. Self-interest appears to be at the heart of this philosophy and this clearly angers Dickens. Why does Dickens despise this system? What is his ideal form of education? STUDENTS MUST EXPLORE HOW DICKENS USES SYMBOLISM TO SHAPE MEANING. Refer to your notes. I have given you some key quotes and marked written paragraphs that deal with Bitzer as symbol. Could link to Thomas Carlyle's view that 'men are grown mechanical in heart and head, as well as hand.' This quote could easily be used within the second critical paragraph...or the conclusion!!

• The second critical paragraph could deal with Bounderby.: 'the bully of humility.' Is he abusing his power? Is he aware that he has the power to improve the lives of the factory workers of Coketown? What is his power and does he use it? He clearly believes that the workers are less than human. He refers to them as 'hands'  and 'the pests of the earth.' BE AWARE OF THE SIGNIFICANCE OF THE MEN AND MASTERS chapter. Blackpool delivers a strangely articulate speech and states that 'the strong hand will never do it...Agreeing to make one side awlus and forever right, and toother side..forever wrong..will never do it.' He is then sacked as Bounderby suspects the 'gold spoon look-out.' This decision leads to Blackpool's death. Why does Dickens contrast the virtue and humanity of Stephen Blackpool with the arrogant duplicity of Bounderby? How does Dickens want factory owners to view the people that work in their factories? Why does Dickens present Blackpool and Rachael as being so decent, selfless, compassionate, and selfless? Why is Bounderby presented as being such a vile human? REMEMBER...the whole of this novel is an appeal for empathy....WHY? HISTORICAL CONTEXT? THE GREAT EXHIBITION of 1851 suggested that the industrial revolution was improving the quality of life for everybody. How does this novel challenge that perception? What kind of change is Dickens urging through the contrast between Bounderby and Blackpool? How is Dickens shaping meaning through the symbolic characters of Bounderby and Blackpool?

• The third critical paragraph could deal with how the union should have the power to represent the and unite ALL the workers but Dickens presents union leader Slackbridge as a cruel bully more reminiscent of Bounderby. Once more, the name of the character is significant, and Dickens describes Slackbridge as an 'ill made' man with a 'sour expression..a sneer of great disdain and bitterness.' MEN and BROTHERS is a significant chapter for considering Dickens' attitude towards the trade unions. Slackbridge is concerned with humiliating Blackpool and Dickens never presents the trade union as attempting to deal with any industrial injustice. Dickens presents the union in a very negative manner and clearly views unions as another means of individual freedom being suppressed. Macauley [1934] described this novel as 'sullen socialism' but Dickens clearly views the union as a negative institution and challenges the view that this novel is championing any single political system. Dickens appears to be encouraging people to respect each other and value compassion and empathy.  He clearly does not believe that the union movement can help working people. Dickens appears to view the union as pointless. Perhaps he has misunderstood the value of workers having the voice of a union. CHECK HISTORICAL CONTEXT. The union movement did inspire lots of reform and did help fight to improve the quality of working conditions.

• Another idea for a paragraph could be to explore the apathy of the political class who seem to use the privilege of wealth to ignore the fact that they could help the suffering of the poor.  Obviously Harthouse is viciously attacked by Dickens. His indifference and philosophy that ' every man is selfish in everything he does, and I am exactly like the rest of my fellow-creatures..What will be will be..' Dickens seems infuriated by the ignorant rich who use their money to become an MP and then ignore, or are unable to perceive, the suffering being endured by the mass of working people. Dickens states: 'It is the drifting icebergs setting with any current anywhere that wreck ships.' Harthouse lacks any form of moral conscience and attempts to have an affair with Louisa. His indifference is potentially destructive. Students could compare Arthouse with Gradgrind who becomes the kind of MP that Dickens believes should be populating Parliament. Could link to CHARTISM. Remember, students must offer an understanding of historical context.

• Conclusion needs to offer a strong personal voice and use some critical commentary to weave within your concluding commentary. Is attacking the abuse of power really Dickens' main concern? Dickens does concern himself with the abuse of power but you could argue that his main concern is REFORM. This novel appears to urge for political reform and human reform...A REVOLUTION OF THE MIND!!

SO FOLKS...this a big essay. You need to show me that you understand this novel. An understanding of author's aim and how meaning is shaped by Dickens are crucial aspects of this essay. I expect a brief intro , THREE CRITICAL PARAGRAPHS AND A POWERFUL  CONCLUSION.

Good luck.

HOMEWORK: Complete the essay and read the Tony Harrison resource.
Below is a previous blog entry that offers some Tony Harrison resources:
http://becuriouslit.blogspot.co.uk/2016/06/year-12-27th-june-16.html