Reading-Year7+-Mon(Beijing)

Summary for Lesson 1 

In today’s class we began our work on Crime and Punishment, thinking about the history and context of the novel and beginning to unpick some of the more complicated themes it touches on. We began with a discussion of the things the students did and didn’t enjoy about the book, referring back to the interpretation of the book offered in a Ted-Ed video we watched. The students then completed some independent research on Russia history, noting the 1866 date of publication and then beautifully presenting key facts that they felt uncovered elements of the novel. We learned about the history of Russian serfdom, class, industry and politics, linking this to the life of Dostoyevsky and examining what his biographical information can teach us. Finally the class considered the philosophical concept of utilitarianism, considering how it links to the book and thinking about its potential dangers as a system of thought. Fantastic work today class- you all engaged really well with the underlying themes and tone of the novel and completed some excellent independent research through which you expertly examined the social context of the novel. Keep up the great ideas and well done for all your hard work! See you next week 🙂

Crime and Punishment video: https://www.youtube.com/watch?v=Vtkv3-endYc

Dostoyevsky video: https://www.youtube.com/watch?v=MMmSdxZpseY&t=573s

Homework

Summary for Lesson 2

In today’s class we continued our work on Crime and Punishment, thinking today in depth about characterisation and psychology within the novel. We began with an exercise unpicking the first passage of the novel, thinking about what is revealed and withheld using the ‘doll’s house theory’ to consider why Dostoevsky opens the way he does and how it sets the tone for the rest of the novel. We discussed ideas such as the anonymity of character and the insight into Raskolnikov’s pysche. We thought in depth about Raskolnikov and his psychological background- engaging with the literary idea of him as a split or dual character and how this is reflected in his name. We discussed how psychology can help us to understand literary works and leant about a Freudian analysis of Raskolnikov’s character. Finally we spoke about the literary concept of the double or doppelgänger, using this to help analyse the novel and thinking about what this achieves, comparing different characters and discovering how they act as mirrors, or foils, to each other. Fantastic work from the class today- they all were focused and thoughtful throughout our lesson. Well done everyone, see you next week! 🙂

Pyschology video to watch the rest of if you have time: https://www.youtube.com/watch?v=6pYFE7X9_cs

Homework

Summary for Lesson 3

In today’s class we finished our work on Crime and Punishment– finishing our studies with some considerations of setting, the problems of translation and some creative work. The class began by thinking about the title of the novel, unpicking why it may be called Crime and Punishment and coming up with alternative titles. They then learnt about what had been lost in translation in the title and in some of the character names, discussing the meaning behind what the characters are called and thinking about how translating a language can distance us from the true meaning. We learnt a little about the setting and how it held a new focus on the urban poor, and the class then created their own characters to fit within the world of the book. Finally we discussed how the class felt about the epilogue at the end of the book and what they felt it added or detracted from the novel, considering why Dostoevsky gives his characters such a happy ending. Fab work today everyone- your character creation was really creative and thoughtful and I loved hearing your ideas on translation and how it alters our understanding of a novel. Well done for all your hard work & great ideas- see you next week for our first lesson on Rebecca! 🙂

Homework

Summary for Lesson 4

In today’s lesson we began our work on Rebecca, thinking today about the historical context and genre of the novel. We began by thinking about what the students had enjoyed and not enjoyed about the novel, debating in the course of this conversation the unnamed status of the narrator. We thought about the 1930s and what its history could tell us about the book, thinking about the subversion of the gothic genre imposed by the ‘female gothic’ genre and identifying elements that conformed to it. We then thought about the life of women in the 30s and how constrictive the roles they were expected to fill could be, linking this to the symbolic importance of Rebecca as a representation of an unattainable image of the ‘perfect’ wife. The class shared some great ideas in our lesson today, and were able to discuss the way in which mystery is built throughout this story fantastically. Their historical knowledge and inference skills were really fantastic and I enjoyed hearing their ideas about this novel overall. Well done everyone- see you next week 🙂

The article is attached below for homework

Homework

Summary for Lesson 5

In today’s class we continued our work on Rebecca thinking today about class, character and narrative. We began by reading and evaluating an article regarding the gendered drive of the novel, before moving on to thinking about class and the message the author is sending through her presentation of the narrator. We spoke about the narrator as a static character, with the circularity of the narrative paving the way for a demoralising analysis of her character. We then moved on to thinking about the genre of pyschological thriller, unpicking what it does and why, and applying this to Rebecca. Finally, we spoke about the ending- thinking about the revelation of Rebecca’s murder and true character and then comparing this to the burning of Manderley and considering where our sympathies are being encouraged to lie. Really excellent work from the class today- they all shared fantastic ideas throughout and analysed this novel in depth. Keep up the great work everyone- see you soon! 🙂

Homework

Summary for Lesson 6

In today’s lesson we finished our work on Rebecca, thinking today about symbols, setting and our own interpretation of the meaning of the novel. We began with thinking about Manderley and its impact as a setting, discussing the gothic implications of its centrality in the novel, and the class created their own settings to match the tone. We moved on to thinking about the key writing tips that can be learned from the novel, applying them to moments from the book, before discussing two key debate questions: whether the book is a critique of the lives of the idle gentry in the 1930s and whether justice is served at the end. The class worked well today and came up with some great interpretations of the idleness in the novel and what it might communicate, alongside theories of justice in the novel. Really fab work everyone, it was a pleasure to see you all and I’ll see you next week for our first lesson on Catcher! 🙂

Video from today: https://www.youtube.com/watch?v=IWuSGoOf7yg&t=670s

Homework

Summary for Lesson 7

In today’s class we began our work on The Catcher in the Rye, considering the context and history behind the novel. We began with a great discussion of what the class felt they enjoyed and didn’t enjoy in the novel- ranging from the setting and history of the novel, to the themes and morals of the story, to the characterisation and narrative perspective of the novel. We spoke about the post-war context of the book, thinking about the late 40s and early 50s, before delving into the notion of teenagerhood and why it had been invented in this historical context. We spoke about where the novel contradicts the traditional notions of teenagerhood seen in the 40s and 50s, read a LIFE magazine article about ‘The Luckiest Generation’ and finally spoke about the concept of a bildungsroman and how Salinger twists it to suit his character. Everyone worked brilliantly today, coming up with excellent ideas and some fantastic discussion points. I was really impressed by their grasp of the notion of teenagerhood as a modern construct and thought their inferences as to why this was were outstanding. Amazing job everyone- see you next week! 🙂

Context video: https://www.youtube.com/watch?v=PTPDpGFGEJY

Author biography video: https://www.youtube.com/watch?v=K_eBi9wgK2U

P.S. I’ve attached an article to help you with homework below.

Homework

Summary for Lesson 8

In today’s class we continued our work on The Catcher in the Rye, thinking today about the importance of narrative voice and language to the novel. We began with some thoughts on the protagonist, Holden, thinking about what makes him likeable/ unlikeable and how the students felt towards him. We then moved on to thinking about how his personality is reflected in the first person perspective of the novel and how Salinger himself thought Holden to be inextricable from his narrative perspective. We spoke about Holden’s hypocrisy, his cynicism and his unreliability throughout the novel. Finally we discussed the ending and its ambiguity, predicting what could come next for Holden and unpicking what the psychiatric hospital theory adds to our understanding of the book. Great work from the class today, they all shared some excellent ideas digging deep into the book’s pysche. Very impressive work today class- well done and see you next week! 🙂

Homework

Summary for Lesson 9 

In today’s class we completed our work on The Catcher in the Rye, today tackling some analytical essay questions and doing some creative work considering a modernisation of the novel. We began with discussing how seriously we are meant to take Holden’s social critique which the class did a fantastic job of unpicking. We then looked at some high level essay questions, the class chose one each to workshop and write an argument for. Finally we discussed how to modernise the character of Holden Caulfield and the students came up with some wonderfully creative and fascinating ideas of how a modern Holden would see the world. Excellent work today everyone- well done! Keep up the great work and I’ll see you next week for An Inspector Calls 🙂

Homework

Summary for Lesson 10

In today’s class we began our work on An Inspector Calls, the first play of our course. We spoke today about the historical and political context of the play, thinking about how the 1912 setting is linked to the 1945 publication date. We learnt about the gender, class and political context of this play, learning about J.B. Priestley’s belief in socialism and thinking about how this connects to the story being told and the notion of collective responsibility for society. We spoke about the role of both the first and second world wars in the story, digging into the use of dramatic irony, and linked this to a quotation from the end of the play. The class worked fantastically today, particularly when it came to thinking about the political dichotomy of capitalism and socialism and how this is embodied by certain characters in the play, representing a symbolic confrontation. Excellent ideas, questions and thoughts all round class, well done and see you next week 🙂

Context video: https://www.youtube.com/watch?v=3fXw8lWWtlA&feature=emb_logo

Homework

Summary for Lesson 11

In today’s class we continued our work on An Inspector Calls thinking today about the nature of the text as a play and how this affects our understanding of it. We spoke about the dramatic elements of the plot, with the class identifying incidences of foreshadowing and the use of production in illuminating the themes of the play. The class came up with examples from the text and we discussed the significance of each of these examples. We then moved on to speaking about Eva Smith and the fact the audience never gets to see or hear from her, thinking about her role as a symbol in the story. We completed some comprehension questions and the class then read an extract outlining the notion of the mystery surrounding her character. Great work today everyone, well done for all your hard work and I’ll see you next week! 🙂

Homework

Summary for Lesson 12

In today’s class we completed our work on An Inspector Calls, concluding our twelve week course! Today we picked through the notion of moral vs legal culpability, thinking about the way in which we could understand Eva’s relationship to each character (economic, social/moral, patriarchal) and discussing the responsibility each character bears for her death. We thought about the effect of the war on Priestley’s ideas, considered the Russian philosopher Ouspensky who influenced the play and touched on the play’s connection to Russia (it premiered there). Everyone shared their thoughts wonderfully on notions of collective responsibility and were engaged and thoughtful throughout. Well done class- it has been a pleasure teaching you over the last twelve weeks and you should all be really proud of the depth of your understanding, especially considering how complex the texts we have worked on have been at times! Excellent work- I hope to see you all in the new year and have a lovely rest of your week! 🙂

Homework