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Showing posts with label Dracula. Show all posts
Showing posts with label Dracula. Show all posts

Saturday, April 6, 2019

Dracula Term 2: Texts, Culture and Value

At the start of the year I consolidated the first term's lessons for a revised unit of work focused on Dracula for the Year 11 Extension English 1 module Texts, Culture and Value. This first term focuses on Dracula itself, an introduction to important contextual information for study, and interacting with academic paratext to build a level of understanding suitable to an Extension English context (and hopefully prepare students for university-level study!).

In continuation of this, the second term of the module addresses a modern text (The Lost Boys) and introduces material that supports students in their undertaking of the Related Project. Without further waffle, here's the resources for the term in a single document for easy access:
And here's the associated PowerPoint, some of which was adapted from ideas shared by Eva Mayes in mETAphor Issue 2, 2012, in the article 'The Language of Comparison' (hence why the PPT is mislabelled - a fair bit of it has been changed from the original DoE document that was initially shared with me):
And the two video clips referenced in the program:




As stated in the previous blog, the main document is designed to be printed as a booklet and given to each student. There's a section in the front of the booklet that explains how each of the resources work. It's more for the teacher but it doesn't hurt for the students to see it and track their progress. The document also includes a formal assessment task (the Related Project) and an informal assessment task (a proposal for the Related Project presented in viva voce form). You can teach the whole unit as it is, or pull it apart and use bits and pieces, rewrite stuff from it, etc.  

A reiteration of the caveats I mentioned last time too:
  • The module has been designed from a place of non-assumption; that is to say, everything is laid out for the students as if they are coming to everything in this for the first time because, well, they probably are. Some material has also been included to build skills that should assist students in their HSC year (without touching any of the HSC content, of course).
  • One of the larger parts of the booklet is the Study Guide to The Lost Boys (Resource 3-1). I've posted an earlier version of this document on this blog before but the version in the updated module now includes student questions in the analysis column. I don't expect students to answer every question but, as a form of differentiation, students should aim to answer at least one question per page. 
  • The readings included are mostly extracts sourced from online. Sources have been included on all of these except for one. The one with no author attributed to it was written by myself, adapted from a review I wrote in a previous life as a film reviewer. I've included each of the readings here because, as you'll probably already know, things on the internet have a tendency to disappear sometimes! Incidentally, if you're reading this and happen to be the author of one of these online pieces and would like it removed from this not-for-profit educational document then please just let me know and I'll take it out.
If you have any questions please fee free to contact me by commenting below, or using the email address in the booklet.

Friday, January 11, 2019

Dracula: Texts, Culture and Value

The inimitable Tom Waits as Renfield
Over the last 12 months I've posted a few things on this blog in regards to the Year 11 English Extension 1 module 'Texts, Culture and Value' and, now that it's 2019 and a few weeks out from a whole new Year 11 group starting, it felt like a good time to update and revise things. 

Here's the module and its resources in a single document for easy access:
And here's the associated PowerPoints:
The main document is designed to be printed as a booklet and given to each student. There's a section at the front of the booklet that explains how each of the resources work, it's more for the teacher but it doesn't hurt for the students to see it and track their progress. The document also includes an assessment task. You can teach the whole unit as is, or pull it apart and use bits and pieces, rewrite stuff from it, etc.

Some notes to clarify a couple of things:
  • I decided to take a back to basics approach - as Year 11 Extension English are feasibly coming from any mixed ability Year 10 class there's no guarantee that they've had exposure to the sort of support that a top-performing Year 10 student will have had. I therefore work on the assumption that these students don't really know anything yet. It's just the safest bet. I used to take the approach that I was working with high-performing students who would already know a lot of stuff, but you just can't tell what they do and don't know if you haven't personally taught them before. So now I just assume they're intelligent blank slates (and will be able to learn whatever I put in front of them). Having a vast store of English-based knowledge is not something that 15 or 16 year olds can be expected to have, and knowledge isn't the same thing as ability. This is why the unit booklet includes a few things not directly related to Dracula - I wanted to start from scratch with a few things like narrative voice, thesis statements, essay writing, critical reading, etc., that would help with preparing students for the assessment tasks.
  • The biggest part of the resources is a Study Guide to Dracula (Resource X-1). I've posted an earlier version of this document to this blog before but the version in the updated module now includes student questions in the analysis column. I'm not expecting students to answer every question but, as a form of differentiation, students should aim to answer at least one question per page. They can choose which ones - there's a range of different kinds of questions; from comprehension to analysis to evaluation. Some of the questions just require students to read the information around it and reframe it into a self-contained response - it's not especially difficult but it's designed to build confidence and to help students learn a few things. I'm not assessing their ability to answer these questions; the questions themselves are simply a way to facilitate study notes.
  • The readings included are mostly extracts sourced from online and a few books I've picked up over the last two years. There's information in the 'sequence of lessons' documents near the beginning of the booklet that explains where these readings are found (incidentally, if by some chance you happen to be the author of one of these extracts and don't want them in this non-profit educational document, please just let me know and I'll edit said document out). 
If you have any questions feel free to contact me by commenting below, or using the email address in the booklet.

Thursday, November 29, 2018

Dracula and Extension English 1

Artist's impression of teacher at the end of the school year.
Hi! It's 2018 and I'm presenting at this year's English Teacher's Association on a few things, including the use of Bram Stoker's Dracula as the key text for the Year 11 Extension English 1 course. Here is a copy of the PowerPoint for this session:
A quick caveat: I'm no expert when it comes to Extension English 1 but, having just finished teaching the Year 11 Texts, Culture and Value module, I do have some resources and ideas to share and that's what this blog post represents. 

Here are the resources handed out in the session: 
And here are some additional resources touched on in the session:
Enjoy! 

Saturday, May 12, 2018

The Lost Boys: A Study Guide

Kylo Ren in his teenage days...
The Lost Boys is a perfect companion to Dracula for use in the Preliminary English Extension 1 Text, Culture and Value module, in that it both parallels and offers alternatives to Bram Stoker's seminal text. Below is a study guide resource that can be used to support teaching The Lost Boys.

The first section of the guide provides a Cast of Characters that will assist students in establishing who's who in the film. There are essentially 9 characters of note (10 if you want to count the rest of David's gang as a single character).
  • Michael: The protagonist.
  • Sam: The deuteragonist (secondary protagonist) and Michael's younger brother.
  • Lucy: Their mother. Note: her name has deliberately been borrowed from Dracula.
  • Star: Michael's love interest.
  • David: The antagonist and leader of the 'Lost Boys' gang.
  • Grandpa: Lucy's father.
  • Edgar and Alan Frog: Supporting characters; they are the film's equivalent of Dracula's 'Van Helsing' character.
  • Max: Lucy's love interest and quite a significant character in the film's climactic scenes.
  • The Lost Boys: David's gang of vampires.
Also featured in the film but not mentioned in the document are:
  • Laddie: A boy vampire and companion to Star.
  • The Surf Nazis: A local (non-vampire) gang that the Lost Boys feud with throughout the film.
  • Nanook: Sam and Michael's dog.
  • Thorn: Max's dog. 
The rest of the study guide looks at the film by providing a series of sample shots with accompanying analysis. I've arbitrarily broken the film into 8 sections (a prologue and seven 'chapters') to help students think of the plot elements in regards to the narrative. The analysis is unpacked in the following fashion:
  • Example - a shot that can be analysed in reference to the module.
  • Description, Techniques - describing what is happening in the shot and what techniques have bee used to communicate ideas to the audience.
  • Context, Values - subsequent analysis linked to the film's context both in terms of the vampire myth (Dracula) and its own time/place. In addition, where possible, the film's communication of key values is identified as well.
Example 1
Description, Techniques: Camera pans up as David walks out of the mist between disaffected teenagers riding the merry-go-round. Note his scruffiness, swaggering body language, and the cigarette behind the ear.

Context, Values: David and the other Lost Boys move between the static horses on the merry-go-round, which establishes how they don't quite fit in with other teenagers. David stops at a girlfriend of another local hoodlum and caresses her, echoing the mesmeric effect that Count Dracula and the Weird Sisters have on characters in Dracula. This sequence (and his costume) also demonstrates that David is not bound by social conventions attached to other people.

Example 2
Description, Techniques: Michael struggles to wake up in the morning and now needs sunglasses to protect his eyes against the sunlight. To an outsider he seems hungover, and the idea of teenage surliness in the morning becomes an allegory for his transformation into a vampire.

Context, Values: Note that Michael now has his ear pierced - symbolising his rebellion against adult-enforced gender norms. Sam asks Michael, "Are you freebasing?", a reference to doing cocaine and an echo of the words that many anxious parents ask sullen teenage boys exhibiting drastic changes in behaviour. In this case, as with previous examples, Michael's anti-social behaviour is in reality a result of vampirism. This is exemplified further when Michael is rude to his grandfather.

Resource: the full Study Guide can be found here.

This Looper-created video above is also helpful for providing some analysis of the film's context and how this shaped its representation of the era's values. Not all of the video will be completely relevant but students may still find it of interest. 

Sunday, May 6, 2018

That Bloodsucka Blackfella Dance!: A Study Guide for Chapters 1-3

I'll preface this post by saying that I think, without a doubt, that this might be the most obscure resource I've ever made and shared on this blog. 

The attached resources concern That Blackfella Bloodsucka Dance! by D. Bruno Starrs, a vampire text recommended by NSW English teacher Bernadette Therese (see here for a Youtube channel, and here for a Twitter account). The relevance of the text pertains to the Year 11 Extension English 1 module Texts, Culture and Value as a reiteration of Dracula's vampire myth that manages to parallel and challenge Stoker's narrative. Starrs is an academic writer of Aboriginal and European background, and he offers a contemporary Indigenous take on the vampire mythos. His irreverent novel That Blackfella Bloodsucka Dance! can be found in the usual places - Amazon, Bookdepository, etc. - and tracks the journey of complex gym junkie and would-be academic Sterling de Bortoli from the streets of Melbourne to the sweltering marketplaces of Morocco. The resources below concern the Prologue and first three chapters (this extract is all I covered with my class, hopefully leaving enough time to cover other texts in comparison to Dracula).

Resource 1
Here is a study guide. The analysis is broken into four columns: Example > Technique and Analysis > Cultural Value > Maintained or Changed?  
  • Example: Quote or textual example that demonstrates the way the text reflects its context.
  • Technique and Analysis: Some analysis of the example to show the way that Starrs has used language to construct his discussion of theme, cultural value, etc.
  • Cultural Value: In what way does the example reflect the values of Starrs' context?
  • Maintained or Changed?: How does it compare to the way Dracula deals with the same (or a comparable) contextual value?
Resource 2
Here is a comparison table. Students use their textual knowledge (plus the study guide) to write down their own observations of how That Blackfella Bloodsucka Dance! compares to Dracula. The table breaks student analysis into six themes that could be broadly linked to both texts, and would allow for the construction of six separate thesis statements based around said themes. These themes are:
  • Non-White ethnic groups: I'm loath to characterise Aboriginality as one and the same as the 'foreign other' discussed in Dracula but, then again, that's kind of the point. These two texts deal with non-Anglo cultural groups in very different ways and the way these authors represent these groups can be used as a jumping off point for discussion of what mainstream Western society classifies as 'the other'.  
  • The Canon: As a 'canon' text, Dracula commands a certain kind of power, and Starrs' novel deals directly with this through its direct referencing of Stoker's novel.
  • Religion: This relates directly to the way That Blackfella Bloodsucka Dance! deals with Catholicism, as well as Dracula's integration of the Catholic Church into its narrative as the antithesis of vampirism.
  • The Spiritual / Supernatural World: Compare Dracula's use of the supernatural through its depiction of superstition and vampiric lore, and Starrs' utilisation of the Dreaming to explore the Indigenous spirit world.
  • Science: Stoker positions science as a reflection of the Victorian era's increasing trust in rationalism (note Dr Seward's use of the phonograph, and the blood transfusion technology Van Helsing uses to fight against Dracula's 'infecting' of Lucy and Mina). The theme of science is less obvious in That Blackfella Bloodsucka Dance! but still appears in figurative form as a motif that Starrs' frequently revisits to describe the world around his protagonist (note the use of terms like 'micro-organisms' to describe the Arabic plane passengers he encounters).
One more note before I go - watch out for the very last page of Chapter 3, which could prompt some challenging conversations. I've included some appropriate analysis in the study guide to help steer the conversation towards relevance.

Sunday, April 29, 2018

The Lost Boys - Critical Readings

I'm currently in the midst of teaching Bram Stoker's Dracula for Preliminary HSC Extension English 1 as part of the module Texts, Culture and Value and really enjoying it. At the crux of the course is the idea of exploring a key text (in this case, Dracula) and the subsequent reiterations of its ideas in other media and contexts. For most of Term 1 my class looked at Dracula and a range of critical readings that deal with the vampire myth promulgated by Stoker's text. Finding academic texts related to Dracula wasn't difficult, in fact - the difficult part is sifting through the muck to find those two or three diamonds that fit my educational context and aren't going to just leave my students feeling confused. 

The tricky part is looking at a text that parallels, challenges or offers alternatives to the key text. Vampires are everywhere in our culture, and I settled on the 1987 film The Lost Boys as a different enough take that comes with its own set of values, but then finding some non-fiction writing that explored these values was the harder part.  

Two good ones that present very different interpretations on the film can be found here:


Here's another piece that discusses the way the film uses vampires to explore the values of its time:

The Lost Boys as Dark Future: The Anxieties of the 1980s Immortalised

The film's prologue plays out like a silent film with its minimal dialogue, broad action conveyed through body language, and self-contained narrative. It also acts as a summary of one of the film's overarching themes; society's increasing fear of wayward youth, exemplified by this sequences's depiction of David's gangs of 'Lost Boys' as violent, animalistic, scruffy, uncontrollable, and (with their long hair, piercings, and midriff-baring tanktops) somewhat gender-fluid.

The anxiety of the older generation had been on the rise ever since teens had emerged in the 1950s with an explosion of motorbikes, leather jackets, rock 'n' roll, and the apathetic retort of "what have you got?" when asked what they were, exactly, rebelling against. In the 1980s this fear hit an all new high with the skyrocketing divorce rates of America's post-feminist landscape provoking increased concern over the demise of the traditional family structure. Suddenly youth culture never seemed more dangerous.

Lucy and her two sons, Michael and Sam, arrive in Santa Carla (the supposed 'murder capital' of the world), in a freshly father-free state. Mention is made of an unpleasant separation and neither boy  seems overly concerned with the absence of their dad, though both seem resentful of having to move in with their Grandpa. The film's theme of disaffected youth becomes amplified during the opening credits as the viewer is treated to a montage of unkempt and nameless teenagers lazily holding up walls while smoking cigarettes and aggressively gazing off into the middle of nowhere. This is quickly followed by some shots of a wall plastered in a multitude of missing posters - a sad but familiar sight to Americans living in the Reagan era with ubiquitous materialistic pressure and rising crime rates.

By night, Santa Carla transforms into a heaving mass of teenage flesh, hundreds of bodies pressing against each other in an insatiable urge to party while a muscular chain-wearing saxophonist gyrates suggestively on a stage. It's a mildly disturbing sight, perhaps for all the wrong reasons, but the sexual undertones are made obvious enough to highlight every parent's worst nightmare regarding letting their teenage kids out at night. It's all too much for Michael and he becomes mesmerised by Star, a homeless girl with mysterious connections to the Lost Boys. In the words of his younger brother, he is now at the mercy of his sex glands.

From here, Michael is lured into David's gang of vampires through a series of initiation rites that mimic the bonding rituals of teenage boys. Step by step, David pushes Michael closer to becoming a vampire - testing his resolve in an allegorical fashion that demonstrates the seductive power of peer pressure. Michael is unable to resist and he becomes a vampire. He gets his ear pierced and, much to the annoyance of his mother, begins wearing sunglasses inside. (This is where divorce will lead you! Your kid will become a vampire!) The relationship between mother and son becomes strained, and the distance between them grows as Michael becomes closer with David and Star.

Nearly every element in The Lost Boys can be seen as reflective of the breakdown of the nuclear family. The Lost Boys are the metaphorical forgotten boys of parents no longer able to able to provide guidance or responsible supervision; a twisted take on the Peter Pan narrative that sees David and his crew taking great delight in flying from victim in exchange for staying young forever. When local video store owner Max comes on the scene as a potential suitor for Lucy, her younger son Sam becomes obsessed with trying to prove that the man is a vampire, an allegory for the resent felt by children for adults who seek to replace their absent parents. The idea of the blended family - a unit made up of two single parents and their own sets of kids - is revealed as the ultimate horror in the film's final scenes. And the role of Grandpa in saving the day at the very end of the film also demonstrates the shifting nature of the family unit, with those in extended family roles now playing a bigger part in the lives of their children - helping to care for their grandchildren while single parents work to make ends meet.

As far as new takes on the vampire myth go, The Lost Boys provides a new perspective that represents the concerns of its time. David both adheres to an subverts the conventions associated with the vampire, providing the gender-fluid mesmerism of Count Dracula whilst subverting the stoic nature of such a character. These 1980s vampires are immortalised in teenage form, and so it makes perfect sense for the Lost Boys to seek nothing more than to party every night and revel in being forever young. The seductive nature of this lifestyle is understandable and makes it easy for the audience to buy into Michael's quick transformation. 

What's less palatable, however, is the idea that a single parent automatically seals the fate of their children as doomed figures. The fact that Michael's redemption at the film's end primarily comes thanks to the intervention of his younger brother and grandfather speaks volumes about the filmmakers' lack of faith in the ability of teenagers to advocate for themselves in this bold landscape of crumbling morality. Lucy's resignation to becoming undead when faced with the threat of vampirism is also similarly problematic.

The above reading is provided here as a PDF. Students can read this as a 'primer' before watching the film so that they might actively look out for particular values and ideas while they watch.

Monday, January 1, 2018

Dracula: Texts, Culture and Value

1902 edition of Dracula
Hello and Happy New Year!

This year I find myself teaching Extension English 1 for the first time, and it's quite an exciting prospect. The Preliminary Module 'Texts, Culture and Value' pertains to the study of a core text and its replication across the ages in various manifestations. These manifestations are defined further in the syllabus as texts that have been 'carried forward', 'borrowed from', or 'appropriated into more recent culture'.

After a brief dalliance with Jane Eyre, I've jumped on board wholeheartedly with Dracula (which seems to be the popular option as we move into the new syllabus for the first time).

The way I see it, the reasons for choosing Dracula are:
  • It's a good practice run for Frankenstein, which is one of the texts in the Elective I'm looking at doing for the HSC.
  • There is a near-infinite variety of texts to look at that reinterpret, reinvent, and 'borrow from' from Dracula.
  • The Victorian context of Bram Stoker's seminal horror novel is more than ripe for the sort of analysis needed to look at the 'values' part of the module. 
  • Lots of other teachers in NSW are doing this option, which is very helpful for purposes of collegiality - which is not to be underestimated when tackling a brand new syllabus!
Over the last week or so I've been reading the novel to start off my programming. I finished it a couple of days ago, and I've made a chapter-by-chapter table of my annotations, which can be found here:


I've arranged the notes into three columns;
  1. Example / Quote
  2. A brief summary or identification of the techniques and what is happening in said example
  3. Further notes explaining the author's purpose and/or the context and/or anything else that I thought was interesting
Reflection
I think it's important to model this sort of stuff for the students straight off the bat so they can see what they should or could be aiming for, especially when they're entering into a subject like Extension English 1. The table also assists with giving the students reference points for their own reading... I don't want the reading of Dracula to be unnecessarily difficult, I want it to be an illuminating experience that will serve as a jumping off point for wider reading and analysis. At this point, in a public system Western Sydney context, I see the name of the game as primarily being one of engagement and encouragement.

I saw American educator Ron Berger speak at the iOnTheFuture conference in 2016, and something he spoke about that was really inspirational was models of excellence. I mean, he spoke about a lot that I found inspirational (including feedback and the growth mindset - check out 'Austin's Butterfly' on Youtube to see what I mean) but his ideas around modelling helped me to better articulate one of the key parts of my practice as a teacher. 

I'd been submitting student assignments under fake names for a couple of years by that point and then using them as samples with classes, but that's a story for another day. The point is: in order to get students delivering work of high quality we first need to show them we expect.

The idea of making all the answers 'secret' flies in the face of everything we know about creating excellence in students. If we want someone to be good at something, we show them a model. For example, to be a good musician you need to see and listen to musicians performing. To be a good illustrator you need to look at drawings. Athletes study other athletes. So why is it, in English and other school subjects, that we often hold back on showing students what the 'answers' looks like? It's been great to see the idea of exposing students to exemplars become more and more predominant in education throughout the 21st Century, and it's something that's continuing to develop in some interesting ways. 

Anyway. In short, I want students to look at the attached table and the core text of Dracula and use it as an example of the level I want to see them working at. It's not intended as perfection, and I hope to show them other models as I find more of them, but, hopefully it's a good starting point. Students will be able to take this information and then use it to practise skills in constructing extended responses and other higher order forms of expression.