- This topic has 141 replies, 6 voices, and was last updated April 4, 2023 by
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Summary for Lesson 1
In today’s class we began our work on The Metamorphosis by Kafka, thinking about the history, context and biographical information behind the book. We began by discussing and debating what we liked and didn’t like in the novel, before moving on to learning about Franz Kafka and considering what we could understand from his life about the book itself. We talked about industrialism, his relationship with his father and his Jewish identity and how all these played into the way he wrote and the stories he told. We looked at the literary trope of ‘the other’ thinking about other novels where the students had observed this idea and linking this to the history of Jewish people being persecuted in Europe. We touched on the notion of the bug in the novel remaining unidentified and thought about what that could mean. Finally the class shared how they would interpret the notion of ‘the other’ if they were to write a novel on it, coming up with some wonderful ideas about neurodivergence and conformity that were super impassioned and inspiring. Well done everyone- you’ve all worked excellently and intelligently throughout today and I really enjoyed hearing all your ideas and opinions. See you next week! 🙂
P.S. I will post the homework article below later today
Homework
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Dear Beth,
Oh thank you for the lesson
How marvelous it was
And now I have a question
From oracles and spheracles
The green to yellow leaves
The man to spidery insect crawled
Ape to upright form
I ask of thee: what is that
which makes ice into water
the tadpoles grow fat
the butterfly cacoon?
Why, of course the wretched hand of Change!
😁😁😉😀😀😉
Thank you for the mellifluous lesson, as always!
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I think the influence of the text would be that his expectations were too high. This may be because of his abusive and narcissistic father pushing and hoping he would inherit the responsibility. Another possibility could be the viewer who came to the book shop might not read it, because on the front cover of the original text it showed a gargantuan bug lying upside down on a normal bed. This may have scared the viewer as back then some people were scared of bugs so they must have had a heart attack. Then the next step would be they would spread the rumour and people would avoid all of kafkas books because they were afraid of bugs. This would hinder him financially and this wouldn’t be as good or as profitable as his last jobs so he might be struggling with money shortages.
Also in his autobiographical piece letter to his father there are two main examples that might still be bugging him so he is scared. Once when he was a young boy he cried for water and in response his dad locked him outside the apartment. Another time he was going swimming and particularly when he was undressing in front of his father with such horror as to suggest his father may have sexually abused him. This could have left a mental scar in him letting him remember this as an account.
<p style=”text-align: left;”>Some resources say he had ADHD but we do not know if he did have it then. He could have been easily distracted by anything and forget his work. This also may have ultimately led to depression we know he suffers from depression. In the end we find out that he is known to specialise in darkly humorous novellas. In my mind I understand why he is dark because most of his books include death of something bad, but I do not understand the humorous?</p> -
I think the influence of the text would be that his expectations were too high. This may be because of his abusive and narcissistic father pushing and hoping he would inherit the responsibility. Another possibility could be the viewer who came to the book shop might not read it, because on the front cover of the original text it showed a gargantuan bug lying upside down on a normal bed. This may have scared the viewer as back then some people were scared of bugs so they must have had a heart attack. Then the next step would be they would spread the rumour and people would avoid all of kafkas books because they were afraid of bugs. This would hinder him financially and this wouldn’t be as good or as profitable as his last jobs so he might be struggling with money shortages.
Also in his autobiographical piece letter to his father there are two main examples that might still be bugging him so he is scared. Once when he was a young boy he cried for water and in response his dad locked him outside the apartment. Another time he was going swimming and particularly when he was undressing in front of his father with such horror as to suggest his father may have sexually abused him. This could have left a mental scar in him letting him remember this as an account.
<p style=”text-align: left;”>Some resources say he had ADHD but we do not know if he did have it then. He could have been easily distracted by anything and forget his work. This also may have ultimately led to depression we know he suffers from depression. In the end we find out that he is known to specialise in darkly humorous novellas. In my mind I understand why he is dark because most of his books include death of something bad, but I do not understand the humorous?</p> -
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Hi Beth,
Thanks for the gorgeous lesson👏; I really like The Metamorphosis!❤️
Here is my homework.
See you next lesson and have a lovely week!🎉
Yichen
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Dear Beth,
Sorry for sending it this late! It completely slipped my mind!
See you in a bit!
Eva
( by the way, I have found the modern day Catcher in the Rye! It is called Solitaire by Alice Oseman. It is heavily influenced by Salinger, but is still a pleasure to read! Alice Oseman is literally the successor of Salinger in writing about the minds of teenagers, especially in her graphic novel Heartstopper and debut novel Solitaire!)
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Summary for Lesson 2
In today’s lesson we continued our work on The Metamorphosis, thinking today about the big ideas and questions underlining the story. We learnt about existentialism, linking these ideas to Gregor’s development in the text and thinking about how this links to wider genres of absurdism and the Kafkaesque. The class spoke about the title of the novel, dissecting what it might refer to and what it tells us about Gregor’s transformation, and we also touched on ideas of language and how Kafka felt he had no ‘mother tongue’ because of his German-Jewish identity. We analysed genre, touching on tragedy, horror, magical realism, myth, psychological thriller, social critique and semi-autobiography. Finally we spoke a little about the fairytale qualities of the novel- thinking about the motif of transformation and how this fits into the existentialist view of the world. Amazing work everyone today- you all came up with incredible ideas and had such strong understanding of deep and complex ideas. Really impressive class well done and I look forward to next week! 🙂
Homework video to watch: https://www.youtube.com/watch?v=LaffA9EyUgo
Existentialism video: https://www.youtube.com/watch?v=H_tgqj9MU8M
Kafka-esque video: https://www.youtube.com/watch?v=wkPR4Rcf4ww
Homework
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Dear Beth
Thank you for today lesson. I felt challenged by todays lesson where we had to come up with our own ideas in 20 seconds luckily I had made it.
Thank you my work is attached below.
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Dear Beth:
Thank you as always for the star-azing lesson!
It was very unfortunate that Helena Julie woke up on the morning of her 16th birthday to find herself quite transformed into a bulky narwhal.
…
👧🏼=>🐋
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Hi Beth,
Thanks for the fabulously fantastic lesson! 👏I really enjoyed it, and I really enjoy The Metamorphosis so far (as usual).😊
Here is my homework. See you on Tuesday!💖
Yichen
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P.S. I’m doing Top of the Form on Tuesday – it’s a general knowledge quiz/competition against other schools. I’ll tell you about it in class.
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Dear Beth,
I hope that you have a nice day!
I am very sorry that I submitted my homework late…
I will never do it again, sorry…
Yuexi
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Summary for Lesson 3
In today’s class we completed our work on The Metamorphosis, thinking today about interpreting Kafka’s work and approach to writing creatively. We began with a discussion of his politics, thinking about what he deems as wrong in modern society and learning about capitalism, socialism, communism and anarchism in light of this. We identified elements of capitalism Kafka disagreed with and discussed why, using political philosophy to help us. The class then discussed a quote from Kafka about how he saw writing and the role of writing which they did excellently. They then wrote some Kafkaesque pieces utilising the ideas we have touched on in the last three weeks producing some excellent, creative and sophisticated stories. Finally we discussed problems of translation in the novel and thought about how to interpret the ending of it. Amazing work everyone- you have all demonstrated an incredible aptitude for creative thinking and a real depth of knowledge. Really well done to everyone, it’s been a pleasure- see you next week! 🙂
Homework
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Dear Beth,
Thanks for the amazing lesson
I just think that the next book I will be scared about it’s a Gothic and horror fiction but I don’t know why??
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Dear Beth,
Thank you for the absolutely Supercalifragilisticexpialadocious lesson!
(P.S. Henry James, author of THE TURN OF THE SCREW certainly was a huge fan of purple prose- his literature pieces are like as follows:
Thus, turning the rusted and molted corner upon whose brick was sallow as an earthworm’s nest, having my feet squelch in uneven cacophony mirrored to the whistling clatter of the ambient trees, my steps bounced up and down all the cobbled stones, of which the dust had settled in unnerving heaps sowing a glittering tendency to fly up at my face and document an impromptu sneeze into my hand.
(imitation by Amber)
Or in other words:
(long, descriptive phrase)(big adjective)(long, descriptively rrambling phrase)(flagrant description)(big adjective)(full stop) )
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Hi Beth,
Thanks for the glorious lesson! I really enjoyed it, and some questions were slightly challenging. Have a nice rest of the week😀
Here is my homework
Yichen
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P.S. The answer to the riddle I sent to you at the end of the lesson:
What is mine but often used by others?
My name!
Thanks for the lesson, again!🎉
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Dear Beth,
Thank you so much for the wonderful lesson!
I really like it!
Please find attached below my homework for the week!
Have a nice weekend!
Best Wishes, Yuexi
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Summary for Lesson 4
In today’s class we began our second novel, The Turn of the Screw. Today we spoke at length about the historical context of the novel, discussing the Victorian period and how it affected the way the book is written. We learnt about 1898 when this book was written and thought about why the Victorians loved ghost stories so much, touching on the roles of religion, the printing press, the rise of the middle class and even carbon monoxide in pushing this genre into the limelight at this time. We read an article that told us more about ghost stories in the 19th century and then discussed what we can learn about the moral and social codes of the time period from the novel. Finally we briefly touched on Henry James and how his view of society may reflect into the story. Amazing work from the class today- they were attentive and enthusiastic throughout coming up with some fantastic ideas. It was great to see you all and I really enjoyed discussing this book’s history and context with you all- well done class and see you next time 🙂
Article we read: https://www.theguardian.com/books/2013/dec/23/ghost-stories-victorians-spookily-good
Homework
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Dear Beth,
Thank you for the wonderastic lesson, as always！
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P.S. The Turn of the Screw was an idiom that originated from the screw in a torture mechanism which was used to twist prisoner’s thumbs-a gruesome image, and one which led the phrase to mean from bad to worse
Have an energetic rest of your week!
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Hi Beth,
Here is my homework. Thanks for the wonderful lesson!👏Have a fabulous rest of the week and see you on Tuesday.
Yichen
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Dear Beth,
Thank you so much for the wonderful lesson!
I really like it!
Please find attached below my homework for the week!
Have a nice weekend!
Best Wishes, Yuexi 😸😸
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Dear Beth,
thank you for a fabulous lesson.
I think that the screw is a metaphor that before it was screwed in it was alright until when it was screwed in it was bad then worse finally it became the worst.
my homework is attached below.
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Summary for Lesson 5
In today’s class we continued our work on The Turn of the Screw, thinking today about narration, gender and mystery in the novel. We began with a discussion of the title, debating the meaning of it and thinking carefully about how the idiom maps the path of the story. We then read an essay dissecting this, before moving on to a discussion of gender in this novel, thinking about the way James comments on men and women’s gendered role in Victorian society. We spoke how narration is dealt with in the story and how this affects the way the plot unfolds. Finally the class touched on the question of whether the supernatural is real in this story or merely an allusion. Amazing work everyone- really interesting ideas and thoughtful discussion today! Was great to see you all and see you next week 🙂
Homework
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Video on narration we watched: https://www.youtube.com/watch?v=bCNNBxlnkjQ
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Dear Beth,
Thank you for the jubilant lesson!
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Conversation with a Rusted Screw
Bronze violent scars adorn your molten form
Where once polished surfaces
Were not so deformed
And yet, Little Screw,
Those rashes read as tree-rings in an oak
Telling of your age
In the faded sunlight do you not glitter as if new?
Why Yes, I do.
For I have polished you, Little Screw
Unto you
I have used a bucket of powder cream
Oh golly, the cream!
But as it happens-
Screws are not so clean!
Why dear- then wash some more-
For I fear-
That I am Turning once more…
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Dear Beth,
Thank you the lesson!
-Eva
What does the Turn of the Screw say about childhood?
In the novella by Henry James, The Turn of the Screw, two of the main protagonists, or most developed side characters, are two children: Miles and Flora. Both appeared angelic and utterly innocent at first glance, as the narrator stated, and no one could ever believe they were the culprits behind a wrongdoing. And yet, this is what makes this story the scariest: how the demons at the end were portrayed by these very “angels”. In the following essay, I will be discussing about what James possibly wanted to show through his choice of the turn of events.
From the novel we can learn that, in the Victorian era, children were set up to near impossible standards. They were expected to be “good” all the time despite this being against the nature of a child. We can further depict this as at the beginning of the novel, the narrator states for there to be “pleasant days” when the children did their lessons correctly and were obedient. From here we can infer that the “unpleasant” days were when the children prioritized having fun over studies, which meant that children in those times were not expected to have fun.
From research, I found that at that time, there were no laws protecting the children. This meant that a child was viewed as an equal to adults. From this information we can deduct that people expected their offspring to possess—neglecting their age—the mind of a full-grown adult. Hence why Miles and Flora behaved like the saints themselves everyday: this was the way they were taught to behave and show the adults no matter their actual mood.
Based on the analysis above, we can make the following conclusion about what Henry James wishes to express about childhood in his novella. By developing two children that seems so perfect in every aspect, he wishes to show how restrained they were. To further prove his point about the children of that age losing the little innocence they have due to the pressure society is applying on them, he physically kills one, and then psychologically kills the other.
To conclude, what Henry James is trying to convey in the novel is the losing of childish innocence in a corrupted and strict society, where children no longer is children, and adults abandon the little responsibility they have.
（Sorry, the website is not letting me upload my work)
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Hi Beth,
Thanks for the outstanding lesson, I really enjoyed it. 😊Have an excellent rest of your week!
Here is my homework.
Yichen
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Dear Beth,
Thank you so much for the wonderful lesson!
Please find attached below my homework for the week! 😉
Have a wonderful day!
Best wishes,
Yuexi
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Summary for Lesson 6
In today’s class we finished our work on Turn of the Screw, thinking today about the ambiguities of the novel and doing some creative adaptation. We began with a discussion of the outsider status of the governess and her namelessness, analysing what it can tell us about her reliability. We thought about whether we believed her account of the ghosts and the class then read a critical account arguing that they may be hallucinations. We thought about the impact of stories on the reader, then designed a drama version of the novel, thinking about how to communicate things through set design, manipulation of the audience, characterisation etc. Finally the class learned some things about what other authors have said about Henry James throughout the ages and we finished with final questions and thoughts on the novel. Amazing work everyone- you were all really passionate and engaged throughout our class and came up with some wonderfully creative ideas for designing a Turn of the Screw play. Keep up the phenomenal job and see you next week 🙂
Homework
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Dear Beth,
Thank you for the splendiwesome lesson! I cannot wait for The Raisin In The Sun!
Rasins and Screws
abound in a puddle
Step on one, get the other
Now I myself prefer the rasin to the screw
But screws are quite good
even though they taste all of metal
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Hi Beth,
Thanks for the lovely lesson (alliteration there!) I really enjoyed it a lot – it was very engaging and interesting.👏💖I’m so excited for the Raisin in the Sun!
Here is my homework. See you next week!
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Dear Beth,
Thank you so much for the wonderful lesson!
Please find attached below my homework for the week!
Like everyone, I, too, am very exited for the Raisin in the Sun!
Have a wonderful day!
Best wishes,
Yuexi
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Summary for Lesson 7
In today’s class, we began our work on A Raisin in the Sun, thinking about the historical and intellectual context of the play. We began with a discussion of what the class thought of the play before moving on to thinking about 1950s Chicago, particularly on the South Side where the play is set. We read the poem Harlem by Langston Hughes from which this play takes its title and discussed the meaning behind the allusion, thinking about the notion of a dream deferred. We learnt about the history behind the play and then research the Harlem Renaissance, considering how this intellectual history links to Hansberry’s work. Finally, we discussed the title, digging into the image of a raisin and talking about the cultural history of Black people in the USA at the time the play is set. Amazing and passionate work class- you all had some really cool ideas and expressed them beautifully. Keep up the, as ever, wonderful work, and I look forward to our next lesson 🙂
Video we watched on Hansberry’s inspiration: https://www.youtube.com/watch?v=z9IFbBCFa0Y
Homework
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Hi Beth,
Here is my homework. I loved the lesson – it was fabulous!👏I really enjoy A Raisin in the Sun, even though I’m not exactly sure what I like.
Thanks for the lovely lesson!
Yichen
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Dear Beth,
Thank you for the rasinastic lesson!
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Here’s a tasty recipe for home-made raisins, if you’ve got some grapes to hand and three straight days of sunshine:
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Dear Beth,
Thank you so much for the wonderful lesson!
Please find attached below my homework for the week!
Have a wonderful day!
Best wishes,
Yuexi 😃
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Summary for Lesson 8
In today’s class we continued our work on A Raisin in the Sun, discussing today the nature of the writing as a play and how this reflects in the presentation of setting and character. We began with learning a little about Hansberry herself, thinking about how this reflects in the action, before talking about why she wrote it as a play rather than a novel. We discussed setting and the containment of the action within one room- analysing the symbolic implications of this choice. Then the class conducted some amazing character analysis, thinking about how they would portray characters onstage, before finally analysing a quotation from the play, thinking about what it tells us about Hansberry’s presentation of race throughout the story. Amazing work everyone- well done for all your enthusiastic contributions and great ideas throughout. See you next week 🙂
Homework
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Hi Beth,
Thanks for the stellar, outstanding, top-notch lesson! I really, genuinely loved every minute of it. ;D I enjoyed discussing A Raisin in the Sun with you. I can’t wait for Vanity Fair even though it is a very, very, very, extremely long book!
Here is my homework for Lesson 2 on A Raisin in the Sun (I just thought I would post it on here). I will upload my homework for Lesson 3 later when I have written it. 😊
Yichen
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Hey Yichen,
You are so welcome! This is an outstanding piece of work. Your comments are insightful and thoughtful throughout and you have thought deeply about the implications of racism in society and how this reflects in the play. Amazing point about the “eat your eggs” motif and what this represents- and I also love your ideas about the significance of the afro and what it means that it was cut in production. Really lovely ideas, expressed beautifully, demonstrating a mature and sophisticated understanding of this play and its themes. Really well done- you have thought about this so powerfully, tapping into the emotional fabric of the characters’ world 🙂
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Summary for Lesson 9
In today’s lesson we completed our work on A Raisin in the Sun, thinking today about analysing the homework article, discussing the shifts of authority within the play and debating what Hansberry says about gender roles. We began with our discussion of the introduction to the play before the class completed a free writing exercise where they ruminated on the central tenet of the play: a dream deferred. The class then completed some work debating the role of gender within the play before finally discussing how they would update this play to the modern age, particularly in the wake of the Black Lives Matter movement and how that has brought renewed discussion of race in the United States. Really stellar work from everyone today- your free-writing in particular was absolutely incredible and I loved hearing how you took Nina Simone’s music, Hansberry’s play, and the prompt of a dream deferred into the most spectacular places. You should all be very proud of your work, I am really impressed with you all- see you soon 🙂
Here’s the studio recording of the Nina Simone song (this one has a whole choir in): https://www.youtube.com/watch?v=RTGiKYqk0gY
Homework
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Dear Beth,
Thank you for the fantastic lesson!
————————
(P.S. Vanity Fair numbers:
50% description
30% fancy language
20% storyline
5% dialogue
90% scheming)
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Dear Beth,
Thank you so much for the wonderful lesson,
Please find attached below my homework for the week!
Have a wonderful day!
Best wishes,
Yuexi
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Summary for Lesson 10
In today’s class we started our work on Vanity Fair, thinking today about context and satire. We began by discussing what we liked and disliked, touching on the character Becky and thinking about how Thackeray plays with our understanding of Victorian morality. We discussed the date of publication and linked this to the wider historical context. We then spoke about the notion of Regency vs. Victorian morality and linked this to the dichotomy between Amelia and Rebecca. Finally we thought about the subtitle- a novel without a hero- discussing what this means and linking this to the hero’s journey, satire, and the concept of the anti-hero. Amazing and really fun ideas from the class today- I particularly liked our big debate over Becky and whether or not she is misunderstood or just plain calculating! I hope you all enjoyed it- amazing job on uncovering the history behind this book and see you next week 🙂
Ted-Ed video on hero’s journey: https://www.ted.com/talks/matthew_winkler_what_makes_a_hero?language=en
Homework
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Dear Beth,
Thanks for the splendid lesson!
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Vanita Vanita
Vanitas Fair – Fair Bright, Fair Light
Vanitas Fair- doth twinkle beside the eye-
Becky’s labour rings out musical notes
Amelias hot pursue their loves
And not a word indeed about
Skulking cats in alleys behind- oh
how the fair twinkles with delight; come
oh come children, for the play has just been done.
(Block poem in shape of Dress- Vanita VANITA, BY Amber, not to be copied or adapted)
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Hi Beth,
Thanks for the glorious lesson, it was very interesting and I enjoyed discussing the subtitle of the novel. Here is my homework.
Yichen
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Dear Beth,
Thank you so much for the wonderful lesson,
Please find attached below my homework for the week!
Have a wonderful day!
Best wishes,
Yuexi 🙂
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Summary for Lesson 11
In today’s class we continued our study of Vanity Fair, thinking today about character, narrative and inspiration in the novel. We began with a discussion of The Pilgrim’s Progress from which this novel derives its name, thinking about how the two connect. We then moved on to discuss the context of this novel as a fictional puppet play, before considering character and focusing in particular on Becky Sharp. The class held a mock trial of Becky for her ‘role’ (or not) in the death of another character. Finally we touched on the ambiguity in the novel, thinking about Becky’s role as “under the waterline”, the “hideous tail” that may or may not be concealed there. Great work today everyone- I really enjoyed our really fascinating conversations & had an absolutely great time debating this with you- particularly the theme of the individual vs. society. Really exciting ideas and brilliant engagement throughout- you should all be super proud of yourselves, well done! 🙂
Homework
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Dear Beth,
Thank you for the funfulfillicious lesson! I regret to inform you however that Prisoner 123, Name: Becky Sharp eloped with one of our jailors and escaped her nightly prison cell. We are currently looking for Becky Sharp, whose whereabouts are unknown. If you do see her, do call us at:
MockTrialsDial Farthing Street, EEst.
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Hi Beth,
Thanks for the ridiculously interesting and funny lesson – I loved the mock trial bit at the end. It was very enjoyable to discuss Vanity Fair; I can’t wait for next lesson! Here is my homework.
Yichen
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Hi Yichen,
I’m so happy that you enjoyed the lesson!
Dazzling work this week, I’ve attached your feedback below. See you soon 🙂
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Hi Beth,
Thanks for the feedback. I really enjoyed the lesson and course – I loved the discussions and books! You have mentioned writing full sentences in the introduction before, but I misunderstood it as using full sentences in the bullet-points 🤭I will try hard to link back to the question – I keep forgetting!
Thanks again for all the feedback & lessons. Have a lovely Easter!Yichen
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Dear Beth,
Thank you so much for the wonderful lesson,
Please find attached below my homework for the week.
Have a wonderful day!
Best wishes,
Yuexi
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Summary for Lesson 12
In today’s class we finished Vanity Fair and our winter course. We began with a discussion of the narrative voice in the book, considering the gossipy tone of the narration and linking this to the major ideas- we then connected these ideas to the hollow ending of the book, thinking about how the themes of gossiping and overinvolvement in others’ lives make the ending almost meta. We then analysed the ending which led to the class creating their own fantastically creative ideas for how they would have finished this book themselves. The class then finally reflected on the modern relevance of the novel and how we can read it into life in the 21st century. Incredible work today as ever class- you have all been outstanding over the past twelve weeks with a depth and sophistication of thought that I am super impressed by. It is always so fun and inspiring working with you all and I hope you are all very proud of everything you have achieved in these classes- I look forward to seeing you all again in a few weeks and really hope you are all as delighted with your amazing work as I am. Well done 🙂
Homework
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P.S. Remember you can choose one of the essay questions from these links if you’d prefer for homework and remember to read them all!
https://victorianweb.org/authors/wmt/downey5.html
https://www.cliffsnotes.com/literature/v/vanity-fair/study-help/essay-questions
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Dear Beth,
Thank you for the enlightening lesson- what a wonderful course!
Have a splendid, fresh Easter Holiday,
Amber
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Hi Beth,
Thanks for the delightful lesson and course. I express plenty of gratitude (woah, that’s very formal) for all of the effort you have put into the classes, as they are very informative and interesting, especially when discussions are involved! Here is my homework. I am very proud of it, and I really enjoyed it. Have a wonderful Easter, I hope you have a good holiday.
Yichen
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Dear Beth,
Thank you so much for leading us through and helping us exploe these three books! I really enjoyed this course! See you in the next one!
-Eva
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Dear Beth,
Thank you so much for the wonderful lesson,
Please find attached below my homework for the week!
Have a wonderful day!
Best wishes,
Yuexi
p.s. I can’t wait for the next reading course! 😉
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