Independent research in Year 12?

I have been mulling over my various groups’ recent As and A2 results. Bright boys, some are highly motivated, yet the road to a good set of results was something of a struggle in the sense that they seemed very reluctant to really engage in wider reading and research until the Spring – when it became obvious that they were going to have to engage.

So far, my practice has been to constantly remind the boys of the need to widen their reading and to undertake their own research using the journals in the Library and any other material they can find. Homeworks have been set to collate thoughts and ideas shared in class.

I think in Year 12 this is asking too much. The poor souls have just emerged from GCSE, which in anyone’s world can mean listening, copying and mugging up with little real individual input. Are we expecting too much of them to turn into proto-undergraduates in the Summer holiday?

This year I have written two booklets – one for each year, to cope with the new syllabus, in which I outline a timetable for completion of some independent-research-type tasks and suggest others. Much of this document was created by the wonderful Lisa Healy at my old school in Slough, where she is the peerless Head of 6th Form and a new mother to boot. Chapeau to Lisa.

I would welcome feedback and stress that this is the draft version of the booklet. Students will be given this in a folder in September and it will be explained that the independent work is a vital part of their course and is not the same as “homework” – it is part of the extra hours of work expected from all students in all subjects.

In short, there is a deadline at roughly fortnightly intervals at which point one or other of the class teachers will take in the booklet and check that the work is being done. Students are free to do tasks whenever they like, as long as the regular deadline task is hit.

I hope that this rather hands-on approach will bear fruit and that in time the booklet will only be needed in Year 12, as the upper 6th respond to what is needed with rather less prompting.

Who knows?
yr12 independent study log 2015-16

y13 independant study booklet 2015

Leave a comment

Filed under exam techniques, OCR English Literature, OCR NEW English Literature, Paedagogy

Chaucer’s Verse: Structure and Form

A screencast and powerpoint to look at the structure and form in Chaucer’s Merchant’s Tale. This covers an introduction to the Iambic Pentameter and a look at the narrative form of the tale with some opportunities for students to work independently.

Chaucer’s verse and style

The screencast link to the John Lyon English Department You Tube channel:https://youtu.be/lrXpQUoYWoA

2 Comments

Filed under AQA LitB 4, OCR A level, OCR English Literature, OCR NEW English Literature, poetry

Januarie: Chaucer’s Merchant’s Tale

An introduction to the character at the centre of the Merchant’s Tale. I look at Sir Januarie ad discuss the connotations of his name, the allegorical symbolism and digress into Lust and the Locus Amoenus…

PowerPoint : Januarie

The screencast is here:https://youtu.be/YvZ_pRVMgM8

Leave a comment

Filed under OCR A level, OCR English Literature, OCR NEW English Literature, poetry

Introduction to narrative voice in Chaucer’s Merchant’s Tale.

This screencast and powerpoint continue my materials for use with OCR A level students meeting Chaucer for the first time. I intend it to begin discussions on the layering of narrative voice in Chaucer and to encourage students to reflect upon the different responses to passages depending on the voice being used.

PowerPoint: narrative voice in Chaucer

Screencast, on John Lyon English Department You tube channel:https://youtu.be/ZoiEafiyyCk

Leave a comment

Filed under AQA LitB 4, OCR A level, OCR English Literature, OCR NEW English Literature

Chaucer: An introduction to the Merchant’s Tale

This powerpoint and screencast link offer an introduction to Chaucer to provide context for reading The Merchant’s Tale as part of the new OCR A level.

chaucer intro

The screencast is on the John Lyon English Department You Tube Channel:https://youtu.be/tq5Tdq-qnLA

Leave a comment

Filed under AQA LitB 4, OCR A level, OCR English Literature, OCR NEW English Literature, podcast for english revision

Go set a watchman: thoughts

Since I am still teaching in an IGCSE centre, To Kill a Mockingbird remains one of my set texts. Even if it had been dropped by the board, I suspect I would be teaching it anyway, probably in Year 9, as I am with Of Mice and Men. Because of this I want to write a few thoughts about Harper Lee’s “new” novel: Go set a watchman.

First, let’s be clear. This is not a new novel. It is published as “a landmark new novel” on the sleeve notes. It is referred to regularly as a “sequel” to TKAM because in this book Scout is an adult, visiting Maycomb in the 1950s. The excitement generated by the idea that Lee – a notorious recluse- had written further thoughts on the racist bigotry of her home town has built expectation beyond belief. TKAM has such impact and such a following, that many seem to have forgotten that it is a work of fiction. It bears the same relationship to truth as a novel such as Copperfield – largely built on Dickens’ childhood experiences, but viewed through a lens. Because of this lack of perspective, Atticus Finch has emerged as a saintly figure: a bastion of decency and colour blindness standing firm against an army of racism and hatred. To discover that this might not be the “truth” has caused some concern and upset. It should not.

Every now and then a morsel of Bach or Mozart or Beethoven is unearthed in a cupboard. Great excitement fills the musical world since this undiscovered gem might shed light on the creative process of a genius. The work is dissected and recorded before,often, slipping back into obscurity. Likewise, whilst early versions of operas or symphonies exist, they are rarely performed in place of the accepted later, final, versions. The reason is simple – often the later version has benefitted from criticism and revision. Often the music has gained subtlety and lost a degree of rawness and naivety evident in the early version. We can still hear the developing voice of the composer, but it comes in snatches and in pre-echoes and our ears are always carrying our “knowledge” of the later version. Ultimately, with the two CDs side by side on our shelves, the younger voice is rarely listened to out of choice, other than to play the odd extract to illustrate how the composer’s ideas changed over the years as he developed.

So it is with this novel. Please be clear. This is no sequel in any sense. It was written well before TKAM and rejected, apparently with the publisher suggesting that Lee re-work the novel to focus on the young Scout and her memories. This is hardly surprising. The adult Scout is simply not interesting to read. In the 1950s, few would be interested in the meandering memoirs of a twenty-something unknown New York woman writing about a visit to her hometown in Alabama and her subsequent mortification on discovering that the whole town, including her father, were complicit in some way with the racial hatred of the day. The writing is direct, to a fault, rarely engaging the reader with any of the characters and Lee hurries through episodes that might have real resonance if explored in-depth whilst wearing her learning and erudition like a clumsy headlamp as she references authors such as Browning and Wordsworth to help to explore her feelings. They are as out-of-place in the novel as her liberal Northern views are at a meeting of the Klan.

This is a draft that should not have been seen, unless issued with a clear statement to the fact that it is the first attempt at delivering the work of greatness which followed. It has no real central thread beyond her upset that a 70-year-old should hold dearly the attitudes with which he was brought up. Atticus is a racist in this novel, seen through the lens of the late 20th century and especially when set against the fiction of TKAM. Many are saddened by this, but I think the realism is more believable than the character we love from the later work. It is clear that his driving motive for defending Tom Robinson is not a sense of bruised racial equality but a driving respect for the law, regardless of the colour of the defendant. This is not the action of a committed racist. The discussion around the Klan suggests that Atticus joined the group in his youth to see who it contained – to “know your enemy”. This sounds weak, but is plausible. Possibly the klan was as innocent in this area as a Masonic Lodge, as is suggested. Certainly, it is hard to see anyone obviously opposed to the racist views of the South attaining the professional success that Atticus obviously attained. This is human behaviour – we may not like his faults but we can acknowledge the complexity hidden within him. Sadly, the novel reveals little of this complexity. The dialogue between Scout and her father is clumsy and lacks any spark of warmth or humour. Lee writes this relationship so much more effectively when writing of the relationship of an innocent child trying to piece together the world in which she lives.

In this book Lee knows her mind and that is one of the problems. One of the joys of TKAM is the mixture of waspish asides as Lee shows her mind in conjunction with the youthful narrative of her 8-year-old self. Here there is none. All is in the open and the passages where Lee intersperses her thoughts against the real-time dialogues of coffee parties and social events are utterly lacking in subtlety, though we can see the writing of TKAM beginning to emerge.

The loss of an innocent narrator is a real problem in this book because there is no sense of experience emerging from the innocent. Both Jem and Scout allow this to be a consistent thread of TKAM. In this book Jem is already dead – Lee is writing in a clear autobiographical manner – and his replacement as Scout’s friend and guide in Maycomb is Hank. He is really rather dull and rarely does Lee invest their time together with any great charm. No wonder he was dropped for the final version. He would simply be in the way.

The events of the trial – the events which created TKAM as a world-beater and propelled Lee to international fame and fortune – exist in this book but are so prosaic as to be overlooked in the narrative of post-teenage anger and frustration with one’s roots. The trial is referenced in its, presumably, factual version. No time is spent on it and it is used to show Atticus acting from a love of law. No attempt is made to explore the event as a catalyst for Scout’s and the reader’s growth. This is partly because Robinson was acquitted in the trial. With no evident miscarriage of justice, there is little sense of anger, frustration and injustice to propel the reader. In TKAM, Atticus is fictionalised as a champion – half blind and wearing his years heavily – and given a closing speech into which Lee pours all her passion and belief. It works. It worked so well that Gregory Peck ensured that the film version of TKAM focused simply on his role as the champion of racial justice. A great novel was born which chimed precisely with the zeitgeist and which has allowed generations of school children to explore the issues of racism in a context which allows ideas to unfold naturally as we read. Lee holds a mirror to her society by pitting the “lowest” elements – the poor blacks – against the lowest elements – the white trash of Old Sarum – and allowing the referee to be the elderly white man appointed as defence attorney. Throughout the novel the black community is dignified, proud and hard-working; the white trash are slovenly, immoral and a burden on society. Scout has been protected form reality until she starts school and her lessons in life begin as soon as she stands up for the Cunningham boy in the issue over lunches. She learns and we learn along with her. All emerge wiser.

Not so in Watchman. We emerge with an understanding that a young adult has learned the “truth” about her father, her family and her hometown. She is angry and chippy. It is all so mundane in the telling. Give me the fictionalised version any day.

What we have is a draft or a sketch of a great masterpiece. I am happy to have read it, but am unlikely to return to it beyond possibly using sections to teach about drafting and the importance of getting narrative voice “right”. To call it a new novel or sequel is wrong and is misleading. No doubt many of the readers who queued all night for the first publication will have been hoping for a gem. They have received nothing of the sort. It is not even costume jewellery – it was never meant to be. The claims for the novel are unfair to Lee as well as to her readers. Sell this book as what it is, and read it in the same light.

Leave a comment

Filed under teacher training

Jerusalem 6: Dragons and Dragonslayers

Here is a PowerPoint in which we explore the St George element of the play.  I want to explore the idea that the dragon is the hypocritical town council and to begin discussion of the nature of the pagan/Christian transition and hence, the very idea of Englishness…

Jerusalem 6

Leave a comment

Filed under jerusalem, OCR A level, OCR NEW English Literature

Jerusalem 5: Into the woods

This powerpoint takes as its starting point Rooster’s great question about the purpose of an English forest and explores ideas around it from Shakespeare, via Jungian archetypes to Sondheim.

Jerusalem 5

Leave a comment

Filed under jerusalem, OCR A level, OCR English Literature, OCR NEW English Literature

Jerusalem 4: Introducing Carnival

In this Powerpoint I am introducing the concept of Carnival and the spirit of misrule. I grew up in Marlborough and the lure of the Pewsey (Flintock) carnival was tangible. It was renowned for 6X driven debauchery and revelry. All things change. I hope I have begun to present useful ideas here.

Jerusalem 4

Leave a comment

Filed under jerusalem, OCR A level, OCR English Literature, OCR NEW English Literature

On Contexts and Jerusalem

Whilst thinking about the heightened AO3 in the new A level syllabi, I thought a few comments would be appropriate regarding Jerusalem, by Jez Butterworth.

This http://www.evernote.com/shard/s211/sh/4d5fbc31-807f-4a57-829f-7d9e1df123a8/a12e3f4d73b0a987e98766589159ea2c should take you to a BBC interview with Butterworth, who joins the conversation around 11.40 into the programme.

Contexts Power Point:

Jerusalem 3

This is designed as a brief introduction to the contexts of the play.

Leave a comment

Filed under jerusalem, OCR A level, OCR English Literature, OCR NEW English Literature