Shorter Coursework Piece 1: The Treatment of Scientific Progress in Both Novels

A summary of coursework information including tasks, assessment objectives and marks is available to download here.

You can access the mark scheme in more detail from Edexcel here.

Examples of further critical readings about That Hideous Strength and Brave New World can be found in the side-bars to the left. You may be interested in:

• Apocalyptic Themes in "That Hideous Strength" by Marisa White
• "Brave New World" an Essay by Leon Kass

You should make sure you complete reading Howard's The Miserific Vision and that you have planned similarities and differences based on the theme.

Begin drafting your ideas remembering to include an evaluation of contexts and other readers' opinions about the novels.

Good luck.

You can always email me for help or post an SOS here!

Image: Old isn't as bad as it looks!

The Miserific Vision: Further steps in coursework preparation

Our focus this week will be upon some further key scenes from That Hideous Strength and Brave New World. We will also look at using Tom Howard's chapter "The Miserific Vision" about That Hideous Strength as your third and critical text in your coursework.

Further key scenes from Brave New World

With a partner, identify what you believe to be the five most significant scenes from Brave New World after chapter 2.

Choose one to present in detail to the class. You should include:

• Characters
• Main incidents
• Themes suggested
• Links to coursework theme ('scientific progress')
• Links to That Hideous Strength

The Ending of That Hideous Strength

Discuss together which three episodes seem to you most important in the ending of Lewis' novel?

Be prepared to explain why.

"The Miserific Vision" by Tom Howard

Assuming you have read and annotated Howard's essay, work together to select 5-10 key quotations that you might use in your coursework. Remember that the theme is 'scientific progress'.

Be prepared to explain the significance of Howard's quotations.

Homework

At this point, you should begin to draft ideas for your first piece of coursework.

The two original titles are:

1. Compare the treatment of scientific progress in C. S. Lewis'That Hideous Strength and Aldous Huxley's Brave New World (1250-1500 words).
2. Examine how all three novels deal with the relationship between the individual and society (1250-1500 words).

The assessment objectives are:

1. Articulate creative, informed and relevant responses to literary texts, using appropriate terminology and concepts, and coherent, accurate written expression.
2. Demonstrate detailed critical understanding in analysing the ways in which structure, form and language shape meaning in literary texts.
3. Explore connections and comparisons between different literary texts, informed by interpretations of other readers.
4. Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received.

Compare means similarities and differences.

Good luck!

Brave New World and The Abolition of Man

This week we will focus on Brave New World and comparison with That Hideous Strength that focuses on your first coursework assignment.

The novels' openings

What similarities and differences between the openings of the novels did you find?

Compare with a partner.

The Conditioners

In his The Abolition of Man, C. S. Lewis wrote:

"if any one age really attains, by eugenics and scientific education, the power to make its descendants what it pleases, all men who live after it are the patients of that power...the man-moulders of the new age will be armed with the powers of an omnicompetent state and an irresistible scientific technique: we shall get at last a race of conditioners who really can cut out all posterity in what shape they please."

1. How do the planners in the Central London Hatchery "predestine and condition" (page 10) in Brave New World?
2. What techniques do they use in chapter 2 with babies?

Scientific Progress in Brave New World and That Hideous Strength

Mind Map similarities and differences between how scientific progress is presented in both novels.

Homework

1. Complete the mind map comparing the novels. Add quotations and references to contexts that could be important.
2. Find out about 'operant conditioning', B. F. Skinner and Behaviourism (Psychology students should have a head start here!). How does it apply to Brave New World?

Image: B. F. Skinner

Merlin, Ransom and the Central London Hatchery

THS Chapter12 review: Wet and Windy Nights

We will begin by reviewing this chapter. What do we learn from this chapter about

• Merlin
• The Macrobes
• That Hideous Strength

Chapters 13 -14

Discuss and take notes on what we further learn in these chapters about

• Merlin
• The Director Ransom
• What it is that opposes the NICE

What has happened to Jane and Mark at this point in the novel?

Brave New World: Studying the opening

We will finish this week by looking briefly at the opening of Huxley's Brave New World. In particular we will look at how he creates a convincing picture of the Central London Hatchery. in chapter 1.

Homework: Lewis' use of language (AO 2)

Find examples of Lewis' language from the novel. Look in particular for:

• metaphor
• simile
• colourful or vivid description
• invented words or terms (e. g. eldila)
• scientific vocabulary and phrases
• pseudo-scientific vocabulary or phrases
• literary references (e.g. Romance of the Rose, p. 72)
• dialogue to create character
• Biblical or Christian references
• symbols

Make notes on page numbers and examples with an idea of why and how Lewis uses them.

That Hideous Strength: The Conflict Gets Nearer

Chapter 10: The Saracen's Head

Make a brief summary of this chapter.

Chapter 11: Mark and Dr Dimble (pages 296-305)

What does the conversation between Mark and Dimble reveal about each character and each 'side'?

Coursework Theme: Scientific Progress in That Hideous Strength

Begin a mind-map on how scientific progress is portrayed in the novel and what it is set against. Find quotations about the NICE and about St Anne's that would support your ideas.

Homework

1. Complete any outstanding written work.
2. Complete the notes on scientific progress.
3. Summarise chapter 12 "Wet and Windy Nights".

Image: Human stem cells

Playing Catch-up: Parents' Evening and Resits

This week I would like to focus on completing written assignments and reading of That Hideous Strength by C. S. Lewis.

Please use class time to focus on this as you have a parent-teacher meeting with me next week!

Please hand in finished written work on that you are behind on including:

1. Essay on Jane and Mark - go here for original title
2. Essay on the NICE - go here

Parents' Evening is 22nd October 2009; please sign up with me and/or Mrs Sanders. Please also make sure your resit entries are given to Mrs Kerridge by Wednesday 14th October or you will pay EXTRA.

"That Hideous Strength" Chapter 7: On Marriage, Love and Obedience

Contexts

You will present your ideas on 4 contextual aspects of our novels:

• Eugenics in the twentieth century- Margaret Sanger
• Ideologies of the inhuman - Nazism and the Master Race
• The Sex Planners - Alfred Kinsey
• The Use of Propaganda

The Pendragon

Referring closely to chapter 7, discuss and take notes on these questions:

1. How has Jane come to be at St Anne's again in this chapter?
2. What does Miss Ironwood tell Jane about the Director before she meets him?
3. What impression does this create for the reader?
4. What further impressions of the Director do we get from the descriptions on pages 188-190?
5. What do we learn about Jane's views on marriage from her conversation with the Director?
6. How does it differ from the Director's views?
7. What does the Director mean when he says "you...have lost love because you never attempted obedience?" (195)
8. What "four Janes" return to Edgestow by train after this meeting (199ff)?
9. What happens to Jane on her return ?
10. How does Jane get back to St Anne's and why is this significant?

Homework: Moonlight at Belbury

Re-read chapter 8 and make notes on what more we learn about the NICE and its intentions in creating "the New Man".

Image: Eugenicist Margaret Sanger.

Unit 4 coursework tasks: The Miserific Vision

The Miserific Vision

All three texts you are studying - That Hideous Strength by C. S. Lewis, Brave New World by Aldous Huxley and Nineteen Eighty-Four by George Orwell - present to greater or lesser degrees nightmarish visions of not just the world but the future of our society.

You will complete two shorter tasks for your coursework based on these texts:

1. Compare the treatment of scientific progress in C. S. Lewis' That Hideous Strength and Aldous Huxley's Brave New World (1250-1500 words).


2. Examine how all three novels deal with the relationship between the individual and society (1250-1500 words).

Assessment Objectives

For unit 4 Reflections in Literary Studies you will be expected to produce a coursework folder of between 2500 and 3000 words maximum that meets the four assessment objectives:

• Articulate creative, informed and relevant responses to literary texts, using appropriate terminology and concepts, and coherent, accurate written expression.
• Demonstrate detailed critical understanding in analysing the ways in which structure, form and language shape meaning in literary texts.
• Explore connections and comparisons between different literary texts, informed by interpretations of other readers.
• Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received.

The folder is marked out of 80 and is worth 40% of the A2 marks.

Don't forget that you are expected to read secondary sources, carry out some of your own research on the novels and provide a bibliography with each piece of coursework.

The word count must stick strictly to those given and each page of your coursework must have a word count at the bottom.

Image: from Dante's Inferno illustrated by Gustave Dore.

Elasticity and the NICE in "That Hideous Strength"

This week we will further our exploration of themes in That Hideous Strength and study chapter 5 called "Elasticity".

Presentations

In your group, present your theme to the class.

"Elasticity"

Working with chapter 5, explore the following questions:

1. What happens between Mark and Wither, the Deputy Director of the NICE in this chapter?
2. Why does this frustrate Mark?
3. How does the Fairy attempt to get Mark further interested in the NICE?
4. How is the question of propaganda presented in this chapter through the Fairy?
5. Why would the NICE wish to use propaganda to further their goals?
6. What is the significance of the two letters in this chapter?
7. Who does Jane have lunch with, where and why?
8. What further information is revealed about St Anne's in this chapter?
9. What is Jane's reaction to being invited to join St Anne's and why does she react this way?
10. What role does the weather and setting have in this chapter?

Essay: The Goals of the NICE

Summarise what seem to be the goals of the NICE. Refer especially to chapter 2.

Homework: Complete essay to at least 600 words. Hand in 29th September 2009.

Image: Elasticity.

Themes in "That Hideous Strength"

Timeline and Themes in Chapters 1-4

We will be concentrating on establishing a timeline for chapters 1-4 of Lewis' novel, then on themes that are revealed in this part of the narrative.

There are several key themes in the novel, including:

• Men, women and marriage
• Scientific Progress
• Tradition and Modernity
• The Arthurian Legends
• Authority and Freedom
• Magic and the Supernatural

In small groups, prepare a presentation about a theme that interests you. This should include an A4 handout.

Homework

Summarise how Lewis establishes your chosen theme in chapters 1-4 of the novel. You will find helpful commentary on chapters 1-4 here.

Unit 4: Belbury and St Anne's in "That Hideous Strength"

Belbury

Belbury is the home of the NICE in Lewis' novel. It is where much of the narrative is set and where Mark Studdock is inducted into the philosophy and aims of the NICE. Starting with Chapter 3, make notes on:

• What people Mark meets at Belbury
• What kinds of conversations he has
• What he learns or doesn't learn about the NICE
• Who the key people there are and what they seem to be like
• What the purpose of NICE seems to be
• How the weather is associated carefully with Belbury, for example in chapter 6 and why this is

St Anne's-on-the-hill

This old house is where Jane Studdock first meets Miss Hardcastle and Dr Ransom, the Pendragon. Starting with the end of chapter 2 and then chapter 3, make notes on

• Lewis' descriptions of St Anne's in chapters 2 and 3 and what we learn from them
• How the place seems to affect Jane
• Who she meets there and what they are like and how they offer to help her

Comparing Belbury and St Anne's

Both places and the people in them represent two conflicting worldviews for Lewis. Both places are presented carefully to encourage the reader to compare them.

Make a comparison chart showing similarities and differences between them. For example, both places have a 'Head' but in each case they are very different.

Homework

1. Complete the comparison chart
2. Choose one character from Belbury and one from St Anne's that you could compare. Make notes about them for the next lesson.
3. If you haven't, you shoud be reading Brave New World and Nineteen Eighty-Four

Image: Likeness of St Anne's

Shadowlands: Where love meets literature and life

I hope that you have been reading That Hideous Strength and are enjoying the experience! This is the last lesson of the year/term so I would like to focus further on the life of C. S. Lewis:

Shadowlands

We will watch the film about C. S. Lewis later life with Joy Davidman in E1. It is called Shadowlands and stars Anthony Hopkins and Debra Winger.

Homework

1. Reading That Hideous Strength, Brave New World and if you have time Nineteen Eight-Four our study texts.
2. Background research about Lewis and Huxley and the novels' contexts.
3. Gather display items about C. S. Lewis for E1 to put up next term - photos, book covers, summaries or That Hideous Strength or other Lewis works, biographical material, quotations from the novel and anything else!

"That Hideous Strength" by C. S. Lewis: Bragdon Wood and the NICE

Bragdon Wood

We will continue studying chapter 1 of the novel "That Hideous Strength" by starting with Bragdon Wood and how it is represented in chapter 1. After re-reading the description of Bragdon Wood, discuss and take notes on these questions:

1. How does Lewis create the impression of age in the description of how to get into the Wood?
2. Fine three examples of Lewis' description of the Wood itself. What do they suggest?
3. What people does Lewis associate with the Wood? Why does he do this?
4. What do we learn about Merlin and Merlin's Well from the description?
5. How could this be linked to Jane's dream earlier in the chapter?

The NICE

In the next section of chapter 1 we find Mark Studdock attending a meeting of Bracton College at which, after many other items, the "Sale of College Property" is discussed. This is the title of the chapter itself so is important. Consider these questions:

1. How dot he Progressive Element ensure that the sale of Bragdon Wood to the NICE is passed by the College?
2. Who opposes them, if at all? How is this described and dealt with by the narrator?
3. What do we learn, at this point about the mysterious NICE from this section?

The Dimbles

In this section, we meet Dr Dimble and Mrs or Mother Dimble.

1. What do we learn about Dr and Mrs Dimble in this section?
2. What does their first meeting with Jane reveal about Jane herself?
3. What are Dr. Dimble's views on the past and how are these presented?

C. S. Lewis

I would like us to create a display about C. S. Lewis for my room. We will use some of this afternoon to work on this if we can get access to computers in the library etc. The display could focus on:

• Biography
• Lewis' other fiction
• Lewis as a lay theologian
• The Cosmic or Space Trilogy
• That Hideous Strength itself
• Photos and pictures are always good
• Quotations from Lewis' work including That Hideous Strength

Homework

1. Find out about the story of the Tower of Babel. Check here for starting points (Wikipedia).
2. Research the legend of Merlin and King Arthur. You can try these links:

• Merlin at Wikipedia
• Merlin at Kingarthursknights.com
• Merlin at Legends of Camelot

3. Who was the Fisher King?

Image: Merlin by Alan Lee.

Unit 4 coursework: The Miserific Vision

The Opening of That Hideous Strength by C. S. Lewis

Today we will begin studying That Hideous Strength by C. S. Lewis. I will supply you with the opening sections of the first chapter if you don't have a text yet. The opening of the novel introduces the reader to Jane Studdock, wife of Mark Studdock. Both are the main characters in the novel.

Jane and Mark are recently married; Jane is working on a doctoral thesis about John Donne and Mark is a sociologist who belongs to Bracton College in Edgestow where they live. We also meet Mark in conversation with a colleague Curry on the way to the college and then are introduced by the narrator to Bragdon Wood, a mysterious and ancient woodland located next to Bracton College.

After reading, discuss and answer these questions:

1. How is Jane Studdock presented to the reader in the first section?
2. What is her attitude towards marriage and being married?
3. What is Jane's dream about and how is it presented?
4. Why does Jane abandon her thesis and go out?
5. What does Mark's conversation with Curry tell us about them both?
6. What is the 'inner ring' Mark seems so keen on?
7. Who is Lord Feverstone?
8. How is Bragdon Wood introduced to the reader by the narrator?
9. What people and events seem to be associated with Bragdon Wood?
10. What kind of atmosphere does the narrator create through his description of the Wood?

I will also be giving out two secondary sources: One by Walter Hooper about the novel from the monumental C. S. Lewis Companion and Guide that he edited and the other by Thomas Howard. Hooper is Lewis' main editor and probably the world's foremost authority on Lewis's work; Thomas Howard lectures in English Literature in the USA and has written widely on Lewis and his contemporaries.

Essay Planning

How does Lewis introduce the reader to his two main characters in the opening of That Hideous Strength? Consider how the opening establishes them in relation to each other and to their interest, work and environments (800 words).

Work together to plan ideas you could include in your writing.

Coursework Information

For unit 4 Reflections in Literary Studies you will be expected to produce a coursework folder of between 2500 and 3000 words maximum that meets the four assessment objectives:

1. Articulate creative, informed and relevant responses to literary texts, using appropriate terminology and concepts, and coherent, accurate written expression.


2. Demonstrate detailed critical understanding in analysing the ways in which structure, form and language shape meaning in literary texts.


3. Explore connections and comparisons between different literary texts, informed by interpretations of other readers.


4. Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received.

Your folder will consist of two studies, each referring to more than one text studied in the unit. We will base these on That Hideous Strength as the main text. The folder is marked out of 80 and is worth 40% of the A2 marks.

You should read all the texts, including secondary sources I give you to prepare properly for this coursework.

I will also be taking you for part of Unit 3 Interpretations of Prose and Poetry to help you prepare for the Unseen part of the examination which is worth 60% of the A2 marks.

Homework

1. Get your texts!
2. Essay writing about the opening of That Hideous Strength.

Image: Ancient English Woodland (Bragdon Wood).

Year 13 Studies: Reflections in Literary Studies (Unit 4)

Unit 4 Title: The Miserific Vision

Unit 4 is a coursework unit that requires students to study three texts, one of which can be literary criticism. The texts we will study are given below and I have placed the Lewis and Huxley novels on my aStore (here) for your information and for purchase. Click on the texts to see them in my aStore:

• That Hideous Strength by C. S. Lewis
• Brave New World by Aldous Huxley
• Nineteen Eighty-Four by George Orwell
• C. S. Lewis Man of Letters: A Reading of His Fiction by Thomas Howard (extract from critical text which I will provide as a photocopy)
• Apocalyptic Themes in "That Hideous Strength" by Marisa White
• THat Hideous Strength: A Faity-Tale for Grown-Ups by Walter Hooper

The Orwell novel is an optional third novel which you could read and refer to in your coursework. All three novels present the reader with fictional dystopias; visions of our world gone somehow terribly wrong, or going that way. Hence the unit title, 'The Miserific Vision'.

You will be preparing either one or two pieces of critical response to the novels for a folder of 2500-3000 words. Our main text is Lewis' That Hideous Strength, an exciting supernatural thriller which is the third in a trilogy sometimes called the 'Cosmic Trilogy' as they involve inter-planetary travel. That Hideous Strength, however, is set mainly in the fictional world of Edgestow, a small university town somewhere in the Midlands of England.

Please obtain the texts as soon as possible so that from the 15th June 2009 we can begin studying them.

Image: C. S. Lewis and That Hideous Strength.

Y12 examinations

Just a reminder:

Your Unit 1 examination for Prose and Poetry is on Wednesday 20th May 2009 (2hr 15mins, am).

Happy days!

Coursework completion and poetry preparation

Coursework Folders

You should now have completed your two assignments and only need to make minor corrections to them in order to submit for final marking.

2500 is the maximum word length for both assignments together. The Explorative Study should be about 1600-1800 words and the Creative Critical Piece about 700-900 words but no more.

Please ensure you hand in your final submission to me next week, at the latest by Friday 8th May 2009. I will have to final mark and moderate by 13th May so MUST have these in hand.

Unit 1 Poetry: "From Here to Eternity"

We will look together at "CV" by Simon Armitage and "It's Work" by Benjamin Zephaniah.


"CV" by Simon Armitage

1. How many jobs are there on this CV? Make a list.
2. What reasons does the narrator give for leaving some of these jobs?
3. What impression does the rapid-fire listing of jobs give in the poem? Of work and of the 'worker' or narrator?
4. Are these jobs all part of one CV or several? Why do you think this?
5. What impressions and images of work are given by this poem? Is it something noble or of value in the lives of others in this poem? Why?
6. How does this poem reflect a view that work is part of a 'rat race' and what might this mean? How might class be a significant presence in the poem? Or is it?
7. What is the significance of the ending of the poem for what has come before?
8. How is this poem a commentary on the meaning and value of work in contemporary society?
9. Do you think this is a cynical poem? Why/why not?
10. How realistic to the experience of people in modern Britain is this poem?

"It's work" by Benjamin Zephaniah

1. What kinds of work are catalogued in this poem?
2. Which jobs would the narrator feel comfortable with and why?
3. How much is this a poem about growing up?
4. What does the poet mean by "An me black heart don't get no lighter"?
5. How much is this a poem about the experience of black youth - and especially males - in modern Britain?
6. Why does the poet suggest that "One day I'll have a proper job"?
7. What is the poet adamant he "won't do "? Why is this?
8. How does the poet use non-standard English in the poem?
9. How does this poem compare to "CV" by Simon Armitage?
10. Which do you prefer and why?

Homework

1. Complete coursework for final marking.
2. Complete questions on the poems.

Image: Simon Armitage, as he appears on his website http://www.simonarmitage.co.uk/.

The Explorative Study: Comparing and using secondary sources

Creative Critical Coursework

The redraft is due in today, 3rd April 2009.

Comparing Desire in "Hamlet" and Doctor Faustus"

The focus of your Explorative Study is a comparison between the two plays and how they treat the theme of human desire. We will begin by brainstorming how they can be compared - thinking closely about similarities and differences in the presentation of this theme in the plays.

For example:

• Hamlet desires knowledge about his father's killer, Faustus also desires knowledge
• But the kind of knowledge Faustus is seeking is different - it is of the universe and cosmos
• Hamlet desires justice for his father's murder, Faustus to become a 'deity'

How many similarities and differences can you find?

Using Secondary Sources

As part of your study, you are expected to refer to what other readers/critics have said about the plays - not at length but by using some quotations to support your answer.

We will look at one example of another reader Joseph Pearce taken from: The Quest for Shakespeare by Joseph Pearce.

Explorative Study

You have the rest of the afternoon to work on this, seeing me if necessary.

Early finish :)...

Homework

Don't forget you have a final deadline to meet for this coursework of 5th May. I would like to see a draft in the first week back after Easter.

Faustus' final hours

"Doctor Faustus" Act 5

We will be reading from Act 5 of "Doctor Faustus" to ensure you have plenty of material for your explorative study. After reading, answer these questions:

1. What is the role of the Old Man in scene 1?
2. What does the conjuring of Helen of Troy reveal about Faustus at this point in the play?
3. What means are used to persuade Faustus to repent in this final act of the play?
4. What does Faustus' final soliloquy reveal about his state of mind?
5. What roles do the angles, the scholar and the chorus have in the ending of the play?

Creative Critical Piece

Spend some time at the start of this session going over your creative critical piece with a partner and discussing how you could improve your references to context and audience reception.

The Explorative Study

Time to feedback about the secondary sources you have found. Compare notes with a partner and then be prepared to give some examples of quotations you have found that you could use in your explorative study about the plays.

These should give examples of other readers' view about the plays that interest you.

You should also have time today to develop your coursework draft about 'human desire' in both plays.

Homework

1. Redraft Creative Critical Piece by 3rd April 2009.
2. Continue drafting Explorative Study to hand a draft in after the Easter break.

Please check previous posts on the website about the essay and its requirements below. Go especially to:

• Desire in "Hamlet" and "Doctor Faustus": Preparing the Explorative Study
• Preparing for the Explorative Study

Image: Helen of Troy and Menelaus, Louvre Museum Paris.

"Doctor Faustus": The Banquet Scene (Act 3 Scene 2)

"Doctor Faustus" Act 3 Scene 2

We will be reading the continuation of Faustus' visit to Rome. After reading, work together to make notes about:

1. What does Mephistophilis' spell at the start of the scene achieve for Faustus?
2. What does Faustus do to disrupt the Papal Banquet?
3. What are the reactions of those present at the Banquet?
4. How are the Papacy presented to the audience in this scene? Why?
5. What is the effect of the excommunication delivered at the end of the scene?

Themes in "Doctor Faustus" and "Hamlet"

As part of your homework, you should have worked on this. Compare notes with a partner and we will brainstorm themes together.

Explorative Study - Making comparisons

At this point you should have a mind-map of key ideas about the question:

Compare Shakespeare and Marlowe’s treatment of human desire in "Hamlet" and "Doctor Faustus". This should include reference to performance criticism and critical interpretation as well as the significance and influence of the contexts in which the plays were written. (Approximate word count: 1800)

Begin to add ideas from "Doctor Faustus" and then make a comparison chart showing similarities and differences between "Hamlet" and "Doctor Faustus" in how they deal with the theme of your coursework - human desire.

I will be placing a coursework outline on this site for download shortly; it may help you to structure your notes and draft.

Deadline for draft of essay: Friday 3rd April 2009

Final Deadline: 5th May 2009

Individual Tutorials

I would like to offer each of you an individual tutorial to discuss coursework progress before the end of term and to set targets. I will post dates and times on my door - please sign up for a time.

Homework

1. Find two secondary sources about "Hamlet" and Doctor Faustus" - use the links on the sidebar to help you. Highlight at least five quotations you could include in your explorative study about the play - they should be relevant to the task in some way.
2. Download the coursework outline and begin drafting your coursework.

Image: The Vatican

Desire in "Hamlet" and "Doctor Faustus": Preparing the Explorative Study

Creative Critical Response

Please hand in your revised draft today for checking.

"Doctor Faustus" Act 1 Scene 3

After reading this scene in which Faustus and Mephistopheles discuss how they are going to spend their time, make notes together on these questions:

1. What do we learn from the Chorus about Faustus' movements since he signed the Contract?
2. What does Faustus tell us he has been doing in his opening speech?
3. What motivates Faustus to go to visit Rome?
4. How is the Pope presented in this scene?
5. What does Bruno do in this scene? Why is he introduced?

Explorative Study

Compare Shakespeare and Marlowe’s treatment of human desire in "Hamlet" and "Doctor Faustus". This should include reference to performance criticism and critical interpretation as well as the significance and influence of the contexts in which the plays were written.

Approximate word count: 1800

Go to here to Edexcel to see the four Assessment Objectives for the Explorative Study again. This links to the Specification - go to pages 24-25 to see the Objectives for your coursework.

1. Brainstorm ideas about how Marlowe's "Doctor Faustus" approaches the theme of human desire focusing on the key scenes we have studied.
2. What links can you think of between "Hamlet" and "Doctor Faustus" that are relevant to this theme?

Make notes about this together and be prepared to present your ideas to the group.

Homework

1. Go to Sparknotes and make notes on themes in "Doctor Faustus"
2. Make a mind map of the explorative study question using examples from both "Hamlet" and "Doctor Faustus" and bring to class next Friday 20th March 2009.

Doctor Faustus goes to Rome

"Doctor Faustus" Act 3 scene1

After reading this scene in which Faustus and Mephistopheles discuss how they are going to spend their time, make notes together on these questions:

1. What do we learn from the Chorus about Faustus' movements since he signed the Contract?
2. What does Faustus tell us he has been doing in his opening speech?
3. What motivates Faustus to go to visit Rome?
4. How is the Pope presented in this scene?
5. What does Bruno do in this scene? Why is he introduced?

Creative Critical Response

Having read a good number of your responses now, a few general points need addressing in your second draft:

1. Make sure you write as if you are a director with experience, confident that your adaptation is a good one and one you can justify for modern audiences
2. Imagine you will publish your commentary on a website, for example a Film, TV and Drama website about your production of "Hamlet" on film/TV
3. Make sure you refer carefully to how you think audiences will receive what you direct and why they might receive it this way
4. Try to refer to the audience and context of 1600 as a contrast (e.g. about politics or power)

There is lots of good writing on the go. Some redrafting with these in mind should help you produce a focused piece of work about an adaptation for a theatre- and film-loving audience.

You will have time for redrafting today.

Homework

1. Find out who was Pope/who were Popes at the time of the Council of Trent in the 16th century and when Faustus was being written and performed.
2. Redraft your Creative Critical Response.
3. Make further notes about your Exploratory Study focus - human desire in "Hamlet". Please see last week's post about this.

Hand in second draft of Creative Critical Response on 13th March 2009.

Image: St Pius V, Pope.

Preparing for the Explorative Study

"Doctor Faustus" Act 2 Scene 1: The Contract scene

We will be reading this scene together - we missed it last week. After we have, make notes together about:

• How Faustus makes the contract
• How Marlowe shows us his uncertainty about it
• The role of Mephistophilis and the angels in the scene.

Explorative Study:

Compare Shakespeare and Marlowe’s treatment of human desire in "Hamlet" and "Doctor Faustus". This should include reference to performance criticism and critical interpretation as well as the significance and influence of the contexts in which the plays were written.

Approximate word count: 1800

Go to here to Edexcel to see the four Assessment Objectives for the Explorative Study again. This links to the Specification - go to pages 24-25 to see the Objectives for your coursework.

Brainstorm

Work with a partner to identify how Shakespeare treats human desire in "Hamlet". Think about:

• Hamlet's desire for the truth and for justice
• Hamlet's desire to hide his purpose in an 'antic disposition' (pretend madness)
• Hamlet's desire for death
• The Ghost's desire for revenge
• Hamlet's desire to know what to do in his situation and how he deals with it
• Claudius' desire for power
• Claudius' greed for the throne and how he tries to hang on to it
• Claudius' guilt
• Gertrude's desires to avoid the truth
• Laertes' desire for revenge compared to Hamlet's
• Hamlet and Ophelia's desires for each other and how these are approached
• Ophelia's stifled desires under the command of her father
• Fortinbras' desire for national expansion and conquest
• Horatio's desires to help Hamlet and to kill himself at the end

Think also about: lust, passion, power, treachery, guilt, deception, conscience, madness.

Find quotations to go with your ideas from the play.

Homework

1. Compete any final working on your Creative Critical Response
2. Develop your brainstorm on "Hamlet"

Image: Old Hamlet's Ghost.

"Doctor Faustus": The Contract Scene.

"Doctor Faustus" Act 2 Scene 1: The Contract scene

We will be reading this scene together. After we have, make notes together about:

How Faustus makes the contract

How Marlowe shows us his uncertainty about it

The role of Mephistophilis and the angels in the scene.

Creative Critical Response

Make sure you have a draft to hand in today. 600 words (max).

Homework

Make notes on the scenes from Doctor Faustus that we have already read. Focus especially on what we learn about the theme of "human desire" from them.

Follow links on the left for Marlowe/Doctor Faustus in The Marlowe Mall and make notes on the scenes we have read so far.

Image: The Fall of Lucifer from Milton's Paradise Lost by Gustave Doré.

What does "The Significance of Context" mean?

Assessment of The Creative Critical Response

Here are the two key assessment objectives again:

AO1: Articulate creative, informed and relevant responses to literary texts, using appropriate terminology and concepts, and coherent, accurate written expression.

AO4: Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and achieved.

In the first part of today's lesson, we will explore what "context" means in relation to "Hamlet" and the range of meanings we can ascribe to this. Think about:

Political/Social/Scientific/Religious/Literary/Artistic

for example.

For each of these, what might be relevant for Shakespeare's "Hamlet" and Marlowe's "Doctor Faustus"?

How is this different from today's contexts for literary study and dramatic performance?

Many of the links to the left on this site will help you when you apply this to your coursework.

Completing the Director's Notes

I hope by now you have completed you copy of the edited scene with Director's commentary. Please be willing to discuss this a partner and the group.

Writing a Commentary about your adaptation

This needs to be both a description of what you did but also and analysis of how and why. It should include reference to how you considered the contemporary context versus the Renaissance context for your version.

Homework

Begin a draft of your commentary about your adaptation of "Hamlet" explaining carefully the choices you made/would make, their significance in terms of context and of course the drama itself.

Make sure you refer closely to the script and include analysis of meanings you think your adaptation focuses on.

Target length: 600 words.

Image: Leonardo da Vinci's Vitruvian Man.

The Critical Creative Response

Creative critical response

Here is the title you will be working with again:

Choose a scene from "Hamlet" that you could adapt for television or film. Rewrite the script including stage-directions then write a commentary on how and why you adapted the scene in the way you did. You should include reference to critical views/sources about the play and how they shaped your decisions.

Approximate word count: 600

In small groups or pairs, compare what scenes you have chosen to adapt for television or film. Also compare your ideas about:

where/when it should be set (e.g. East End of London)
Who you would want for the lead roles and why
lines you would cut and why
stage directions you think necessary

You may decide to work together on one scene and then write your own commentary on how you would adapt it.

Make further notes together about your scene and begin the process of re-writing the scene together.

"Doctor Faustus" Act 2 Scene 1: The Contract scene

We will be reading this scene together. After we have, make notes together about:

How Faustus makes the contract
How Marlowe shows us his uncertainty about it
The role of Mephistophilis and the angels in the scene

Mel Gibson's "Hamlet"

We will watch more of this production which may inspire further ideas for your own production of "Hamlet"!

Homework

1. Complete the re-writing of your chosen scene, making notes about what you have done and why.

2. Include a list of your cast, settings and stage directions.

Don't forget to read the read this essay on "Adapting Shakespeare" on the Masterpiece Theatre website.

The Utmost Magic: Towards the coursework folder

Faustus' early ambitions

Here are two extracts from the 1616 B-text of "Doctor Faustus". In the first, Faustus describes some of the ways in which he wishes to use magic. In the second, he conjures up a demon Mephistophilis to be his 'servant' by using Black Magic in a small wood outisde Wittenberg:

"How am I glutted with conceipt of this?

Shall I make spirits fetch me what I please?

Resolue me of all ambiguities?

Performe what desperate enterprise I will?

I'le haue them flie to Indian for gold;

Ransacke the Ocean for Orient Pearle,

And search all corners of the new-found-world

For pleasant fruites, and Princely delicates." (Act 1, scene 1)

"Now that the gloomy shadow of the night

Longing to view Orions drisling looke,

Leapes from th'Antarticke world vnto the skie,

And dyms the Welkin, with her pitchy breathe:

Faustus, begin thine Incantations,

And try if deuils will obey thy Hest,

Seeing thou hast pray'd and sacrific'd to them." (Act 1, scene 3)

We will read further material from these parts of the play. As we do so, make notes on what we learn about Faustus' ambitions and desires early on in the play.

Mel Gibson's "Hamlet"

We will complete our viewing of this production. Please continue to make notes on differences/similarities with Brannagh's production.

Coursework Tasks

I will be giving you an outline of the coursework tasks and assessment objectives in the lesson. You will be expected to produce a coursework folder of between 2000-2500 words. The maximum word limit must not be exceeded. You will be penalised if it exceeds this limit. Your titles/tasks are:

Creative critical response:

Choose a scene from "Hamlet" that you could adapt for television or film. Rewrite the script including stage-directions then write a commentary on how and why you adapted the scene in the way you did. You should include reference to critical views/sources about the play and how they shaped your decisions.

Approximate word count: 600

Explorative Study:

Compare Shakespeare and Marlowe’s treatment of human desire in "Hamlet" and "Doctor Faustus". This should include reference to performance criticism and critical interpretation as well as the significance and influence of the contexts in which the plays were written.

Approximate word count: 1800

Total marks for this unit: 80/180. Unit 2 is worth 40% of the AS Examination.

Homework

1. Choose a scene from "Hamlet" that you think you could adapt as part of a modern film of television performance of the play. Begin making notes and annotations of how you would do this including:

• where/when it should be set (e.g. East End of London)
• Who you would want for the lead roles and why
• lines you would cut and why
• stage directions you think necessary

At this point, be prepared to bring notes in to discuss with a partner/group.

2. Please also read this essay on "Adapting Shakespeare" on the Masterpiece Theatre website (click on the link to access). Make notes for discussion in class.

Image: The Constellation of Orion