QotW: 30 July 2018 (#51)

Marlowe probably DID make a hazard of his head by easing his heart …

BH pulp

The more I read about Marlowe, the more I like and sympathise with him – arrogant, frustrated genius, malcontent, morally questionable, and attention-whore as he may have been.  I sense a kindred spirit: my best friend would say the same about me – perhaps with a lot more arrogance and a lot less genius.  As I get older, I like to think that my moral code is finally begining to crystallise, where it was entirely fluid 25 years ago, but then Marlowe never had the opportunity to mellow …

Increasingly, I see Marlowe as the kind of ‘mis-shapeJarvis Cocker sung about in 1995:

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Pay attention, there’s a test (part 2)

At 18, students ought to be able to handle History plays, but the exam boards don’t seem to like them?

BH KS5 texts

Following my recent KS4 post, I extended my research to A Level – that is the exams taken by 18-year olds before they hit university.  Again, I’d love to hear from students or teachers, especially in other countries.  Here are a few thoughts of my own:

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PTS 11/069: I’ve Wasted Time …

Be careful what you wish for, Bolingbroke …

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PTS read-through – Richard II;  Act V

Why’s it taken me so long to get this one written? To get this play finished?  To ‘officially’ say goodbye to Richard II for a few years, given I have no opportunity to teach it at either GCSE or A Level?  That question probably contains its own answer.

Or, the fact that it’s Romeo and Juliet next …

You know – if you’ve been reading along – how deeply I feel an affinity for Richard’s journey.  Perhaps when I (eventually) get to the end of the PTS I’ll reflect that the ‘most important things are the hardest things to say‘, as Stephen King tells us [a].  It’ll be interesting to look back and see whether the plays I found harder to connect with came and went rather quicker.

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QotW: 18 June 2018 (#46)

Marlowe was never going to fit in. In some ways I wish he hadn’t tried so hard – he would have lasted longer.

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What?

‘We don’t like mavericks here …’

– is what I was told some years back at my first school.  My first school, just to be clear …

It’s not a default position, I promise you – I honestly don’t aspire to be a maverick.  It’s simply about my always bearing in mind the attributed words of Einstein:  the definition of insanity is doing the same thing again and again and expecting different results.  So if it demonstrably doesn’t work or doesn’t make sense, you need to find someone else, if you want blind obedience.  How do we improve, otherwise?  Plus, my teaching mentor gave me advice I’ve never forgotten, and which has served me well (and my students, if results are anything to judge by*).  We might paraphrase it as:  ‘As long as you know where should be taking the students, don’t stress about abandoning the lesson plan and getting there via another route.

So, admittedly, I can be a:

maverick     ˈmav(ə)rɪk/  noun
  1. 1.  an unorthodox or independent-minded person.

But, surely, no SURELY, this what we aim to foster in our children (what actually we reward in the subject: critical, evaluative thinking and independence of ideas – those terms are on the markschemes, at the top end) … right? Or does education exist to train people into unthinking passivity?

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PTS 11/068: ‘Team Richard’ T-shirt Time …

The power of beauty vs. the beauty of power …

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Cambridge Shakespeare Festival 2014.  Image: ME

An emerging theme in my reading – and teaching – is the notion of being careful what you wish for.  For too many, Nietzsche’s ‘will to power’ is ephemeral, evaporating once a goal is achieved.  To others, it is an insatiable addiction. What links both is the outcome: unhappiness and deep satisfaction – the former cannot easily retain their newly won goal; the latter need another, greater fix of achievement.
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PTS 11/067: Know When to Hold ‘Em

Know when to fold em …

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Cambridge Shakespeare Festival, 2014.  Image:  ME

PTS read-through:  Richard II, Act III (part 2)

(in which Richard shows what a crap poker player he would have made)

An important lesson for students:  it is OK to disagree with a critical view – in fact OK to disagree with ME and my ideas.  As long as you can argue your opposition to a stance or point of view.  I’m about to take issue with  Germaine Greer

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Quote of the Week: 07 May 2018 (#40)

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Mistrust might be too strong a word, but there was always a youthful rebellious streak in me (Catholic-educated in what was at the time a pretty Catholic town), pushing against what I increasingly viewed as the bastard child of The Party in Orwell‘s Nineteen Eighty-Four and a medieval Ponzi scheme.  The Catholic hierarchy increasingly personified notions of hypocritical middle-men, ‘eternal life’ assurance brokers, gatekeepers against the hereafter who would feed on the poor, vulnerable and frightened, whilst actually allowing anyone through, if the price was right.

Finally, I officially ‘fell out’ with God in a completely predictable spat  – over bureacracy, not the Bible; red tape, not redemption; compliance, not communion …

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