Representing Speech in Drama

Good afternoon. Are you ready for some hard work?

You have a few tasks to complete this lesson as we start to explore the The History Boys in a little more detail.

• First of all I would like you to work on the quotation you have chosen to represent your character. You are going to write the quotation and explain what you understand about the character from the quotation. You could explore the very first thing they say, explore the very first conversation they have, or explore what is said about them.

You are going to post this work onto a virtual noteboard called padlet:

www.padlet.com/nst/thehistoryboys 

Have a look at what I have written about Posner.

• Next, I would like you to consider the following transcripts which show natural, spontaneous speech. What are the key features of the transcripts? What makes spoken language different from written language? Annotate the transcripts with your ideas. Example Transcripts

• Now look at pages 4 & 5 in your copy of The History Boys. How does Bennett represent speech? How does he use dramatic dialogue to create speechlike effects? How do we know through the dialogue that the setting is a school? Who has the power and authority in their speech and how do we know? Is there a power shift anywhere? What do we learn about about any of the characters through the opening dialogue (your main focus will be Hector!) Post a response on your blog.

• EXTENSION WORK / HOMEWORK: Read the article on the dramatic structure of The History Boys from the emagazine. See me for login details. Make notes picking out the key points the writer makes about dramatic structure and post onto your blog. Completed by Friday please.

Nick and the Candlestick by Sylvia Plath

In today's lesson you are going to explore the poem 'Nick and the Candlestick' by Sylvia Plath. This poem continues the theme of parenthood. It has quite a different tone from the other two Plath poems you have studied so far. Nick and the Candlestick

Work through some of the exercises to help you explore the poem before writing a commentary on the whole of the poem. You can go through stanza by stanza or take a framework approach. Watching the video in the link below might help (see extension task).

If you feel confident to write a commentary without the prompts and exercises below - go for it!

Exploring some of the imagery in the poem

Look at these images. What are they? What do they make you think about?

Now read the poem, copy the images and find a line that could go with each image e.g.'waxy stalactites / Drip and thicken' and then explain what effect the line has. Where is it set? What are the connotations with the specific lexical choices used in your quotation?

Now look at these images. What are they? What do they make you think about? How are they different to what you have explored already? Why is there a shift in tone? Find a line that could go with the image.

Exploring the narrative voice

Who is the I of the poem? Where is the narrator? What sort of world is she in? Who is the poem addressing? How do we know this? How does Plath create a sense of horror and panic in the first half  of the poem?

Exploring the structure

The poem is written in free verse. Why is this effective for this poem? How is the poem split into two distinct parts? Where is the change? What happens? Find two examples of repetition? What effect do they have?

Exploring the sounds and rhythm of the poem

Count the number of monosyllabic words used.  What do you notice? What effect is Plath trying to create?

The sounds of the poem are important. Say these out loud. What do you notice?

Black bat
cave of calcium
vice of knives
newts are white
blood booms

Click here for some sound terminology: Phonology Terminology


Wider reading and extension work

 A discussion of Plath and the impact of the poem

Paris Review Text

Preparation for next week - we are going to focus on this poem and scene, exploring maternal relationships.

Look on Moodle for an overview of 'Reference Back' by Philip Larkin
Read Act 3 Scene 4 until line 100.

Analysing Characters from The History Boys

Example of an analytical paragraph

 

Irwin does not believe in learning or knowledge for its own sake; for him it always has a purpose and therefore learning and knowledge should be manipulated to ensure you obtain what you want, whether it is a job, an exam or entrance to Oxbridge. Our very first impression of Irwin as a government advisor is that he is a manipulator of truth. He encourages the use of paradox as it “mists up the windows” as he advises the government ministers how to present a problematic piece of legislation. The mist imagery used suggests purposefully clouding and confusing an issue. This links to his opinion about history which he suggests “is not a matter of conviction” but a “performance” and “entertainment” where there is clear juxtaposition between the idea of the abstract idea of an absolute truth and a façade of truth. He has a cynical approach to the learning and teaching of history and we later find out that he has used it in his own life in order to become a successful television historian. Again, he uses a paradox to suggest that “the wrong end of the stick is the right on”. The declarative statement emphasises his belief in his viewpoint.

 

TASK: Copy the example paragraph into a word document. Annotate the paragraph explaining what each sentence does, highlighting the examples in yellow and the terminology in blue.