I’ve been reading ‘The Writing Revolution’ by Judith C. Hochman and Natalie Wexler (2017) and early on in that book, the authors refer to the simple technique of using the ‘because-but-so’ sequence to help structure pupils’ thinking and responses. Given a sentence stem (i.e. ‘Cars are convenient’), students are then asked to complete the stem… Continue reading Because – but – so: thinking about Jekyll, Hyde and the human condition.
This is the second in my blog posts about the importance of ‘things’ in Dr Jekyll and Mr Hyde (see here for the first one on ‘lamp posts’!) Inspired by ‘thing’ theory, these posts attempt to delve deeper into the meaning and symbolism of various objects in the novella. This time, it is the turn… Continue reading The Importance of Envelopes in Dr Jekyll and Mr Hyde
This series of blog posts is inspired by some of the work I have been doing on my PhD and in particular Andrea Arnold’s film version of Wuthering Heights. I have just finished reading a chapter from a book by Deborah Lutz called ‘The Bronte Cabinet: Three Lives in Nine Objects”, a chapter which describes the Bronte’s fascination with… Continue reading Jekyll and Hyde in 4 Things …
Michel de Certeau is one of the foremost thinkers on everyday space. In an essay on walking written in 1984, (to be found in his book ‘The Practice of Everyday Life’) he wrote that walking is very much akin to a speech act, and that stories begin at ground level with footsteps. This is rather… Continue reading Post script to “The Flaneur in Jekyll and Hyde”: uncanny homes
In my last blog I discussed the act of walking and in particular the figure of the flâneuse in Ruth Orkin’s famous 1951 photograph of a woman walking in Florence. I also briefly touched on the ambulant subjects in Robert Louis Stevenson’s The Strange Case of Dr Jekyll and Mr Hyde and I want to… Continue reading The Flaneur in Dr Jekyll and Mr Hyde
Thank you all for a great revision session this afternoon. Your understanding of the novella is becoming more and more impressive. For your revision, try to build on what we did today: For each heading, find a 15-20 line section from the text. The ‘transformations’ group chose the ‘Regents Park’ section as an emblematic moment from… Continue reading Y11 Jekyll and Hyde revision posters from today’s session
Here are some key quotes from Jekyll and Hyde. There is a lot I know, but we will be working with these in next Tuesday’s revision session. Can you find out what the quote refers to/who says it? Do you notice any patterns? Ape-like fury Rich lurid brown like the light of some strange conflagration… Continue reading Y11 some key Jekyll and Hyde quotes
Three definitions of the term ‘abjection’: Abjection: the state of casting out or being cast out. From the Latin abjectus, which means to ‘reject’ or ‘throw away’. Abjection according to French theorist Julia Kristeva: that which defies borders, the zone between being and non-being. It is filth and pollution, decay and the corpse. Abjection: Mr… Continue reading Dr. Jekyll and Mr. Hyde – a strange case of abjection
I’ve added some more Jekyll and Hyde resources on dropbox. I’ve got a whole PPT but it’s too fragmented – things I’ve added as I’ve gone along or else two or three slides that made sense at the time or were backed up by me wittering on; I’ll have a look at it and put… Continue reading Jekyll and Hyde resources on dropbox
A few quotes to begin… Feedback is information given to the learner and/or the teacher about the learner’s performance relative to learning goals. It should aim to (and be capable of) producing improvement in students’ learning. Feedback redirects or refocuses either the teacher’s or the learner’s actions to achieve a goal, by aligning effort and… Continue reading Feedback – harmony or distortion?