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Gotta A Minute 10/26/2009 10:13:23 PM
Here I am again! Time just seems to jump by me lately. I think it's because I have so many irons in the fire. It seems like I just get done with one major project and another crops up.
This week I have a sonnet due, (it's finished) and a six page paper due on how I would teach the Tragedy of Dr. Faustus by Christopher Marlowe. It's also finished.
As those of you who follow my poetry know, sonnets are not something I write as a general rule, so it was a challenge staying within the form. Here's the sonnet:
Bobbi Duffy
CRW 3421
Professor Mitchell
Sonnet
The Beauty of Love
Your face in moonlight sets my heart afire.
Your beauty arouses my deep yearning.
Bewitched beyond rational discerning,
I’m drowning in an emotional quagmire.
Gaining your love is my only desire.
In dreams from which there is no returning,
My passion is like a wildfire burning.
Undying love in my soul you inspire,
Yet, fear of rejection stays my voice.
Loving you from afar, protects my hope,
Enables me to dream you could be mine,
That somehow I will be your final choice.
If that came true, you and I would elope
Then consummate our perfect love divine.
I know it's not my best work, but I get to rewrite it after everyone gets to shred my technique.
I'm much happier with my marlowe paper so here it is:
Teaching Marlowe’s Faustus
Barbara Ann Duffy
Professor T. Martin
Lit 6009
Since it is my firm belief that a teacher’s job is not just to provide facts for students to memorize, but that the greater task of teaching is to create enthusiasm for learning, I would take an approach to teaching Faustus that is outside the traditional path. I would select a six week summer session for an upper division class of the 3000-4000 level. With twelve class periods available I would divide the time between passive and interactive techniques.
This teaching plan consists of four elements to be achieved:
Understanding the primary themes of Marlowe’s work,
Understanding the historical importance of Marlowe’s work,
Understanding the universal scope of Marlowe’s themes,
Being able to translate Marlowe’s work into modern drama.
Week One
The first day of class I would show a production of The Tragedy of Dr. Faustus, preferably starting Richard Burton. I chose this version because Burton accent would add an element of authenticity to the language that would be lacking in American English. This would give the students a wonderful opportunity to see and hear not only the language of the work but a true sense of the drama of the play. After the program is completed, I would give a handout of unusual words and sentence structures along with a sign-up sheet for the students to choose one or more words or structures to research and do a 10 minute per presentation of their finding at the next class. The second class would be used to discuss that language of Marlowe’s work by the presentations from the students with additional information given by me. The assignment would be reading Acts I-III with the student being prepared to discuss one of the four chosen themes of the play, religious conflict between magic and the church, the Middle Ages and the Renaissance including the conflict between science and religion, the conflict between the Catholic Church and Protestant movement, and redemptive grace or predestination.
Short discussion of the students’ assignment of updating Marlowe’s play by language and content that will be due on week five. Each student will be assigned a portion of the play to revise.
Week Two
First class of the week would be a discussion of what elements of the Middle Ages can be seen in the play; morality play, view of Hell, good angel versus bad angel? Which parts are purely Renaissance in nature?
The second class of the week would be spent examining the conflict between science and religion. How does the Age of Enlightenment threaten the church’s control over the masses? How has this conflict changed? What are the major issues between religion and science today? Can the difference be reconciled?
Week Three
The first class of week two would begin the discussion of the first selected theme of Magic and Miracle. Class discussion would examine the nature of magic—the superstitious suspension of the physical laws of nature serving the individual’s needs—and the nature of miracle—suspension of the natural laws by a supernatural force for the benefit of others.
Class discussion would touch on some of the better known “magic” tricks and the reported miracles as reported in the time of Marlowe. Class assignment for the next class would be finish reading the play in preparation to discussing why Faustus is will to make the deal with the devil, what he has to gain as opposed to what he has to lose.
The second class of the second week would be a discussion of what Faustus has bargained for, and why he’s willing to sell his soul. How does his desire for this forbidden knowledge compare to Eve’s? How is Faustus’ deal different from Adam’s fall? Why is it so easy for the devil to get Faustus to agree to the deal? What does this say about human nature?
Week Four
First class this week will answer the following questions: How is the conflict between the Catholic Church and the Protestant movement encoded in the play? What effect does this theme have on Faustus’ decision to sell his soul to the devil? How does it play itself out in Faustus’ failure to seek redemption?
Second class will discuss what today’s equivalent to magic would be as a prize for selling one’s soul. Possible discussion areas are money, power, sex, drugs, fame, etc.
Week Five
Class will hand in revision assignment. While the reading will be a group project for presentation, and each student will be judged individually on their participation within the group and their paper. Each student will submit a copy of his or her work for an individual grade on the paper.
Show film The Devil’s Advocate.
Second class this week will discuss the similarities between Marlowe and The Devil’s Advocate.
Week Six
Class reading of students’ revised play. If play discussion is completed in this class, it will be the last class of course. If not, second class will finish reading and discussion.
Grading system
Play Rewrite—50%
Class participation (readings and Q&A)—30%
Language Presentation—10%
Attendance & Quizzes—10%
If any one has any suggestions about either piece, I would be happy to hear them.
Well, this semester is half over and I've survived my first graduate level course. Actually I've done well enough that the professor for that class has given me an execllent recommendation to my graduate program. He thinks it's going to be fun having me in school for the next two years. He thinks I'm funny, smart, and will be an execllent college instructor. He's really impressed with my body of work and thinks I'm a wonderful poet and writer. He went so far as to tell me that he'd like to have me on the faculty after I graduate.
Well, that's about it for now. It's late 2:40 am my time. So I'd best get some sleep I have my poetry workshop tomorrow (correction today).
