Wednesday, December 16, 2015

Wednesday Dec 16 2015

Frankenstein

Analyze the two Franks (monster and Victor)

Consider thematic elements - this idea of the outsider, the monster, the one who does not fit - that we are how we look (which we know to be untrue)

Make a list of characters and places for reference (don’t be scared to use a map, Homie)


Eventually, you’re going to have to do:

  1. research piece
  2. character analysis
  3. teaching module
  4. exam questions
  5. creative piece

Canned e-canes or fresh e-canes?

Today:

WORK

SHARE

DRAFT

REFINE

SUBMIT!


Monday, December 14, 2015

Monday, Dec 14 2015

Frankenstein

Main character is Frankenstein - the monster is called The Monster and this is the main problem with the book as far as pop culture sees it

Everybody thinks the monster is Frankenstein. 

The key event that this whole story revolves around is the creation of that monster by the doctor 

The bulk of the book is the ramifications of the doctor’s terrible decision to challenge God!

The book was written in the early 1800s by a woman in her teens

Mary Shelley

She was WAY more interesting than the average teenage girl in 1818…

Age of Reason - pamphlet that came out at the end of the Age of Enlightenment and capped off a very interesting period in human history - Thomas Paine (writer) - challenged the Bible, the power of the Church and the religious rule of the day

It comes out right around the time Mary Shelley is born - 

It reveals a big change in the culture and she was part of a new way of thinking, even as a kid

We need to think about history as a long line of people reacting to change (technological, philosophical, moral, etc)

The key “age” that influenced the novel Frankenstein all influenced the pamphlet above and that age of Enlightenment is seen to go from 1700 to 1800 (or so)

This time period was a boom of science, logic, creativity, justice and reasonable thinking (supposedly). 

Scientists like Sir Isaac Newton were challenging the basic ideas of life. 

Before those great scientists, people just assumed that “God did it” and that was the only answer they needed. 

Bit by bit so much basic reality was being figured out that scientists got cocky and said “EVERYTHING can be figured out!” “SCIENCE!”

This time period is a very clear distillation of the same kinds of problems that we have now. 

Mary Wollstonecraft - early feminist - there is no such thing as feminism -freedom for people to make choices and be treated fairly by their leaders and the culture in general

Mary died giving birth to her daughter, Mary, leaving her daughter alone with William, who was a thinker, a writer and an intellectual rebel - this has an impact on Mary (the daughter)

William Godwin - was also a believer in justice and fair treatment and choice for all people

Percy Bysse Shelley - famous poet and writer - he hooked up with Mary Shelley when she was just a teenage girl - he was into art, himself, free love, literature, opium, crazy times

Mary lost a couple of babies in her younger years - very traumatic, but it was the way it was

Mary is educated, well-off, liberal, trained to be critical and respectful of others’ ideas, political and, better yet, she lost her mother and has a miserable step-mother (better for her art)

She travels to Switzerland with Percy and his pals and she has “an experience”

She writes Frankenstein as part of a challenge, using her nightmare as a starting point, but she pulls in so many things from her own life and the time period in which she grew up (and was educated)

THIS is why the novel is such a classic - it’s probably the first science fiction book, and one of the earliest classic horror stories

Reading the Novel:

Skip the opening letters - Lobb does opening letters

Chapters 1 - 5 - Victor’s life up to the creation of the monster - Students read these

Chapters 6 - 10 - Victor’s life after the monster begins his campaign of revenge - Students do these with Lobb

Chapters 11 - 16 - Monster tells his story - broken into assigned group readings


Chapters 17 - 24 - the final revenge - broken into assigned group readings

Friday, December 11, 2015

The week of Dec 11

Freud’s Tripartite Definition of Personality

realizes that there is something going on in our brains underneath our regular, day-to-day thinking and behaving

he calls it the subconscious

Freud was trying to find a way to help people who had deep problems that they really couldn’t understand or articulate - these problems were “real” but they were not physical - they were impossible to “see” 

Psychoanalysis

  • a process for uncovering “things” that someone has in their subconscious mind - these “things” are sometimes unknown to the person and they are behaving as a result of these “things”
Freud figured that these problems stemmed from childhood trauma or developmental issues

Many of Freud’s ideas seemed to revolve around sex and sexualization at an early age

Though that stereotypical “couch therapy thing”

People don’t just walk around doing what they want. 

They are doing what they are compelled to do by their deeper psychological drives. 

These are sometimes designed and defined in their childhoods (maybe mostly…)

Freud started to come up with all kinds of theories around the basic premises he has figured out

ID
  • the first part of one’s self that is created - you kind of come out with an ID intact
  • wants to eat, drink, react to the environment in the most immediate way
  • reproduce! yell! cry! fight!
  • this is the animal self - the lizard brain - the deep core of living creatures
  • this is a critical part of the living creature to stay alive - the drive to BE
  • this part of the self is a jerk
  • it is a very bad part to utilize in social scenarios
  • ie grabbing the buttocks of attractive men with generous buttocks
  • ie fighting people who hurt your feelings
  • ie stealing things you want
  • a baby IS the ID incarnate

EGO
  • the second part of the self that is created - develops as the baby gets older and starts to realize the world out there isn’t the self - the realization of being a thing in a place
  • the logical self - the protector of the self from the dangers of the ID in the context of a world
  • “Hey, you had better not grasp the generous buttocks of that officer! He might hit you!”
  • “Hey! Don’t steal that phone! You might get caught!”
  • the ego is a reaction to learning about the dangers of the world - parents can help, peers can help, laws can help, etc. 
  • it’s all about self-protection and taking logical steps to mediate the ID

SUPEREGO
- the last part that is created and, for some, it is not created properly
  • the mother’s voice - the conscience - the angel on the shoulder
  • this is the development of the true moral self - “the voice of other people in your mind”
- empathy!

The whole person, the happy, socially functioning person is working in balance between these three personality structures

Freud might say that an unhealthy person is out of balance and he might be able to figure out what part is most active and least

RELIGION kind of acts as the superego and some people think that it is the ONLY way to generate the same kind of balance against the animal self

(Mr. Lobb disagrees)

There is something innate in us that respects life and wants to see “harmony”

Freud is a foundational thinker in medicine and psychology, but many of his theories are seen as overly simplistic

He was too focused on sexuality (no surprise)

Thesis idea

some loose notes to support

some quotations to support your support

a general sense of the essay you will write

SMART MONEY says you’ll have a first draft in the middle of next week

SMARTER MONEY says you’ll have essay marks from ME by Friday next week

Plato’s Cave Allegory

Plato is trying to come up with a way of describing how reality works for the viewer (participant) in that reality *in light of this idea of FORMS*

The Cave Allegory is a metaphor that explains some of the thinking behind his version of reality - WHAT IS REAL? WHAT IS THE EXPERIENCE OF BEING A PERSON IN REALITY? 
This metaphor is a useful way of thinking - we start to realize that each person is seeing a different “world of forms” and those forms are subject to the interpretation of each person - consider their biases, upbringing, experiences, teaching, region, age, sex, etc. 

Using one’s own desires and beliefs and so on is an EXCELLENT way to control one’s reality - e.g. MACBETH!

Carl Jung - the collective unconscious

Totems and Symbols in Macbeth

hands - culpability - symbols of the evil action that the “owner” of them took

blood - 

snake

crown

severed head

ghost

line of kings

weather - pathetic fallacy

King Duncan’s clothes

witches

Macduff’s son

Exam questions much?

What is the way to do Recontextualization Assignment 1 for Macbeth? 

Get into a group. 

Break the assignment into pieces. 

Example - one person writes one article for this newspaper, another does a shorter article and a photo/caption/ad/classified/personal/etc (texture), another person might do a front page (may not have a full article, but may have a few starts and “see page A2”

Incorporating information from the play (content) into a new form or medium where you add new CONTEXT 

You can add phony information that gives more new context and adds interest and readability

Why DO People Read it? 

Fantasy
To feel better about life in general 
To satisfy creepy star love (the small people always get curious about the big)

The “stars” of the Medieval period would be the royalty - 


The idea of making a gossip mag about them is pretty fitting. 

Today:


  1. Work in groups with similar essay thesis/topic people - compare, contrast, confer with others to get something good going
  2. Have a rough outline of your key points - a loose “sketch” of your essay
  3. Show Mr. The Lobb your process/progress.

Thursday, December 3, 2015

MACBETH is a play that requires a SWEET summative in the form of an essay 

Essay Topics

Macbeth is a tyrant. This is true which results in some kind of new situation that is bigger and more thematic in nature (i.e. human universality - humanity - society - people in general) 

1. In the play Macbeth, the audience is presented with a king who gains his throne through violence and betrayal. Once in power, he becomes the worst example of a king - a tyrant whose vicious rule leads to his inevitable death, as it must for all such tyrannical rulers.

What is a tyrant? Define terms

Show how Macbeth satisfies that definition. 

Show how his actions as a tyrant lead directly to his doom

You could widen this out and compare Macbeth’s end to some real-life leader. 

2. Macbeth is not an evil man, he is a man who is manipulated and victimized by powerful forces around him, including his wife, a coven of witches, and the supernatural beings they conjure to reveal to him his future. 

3. Macbeth is not an evil man, he is a man suffering from mental torment and insanity and, as a result, he cannot be held responsible for his violent actions. 

4. Macbeth is a tragic hero and, as such, follows the classic trajectory of that archetype.

Greatness

Hubris - Tragic Flaw

Point of no return

Doom

5. Lady Macbeth is ultimately the most ruthless and evil character in the play and her suffering reflects the cost of her terrible decision-making. 

6. Lady Macbeth meets her tragic end as a direct result of her desire to rise above her station, which lead to her upending the natural order, damaging the status quo, and breaking the social structure under which she lived. 

What does she do that fights the pattern? Breaks the natural order? What does that mean? 


DO NOT FEEL CONSTRAINED TO USE THE FOLLOWING:

Intro.

Paragraph 1

Paragraph 2

Paragraph 3

Conclusion

New Possibility:

Thesis and introduction

1. General observation of introduction (hook). About the play, the writer, the character, etc.

2. Thesis statement!

3. Directional statements - the areas of discussion which you will utilize to prove your thesis

Area of Discussion

This is the meat of the essay and it is the area where most students will struggle. 

Okay, the job is to prove that some aspect of your thesis is as you believe it to be. 

Simplified Thesis to Illustrate

Mr. Lobb is a bad teacher and he is hurting young people through his terrible practices. 

Areas of Discussions for Mr. Lobb’s Bad Teaching

  1. His constant need for attention and to be the centre of the class

SHOW that there is a constant need for attention - discuss how that works
DEMONSTRATE that it is true through use of EXAMPLE
EXPLAIN HOW THIS MAKES YOUR THESIS TRUE! - show the reasoning

2. His sarcastic attitude and disaffect in his demeanour

SHOW that there is a sarcastic attitude

3. His need to force the students to take ownership over their learning at the expense of their end product






Area of Discussion 1

Area of Discussion 2

Could there be a 3? Yes. 

Or there could also be a 4. 

Or there could only be two!

Conclusion

1. Macbeth is not fully responsible for his evil actions in the play. Instead, he must be seen as a pawn, manipulated by supernatural forces into hurtling himself towards his ultimate doom. 

2. Macbeth is not fully responsible for his evil actions in the play. Instead, he must be seen as the victim of irrationality. If he was tried in a court of law, Macbeth would be found not fit to stand trial by reason of insanity. (this requires primary source plus secondary source research)

3. Macbeth fulfills the classical definition of the tragic hero and is by that definition responsible for his own brutal end. Driven by his ambition and blinded by hubris, he falls from the heights of his social milieu to the depths as a result of his own actions.

4. “Fair is foul and foul is fair.” These words define the very essence of Macbeth, and set the stage in terms of plot, character and thematic elements. 

5. Lady Macbeth is the key force of evil in Macbeth. It is not the witches, nor Macbeth’s own ambition that takes him to his doom. Instead, it is the direct manipulation and vicious ambition of his wife that sets everything in motion and maintains Macbeth’s vicious course leading to his own death.

This assignment will be marked in modules, with an eye towards the importance of the writing process.

The following will be worth 50% of the essay level- 
Student-Teacher Conference – show initial rough notes
Essay Skeleton – as per the format we have used all semester
Rough Draft of Essay – peer edited with comments, corrections, etc

The criteria for getting a good mark above is NOT having a crappy version of the above. 

The following will be worth the remaining 50% of the essay level- 
Final Good Copy of Essay
Style/Structure, Quality of writing, proof and support, use of references, depth of thinking as shown in argument, level of understanding of the play

Criteria for Essays
Your essay will be graded on your handling of the following:
-Depth of understanding of the concepts and issues (ie. detailed discussion/in-depth analysis)
-Knowledge of the subject and relevant contexts of the subject (ie. competence with topic/text)
-Relevance to the essay topic (ie. answer the question)
-Logical argument, organisation, and linking of ideas (ie. overall argument and coherence)
-Personal evaluation of issues under discussion (ie. original thinking [not personal opinion])
-Suitability, originality, and relevance of examples used (ie. effective use of sources and texts)
-Clarity of expression (ie. good writing style, persuasive and effective argument)
-Appropriate tone (ie. formal and academic, not sarcastic or informal)
-Critical use of secondary material (ie. to support and defend your argument and points)
-In-text and bibliographical references (ie. proper referencing of all material used)

-Correct usage of grammar, spelling, punctuation (ie. proofread and edit)

INSTEAD OF THE SCENE:

Front Page of the Dunsinane Daily
In a small group (2-3 students), create a front page of the daily newspaper that serves the castle where Macbeth rules – using material from the play, come up with 2-3 news articles that reflect what the citizens of the castle and surrounding area would be talking about. Try to make this paper resemble a tabloid or gossip blog. 

Elements I’m Looking For: a dominant graphic/image, inverted triangle story format, correct layout/design, highly descriptive writing style, spelling and grammar - DEMONSTRATES KNOWLEDGE OF PLAY

FORCED BONUS below


In the style of classic movie posters, create a one-sheet for Macbeth. Using the elements of good design, come up with a poster that utilizes at least three of the iconic motifs elements we’ve discussed as well as the tone of the play. Work in the same group as  #2. 




Tuesday, September 22, 2015

Week Three

Rich For One Day

small amount of money

sleep

simple art - making it

Movies

Happiness

The out-of-doors

Life itself

Self - peace of mind - alone time - sense of well-being

Can we derive some conclusions about her psychology/thinking from this list?

There's something admirable about her, but she seems very in her own little world, and may appear to lack motive.

She seems a bit flaky and “like a hippie”

Pierced to have a kind of childish mindset although she's probably in her 20s.

Why do we have these judgments?

CONTEXT

We live in a culture where we are driven by many outer “needs” that may actually not be that important or valuable.

Maybe it is the societal definitions that are the problem.

Hey, why not be made happy by simple things? Why not be easily amused? Why not be satisfied by simple obvious easily accessible activities?

Our culture schools us to be much more dissatisfied - unhappy people will do almost anything to fix it - especially BUY THINGS

What is Rich? What is value? What is happiness? What is a good life? 

Many of us set a “line” and we think “if I cross this line then something will happen - i.e. Will be happy, I'll be satisfied, and I will know that I've “made it”, etc

The truth is you keep seeing a new line in front of you and create the idea of the goal – The happiness or whatever – forever on the other side of that line, that keeps getting further away

What do I really want?

How do I get it?

What will it do to me if I do get it?

The Boat, page 261 Echoes

Summative

Group assignment

Come up with an analysis of the story that can be presented in some format like Prezi, Keynote, PowerPoint, whatever.

Each group will generate a plan for analysis, which will then be broken into parts and assigned to different group members.

You have a complex short story, it is very long, it has many parts, and you need to figure out how best to analyze it for meeting.

Then you need to present your findings in a format that makes sense to show your deeper thinking.

Plot, setting, character, theme

Symbolism - kind of dealt with this more indirectly - one thing means something much bigger

Context

Universal ideas

Personal interpretation

Archetypes

Marking

Check listing those elements above:
Evaluating presentation skills 
Evaluating “showing your thinking” - the reasoning is on the page
Digging deeper than simple surface meaning
Applying the elements we discussed in class, and that way of thinking to this new story - ASSOCIATIONS

Synesthesia

The brain has different areas that focus on different elements of perception

Perceiving something involves many parts of the brain working in concert

See a dog - know things about dogs - hear sounds, linked to dogs - remember a dog that you had - Focus on details about this dog makes it different, etc

Or do you just see a dog and know that it's a dog and not think about it anymore?

Synesthesia is a mixing of these different elements

Colors may have sounds, smells, tastes.

This shouldn't seem too weird because it's the same brain, getting messages, firing different parts at different times

Things are interesting to us might be things that are different and make the brain fire in different ways

novelty might = good - you might get more happy brain chemicals - endorphins, dopamine

This mixing of “brain part excitement” (different parts of the brain all firing in concert) is probably also good

This process literally creates your brain when you're a baby

HARRISON (light) - CURTIS (donut)

The exposure to a world and all the perceptions thereof literally create the pathways of the brain - forming the brain, the person, the self (in combination with the in-built elements)

Those brain pathways ARE YOU!

Novelty is CRITICAL! 

Exposure to new things literally creates new pathways literally creating new brain area

Mr. Lobb is not a neuroscientist and this is all reductionist and ridiculously simple and later you will laugh because this all so stupid

What can we learn from this?

Problems are good

All experiences are good experiences (within reason)
Why is Selena laughing?

The difference between expectation and outcome. 

incongruity - “Huh? Oh! Right!”

You want to think about this when you're building description

You want to think about this when you're analyzing something

Trying to get past the obvious.


We're trying to have more complex and interesting associations

  •  How does the plot structure work in The Boat?
    • Exposition: The “present” story of the narrator, seems to be setting “the scene” for something larger, clues to a past - why are these things happening? Why does he get up so early? Why does he hear these noises? 
    • Inciting Incident: What begins the story or problem? tug of war between family & future, jumps back to youth and stark contrast to the present
    • Rising Action: 

Alistar MacLeod’s, “The Boat” 
ASSIGNMENT: Due Tuesday, September 29 

Working in a group you will focus on one aspect of the story to analyse and break it out into some kind of presentation - audio, visual, pictorial, Prezi, musical, artistic in some way. 
  • Each person in the group will take on an element of story story analysis and “dig deeper” into one element of their topic
    • Plot
    • Setting
    • Character Analysis
    • Theme(s)
    • Deeper thinking
  • you could focus on mood and tone, or information, or it could be a combination 
  • it could answer a why, a how, or it could be a creative reaction to some aspect of the story

PROVIDE EVIDENCE OF YOUR THINKING…
In your answers or responses you need to show me a line of reasoning and logic that led you to your answer. => THE THESIS

MAIN ARGUMENT (is supported by) Reasoning A, B, and C. 

Symbolic Elements
Character Arc of the POV character
Character Analysis of the two parents
Use of imagery to create mood and atmosphere. 

Closer Look/Analysis: 
Characters

Mother vs. Father
  • what do the physical spaces these characters live in, tell you about their relationship?

Mother - doesn’t “like” what father does 
              doesn’t approve of outsiders; daughters working at the restaurant and marrying “city               boys”
              tough on he children; physical abuse, not appreciating gifts from children - coming                   from the outside 
              her space in the house is orderly, clean tidy - all accept the father’s room
Father - likes to come home and read 
wearing rubber boots (as with every other fisherman), full body underwear, brass chain bracelets
smokes and rolls his own cigarette
his room - the only space he has - messy, dirty, books, mother refuses to go into room, has  not entered since the birth of last son (narrator) 

Significant “Props"

The Boat

Salt: “Salt of the Earth” - refers to blue collar men/women, dedicated, hard working, gruff/tough
        cleansing properties - used on wounds to heal/treat (i.e.. rinse mouth with salt water to cure cankers) 
  • father’s reaction to the salt water
  • the sea water is what keeps the family “afloat” 
  • ultimately the sea wins the battle 

Bracelets: become the “hand cuffs” to the sea
  • long story about women and necklaces… being “collared and tagged”

Rubber Boots: “galumphing” they are used solely on the boats
  • boots/feet are the things that connect us to the physical earth and also to the boat
  • become the only “connector” between the two worlds

Books

Ocean 

“Our Earnest Hemingway”