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Showing posts with label Critical Analysis. Show all posts
Showing posts with label Critical Analysis. Show all posts

Saturday, October 24, 2020

Writing in Response to the Literary Homelands Prescribed Texts


One of the challenges of the HSC Extension English syllabus is the idea that students need to analyse a broad selection of texts as part of their elective. The mandated amount of texts for study are as follows:

  • Three of the Prescribed Texts (two of which must be 'extended print' texts - this means two drawn from the available novel, non-fiction text, drama, and short story suite options).
  • Two related texts.

This means that, in response to the question given in the HSC Exam for the Elective, students will need to be able to ostensibly call upon detailed knowledge of up to five texts (though in reality, it's most likely to be two prescribed texts and one related). Putting aside any concerns we might have about the level of depth that this allows for in a single one-hour exam, students are required to have a holistic enough understanding of the studied texts to be able to achieve a synthesis of understanding in response to the Elective descriptor. 

So how do we teach this?

There are many roads to Rome, so to speak, but having just finished teaching the new syllabus for the second time I feel more ready now to share a particular approach after fine-tuning the way it works in action. 

This hinges on the use of a schema - download here.

  1. Start with your normal way of approaching each text. Students should read, and re-read, and discuss, and analyse, and write about the texts in a variety of ways.
  2. There then needs to be common identifiable threads that can be applied to all of the texts. This requires legwork from the teacher because students will not have read all of the texts until the end of the course. Part of this legwork has been done already in the Elective descriptor, and this is reflected in the schema. There is room on the schema for additional concepts to be drawn out from all of the combined texts that have been chosen for the students. As far as the Literary Homelands Elective goes, I've indicated a range of common concepts in the schema and left space for the class to come up with further ones throughout the duration of the course.
  3. After each text has been studied, students look at the schema and connect their analysis to each concept (or half of the concepts - your mileage may vary). 
  4. As you move through the course, students come back to this schema over and over again, using the concepts to discuss commonalities and differences, building up their meta-analysis of  Literary Homelands.

Eventually students internalise many of the concepts. They pick out their favourites and they start connecting quotes to a thesis they develop in response to each concept. They write paragraphs exploring their meta-analysis of each concept. 

And then you chuck some HSC-style questions at them and they practise rearranging their meta-analysis accordingly.

This schema approach could be easily adapted to each of the electives. You'll just need to examine the the Elective descriptor for your chosen Elective and use the indicated key concepts to fill in the schema accordingly. Once you've read the Prescribed Texts as the teacher, undertaken some professional learning, or read associated academic texts, you can then populate the schema further to suit the needs of the Elective.

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.

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.