Wider reading for the dedicated English Literature student with a Faustian thirst for knowledge.

Thursday 18 December 2014

Y12: Coursework questions to consider

Oh hi Y12,

Firstly, congratulations to our quiz champs (Louis, Charlie, Daniel, Will, Harry and Cameron) - a victory for sheer weight of numbers!

Now, a reminder of your fun holiday homework:




Below is a list of the coursework questions we've put together.

Please follow the instructions above.

At the bottom of the doc, you will find a list of critical opinions about 'The Winter's Tale' from a range of critics. These will give you an insight into some of the debates around the play, and one or two of them might eventually make it into your essay. Here's the doc:



If you find any other useful links, quotes from critics or any other resources, please leave a comment to let me know.

Keep checking back for updates. I'll post any good sites or resources that I find.


Have a good Christmas,


Mr M

Wednesday 10 December 2014

About Pandosto

Hi,


Robert Greene, who famously referred to Shakespeare as 'an upstart Crow, beautified with our feathers...in his owne conceit the onely Shake-scene in a countrey", wrote the source material for The Winter's Tale.

Here are some links to some info about Pandosto:

The full text - with modern spelling
Pandosto at Wikipedia

It's worth considering the things that Shakespeare changed from the source material. As always, Shakespeare's language transforms the story to create a richness way beyond that of the source. The drama is heightened. It is infused with poetry and comedy.

Often, Shakespeare creates a character who either doesn't exist in the source or is very different - often a show-stealing character. Think Mercutio in Romeo and Juliet. Or, in The Winter's Tale, both Autolycus and Paulina.

Also, throw in a bear and a statue - and you have an infinitely better (and weirder) piece of work.


Mr M



Y12: Where we are

Hi all,


Tony Bell as Autolycus at the Rose Theatre

With only a week and a bit left until Christmas, we really need to motor through to the end of the text. Our priority will be to focus on the aspects of comedy in The Winter's Tale which might make a good focus for an essay question.

Here's our short-term timeline as it see it at this moment:

1) Finish the play by Monday 15th December at the latest. There'll be another quiz!
2) You'll take away a list of coursework questions to brainstorm.
3) In early January, you'll submit a one-page outline essay plan.
4) We'll have some one-to-one discussions to approve your plan.
5) You will write a first draft (under 1500 words) by the end of January.
6) After getting feedback, you will have until after February half term to submit your final draft.

In lessons, we'll be mainly focusing on our novel, The Road, after Christmas. 

Mr M












Monday 1 December 2014

Act 4 Scene 4: It's epic!

Hi,


Horticultural 'grafting' - a metaphor...
Next lesson, we'll be:

1) Doing a comedy theory quiz
2) Reading five pages of 4.4
3) Preparing to have a go at a short re-creative task based on the scene.

Today, we read a chunk of Act 4 Scene 4 (which is 40 pages long in my edition). To clarify the events and ideas in this long and complex scene, take a look here for a quick and easy summary. The first 21 bullet points take us up to where we are in the scene. Why not have a go at a quiz or two while you're there?

Click the image above to learn more about 'grafting' - then consider the relevance of this idea to the play.

Here's the scene with some helpful marginal notes.

Oops. I also forgot that we were going to go over Time's chorus at the start of Act 4. Keep hold of your notes - we'll do this next week.

Homework reminder:

1) Hand in essay (staging 4.3) on Thursday
2) Revise your comedy theory stuff.



Mr M




Saturday 22 November 2014

Shakespeare's Verse: An analysis (+ bear pics)

Hi folks,

Here's my effort at the homework.

I have:
  1. Recorded how I'd stress the lines to consider how it fits with iambic pentameter (black)
  2. Looked out for sound effects like internal rhyme, alliteration and assonance (green)
  3. Picked out key images to highlight the tone of the language (orange)
  4. Added a few comments about the effect + interpretations (black)

My overall conclusion from doing this? Well, Cleomenes and Dion are excited, enthusiastic and are positively gushing about their experiences in Delphos. Perhaps this explains the lines with extra syllables. They are not calm and controlled, and this is shown through the variations from the patterns of iambic pentameter. At the same time, it's poetic and musical. The rhymes and semi-rhymes, as well as the use of softer sounds (long vowels, fricatives, sibilance and liquid sounds) create a feeling of dream-like awe and wonder. The language of religion and the heavens helps to bear out this feeling of the sublime, the wonderful.

In other words, there's a connection between form, structure  and style - and subject matter/mood.

Now it's your turn. Don't nick my lines!

As a final present, here's a few of my favourite images of the bear on stage.

Enjoy, 

Mr M






Thursday 20 November 2014

Y12 Homework: Verse form and *reading around the bear*

Hi folks,

Sorry - we didn't get as far as I wanted today as it seemed necessary to spend more time on Shakespeare's verse form.


As a follow-up to our discussion today, I'd like to set you a short task. Here it is:


1) Pick out 3-4 lines of speech from a character in Act 3 which are rich or interesting in terms of their sound as well as imagery (Paulina in Act 3 Scene 2 is a good choice - or Leontes. In Act 3 Scene 1, Cleomenes and Dion are gushing about their experiences in Delphos - so perhaps poetry and musicality of language can be expected there? Antigonus in 3.3?)


2) Write your lines across a page of A4.


3) Annotate your lines in as much detail as possible, focusing on:



  •    stressed and unstressed syllables
  • rhyme/half-rhymes
  • alliteration (and sibilance) and assonance
  • punctuation and the flow of the verse
In addition, consider how word choices and imagery enhance the effects of the tone created through sound.

If you need help, here are a few things to get you thinking...

First, my powerpoint from today:




Also, have a look at this video in which actors playing Macbeth and Lady Macbeth discuss the effect of iambic pentameter on their performances:

If you are still not sure, I'll do one of my own and post it here tomorrow so you can see what I'm after.

I'd also encourage you to consider interpretations of the bear and its impact. Here are a couple of places to start:

Thursday 6 November 2014

The Oracle at Delphi

Hi,
 
Consulting the Oracle by John William Waterhouse

I wanted to point you in the direction of further information about one of the classical references in The Winter's Tale: the Oracle at Delphi. Here, I mean classical in the sense of 'pertaining to Greek and Roman antiquity, especially with reference to literature and art'. The presence of the Oracle in the play puts it in a pre-Christian, pagan setting - despite some anachronistic Christian references.

Check out this link for more about the Delphian Oracle:

http://en.wikipedia.org/wiki/Oracle

Or if you want to dig deeper:

http://www.shakespeareoxfordfellowship.org/wp-content/uploads/Oxfordian2007_Showerman-Death.pdf

Finally, a rich understanding of classical mythology can really help you to develop a deeper understanding of Shakespeare's plays. If you're interested in the classical world or ancient myths, check out one of Shakespeare's favourites: Ovid's Metamorphoses.
Also great: Ted Hughes's Tales from Ovid


Mr M

What Shakespeare knew: The Universe

Hello all,

The Pleiades Cluster - which also stars in Auden as the 'seven sisters'.
For those of you that ditched the lesson today in favour of Maths, I'd like you to read Act 2 Scene 1 of The Winter's Tale. If you need any help getting your head around the text, try using this.

As well as reading the scene, we looked at Shakespeare's references to the earth and the stars. The Elizabethan period was an exciting time in astronomy, and Shakespeare's contemporaries included Galileo and Johannes Kepler.

Here's two competing theories about how the Universe worked.

It appears that Shakepeare believed in Ptolemy's model, which was widely taken for granted for centuries, placing the Earth at the centre of the universe. Ptolemy (and Shakespeare?) believed the earth was fixed, the sun rotated around it with the planets, and the 'fixed stars' were set in an outer sphere which rotated. His theory of the 'epicycles' of some of the planets was a complicated and awkward way to explain the retrograde motion of the planets.



But in Shakespeare's time, another theory did exist which made more sense (still wrong though). Shakespeare's writing seems to suggest that he didn't believe in Copernicus's model - but it's likely he knew about it:



It's also possible that Shakespeare took Ptolemy's model as 'common knowledge' and used it for his audience. We'll never know.

Of course, science went with pseudo-science in the early 17th century, and Shakespeare is full of references to astrology (the reading of the stars for omens or to explain a person's fortunes) too. Here, Shakespeare mentions astronomy and astrology in consecutive speeches in Act 2 Scene 1:
  • Leontes. No; if I mistake
    In those foundations which I build upon,
    The centre is not big enough to bear
    A school-boy's top. Away with her! to prison!
    He who shall speak for her is afar off guilty
    But that he speaks.
  • Hermione. There's some ill planet reigns:
    I must be patient till the heavens look
    With an aspect more favourable. 
The retrograde motion of Mars - a headache for early astronomers.
If you'd like to know more, take a look at these:

http://www.universetoday.com/100002/shakespeare-wrote-of-an-earth-centered-sola/
http://www.shakespearedigges.org/ox2.htm
http://www.telegraph.co.uk/science/10599438/William-Shakespeare-the-king-of-infinite-space.html
http://www.elizabethan-era.org.uk/elizabethan-astrology.htm

I'll blog later on some of the classical references in The Winter's Tale.


Mr M

PS. If, like me, you love all this geeky science and the universe stuff, you can still catch an amazing hour of TV on iPlayer: The Human Universe. Mind-blowing!


Thursday 25 September 2014

Monday 22 September 2014

Auden essay: Miss Gee

Hello all,



Here is the title for your essay on Auden's Miss Gee:

Write about the ways in which Auden tells the story in Miss Gee.

The deadline is Monday 29th September.

Some advice:

The exam board constantly stress that they don't want lots of disjointed language analysis. The task is to write about the writer's methods in telling the story, so this means a big emphasis must be on form and structure.

In particular, make sure your response is built around an analysis of how the poem is constructed. This means taking a methodical look at:

1) how the story is set up (initial characterisation/settings)
2) how it develops
3) how the story ends/how the ideas are tied up. 

Think of the story as a journey. The ideas/themes/message of the story are the destination. How does Auden take us there?


Here is an idea for an opening to get you started:

Miss Gee is written in a detached, 3rd person voice in the style of a blues song. This is immediately signposted through the regular rhyme scheme and pacy rhythm provided by the general pattern of three stress lines:

"Now let me tell you a little story
About Miss Edith Gee..."


This formulaic bluesy opening has an immediate effect on the tone of the poem and sets up our expectations. Perhaps it leads us to expect...


From this opening, you can get into Auden's characterisation and use of setting, before getting into the complication of the dream. By this time, we have started to get a sense of Miss Gee's problem and Auden is ready to give her her ironic death in order to drive home his message.

Remember, your focus is on AO2: language, form and structure. So consider:


  • sequence, structure
  • the connection to the blues
  • repetition
  • language - connotations of words
  • imagery (think about religion, death, decay)
  • sounds
After you've zoomed in on a quote, make sure you zoom out to consider the effect of Auden's methods and any wider significance or connections to themes, ideas and motifs which recur throughout.

If you need any help on this task, please leave a comment below or send me an email.

Good luck, 

Mr M





Theatre Review: 1984 at the York Theatre Royal

Hi folks,

Last week, the Headlong Theatre Company were in York to perform their stage adaptation of George Orwell's dystopian classic, 1984. 

The play has been touring the country for over a year now and has received a string of five-star reviews

Here, Y13 English Literature student Laura gives her take on it.



It is very difficult to go into a lot of detail with this version of the play as I think everyone who sees it would have come away with something different. What I found the most interesting about it was at the beginning and the end, it had people reading Winston's diary in the future and talking about the relevance of it, what they thought of it, how the Party had eventually fallen but no-one actually knew how - this opening scene was later reflected at the very end when it was said Winston Smith was never real, it is thought the diary could have been written by someone who did not wish the Party to know it was them. The most chilling part was when a character said "But what if the Party never fell? Surely, this could be their way of telling us that they are still here. Always watching" The play closed very shortly after that line.

The use of including future generations reading the book 1984 was incredibly clever as well as giving the audience the impression that the story never actually happened. How it was acted out was that Winston had perhaps never met Julia, he had always been a puppet of the Party. They'd let him imagine that all of his life had happened to him when in reality, they had always controlled him, giving a rather interesting point of view on it.

Repetition was also used during the play. For example, Winston would say something but not understand it, it would later come back round as to why he said that (basically the idea that he was in Room 101 the entire time). A scene in the canteen would play out, with characters doing the same thing every day at the same moment (As a side note, during this scene, I have never seen a man dry a teacup with such malice on his face), showing the monotonous life those in the book lead. It only changes when Syme is 'unpersoned' that Winston starts notice how similar every single day is.

The use of lighting and set was very good, even if I was blinded by the strobe light that was basically next to my head half the time! Lighting was used to create a mood, was switched on and off at the most dramatic times, increasing tension or diffusing it. The set was simple but incredibly effective. For example, Winston and Julia's room above Charrington's shop was hidden from the audience view behind the main set, it was played to the audience via a webcam - I at first thought it was a clip that they just played until the set revealed itself behind the main one when Julia and Winston were captured. This, I thought, was particularly clever as it showed even when they thought they were alone, someone was always watching.

All I really have left to say is a huge well done to the cast, particularly Matthew Spencer (Winston) and Tim Dutton (O'Brien) who both played their roles amazingly. The torture scenes were certainly not easy to watch so I imagine they were not easy to act out either, Spencer brought a very accurate portrayal of Winston (I may even say better than John Hurt in the movie version which is not easy for me to say as I adore John Hurt). Dutton as O'Brien was as terrifying as he should be, sinister and weirdly charming.
But to be honest, all of the cast were brilliant in their respective roles.

I only had one or two disappointments with this production which was there was no use of the famous first line with the clock striking thirteen, I felt that should have been a must! Another is that (even though loose ends were tied up) the beginning is rather confusing even to those who have read the book, it was difficult to understand why there were suddenly smartphones in 1984!! Obviously though, these are very minor things and it is more me just being picky.


All in all, I would give this a definite 9/10 and highly recommend you go see it while you can!

Laura (Y13)

Wednesday 17 September 2014

Auden on YouTube

Hi folks,

There are a couple of great documentaries about Auden's life and work on YouTube.

Take your pick. The first is a conventional documentary covering his life and work:




The second is made up almost entirely of Auden's own words:




Watch one and be an Auden expert!

Mr M 


Poet profile: W. H Auden

Hi Y12,

I'm going to be asking you to undertake some research into the life, work and concerns of the one of your poets, W. H Auden.  As one of the biggest names in 20th Century literature, there will be no shortage of useful websites to help you. But here's a start:


I like this quote, from his editor Edward Mendelson, as a neat explanation of Auden's concerns as a writer:

"Auden was the first poet writing in English who felt at home in the twentieth century. He welcomed into his poetry all the disordered conditions of his time, all its variety of language and event. In this, as in almost everything else, he differed from his modernist predecessors such as Yeats, Lawrence, Eliot or Pound, who turned away from a flawed present to some lost illusory Eden where life was unified, hierarchy secure, and the grand style a natural extension of the vernacular. All of this Auden rejected. His continuing subject was the task of the present moment: erotic and political tasks in his early poems, ethical and religious ones later. When Auden looked back into history, it was to seek the causes of his present condition, that he may act better and more effectively in the future. The past his poems envisioned was never a southern classical domain of unreflective elegance, as it was for the modernists, but a past that had always been ruined, a northern industrial landscape marred by the same violence that marred his own." 


Thanks for reading,

Mr M

Saturday 13 September 2014

Orwell... a life in pictures


Chris Langham as Orwell
The man himself...















Hi,

Last lesson, I showed you a little bit of the BBC's docudrama, Orwell: A Life in Pictures.

It's an excellent place to start to get a sense of who Orwell was and what he was about. Remember, Orwell is played by an actor, but the words all come from the writing of the man himself.

You can watch the whole thing on YouTube by clicking here.


Enjoy!


Mr M

Y13: 1984 production and resources

Hi all,




Here's a link to the website of the Headlong Theatre Company's production of 1984, which is at York's Theatre Royal all next week.

If you click on 'explore' at the top of the page, you'll get to all that good stuff I showed you in the lesson. It's definitely worth having a rummage.

I hope some of you get yourself to York to see it! (Laura - I eagerly await your review!)


Mr M