I was thinking about how in Macbeth, Shakespeare uses one dramatic scenario over and over again. A big chunk of the play is based around one basic setup.

A character comes onto the stage and reports a death.

1/
There are almost too many examples to list:

- the "bloody man" reporting Macbeth's killing of Macdonwald to Duncan
- Malcolm's report of the Thane of Cawdor's death to Duncan
- Macbeth reports his murder of Duncan to Lady M
- Macduff relays his sight of Duncan's body

2/
- The murderers report back to Macbeth after killing Banquo
- Ross reports to Macduff his family's death
- Lady M sleepwalks on and remembers the murders M committed
- Seyton relays Lady M's death to Macbeth
- Ross informs Siward of his son's death

3/
Shakespeare varies this scene each time, in terms of the characters on stage and the emotions and reactions the news engenders.

We can track Macbeth's valour in battle, through to his later cruelty and lost humanity, by comparing how he figures in these scenes.

4/
I think this recursive structure to the play helps to create the momentum and the sense of claustrophobia. There is an awful inevitability to the onslaught of death in the play.

5/
The constant reminder of violence and death beyond the stage creates that claustrophobia too -- an air of dread, a sense that the play exists in a corrupt and inhumane world.

Violence begets violence -- blood will have blood -- and the repeating structure symbolises this.

6/6

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More from @GCSE_Macbeth

23 Jul
A Grade 9 Analysis of the song "Alexander Hamilton" from the musical Hamilton.

How does a bastard, orphan, son of a whore and a Scotsman,

The song opens with a lengthy rhetorical question, suggesting that its subject will be something unintuitive or interesting to find out.

1/
Hamilton's life story will be almost unbelievable.

The phrase "bastard, orphan, son of a whore" uses tricolor to emphasise the severe obstacles that Hamilton faced to success. It introduces themes of class and parentage.

LMM uses humorous juxtaposition with "Scotsman"...

2/
...suggesting that have a Scots father is an impediment or a vice to rank alongside "bastard" and "whore".

3/
Read 26 tweets
14 Jul
LONDON by William Blake.

What gives this poem its power is its ambiguity. It has a hallucinatory, nightmarish quality, created through a blurring of physical, psychological and sensory phenomena.

Examples of what I mean:

1/
The "marks of weakness, marks of woe" suggest physical signs, but "weakness" and "woe" can be seen psychologically. Is it physical weakness, mental weakness or both?

2/
"The mind-forg'd manacles I hear"

Again Blake is blurring a psychological aspect with a sensory one: the poet can "hear" others' state of mind. And the message here is ambiguous too: is it internalised weakness that causes imagined enslavement, or external factors?

3/
Read 10 tweets
10 Jul
Some quick, late thoughts about YA books on the curriculum.

@DavidDidau blogged on this today, and it got me thinking. This isn't meant as a point-by-point response or anything -- read this, then read his blog, and decide for yourself.

1/
I think YA books can happily co-exist on the KS3 curriculum with older and more canonical books. That's not to say they're the same, or there are no qualitative differences. I just think our subject can encompass both.

2/
While the concept of the "Canon" is problematic, most teachers would agree that there IS an academic discipline called "English" and at its core is a canon of agreed-upon "great works". And many would say those works should be at the centre of English in schools.

3/
Read 14 tweets
30 Apr
Why I've Stopped Teaching Of Mice And Men.

I made the decision this year not to teach OMAM any more. The book still flourishes in other schools at KS3, no doubt because book cupboards are still full of copies after its heyday of GCSE dominance.

Let me explain my reasons.

1/
Disclaimer: if this seems all terribly woke, or you love OMAM and you think it's right for your students, more power to you. You do what's good for your school.

2/
There are elements in OMAM that work brilliantly 84 years after its publication. Its attack on "American dream" capitalism, on the myth of success through hard work, it still potent. And some of the language is divine: I wouldn't expect any less from Steinbeck.

3/
Read 21 tweets
3 Apr
A Sequence of Lessons.

1) You dust off a classic KS3 poem: A Martian Sends A Postcard Home, by Craig Raine.
poetrybyheart.org.uk/poems/a-martia…

You explain DEFAMILIARIZATION and you have fun decoding all the everyday things being described.

1/
Some students pick up on the undercurrent of sadness in the poem and its buried critique of modernity.

Students attempt to write their own defamiliarized stanzas.

2/
2. You hit up YouTube and show this video on Dystopia:



Students learn the key terms. It might be fun to go and reflect back on the poem now -- does Raine describe a Dystopia?

3/
Read 8 tweets
26 Nov 20
The best value quote in A Christmas Carol is from Stave One:

Scrooge: "I can't afford to make idle people merry."

Let me break it down:

1/
"I can't afford"

Scrooge CAN, of course, afford to give a donation to charity. He learns later in the book that just a small amount of money can bring a huge amount of happiness.

But as someone who pursues the gain of money for its own sake...

2/
he never feels comfortable with the amount he has, and has lost a sense of what the value of his money is.

3/
Read 7 tweets

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