Hey!! For those of you considering A Clockwork Orange this was JUST in the Star-Ledger over the weekend.
A Clockwork Orange is Perhaps Even More Relevant Today
Remember to check with me for an audiobook copy if you're interested!
English III CP Blog
Ms. Mergott's 11th Grade American Literature Blog
Monday, June 13, 2011
Sunday, June 12, 2011
A Quality of Mercy
As we bring the year to a close, we fell a little short on time this year. We did not get the chance to spend as much time in class viewing your video productions, and we definitely didn't have as much time as I would have liked to discuss Hiroshima in more detail. Therefore, I wanted to offer you links to the videos that some of your peers have done. There will also be videos uploaded to dropbox as well. Please take the time to view them if you haven't already. They are fantastic! After you view them please take a second to vote for the best videos here. (link to be provided shortly)
Also, I am linking a video that I usually play at the end of Hiroshima that we just ran out of time for. It is a Twilight Zone episode (another one, I know). I think that it does a really good job of touching on some of the issues we began discussing when reading the story. It presents an interesting way of shifting perspectives (pay attention to how they do it!) and it underscores the importance of being objective, and seeing things from both sides. The title comes from Shakespeare's Merchant of Venice, which reads, "The quality of mercy is not strained, it droppeth as the gentle rain from heaven upon the place beneath. It blesseth him that gives and him that takes." I think this quote is an excellent way to bring to a close some of the complex moral issues that we have discussed through literature this year and I am interested in your perspective on it.
Since we ran out of time, I am offering this as extra credit. It's not too long, and you might find it interesting. I am putting some questions here to get the conversation started, but feel free to add your own responses, too. Post your responses as comments here, so that we can have a discussion thread between those who are responding to this post.
A Quality of Mercy pt. 1
A Quality of Mercy pt. 2
In closing, this has been a great year and I am very proud of all that you have accomplished. Good luck with your summer reading choices, and of course, do not hesitate to e-mail me if you have questions, struggles, or concerns. I will be looking to you for your feedback and suggestions for future summer reading books when you return in the fall, so take notes and be ready with suggestions! And, most importantly, keep studying for the SAT and start touring schools this summer. I will send out e-mails in the fall to remind you about letters of recommendation, but the sooner you get on top of it the better! Good luck and enjoy your summer!
Also, I am linking a video that I usually play at the end of Hiroshima that we just ran out of time for. It is a Twilight Zone episode (another one, I know). I think that it does a really good job of touching on some of the issues we began discussing when reading the story. It presents an interesting way of shifting perspectives (pay attention to how they do it!) and it underscores the importance of being objective, and seeing things from both sides. The title comes from Shakespeare's Merchant of Venice, which reads, "The quality of mercy is not strained, it droppeth as the gentle rain from heaven upon the place beneath. It blesseth him that gives and him that takes." I think this quote is an excellent way to bring to a close some of the complex moral issues that we have discussed through literature this year and I am interested in your perspective on it.
Since we ran out of time, I am offering this as extra credit. It's not too long, and you might find it interesting. I am putting some questions here to get the conversation started, but feel free to add your own responses, too. Post your responses as comments here, so that we can have a discussion thread between those who are responding to this post.
A Quality of Mercy pt. 1
A Quality of Mercy pt. 2
In closing, this has been a great year and I am very proud of all that you have accomplished. Good luck with your summer reading choices, and of course, do not hesitate to e-mail me if you have questions, struggles, or concerns. I will be looking to you for your feedback and suggestions for future summer reading books when you return in the fall, so take notes and be ready with suggestions! And, most importantly, keep studying for the SAT and start touring schools this summer. I will send out e-mails in the fall to remind you about letters of recommendation, but the sooner you get on top of it the better! Good luck and enjoy your summer!
Friday, May 27, 2011
The Transcendentalists
"There comes a time in every man's education when he arrives at the conviction that envy is ignorance, that imitation is suicide, that he must take himself for better or worse as his portion."
-Ralph Waldo Emerson, Self-Reliance
In discussing some of the Transcendentalist beliefs in class, we debated trends, materialism, and how society influences what we regard as beautiful and desirable. During this discussion I mentioned the practice of Chinese Foot Binding, among other cultural trends. I referenced this picture of my own hand next to an actual shoe for a bound foot, but I didn't have enough time to share it with you in class, so I wanted to share it here. (Yes, my hand is pretty big, but that is a REALLY small shoe!!)
Feel free to leave comments and reactions, or share other examples that you think are relevant at the bottom.
Friday, May 20, 2011
Movie Projects
In addition to the many student productions that we have seen in class, consider viewing some of the following clips. There are literally countless versions of the play, soliloquies, and representations of characters that students have posted online. Here are just a few that I have found and highlighted. Feel free to skim through others and post your favorites at the bottom for others to view.
Laertes Strikes Back Soliloquy Melody
Also...
For students who are considering using animation, the following links have been helpful for students in the past.
GoAnimate XTranormal
Also...
For students who are considering using animation, the following links have been helpful for students in the past.
GoAnimate XTranormal
Wednesday, May 4, 2011
Ophelia
Many people contend that a rotting skull is evident in the picture. Click here to get a closer look and see if you can spot it.
Visit the following links on Ophelia to see how she has been represented by a variety of artists over time:
Symbolism of the Flowers
In addition, there are HUNDREDS of videos on Youtube of Ophelia in art and in film. If you were not in class for the videos, you can also find them here:
In addition, there are HUNDREDS of videos on Youtube of Ophelia in art and in film. If you were not in class for the videos, you can also find them here:
- Kate Winslet as Ophelia Pt 1
- Kate Winslet as Ophelia Pt 2
- Helena Bonham Carter as Ophelia
- Julia Stiles as Ophelia (There is no direct clip of her crazy scene, but I did find this, and it's an interesting presentation of Ophelia)
Your Task:
We are examining the many different representations of Hamlet in film. The play leaves many events and people open to debate and interpretation, as is evidenced by the myriad versions throughout history. Similarly, his characterization of Ophelia does not offer the audience a full picture of who she is and what her motivation is. As Elaine Showalter writes, there can be Hamlet without Ophelia, but there is no Ophelia without Hamlet. Her character’s existence is entirely dependant on that of Hamlet’s.
Ophelia has been a source of inspiration for countless artists over the years and each artist chooses to represent Ophelia in a different way. What do you notice about the way that Ophelia is portrayed in the John Everett Millais painting? What characteristics does the artist imbue in his version of Ophelia?
Use the links to examine the different versions of Ophelia (the index on the last page of “Frailty Thy Name is Woman” may prove to be most useful). How do you believe Shakespeare intended Ophelia to be portrayed? What were here final moments like? Did she intentionally drown herself? Did she give in after the branch underneath her broke? Did Gertrude sit idly by and watch her struggle?
What do you believe is the reason for Ophelia’s madness? What contributed to her demise, in your opinion? Do you feel sorry for her? Indifferent? If you were to direct the play, how might you represent Ophelia? Make sure that you use examples from the play to show your reasoning.
Here are a few links that might be useful resources as well:
Wednesday, April 27, 2011
Hamlet's Dilemma
So....your goal for today entails a few things. Go through this checklist so that you are up to date with the work for this marking period.
- First, did you write your reflection on the ghost scene? If not do so first.
- Next, did you comment on at least one person's reflections? If not, do that.
- Then, did you write your "To be or not to be" reflections? Make sure you've done that.
- Now, (this is new) reflect on at least one other person's blog for that scene. Make sure you make appropriate comments, highlight what you liked about their ideas, and think critically about what they noticed.
- Finally, if you are done with all of that, your third entry for Hamlet on your personal page should be about the following question....
Do you agree or disagree with Hamlet's hesitation to kill Claudius? Is he right for waiting, and thinking about it carefully? Or should he have just shut up and done it already?
Consider carefully ethical issues about murder and cultural issues of honor and filial obligation. Consider also religious ramifications, as they are a thematic focus in the play. And of course, consider whether Claudius is really guilty, what would be the cost if he were not, and what might happen to poor Hamlet if he killed the king considering everyone things he is a madman.
And remember, I will be looking to see what you are writing during the period, so make sure you're really working (you know who you are....). I will see you all tomorrow!
Tuesday, April 19, 2011
To be or not to be...
The following links will bring you to the videos that we viewed in class. Take a moment to review them before considering the prompt.
And just for fun.... Arnold's Hamlet
Your Task:
Reflect on each film version of Hamlet's soliloquy in more depth. Consider using some of your notes to guide you.
In each version of the play, what is the setting? What effect does this have? What is the director trying to convey?
Is there any music? What mood does this set?
What choices does the director make about lighting or props? Do these choices reinforce the theme of his speech?
What figurative aspects of the speech are represented literally (if any)? How does the director use these symbols throughout the speech?
What is the emotion with which the actor repeats the lines? How does this change throughout the speech? What effect does this have?
Why are there so many versions of this play? What do you think that says about the universality of Hamlet? Which version of the play did you like the most (do not think of putting Schwarzenegger's)? What about this version was most effective in your opinion?
In each version of the play, what is the setting? What effect does this have? What is the director trying to convey?
Is there any music? What mood does this set?
What choices does the director make about lighting or props? Do these choices reinforce the theme of his speech?
What figurative aspects of the speech are represented literally (if any)? How does the director use these symbols throughout the speech?
What is the emotion with which the actor repeats the lines? How does this change throughout the speech? What effect does this have?
Why are there so many versions of this play? What do you think that says about the universality of Hamlet? Which version of the play did you like the most (do not think of putting Schwarzenegger's)? What about this version was most effective in your opinion?
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