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Scene 11 - Themes, Symbols and Discussion

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Scene 11 - homework task - fill in and bring to Thursday 13th May lesson

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Scene 11 - homework task - fill in and bring to Thursday 13th May lesson

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Scene 2 question annotated - Stanley and Stella

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Scene 2 question annotated - Stanley and Stella

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Planning a response sne 2 and scene 5 questions

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Planning a response sne 2 and scene 5 questions

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Scene 2 and 5 Planning a response to a Question

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25/03/21 and 12/04/21 Tasks to go with Revolutionary Road extract

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25/03/21 and 12/04/21 Tasks to go with Revolutionary Road extract

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25/03/21  and 12/04/21                                 Third Person Narrative - The Innocent and Revolutionary Road

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25/03/21  and 12/04/21                                 Third Person Narrative - The Innocent and Revolutionary Road

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Study Guide Notes Summaries and Structure

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Study Guide Notes Summaries and Structure

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12/04/21 Revision - Grid of notes filled in

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12/04/21 Revision - Grid of notes filled in

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12/04/21 Revision - Steers and possible poem choices.

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12/04/21 Revision - Steers and possible poem choices.

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Attend remotely via TEAMS

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Revise Blake. Revision resources emailed to you and posted on Blake column

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Discussed and made notes on Scene 4.

Creative - 3rd person Looked at extracts from The Innocent and Revolutionary Road. (See Reading as a Writer, Writing as a REader Column)

Homework: Revise Blake. Revision resources emailed to you and posted on Blake column

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Thursday 25/03/21 LESSON                                             

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Thursday 25/03/21 LESSON                                             

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Discussed and made notes on Scene 4.

Creative - 3rd person Looked at extracts from The Innocent and Revolutionary Road. (See Reading as a Writer, Writing as a REader Column)

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Remote Lesson
All resources on Streetcar column
1. Prepare Scenes 4 and 5 for discussion on Thursday 25/03/21

2. Read the articles on Masculinity and Pitiful Desire

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Streetcar

We discussed and made notes on Scene 3.

If you used the document sent on to you, you will have a good set of notes on this scene – thinking about how the scene is structured to contrast the male and female personas to create conflict. We discussed Stella’s return to Stanley after he hits her, and the developing interest Blanche and Mitch show for each other.

I will send preparation tasks for scenes 4 and 5 for next Thursday's remote class.

Blake

I gave back the essay on worship and the church in Holy Thursday (Innocence) and feedback

The main points are

1. Put the printed poem at the heart of your essay with comparisons coming from your ideas in response to it

Eg: Topic sentence = Idea 1 about the representation of worship or the church in HT(I)

Evidence

Evaluate how he has used lang / structure to create that meaning (use terminology)

Comparison point – link to poem 2 – evidence / terminology / evaluation

Topic sentence = Idea 2 about the representation of worship or the church in HT(I)

Evidence

Evaluate how he has used lang / structure to create that meaning (use terminology)

Comparison point – link to poem 2 or 3 – evidence / terminology / evaluation

Work through as many points as you can – covering a range of methods Blake uses to communicate his ideas, and making relevant reference to contextual factors

2. Write an introduction which refers to the collection by name, places Blake in his 18th century context, identifying him as a radical thinker or early Romantic etc, focuses on the steer of the question and gives the big picture of Blake’s ideas/attitudes/values regarding the steer.

3. It was useful when students provided a brief overview of the context of the poem HT(I) eg: the service at St Pauls for the orphan children of London being looked after in charity schools

4. For this poem, and CS(I) it is useful to acknowledge that the voice of the poem offers an innocent interpretation of events. The language and structure of the poem enables the reader to question the validity of this innocent interpretation. This is especially apparent if you read it in conjunction with HT(E)

We then mind mapped as many possible thematic steers as we could and individually decided which 3 poems could be used to explore each one. This should alert you to which poems…

1. …you are most drawn to writing about – try and identify 8 you will revise as your key poems that you would prefer to write about. Make sure you cover the range of themes.

2. …you feel least confident about. Think about going back to these and making new notes – use the Active Revision advice sheets attached to help.

Then we thought about the question on how Bake presents relationships between adults and children in"Nurse's Song(Innocence)" – focussing on which 2 poems to use as comparison poems – we picked them WITHOUT LOOKING AT THE COLLECTION as you will not have them in a timed conditions setting.

Homework – revise Blake (use your notes, recorded lessons,  padlet, Massolit, Active Revision guide, cross-ref it etc)

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Streetcar

We discussed and made notes on Scene 3.

If you use the document sent to you, you will have a good set of notes on this scene – thinking about how the scene is structure to contrast the male and female personas to create conflict. We discussed Stella’s return to Stanley after he hits her, and the developing interest Blanche and Mitch show for each other.

I will send preparation tasks for scenes 4 and 5 for next Monday’ remote class.

Blake

I gave back the essay on worship and the church in Holy Thursday (Innocence) and feedback

The main points are

1. Put the printed poem at the heart of your essay with comparisons coming from your ideas in response to it

Eg: Topic sentence = Idea 1 about the representation of worship or the church in HT(I)

Evidence

Evaluate how he has used lang / structure to create that meaning (use terminology)

Comparison point – link to poem 2 – evidence / terminology / evaluation

Topic sentence = Idea 2 about the representation of worship or the church in HT(I)

Evidence

Evaluate how he has used lang / structure to create that meaning (use terminology)

Comparison point – link to poem 2 or 3 – evidence / terminology / evaluation

Work through as many points as you can – covering a range of methods Blake uses to communicate his ideas, and making relevant reference to contextual factors

2. Write an introduction which refers to the collection by name, places Blake in his 18th century context, identifying him as a radical thinker or early Romantic etc, focuses on the sterr of the question and gives the big picture of Blake’s ideas/attitudes/values regarding the steer.

2. It was useful when students provided a brief overview of the context of the poem HT(I) eg: the service at St Pauls for the orphan children of London being looked after in charity schools.

3. For this poem, and CS(I) it is useful to acknowledge that the voice of the poem offers an innocent interpretation of events. The language and structure of the poem enables the reader to question the validity of this innocent interpretation. This is especially apparent if you read it in conjunction with HT(E)

We then mind mapped as many possible thematic steers as we could and individually decided which 3 poems could be used to explore each one. This should alert you to which poems…

1. …you are most drawn to writing about – try and identify 8 you will revise as your key poems that you would prefer to write about. Make sure you cover the range of themes.

2. …you feel least confident about. Think about going back to these and making new notes – use the Active Revision advice sheets attached to help.

Then we thought about the question on how Bake presents oppression in “London” – focussing on which 2 poems to use as comparison poems – we picked them WITHOUT LOOKING AT THE COLLECTION as you will not have them in a timed conditions setting.

Homework – revise Blake (use your notes, recorded lessons,  padlet, Massolit, Active Revision guide, cross-ref it etc)

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18/03/21 and 22/03/21                                Actively Revising Blake 

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18/03/21 and 22/03/21                                Actively Revising Blake 

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Prepare Scene 3 for discussion on Monday 22/03/21.
Question sheet posted on Streetcar column.

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Prepare Scene 3 for discussion on Thurs 18/03/21.
Question sheet posted on Streetcar column.

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1. Discussed the plot of Streetcar
2. Discussed Scene 2
3. Revising approaches to Creative writing
4.Set homework - Creative response to paper posted on Writing as a Reader Column - dated 11/03/21 and 15/03/21 Deadline Thursday 18/03/21

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1. Discussed the plot of Streetcar
2. Discussed Scene 2
3. Revising approaches to Creative writing
4.Set homework - Creative response to paper posted on Writing as a Reader Column - dated 11/03/21 and 15/03/21 Deadline Monday 22/03/21

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11/03/21 and 15/03/21                                  Exam question to complete at home by next lesson

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11/03/21 and 15/03/21                                  Exam question to complete at home by next lesson

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Question paper - pinnochio + train ticket

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Thursday 04/03/21 D2       Monday 08/03/21 D1                                      Mark scheme and indicative comments Act 1 question - Blanche and Stella

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Thursday 04/03/21 D2       Monday 08/03/21 D1                                      Mark scheme and indicative comments Act 1 question - Blanche and Stella

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Thursday 04/03/21 D2       Monday 08/03/21 D1          Intro to essay question - Scene 1 Blanche and Stella  

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Thursday 04/03/21 D2       Monday 08/03/21 D1          Intro to essay question - Scene 1 Blanche and Stella  

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1. Watch the remainder of the filmed version of Streetcar using this link
https://www.dramaonlinelibrary.com/home

Username: 7Jv.4Px"

Password: 9Iv/4Xa%

Search for Streetcar Named Desire.
2. Read Scene 2 for discussion in class on Monday 15/03/21

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1. Watch the remainder of the filmed version of Streetcar using this link
https://www.dramaonlinelibrary.com/home

Username: 7Jv.4Px"

Password: 9Iv/4Xa%

Search for Streetcar Named Desire.
2. Read Scene 2 for discussion in class on Thursday 11/03/21

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1. Kahoot on context
2. Creating meaning in drama (handout)
3. Discussion of Scene 1
4. Intro exam question format through extract between Blanche and Stella.
5. Looked at mark scheme and indicative comment

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Thursday 04/03/21 Lesson (all resources posted on Streetcar column)

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Thursday 04/03/21 Lesson (all resources posted on Streetcar column)

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1. Kahoot on context
2. Creating meaning in drama (handout)
3. Discussion of Scene 1
4. Intro exam question format through extract between Blanche and Stella.
5. Looked at mark scheme and indicative comment

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1. Complete any remaining notes on Context from EMC pack.
2. Watch Scene 1 of Streetcar (up to Blanche being sick and lighting turns blue)
National Theatre Collection

Please do not share the above login with anyone outside of the College community

https://www.dramaonlinelibrary.com/home

Username: 7Jv.4Px"

Password: 9Iv/4Xa%

Search for Streetcar Named Desire.

3. Compete Scene 1 activities in ENC pack - pages 22-25 for the next lesson (Mon 08/03/21)

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1. Complete any remaining notes on Context from EMC pack.
2. Watch Scene 1 of Streetcar (up to Blanche being sick and lighting turns blue)
National Theatre Collection

Please do not share the above login with anyone outside of the College community

https://www.dramaonlinelibrary.com/home

Username: 7Jv.4Px"

Password: 9Iv/4Xa%

Search for Streetcar Named Desire.

3. Compete Scene 1 activities in ENC pack - pages 22-25 for the next lesson (Thurs 04/03/21)

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1. Feedback on SSA essay
2. We reviewed the doc set as remote work - Blake's Religious views
3. Set Holy Thursday Essay (See PP on Blake column dated 01/03/21 D1) due on 15/03/21
4. Intro to Streetcar - pre-reading discussion - see recorded lesson
5. Set reading and note making on context for last 20 mins. Finish in remote lesson time on Thursday 04/03/21

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1. Feedback on SSA essay
2. We reviewed the doc set as remote work - Blake's Religious views
3. Set Holy Thursday Essay (See PP on Blake column dated 25/02/21 D2 ) due on 11/03/21 D2
4. Intro to Streetcar - pre-reading discussion - see recorded lesson
5. Set reading and note making on context for last 20 mins. Finish in remote lesson time on Monday 01/03/21

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22/02/21(D2) and 25/02/21 (D1)   REMOTE WORK                                                                  Blake's Religious Ideas

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22/02/21(D2) and 25/02/21 (D1)   REMOTE WORK                                                                  Blake's Religious Ideas

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Read docs on Blake's religious ideas ready for Thursday 25/02/21

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Read docs on Blake's religious ideas ready for Thursday 25/02/21

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11/02/21 and 22/02/21  Mrs Dalloway - 3rd person Stream of Consciousness

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11/02/21 and 22/02/21  Mrs Dalloway - 3rd person Stream of Consciousness

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Today 22/02/21

1. We fedback the openings of the 3 novels you prepared at home

2. We discussed Stone Trees (first person Stream of Consciousness)

3. We looked at the opening to Mrs Dalloway (3rd person stream of consciousness) attached here

1. Task to complete NOW and send to me today

Write the opening to either the Midas plot or the Meet Me In the Park plot ( sent on earlier email)

Write 250 words / no commentary

Thanks,

Kerstin

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Nick as narrator " The Great Gatsby Study Guide from Crossref-it.info

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For most of the novel, Nick is generally presented as being more sober and rational than those around him, and therefore a more reliable narrator. (Gatsby is the most sober, having 'formed the habit of letting liquor alone', which Nick attributes to lessons learned from Dan Cody 'the pioneer debauchee'.)

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1. Read Stone Trees - emailed to you and posted on Writing as a Reader column
2. Summarise the plot into 6 bullet points - as if it were an exam question
3. Analyse the opening page - how has the writer crafted an effective narrative opening
Bring your ideas to the lesson on 22/02/21

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1. Read Stone Trees - emailed to you and posted on Writing as a Reader column
2. Summarise the plot into 6 bullet points - as if it were an exam question
3. Analyse the opening page - how has the writer crafted an effective narrative opening
Bring your ideas to the lesson on 11/02/21

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1. Discussed openings set for homework
2. Discussed Stone Trees and first person stream of consciousness
3. Looked briefly at Mrs Dalloway and considered 3rd person stream of consciousness
4. Creative writing task - 250 words in first or third person stream of conscious style on any of the plots we have used already on the course (see writing as a Reader column)
Send to me today

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1. The Clod and The Pebble
2. Writing as a Reader - looing at The Kite Runner and the idea of the opening establish "a contract" with the reader.
3. HOMEWORK: Read the opening to a novel you have been given, annotate and complete tasks on worksheet. Worksheet posted on Writing as a Reader column - dated 04/02/21
Complete for 22/02/21 feedback in class.

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Synopsis of The Clod and the Pebble

A lump of clay sings that love is totally concerned with the good of others, and should be oblivious to its own needs. By acting in this way, it creates heaven in the midst of the despair of hell. The clod sings this while it is trodden upon by cattle. But a pebble in the brook sings another song. Love is totally directed towards itself. It is cruel and possessive, creating hell in the midst of heaven.

Commentary

This poem looks at two different forms of natural material - soft clay and hard stone - and the two different approaches to life which they represent, while they remain part of one reality. In this, it relates to the pastoral genre.

The opening stanza reads like the confident assertion that might be heard in a sermon. It echoes a well-known passage from the Bible about love, ( 1 Corinthians 13:4-7) and does not try to justify its self-evident 'truth'. It, therefore, comes as a shock to learn the identity of its speaker. It may seem hard to associate this noble idea of love with something as unattractive as a clod of clay. If the reader agrees that love should be selfless, does that imply the acceptance of being trodden upon? The reader is thus faced with his / her own attraction to - and revulsion by - this notion of love and vision of heaven.

Expectations are further undermined by the pebble. The diction 'warbled' and 'metres meet (fitting or appropriate)' is characteristic 18th century language which might lead the reader to anticipate another improving and decorous 'moral fable' (see Literary context > Enlightenment literature). Further, the pebble in the brook appears to have a more advantageous identity and situation:

Which sounds more appealing, a clod or a pebble?

Would you rather be in a fresh brook or under the feet of heavy cattle?

Readers might therefore anticipate an opinion to match the more appealing nature of the pebble. They are unprepared for the deeply cynical view of love which follows.

At the end of the poem, readers are left in a dilemma. The pebble does, indeed, seem better off than the clod, even though its view may be repellent. They may agree with the clod's sentiment but feel unable to embrace its fate. Blake makes his readers confront:

A too easy, superficial acceptance of self less love which is unaware of the cost

Human attraction to the fruits of selfish love.

In this way, he suggests that:

Both heavenly and hellish attitudes are aspects of human experience

It is the choices made by individuals that create heaven and hell in their present lives.

Investigating The Clod and the Pebble

Do you think that the clod and the pebble represent the only choices available regarding behaviour?

In many religions, the place where God dwells, and to which believers aspire after their death. Sometimes known as Paradise.

Jesus describes hell as the place where Satan and his demons reside and the realm where unrepentant souls will go after the Last Judgement.

1. Associated with spiritual care 2. A literary work depicting sheperds or rural life.

A French word meaning type or class. A major division of type or style in an art-form. A sub-genre is a lesser division. The main literary genres are novel, short story, comedy, tragedy, epic and lyric.

The technical name for a verse, or a regular repeating unit of so many lines in a poem. Poetry can be stanzaic or non-stanzaic.

A talk which provides religious instruction and encouragement.

The Christian Bible consists of the Old Testament scriptures inherited from Judaism, together with the New Testament, drawn from writings produced from c.40-125CE, which describe the life of Jesus and the establishment of the Christian church.

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The Clod and the Pebble - Synopsis and commentary

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A lump of clay sings that love is totally concerned with the good of others, and should be oblivious to its own needs. By acting in this way, it creates heaven in the midst of the despair of hell. The clod sings this while it is trodden upon by cattle.

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Annotate and prepare to feedback to the class on the opening you have been assigned.
D2 - due 11/02/21
D1 - due 22/02/21

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04/02/21 (D2) and 08/02/21 (D1)                                                          The opening of the Kite Runner and the "contract" with the reader.

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04/02/21 (D2) and 08/02/21 (D1)                                                          The opening of the Kite Runner and the "contract" with the reader.

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1. The Clod and The Pebble
2. Writing as a Reader - looing at The Kite Runner and the idea of the opening establish "a contract" with the reader.
3. HOMEWORK: Read the opening to a novel you have been given, annotate and complete tasks on worksheet. Worksheet posted on Writing as a Reader column - dated 04/02/21
Complete for 11/02/21 feedback in class.

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Thursday 04/02/21   REMOTE LESSON and HOMEWORK                             

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Thursday 04/02/21   REMOTE LESSON and HOMEWORK                             

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Write the SSA essay on oppression in 'London'
800 - ,000 words
Deadline 08/02/21

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1. Divine Image
2. Human Abstract
3. Ideas for SSA essay - presentation of oppression in 'London.' See Power Point attached

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Exemplar Introduction - Freedom and Control in Garden of Love

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Exemplar Introduction - Freedom and Control in Garden of Love

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Exemplar intro - freedom and control Garden of L

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Thursday 28/01/21 and Monday 01/02/21                                    Human Abstract Notes

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Thursday 28/01/21 and Monday 01/02/21                                    Human Abstract Notes

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Synopsis of The Human Abstract

The speaker argues that pity could not exist unless there was poverty and inequality to excite it. Mercy would not be necessary if everyone was enabled to be happy. Peace is simply the result of fear, which prevents open dispute, until the development of selfishness overcomes it. Selfish love leads to cruelty, the desire to hurt, control and trap others. It does so by colluding with 'holy fears' - such as fear of offending God - and tears of repentance or sorrow for offending God.

These tears water the ground, allowing the tree of humility to develop. This grows into a tree whose foliage is that of mystery. This foliage provides food for both caterpillar and fly. It produces the sweet fruit of deceit or lies. The raven (a bird linked with death) finds its nesting place in it. No gods have ever discovered the tree because it grows in the human mind.

Commentary

The Human Abstract is a symbolic analogy of how the human mind is the agent of its own downfall. This poem analyses the virtues - Mercy, Pity, Peace, and Love - that constituted both God and humanity in The Divine Image in the Songs of Innocence.

This poem asserts that the traditional Christian virtues of mercy and pity presuppose a world of poverty and human suffering. By implication, if this is humankind's understanding of God, then he, too, seems to desire or accept such poverty and suffering.

Virtue as a human construct

These virtues represent a kind of passive and resigned sympathy which is blind to the fact that they, in fact, feed off the unjust situations so-called virtuous people create!

People like to experience pity for others and therefore may feel virtuous in giving a donation to the poor. However, few wish to change their way of life to ensure that no-one is poor

Mercy flatters individuals, because they can condescend to those more miserable than them, but it does not inspire them to raise others to their own level of contentment

Peace is similarly self-serving, arising not from love of others but from fear of what they might do otherwise

Meanwhile, love is expressed out of concern for the self rather than for others.

By speaking and thinking in abstract concepts, Blake illustrates how people are able to deceive themselves concerning the true motives for their conduct. It is a way of avoiding the world humanity has created. The poem's title suggests humankind has produced an image of human nature made up of abstract concepts, which actually flatter and conceal the truth about it.

Religion as a human construct

According to Blake, such abstract ideas are at the root of what he observes of contemporary religious practice. For Blake, the whole religious 'system' issues from self-centred love, which breeds a cruel desire to control and repress human powers.

Blake then uses an allusion to a tree. In the Bible, Jesus describes the kingdom of God as being like a strong plant which develops from the seed of faith. It is an image of freedom and life - all the birds find shelter in its capacious branches Mark 4:30-32. However, the tree described in the poem represents the system of religion devised by the human brain. It is an image of oppression and death:

According to Blake, the mind which has fallen into selfish love begins to develop ideas of God as one to be feared, a God 'out there' who is ruler, judge and potential tyrant

Fear leads to tears of repentance for causing offence to this ruler, thus keeping the mind in subjection to 'God'

This gives rise to humility. Rather than the positive association usually given to this, Blake saw humility as an undervaluing of human powers and their capacity to be indwelt by God. He held that humility meant believing oneself to be nothing in comparison to this external authority figure

The more such humility grows, the more incomprehensible and divorced from human beings the human idea of God becomes

This develops into 'Mystery' - the belief that humankind is living under a system unfathomable to the mortal mind. According to this perspective, individuals are, therefore, subject to powers beyond themselves

This leads to more pernicious beliefs, symbolised by caterpillars and flies which are destructive or disease-bearing

The final result is the 'fruit' of deceit, the religious system which, to Blake, was a web of lies about the true nature of reality

Unlike the biblical image, the human grown tree in the poem shelters, in its deepest shade, spiritual death, represented by the raven.

Humanity imprisoned by itself

Implicit in the poem is a critique of the way in which people have developed 'mind-forg'd manacles'. These are systems of thought which have led to the construction of oppressive social structures. Chief among them is the Church, and its authority as the guardian of 'mystery'. Also included is the monarchical state, underpinned by Church authority. This adds to the image of a regal, hierarchical and controlling God.

So Blake suggests here that the origins for social ills are, in fact, to be found within human beings who have fallen into divided selfhood. They have created a 'God' and a social order in their own image.

In literature, something that is chosen to take on a particular meaning by the writer, e.g. clouds as symbols of mutability.

A logical parallel to the thing being discussed, to help forward the argument. Often it is expressed as an extended simile. All analogies have their limits.

The Bible describes God as the unique supreme being, creator and ruler of the universe.

Name originally given to disciples of Jesus by outsiders and gradually adopted by the Early Church.

A passing reference to a text or historical fact.

The Christian Bible consists of the Old Testament scriptures inherited from Judaism, together with the New Testament, drawn from writings produced from c.40-125CE, which describe the life of Jesus and the establishment of the Christian church.

The name given to the man believed by Christians to be the Son of God. Also given the title Christ, meaning 'anointed one' or Messiah. His life is recorded most fully in the Four Gospels.

Kingdom of God (also called the Kingdom of Heaven). The central theme in the teaching of Jesus. Refers to God's rule and power at work among people who accept his authority in their lives.

The act of turning away, or turning around from, one's sins, which includes feeling genuinely sorry for them, asking for the forgiveness of God and being willing to live in a different way in the future.

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The Human abstract - Synopsis and commentary

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The speaker argues that pity could not exist unless there was poverty and inequality to excite it. Mercy would not be necessary if everyone was enabled to be happy. Peace is simply the result of fear, which prevents open dispute, until the development of selfishness overcomes it.

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Thursday 28/01/21 and Monday 01/02/21                                              Divine Image Notes

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Thursday 28/01/21 and Monday 01/02/21                                              Divine Image Notes

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Synopsis of The Divine Image

The speaker states that all people pray to Mercy, Pity, Peace, and Love in times of distress and then thank them for blessings. When humans pray to ' God, our father dear' it is these qualities of heart they are praying to and thanking. These are also, however, the characteristics of humanity. Therefore, all prayers to Mercy, Pity, Peace, and Love are directed not just to God but to 'the human form divine,' which should be regarded with love and respect by all people, regardless of their religion or culture.

This poem follows A Cradle Song, which has considered the idea of God becoming one with human beings through a recognisable human situation. It takes up the same theme from a different angle, asking readers to question what is meant by the idea that human beings are reflections of God.

Commentary

Praising God and humankind

The speaker praises both God and humanity and asserts an identity between the two. The poem seems to emphasize that the qualities of Mercy, Pity, Peace, and Love are precisely what people are thinking of when they speak of God. It also suggests that there are only gentle qualities in 'God, our father dear'; there is no wrath, fierce energy or anything suggesting power or mightiness. In this way, many of the elements seen in the natural world seem excluded from the picture of God. It is as if the God depicted in The Divine Image is the father of lambs but not the father of tigers (See and )

God within humankind

Blake believed that 'all deities reside in the human breast', and that God primarily dwells within humanity, rather than as a force beyond and above it. Hence Mercy, Pity, Peace and Love are also equivalent to humanity. All that can be known of God is found within human beings. Therefore:

Humans are worthy of reverence

They have a basic equality which provides the basis for a universal human brotherhood.

An incomplete view

Because this poem represents some of Blake's beliefs about the indwelling of God and consequent universal brotherhood, it is tempting to interpret it simply as a statement of Blake's belief. The phrase 'all must love' can be interpreted as a declaration about how humans are bound to love the human form, as much as an imperative that they should.

However:

According to Blake, any view of God, and consequently of humanity, is partial

Perhaps pity and mercy would not be necessary in a world in which everyone was truly treated as divine and as a brother or sister. This is what Blake suggests in the companion Song of Experience, The Human Abstract

The viewpoint of innocence, whilst not untrue, is not a complete vision of life.

Write some brief definitions of the terms Mercy, Pity, Peace, and Love

Discuss your findings

Try and find some current news stories that reflect each quality

How far do you agree with the speaker's innocent perspective that these four qualities are representative of humanity?

The giving of divine favour by God which can be in material or spiritual terms; declaration of God's favour; the act of giving thanks to God.

Communication, either aloud or in the heart, with God.

The Bible describes God as the unique supreme being, creator and ruler of the universe.

The image of God on his throne in heaven surrounded by his angels and ministers to whom he makes announcements and where he may be petitioned.

The wrath of God appears in the Old Testament as a divine response to a world that has been corrupted by sin and injustice. The New Testament speaks of God's wrath both in present and future terms.

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The Divine Image - Synopsis and commentary

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The speaker states that all people pray to Mercy, Pity, Peace, and Love in times of distress and then thank them for blessings. When humans pray to ' God, our father dear' it is these qualities of heart they are praying to and thanking. These are also, however, the characteristics of humanity.

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Thursday 28/01/21 and Monday 01/02/21                                Divine Image and Human Abstract Notes

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Thursday 28/01/21 and Monday 01/02/21                                Divine Image and Human Abstract Notes

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Alison's notes Divine Image and Human Abstract

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Thursday 28/01/21                                           Revision resources sent by email.                                                             

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Thursday 28/01/21                                           Revision resources sent by email.                                                             

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Prepare ideas and plan in answer to question on presentation of repression in London and one or two poems of your choice.
Bring ideas and plan to lesson on Monday 01/02/21

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Monday 01/02/21 REMOTE LESSON and HOMEWORK

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Monday 01/02/21 REMOTE LESSON and HOMEWORK

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Write the SSA 2 essay on the importance of valuing the individual - Echoing Green
800-1,000 words .
Deadline Thursday 04/01/20

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Thursday 28/01/21             LESSON (see recording on TEAMS for detail)                                                      

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Thursday 28/01/21             LESSON (see recording on TEAMS for detail)                                                      

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1. Divine Image
2. Human Abstract
3. Ideas for SSA2 essay - presentation of the importance of valuing the individual in "The Echoing Green." See Power Point slide attached.

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Thursday 21/01/21                       Remote Work

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Thursday 21/01/21                       Remote Work

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1. Read the context documents sent by email (Social and Political Protest, Romanticism Power Point and Rousseau)
2. Think carefully about the questions on London on the Romanticism PP for discussion in Monday's lesson.

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LOCKDOWN- all class, remote and homework is posted on your class column -                D1 MONDAY GROUP or          D2 THURSDAY GROUP

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LOCKDOWN- all class, remote and homework is posted on your class column -                D1 MONDAY GROUP or          D2 THURSDAY GROUP

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Monday 25/01/21                       LESSON (see recording on TEAMS for detail)

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Monday 25/01/21                       LESSON (see recording on TEAMS for detail)

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1. Language, Form, Structure
2. London
2.Revisit Lamb
Tyger

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Monday 18/01/21                                  LESSON (see recording on TEAMS for detail)

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Monday 18/01/21                                  LESSON (see recording on TEAMS for detail)

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1. AO2 and AO3 Blake quiz
2. Overview of Blake questions and how to plan - using COMPASSION in CHIMNEY SWEEPER (I) as model.

Homework
Write an Introductory paragraph to the COMPASSION question by Thursday 21/01/21

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Thursday 21/01/21                          LESSON (see recording on TEAMS for detail)

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Thursday 21/01/21                          LESSON (see recording on TEAMS for detail)

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1. Language, Structure, Form
2. The Introduction
3. The Lamb
4. The Tyger

Homework
1. Read notes on 3 poems covered in class (posted on Blake column)
2. Complete all overdue work from following list and send to me
- Nurse's Song essay - relationships between children and adults
- Creative - either Coal mining accident or business woman plot and commentary
- Holy Thursday comparison grid
- Introductory paragraph to compassion in Chimney Sweeper(I) question

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Thursday 21/01/21                                      Monday 25/01/21                                                           The Tyger Notes

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Thursday 21/01/21                                      Monday 25/01/21                                                           The Tyger Notes

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Synopsis of The Tyger

The poem begins with the speaker's awe before the majestic ferocity of the tiger. He is then moved to what kind of divine being could have created it:

'What immortal hand or eye
Could frame they fearful symmetry?'

Each subsequent stanza contains further questions, developing from this first one:

In what kind of world could such a creature exist?

What kind of creator could produce such a creature?

What kind of power and skill would have been required to 'twist the sinews' of the tiger's heart?

What kind of creator would have had the courage and the daring to continue the work of creating such ferocity?

Comparing the creator to a blacksmith, he wonders what kind of hammer, anvil and furnace would be necessary and what kind of blacksmith could have used such tools?

Did creating this ferocious beast give pleasure to its creator?

Could this possibly be the same divine being who made the lamb?

This is a companion poem to The Lamb in Songs of Innocence. The poem invites us to consider the mind which produces questions about the nature of the world and its creator. It also challenges the reader to accept that the dangerous and potentially destructive forces in the world are also attractive and beautiful.

Commentary

This is a poem which can be read in two ways. If we read it apart from knowledge of Blake's beliefs, it yields one meaning. If we read it using that knowledge, we find another.

First possible reading

The tiger is strikingly beautiful yet also horrific in its power, energy and - through its association with fire - capacity for destructiveness. It's clear that the tiger is symbolic. 'The forests of the night' suggests places of darkness where it is easy to get lost, where wild beasts lurk. It seems, then, to be an energy inhabiting the dark and destructive aspects of human nature and experience. The associations with 'distant deeps or skies' suggests that this power resides not only in humans but in the whole of creation. Thus, the tiger is an embodiment of the fierce energy present in the cosmos.

The associations of the tiger's creator with the fall of the angels ('When the stars threw down their spears') and the establishment of Hell, would seem to suggest that the tiger is a demonic, evil force. This is developed by the emphasis upon its terrible aspects in stanzas 3 and 4 with the repetition of 'dread' and 'deadly terrors'.

The main focus, however, is not on the identity of the tiger but of the tiger's creator. What kind of a God could or would design such a terrifying beast as the tiger? The verb 'frame' suggests that the maker can both build and encompass or restrict this mighty animal. If the tiger is so terrible, how much more terrible must its creator be? This beast is the product not only of ferocious, immense power - 'hand', 'shoulder', 'hammer', 'chain', 'furnace', 'anvil'. It is also the product of a creating mind - an 'eye', an 'art'. Does he 'smile his work to see' because he takes pleasure in violence and evil? Is it, therefore, a malicious smile? Or is the smile because the tiger's ferocity is also attractive and beautiful? What kind of God could envisage and create both the beautiful, sensuous ferocity of the tiger and the beautiful, meek tenderness of the Lamb?

This reading suggests that Blake's concern here is with the perennial problem of evil and the existence of a good God. How can a good God allow or produce what is evil? How can evil exist in a world created by a good God?

The second possible reading

This acknowledges the same reflections on the presentation of the tiger, but it starts from a question arising from knowledge of Blake's beliefs. Blake did not believe in an external God, a ruler / creator apart from humanity. If this is so, who is the creator here?

According to Blake, the creator is a creation of the mind of the speaker, which can only operate from the perspective of Experience:

It is the mind which produces the God which Blake rejects in To Nobodaddy

It creates the division between the lamb and the tiger, seeing them as incompatible, labelling meekness and vulnerability 'good' and power, will, force 'bad'

It sees the world as a battle between a 'good' God, creator of the Lamb and an 'evil' force of angels associated with the dynamism of the tiger.

Yet the tiger is only a moral problem for those who are limited by such a perspective. The creator of the tiger is the product of the 'mind fetters' which enchain the human being. In this reading, therefore, the poem is primarily about the attitude of the narrator, rather than the apparent subject matter.

Which of these two readings seems to you to be closer to the content of the poem?

Supernatural beings closely linked with the work of God; his messengers, traditionally portrayed as having a winged human form.

Jesus describes hell as the place where Satan and his demons reside and the realm where unrepentant souls will go after the Last Judgement.

A demon is an evil spiritual force, also known as a devil, which opposes God and seeks to separate human beings from him. In the Gospels and Acts they are portrayed as inhabiting or oppressing individuals.

The technical name for a verse, or a regular repeating unit of so many lines in a poem. Poetry can be stanzaic or non-stanzaic.

The Bible describes God as the unique supreme being, creator and ruler of the universe.

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The poem begins with the speaker's awe before the majestic ferocity of the tiger. He is then moved to what kind of divine being could have created it: 'What immortal hand or eye Could frame they fearful symmetry?' Each subsequent stanza contains further questions, developing from this first one: In what kind of world could such a creature exist?

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Thursday 21/01/21                           Monday 25/01/21                                                   The Lamb Notes

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Thursday 21/01/21                           Monday 25/01/21                                                   The Lamb Notes

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Synopsis of The lamb

The speaker, a child, asks a series of rhetorical questions of a lamb. They emphasise the soft, tender nature of the lamb and the gentleness of its way of life. The first stanza ends with the central rhetorical question 'Little Lamb, who made thee?

In the second stanza, the speaker answers the question posed, referring to a specific 'He' (without offering a name). The accumulated references to the lamb's creator point to 'He' as being Jesus Christ. According to the New Testament, Jesus is the Son of God who came to earth as a human child, and is also referred to as a lamb. The speaker says that children and lambs have something in common because they are both 'called by the name' of Jesus i.e. bearing his likeness. The child ends by asking God to bless the lamb.

Blake's The Lamb does three key things:

It develops the symbolism of shepherd, sheep and lambs encountered in The Shepherd, which forms a central image in the whole sequence of Songs of Innocence

It begins to explore the nature of the world and of its maker

It introduces the theme of the vulnerability of innocence, and of the incomplete vision of the innocent speaker.

Commentary

Childlike simplicity

This is a deceptively simple poem. The use of a child narrator and of the simple device of a child talking to a lamb produces a first impression of naivety and freshness. It is generally recognised that little children have an affinity with baby, soft, animals and will speak to them as though to another human. This effect is enhanced by the simple language and the repetition. In the second stanza, the effect continues through the child's play with the lamb. S/he wants to play riddles with it. The reader expects a simple child's verse.

A selective view of creation

The second stanza, however, is not quite so simple. The child does not present the full story. S/he sees only one aspect of creation and the creator:

Conventional Christianity sees creation as the work of the Trinity and tends to think particularly of God the Father in this respect

However, the child only presents Jesus as the creator, the aspect of God in human form

Thus the speaker represents only a God who is with - and like - humankind. There is no God 'beyond', acting and creating in awe and majesty

The Jesus portrayed in the poem is meek, mild, gentle. He is reflected in his creations, child and lamb

It seems as though these qualities are what Blake wants his readers to identify in creation.

A veiled warning

Blake knows that his readers would have a fuller picture of Jesus than is represented by the child:

Jesus' forbearance was in the face of human hostility, injustice and aggression. His title the 'Lamb of God' signified sacrifice and death

To be a lamb or a child is to be vulnerable - lambs are eaten!

So there are forces at play in creation beyond what the child can see. And if they are in creation, might they also not be in the creator? This would follow the child's logic.

So the poem isn't simply an affirmation of the innocence of the child:

It demonstrates the limitations of innocence when it excludes experience

It exposes what is tender and gentle as vulnerable and open to danger

Meanwhile, it also denies the positive potential of other human characteristics. The New Testament picture of Jesus also shows his strength and justifiable anger when he turns corrupt money-changers out of the Temple in Jerusalem (John 2:13-17).

Although the first impression is that the poem is focussed on the nature of the creator this is misleading. The true focus is on the limitations of the child speaker who represents innocence divorced from experience. In this, it is a counterpart to The Tyger, one of the Songs of Experience
Investigating the meaning of The Lamb

The child does not answer his own question directly

What effect does this create in you as a reader?

Do you think this poem is really about a lamb or is it about the maker of the lamb?

Related to rhetoric; eloquently-expressed, designed to persuade.

The technical name for a verse, or a regular repeating unit of so many lines in a poem. Poetry can be stanzaic or non-stanzaic.

(c. 4 BCE- c. 30 CE). The founder of Christianity, whose life and teaching are described and interpreted in the New Testament. Jesus is the Greek form of the Hebrew 'Joshua'. He was also given the title 'Christ', meaning 'anointed one' or 'Messiah'.

A 'testament' is a covenant (binding agreement), a term used in the Bible of God's relationship with his people. The New Testament is the second part of the Christian Bible. Its name comes from the new covenant or relationship with God.

Title used of Jesus in the New Testament and in Christian statements of belief.

The Bible describes God as the unique supreme being, creator and ruler of the universe.

The giving of divine favour by God which can be in material or spiritual terms; declaration of God's favour; the act of giving thanks to God.

The beliefs, doctrines and practices of Christians.

The Christian Church teaches that God is three persons in one ' Father, Son (Jesus Christ) and Holy Spirit. They share one divine nature and are all involved in the work of creation and salvation.

Symbolic description of Jesus Christ.

1. The giving up of something deeply valued 2. Offerings a worshipper gives to God to express devotion, gratitude, or the need for forgiveness. 3. In the Bible, the sacrifice is seen to take away guilt and blame.

A 'testament' is a covenant (binding agreement), a term used in the Bible of God's relationship with his people. The New Testament is the second part of the Christian Bible. Its name comes from the new covenant or relationship with God.

A sacred building used for worship. In the Bible, the Temple was the centre of Jewish worship in Jerusalem. In the New Testament, the term is also used as an image of the believer's physical body.

The city on a hill (Mt. Zion) which King David captured and made the capital of Israel. It was the site of the Temple built by Solomon and of the crucifixion and resurrection of Jesus. Today it is still a holy city for Jews, Christians and Muslims.

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The speaker, a child, asks a series of rhetorical questions of a lamb. They emphasise the soft, tender nature of the lamb and the gentleness of its way of life. The first stanza ends with the central rhetorical question 'Little Lamb, who made thee?

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Notes on Introduction to Innocence collection

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Songs of Innocence and Experience Contents

The context of Songs of Innocence and Experience

Social / political context

Religious / philosophical context

Literary context

Synopses and commentary

Themes and significant ideas

Critical approaches to Songs of Innocence and Experience

Approaching exams and essays

Resources and further reading

Synopsis of Introduction (I)

The narrator is a piper who is happily piping when he sees a child on a cloud. The child tells him to pipe a song about a lamb. He does so and the child weeps on hearing it. He then asks the piper to sing. He sings the same song and the child cries with joy when he hears it. The child then tells the narrator to write a book and disappears. The piper takes a reed to make a pen. With it he writes happy songs for children to bring them joy.

This poem sets the tone for the entire sequence. It establishes the poet as a visionary who is divinely inspired. It also establishes the voice of the poems as being that of a child and/or accessible to children.

Introduction also reflects the process of poetic composition. It moves from free music, allied with divine inspiration, to songs with words, which are then written down with a pen for others to read in a book. What was formless has become an artistic creation.

Commentary

Introduction introduces the Songs of Innocence within the context of the pastoral poem. This style of writing evokes an ideal, idyllic world of innocence and simplicity, a Golden Age before the Fall of humankind. The genre recognises, however, that such a state does not exist unalloyed in the present world. See Aspects of literature > Recognising poetic form > Pastoral poetry in brief.

Innocence here is presented as a state of happiness and obedience. The piper is happy to do whatever he is told. He has no fear or suspicion regarding the voice he hears and no reluctance to do its bidding. He acts as one child responding to another.
Investigating expectations

Make a list of adjectives to describe the kind of poems you expect to find after reading Introduction (I)

Keep a note of these expectations

As you work through the poems, see how your expectations are met or challenged.

The tone of voice in which anything is to be read in: e.g. lyrical, dramatic, contemplative.

1. A person with the ability to think about the future with imagination or wisdom, constructing ideas or plans 2. Relating to the ability of a religious person to see supernatural images of the future

The image of God on his throne in heaven surrounded by his angels and ministers to whom he makes announcements and where he may be petitioned.

Literally, the tone of voice in which anything is to be read in: e.g. lyrical, dramatic, contemplative.

1. Associated with spiritual care 2. A literary work depicting sheperds or rural life.

Adam and Eve's act of disobedience in the Garden of Eden described in the Old Testament Book of Genesis which led to estrangement from God for them and their descendants.

A French word meaning type or class. A major division of type or style in an art-form. A sub-genre is a lesser division. The main literary genres are novel, short story, comedy, tragedy, epic and lyric.

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Introduction (I) - Synopsis and commentary

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The context of Songs of Innocence and Experience Social / political context Religious / philosophical context Literary context Synopses and commentary Themes and significant ideas Critical approaches to Songs of Innocence and Experience Approaching exams and essays Resources and further reading The narrator is a piper who is happily piping when he sees a child on a cloud.

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Thursday 21/01/20                                   Monday 25/01/21                                                              The Introduction to Innocence Collection

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Thursday 21/01/20                                   Monday 25/01/21                                                              The Introduction to Innocence Collection

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'Introduction to the Songs of Innocence' is the first poem in William Blake's collection of poetry the 'Songs of Innocence' written in 1789. The poems present in this collection expresses a naive, childlike view of salvation, as most of the poems are addressed to children. In his simple perspective of life, the world is beautiful and Jesus died for our sins. This poem titled 'Introduction' sets the tone for the entire sequence. The poet is projected as a visionary who is divinely inspired through angels. ' Introduction' also reflects the process of poetic composition. It defines the composition of poetry as a process of making what was formless to artistic creation.

Summary of Introduction to the Songs of Innocence

'The Introduction to the Songs of Innocence' link the poem and the book within the context of pastoral poems. Also, it stands as a testimony to his purpose of writing poetry and his belief in simple rural life.

The poem 'Introduction' introduces the poet's purpose and inspiration behind penning down poetry. In this poem, the narrator is described as a piper. He is happily piping when he sees a child on a cloud. The child asks him to pipe a song about a lamb, when he does sing, the child weeps on hearing it. Again, the child asks the piper to sing and he sings the same song. But now the child cries with joy when he hears it. Further, the child tells the narrator to write a book before he disappears. Inspired by the child, the piper takes a reed to make a pen. With it, he writes happy songs for children to bring them joy. Therefore, the voice of the poems is written as that of a child and/or accessible to children.

Form and Structure

'Introduction to the Songs of Innocence' is the first poem in the series. Following the poetic convention, Blake sets the scene for his collection in this first poem. It is written in the form of lyric. This poem consists of five quatrains, with some following heroic stanza form. The rhyme scheme of the poem varies depending upon the stanza form. Stanzas 1 and 4 follow the "ABAB" pattern, while stanzas 2, 3, and 5 use an "ABCB" pattern. Being the first of the series it serves as a preface and gives a brief overview to the 'Song of Innocence.' The poem is structured like a conversation between the child and the speaker who describes it to his audience.

Theme and Settings of Introduction to the Songs of Innocence

The theme of the poem ' Introduction to the Songs of Innocence' is about the poet's inspiration for writing poetry. Like the other poems in this series the poem alludes to the poet's simple perspective of life and his religious beliefs. Blake, as a young boy had visions of seeing angels in the trees, which returned throughout his life. As he disclosed about his dreams: "I am under the direction of Messengers from Heaven, Daily & Nightly; but the nature of such things is not, as some suppose, without trouble or care."

Further, the setting of the poem substantiates the theme. The speaker is "piping down the valleys" before seeing the child on the cloud. There begins their conversation that the poet describes in the poem. The poet using the "reed as a pen" denotes the rustic setting. The theme and the setting evoke an ideal, idyllic world of innocence and simplicity, before the industrial revolution which considered by many as a Fall of humankind.

Symbolism in Introduction to the Songs of Innocence

Blake uses a number of symbols in ' Introduction to the Songs of Innocence ' to best support his idea or the theme. The 'child' on the cloud symbolizes the angels of God. 'The lamb' also refers to God, alluding to the innocence and the sacrifice made by Jesus Christ on the cross. The place 'Valleys wild' where the piper is singing the happy songs, symbolize the rural/rustic life, evoking a world of simplicity and innocence. 'Stain'd the water clear' refers to coloring of the water to make ink, but this could be seen as the way the poet's view on the blood of Christ being stained by the sins of the people. On the other hand, writing down the poet's vision is seen by some critics as an act of destroying the purity as the poet corrupting the purity of vision/imagination by the act of writing.

Analysis of Introduction to the Songs of Innocence

Stanza One and Two

Piping down the valleys wild

Piping songs of pleasant glee

On a cloud I saw a child.

And he laughing said to me.

Pipe a song about a Lamb;

So I piped with merry chear,

Piper pipe that song again-

So I piped, he wept to hear.

In the first and the second stanza of ' Introduction' to the Songs of Innocence, the narrator describes his encounter with the child. Here, the poet envisions himself as a shepherd. He is happily piping the songs of happiness "down the valleys wild."As he does so, he sees a child on a cloud. The child seems to be admiring the songs the piper has been singing. So, he asks him to pipe a song "about a Lamb". The "Child" represents the heavenly angel, while the capitalized "Lamb" alludes to Jesus Christ. The piper started piping the song with cheerfulness; the child felt happy and asked the piper to pipe the song again. When the piper pipes the song again, the child weeps hearing it.

Stanza Three

Drop thy pipe thy happy pipe

Sing thy songs of happy chear,

So I sung the same again

While he wept with joy to hear

In the third stanza of ' Introduction to the Songs of Innocence, the child further encourages the piper to sing the song of about the Lamb. He asks the piper to "Drop his pipe" and sing his "songs of happy chear." This time when the poet started singing the song, the child cries, but it wasn't a cry of melancholy but of joy. The piper immediately agreeing to the child's request denotes his obedience to his heavenly call.

Stanza Four & Five

Piper sit thee down and write

In a book that all may read-

So he vanish'd from my sight.

And I pluck'd a hollow reed.

The conversation between the child and the piper ends in the fourth stanza and the piper continues with the task assigned in the fifth stanza. These stanzas explain the purpose of the poet behind penning down his poems. After enjoying the lyrics, the child tells the narrator to "sit down and write" the songs he has created. The child suggests that he write them down "In a book that all may read". After the child disappears, the piper takes a reed to make a pen.

And I made a rural pen,

And I stain'd the water clear,

And I wrote my happy songs

Every child may joy to hear

The poet makes a pen of the reed that he picked. Also, he colored the water to use them as ink. With what he had at hand, he started writing his "happy songs." The major purpose of his writing is to make his poetry available to all children. The poet reveals his ultimate purpose here. Especially, his concern for the poor children, who are often the major subject of his poetry.

Similar Poetry

Blake's poems often propagate his idea of a simplistic life and religious belief. His dreams of angels play a major role in his poetry. His compassion towards the poor children left to do odd jobs, who are the victims of society is the major concern of his poetry. Some of the poems in the collection "Songs of Innocence", namely "The Chimney Sweeper," "The Little Black Boy," "The Divine Image," "" "Infant Sorrow," and "" pictures the life of innocent young ones.

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Analysis of Introduction to the Songs of Innocence by William Blake

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'Introduction to the Songs of Innocence' is the first poem in William Blake's collection of poetry the 'Songs of Innocence' written in 1789. The poems present in this collection expresses a naive, childlike view of salvation, as most of the poems are addressed to children.

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Thursday 21/01/21                       Monday 25/01/21                                                    Language, Structure and Form           

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Thursday 21/01/21                       Monday 25/01/21                                                    Language, Structure and Form           

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05/01/21  HOMEWORK                                  As a result of exams being cancelled, please make sure you complete the following

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05/01/21  HOMEWORK                                  As a result of exams being cancelled, please make sure you complete the following

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1. Write and send me an introduction to the compassion question (Explore how Blake presents compassion in “Chimney Sweeper (I) and one or two other poems from your collection. You should consider Blake’s use of poetic and stylistic techniques and significant literary or other contexts.)

2. If you haven't already done so, write the essay on the Nurse’s Song (I) ((Explore how Blake presents relationships between children and adults in “Nurse’s Song (I)” and one or two other poems from your collection. You should consider Blake’s use of poetic and stylistic techniques and significant literary or other contexts.) send to me.

3. If you haven't already done so, write a creative response to either a) the coal mining accident plot or b) the business woman plot – send to me

4. If you have done everything and want to do more – write the complete essay on compassion and send to me (no need to send the intro separately in this case.)