Undervisningsbeskrivelse
Stamoplysninger til brug ved prøver til gymnasiale uddannelser
|
Termin(er)
|
2024/25
|
|
Institution
|
Aalborghus Gymnasium
|
|
Fag og niveau
|
Engelsk A
|
|
Lærer(e)
|
John Mahoney
|
|
Hold
|
2022 EN/3d (3d EN)
|
Oversigt over gennemførte undervisningsforløb
Beskrivelse af de enkelte undervisningsforløb (1 skema for hvert forløb)
|
Titel
2
|
EXAM TOPIC: AUSTRALIA: Outlaws and Outcasts
In this topic, the focus has been on two groups of people who have traditionally been outsiders in the history of Australia: outlaws (British criminals subjected to transportation to the colony of Australia to serve their prison term, or offspring of such criminals - e.g. Ned Kelly) and outcasts (half-caste Aboriginal people like Molly (in "Rabbit-Proof Fence") and Mary (in "N'goola")). We have worked with the Aboriginal culture and religion (especially the concept of the Dreaming and the Aboriginal creation myth) as well as the concept of the Stolen Generation. Finally, we have worked on how our analyses and understanding of the texts in this topic are influenced by viewing the texts through a Postcolonial lens.
Core material:
1) “In Search of Ned Kelly: Hero or Villain?” https://digitalclassroom.nma.gov.au/sites/default/files/202007/6._in_search_of_ned_kelly_hero_or_villain.pdf. Focus areas: photograph analysis; grammar standards vs. variations in Kelly's own writings.
2) “Ned Kelly: The outlaw who divides a nation” (Phil Mercer: BBC News). Focus: argument analysis; newsworthiness; modes of appeal; what decides if a historical figure is remembered as a hero or a villain (written assignment).
3) FILM: "Rabbit-Proof Fence" (dir. Noyce, 2002). Focus: characterization, cinematic techniques; theme of Nature = the Feminine vs. Civilization = the Masculine. Analyses of sequences from the film: https://docs.google.com/document/d/1DpDAMn9xSvk1XJoblq-8G9k8a6wCALmXE82qDgR4hTU/edit?tab=t.0
4) "N'goola" by Katharine Prichard (1959). Focus: Issue of RACE (skin-color); Importance of the SETTING; stylistic analysis (written assignment); parallels between Mary's and Molly's stories; internal conflict
Supplementary material:
a) Intro to Australia – Webquest
b) Australia: Outlaws and Outcasts: 4 background videos to give us background knowledge about why the OUTLAW is such a defining character for Australian identity. Viewed and presented in groups:
- The Historians – The Voyage (convict transportation to Australia) https://www.youtube.com/watch?v=C3fm2skYbdg
- Indigenous Perspectives of Cook's Visit - Endeavour 250th Anniversary https://www.youtube.com/watch?v=8IfqSS8kpLA
- First Fleet - Behind the News https://www.youtube.com/watch?v=MnUNEkMsjfY
- Child convicts of Australia - Chapter 5 - Escape and Punishment https://www.youtube.com/watch?v=w37wWPzLW30
c) "Waltzing Mathilda" – Sammensatte verballed + song lyrics https://docs.google.com/document/d/1HU3UUjfbnWAeYSGEflwTArUDDgZvWALW25x1rdEnuAA/edit?tab=t.0
d) Video: "The Ancient Cosmic Spirituality of Aboriginal Australians." Focus: semantic field analysis. https://www.youtube.com/watch?v=fU2xCWZTlbw
e) Video: https://www.youtube.com/watch?v=RdJgyeTeMzw – "The ecological disaster of the rabbit-proof fence."
f) Video: "The Secret of Dreaming: An Australian Aboriginal Myth of Creation"
https://www.youtube.com/watch?v=gYgdBRCb88o
g) My notes: “Reading through a Postcolonial lens”
|
|
Indhold
|
Kernestof:
Supplerende stof:
|
|
Omfang
|
Estimeret:
Ikke angivet
Dækker over:
22 moduler
|
|
Særlige fokuspunkter
|
|
|
Væsentligste arbejdsformer
|
|
|
Titel
3
|
EXAM TOPIC: HORROR fiction
This course introduces students to the historical development of Horror from its early beginnings in the late 1700s until today. During the Horror course, students read a number of horror stories and watch horror films and tv-series. They learn to identify the elements that define the two different, but closely connected, genres "The Gothic" and "Modern Horror", respectively.
Moreover, the course teaches students to identify and reflect on the representations of the following recurring figures/archetypes in horror: the psychopath, the ghost, and the vampire.
CORE MATERIAL:
Chief source: HORROR, red. Drisdal + Hansen (Systime: 2016).
A) HORROR - a mirror of the human psyche // Horror archetype: the VAMPIRE // Horror, sex and repression – the fear of what may lie beneath the surface
1) Dracula: The First Modern Vampire | Monstrum
https://www.youtube.com/watch?v=Qc93hC9WAfo (video assignment)
2) Freud: excerpt from “The Uncanny” (Das Unheimliche) (1919). Focus: repression – the Uncanny – the castration complex – the intra-uterine experience, etc.
3) An excerpt from Dracula (1897) by Bram Stoker (pp. 49-54 + 58-59). Focus: Contrast vs paradox vs antithesis vs oxymoron; Victorian attitudes towards women and women's sexuality.
4) Stephen King: “Why We Crave Horror Movies." Focus: King's views on some of the psychological mechanisms that make the genre work. Focus: oral presentation skills; hysterical (p. 16); reactionary (p. 17); menaced (p. 17); public lynching (p. 17); irrationality (p. 17); emotional muscles (p. 18); insanity (p. 18); morbidity (p. 18).
B) HORROR - a mirror of society // Horror archetype: the GHOST // What has scared us humans throughout time?
5) Excerpts from Act I of William Shakespeare's Hamlet (1600). I.i.20-175 (pp. 34-40)
I.ii.160-258 (pp. 46-49); I.iv.39-92 (end of scene) (pp. 55-57); I.v.1-112; 187-190 (end of scene) (pp. 58-61; 64)
- 3 versions of "the Ghost Scene":
-- https://www.youtube.com/watch?v=snPDtJ_E8PE - Hamlet (1948) by Laurence Olivier;
-- https://www.youtube.com/watch?v=vZQ5ryS-YvM - Paul Scofield in Hamlet (1990);
-- https://www.youtube.com/watch?v=qiTY64Yl9iI - Hamlet (2000)
6) Edgar Allan Poe, “The Tell-tale Heart” (1843)
c) HORROR - a mirror of human nature // Horror archetype: the PSYCHOPATH // What scares us today?
7) “Why is being scared so fun?” (2016) – TedEd presentation by Margee Kerr https://www.youtube.com/watch?v=oetVvR5RQUs (written assignment)
8) Emily Carrol, “His Face All Red” (2010) – graphic short story
9) STUDENT TEACHING: Horror on film / in TV series: students share and teach horror movies / TV series they enjoy
SUPPLEMENTARY MATERIAL:
a) My POWER POINT topic introduction: 3 ways of looking at HORROR fiction + 3 recurring archetypes in HORROR fiction
b) https://www.youtube.com/watch?v=c-WSuifxOvI – opening scene (4:50) of "Pilot", the first episode and the series premiere of the television series American Horror Story, which premiered on the network FX on October 5, 2011. The episode was co-written by series creators Ryan Murphy and Brad Falchuk and directed by Murphy.
c) TedEd "How Did Dracula Become the World's Most Famous Vampire?"
d) Video summary of the entire novel Dracula (watch to about 1:35 to prepare for the first excerpt from the book): https://www.youtube.com/watch?v=hYHsRFiBJX0&t=121s
e) William Acton “Want of sexual feeling in the female” (pp. 54-56 in HORROR)
f) TedEd: "Why You Should Read Edgar Allan Poe" https://www.youtube.com/watch?v=o65EdB6vnto
g) 6 groups, 6 historical periods, 6 different “scary stories”: create an inviting, informative A3 about your historical period + text including a headline “Here’s what was scary in ________ (your historical period)”: ANTIQUITY (p. 82 in the HORROR anthology); The MIDDLE AGES (pp. 83-85 in the HORROR anthology); The PRE-MODERN period (pp. 87 + 93 in the HORROR anthology); The GOTHIC ROMANCE (pp. 95-96 in the HORROR anthology); The VICTORIAN ERA (in Britain) (pp. 96-98 in the HORROR anthology); The POST-WAR ERA (in the US) (pp. 98-101 in the HORROR anthology)
h) Shakespeare and the Globe: https://www.youtube.com/watch?v=Ba4uO6UZZCk
Focus: Basic ideas about Shakespeare (who was he?) and his theatre (where would Hamlet have been played?)
i) 3) https://www.youtube.com/watch?v=O41bHX7kUPU – the Simpsons’ version of Hamlet
- “soliloquy” + “usurper of the throne”
j) Shakespearean language – the basics (plus translation ex.)
k) https://www.youtube.com/watch?v=v0aAWuUX5jU – Kevin Brookhauser – more dedicated connection between iambic pentameter and Shakespeare
l) Teacher lecture (ideas borrowed and adapted from this online article:
https://www.researchgate.net/publication/320801538_The_'Gothic'_in_Hamlet_The_role_of_the_macabre_in_creating_cathartic_horror
compiled from ): "the GOTHIC elements in HAMLET"
|
|
Indhold
|
Kernestof:
Supplerende stof:
|
|
Omfang
|
Estimeret:
Ikke angivet
Dækker over:
18 moduler
|
|
Særlige fokuspunkter
|
|
|
Væsentligste arbejdsformer
|
|
{
"S": "/lectio/290/stamdata/stamdata_edit_student.aspx?id=666\u0026prevurl=studieplan%2fuvb_hold_off.aspx%3fholdid%3d64064478959",
"T": "/lectio/290/stamdata/stamdata_edit_teacher.aspx?teacherid=666\u0026prevurl=studieplan%2fuvb_hold_off.aspx%3fholdid%3d64064478959",
"H": "/lectio/290/stamdata/stamdata_edit_hold.aspx?id=666\u0026prevurl=studieplan%2fuvb_hold_off.aspx%3fholdid%3d64064478959"
}