Viewing entries from category: Cambridge AS and A Level 8695 IGCE
The Edusites’ Guide to Webster’s ‘The Duchess of Malfi” »
Categories: KS5 Resources, Cambridge AS and A Level 8695 IGCE, Drama, Webster’s ‘The Duchess of Malfi”
Summary of the Plot It is generally accepted that that there are five main characters in the play: the Duchess and her husband Antonio (her steward) who are virtuous, chaste, innocent and good: and, conversely her twin brother Ferdinand, Duke of Calabria who is vilely repulsive, evil, jealous and obsessed; and their elder brother the Cardinal who is ice cold, utterly depraved and corrupt. Between these two poles we have Bosola a cynical malcontent who has been in the service of the Cardinal and…
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The Edusites Guide to Lynn Nottage’s ‘Sweat’ »
Categories: KS5 Resources, KS5 Literature, Cambridge AS and A Level 8695 IGCE, Drama, Sweat Lynn Nottage, Lynn Nottage
Synopsis and Overview In 2008 Jason and Chris are released from prison, having served time for the horrific injuries they inflicted on Stan, a bar-keeper and Oscar, his assistant, in the violent brawl in 2000, which forms the climax of the action. Jason is still angry and belligerent with Evan, his parole manager; Chris is softer: repentant, and later claims that Bible has ‘saved my life’. Subsequently we see them with their respective mothers: Tracey: like Jason, is belligerent,…
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The Edusites Guide to Athol Fugard | The Train Driver, Coming Home & Have you Seen Us? »
Categories: KS5 Resources, KS5 Literature, Cambridge AS and A Level 8695 IGCE, Drama, Athol Fugard, The Train Driver, Coming Home , Have You Seen Us?
The Train Driver Synopsis and Overview Sometimes referred to a ‘memory play’ it is bookended by soliloquies by Simon Hanabe, one of the two characters in the play. He has lost his job as the gravedigger and cemetery attendant at the graveyard of Shukuma, a squatter camp on the outskirts of Port Elizabeth. The play, a series of exchanges with Roelf Visagie, the second character in the play who has much the bigger role and is inclined to lengthy monologues, is the story of how and why…
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‘Long Day’s Journey into Night’ - Lesson 3 »
Categories: KS5 Resources, Cambridge AS and A Level 8695 IGCE, Drama, Long Day’s Journey into Night
Lesson Three Student Handout New PDF We are looking here at the end of the play and the ways in which this finale has been prepared for earlier, so again we are looking in detail at language and structure. We want to arrive at as complete and satisfactory answer to the question in this Learning Objective: ‘How far does this come as a shocking conclusion and to what extent have we been prepared for this moment? And then, secondly: ‘which of the play’s central themes are…
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‘Long Day’s Journey into Night’ - Lesson 2 »
Categories: KS5 Resources, Cambridge AS and A Level 8695 IGCE, Drama, Long Day’s Journey into Night
Lesson Two Student Handout New PDF In this lesson we will look at an extract from Act Two Scene Two. It is on pages 67-70 from Jamie’s line You can’t talk to her now….. to Tyrone: We’re in for another night of fog, I’m afraid. The learning objective is to develop our understanding of the ways in which the relevant aspects of the play have now moved on, in particular with Mary and Jamie, and their respective relationships with Tyrone. We will then go on and…
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‘Long Day’s Journey into Night’ - Lesson 1 »
Categories: KS5 Resources, Cambridge AS and A Level 8695 IGCE, Drama, Long Day’s Journey into Night
Lesson One Student Handout New PDF In this lesson we will look at the scene from Act One on pages 19-22. Jamie: Don’t look at me. This is the Kid’s story……….. to Edmund: Shaughnessy almost wept because he hadn’t thought of that, but he said he’d include it in a letter he’s writing to Harker, along with a few other insults he’d overlooked. The learning objective is to develop our understanding of the ways in which the characters are…
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Long Day’s Journey into Night - Mock Exams »
Categories: KS5 Resources, Cambridge AS and A Level 8695 IGCE, Drama, Long Day’s Journey into Night
Remember that you are being tested on your knowledge and understanding of the whole text from which you are expected to make relevant and judicious selections of detail to frame your answer. Mock Exam Student Handout New PDF A Either Question 1 It is the repeated displays of genuine love and affection between Tyrone and Mary that are the touchstone of the play’s tragedy’. How far and in what ways do you agree? You might like to consider:- The differences between their words and…
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The Edusites’ Guide to Webster’s ‘The Duchess of Malfi” - Mock exams with indicative content »
Categories: KS5 Resources, Cambridge AS and A Level 8695 IGCE, Drama, Webster’s ‘The Duchess of Malfi”
Remember that you are being tested on your knowledge and understanding of the whole text from which you are expected to make relevant and judicious selections of detail to frame your answer. Mock Exam Question 1 New PDF Mock Exam Question 2 New PDF Mock Exam Question 3 New PDF Question 1 EITHER A How far do you believe that in writing 'The Duchess of Malfi' Webster's main interest was to highlight inequalities between men and women? OR B Read the following passage from Act 3…
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The Edusites’ Guide to Webster’s ‘The Duchess of Malfi” - Lesson 3 »
Categories: KS5 Resources, Cambridge AS and A Level 8695 IGCE, Drama, Webster’s ‘The Duchess of Malfi”
Lesson Plan Three Oh the horror! No Revenge Tragedy would be complete without the catalogue of horrific items we touched on at the start of the commentary. In this lesson we want you to research (singly or in pairs) the following items in detail and then decide on the significance of their dramatic functions in the play. There should be a prize for the most thoroughly researched and enlightened contribution! The learning objective here is to understand the ways in which the conventions of the…
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The Edusites’ Guide to Webster’s ‘The Duchess of Malfi” - Lesson 2 »
Categories: KS5 Resources, Cambridge AS and A Level 8695 IGCE, Drama, Webster’s ‘The Duchess of Malfi”
Lesson Plan Two The learning objective here is to focus on the Cardinal by firstly looking at what is said about him by characters we know we can trust: Antonio and Delio and then look at the Cardinal in action to see how what they say is embodied. Starter Activity In Act One we are given initial character sketches of the brothers: this is the exchange between them on the Cardinal:- DELIO. Now, sir, your promise: what 's that cardinal? I mean his temper? They…
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The Edusites’ Guide to Webster’s ‘The Duchess of Malfi” - Lesson 1 »
Categories: KS5 Resources, Cambridge AS and A Level 8695 IGCE, Drama, Webster’s ‘The Duchess of Malfi”
Lesson Plan One In this lesson we will look at our introduction to the play and its issues in Act One scene one. The learning objective is to develop our understanding of the ways in which the characters introduce themselves and each other and which of the play's major themes are broached. We will then go on to link these points to moments later in the scene when they flag critical moments in the drama. By the end we should be able to answer the question: ‘how important is the opening…
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Sweat | Mock Exam C »
Categories: KS5 Resources, KS5 Literature, Cambridge AS and A Level 8695 IGCE, Drama, Analysing Drama, Sweat Lynn Nottage, Lynn Nottage
Remember that you are being tested on your knowledge and understanding of the whole text from which you are expected to make relevant and judicious selections of detail to frame your answer. Mock Exam Question Paper C New PDF Either Question 1 How does the following passage from the end of 1.5 develop and comment on the centrality of work to the characters’ lives and personalities in the play? One is reminded of Charley’s eulogy of Willy Loman in Arthur Miller’s ‘Death…
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Sweat | Mock Exam B »
Categories: KS5 Resources, KS5 Literature, Cambridge AS and A Level 8695 IGCE, Drama, Analysing Drama, Sweat Lynn Nottage
Remember that you are being tested on your knowledge and understanding of the whole text from which you are expected to make relevant and judicious selections of detail to frame your answer. Mock Exam Question Paper B New PDF Question 1 Look again at this extract from Act One Scene Two: our introduction to Tracey, Cynthia and Jessie. How does Nottage create our first impressions of the three of them and how any two of those impressions are developed at particular moments, later in the play?…
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Sweat | Mock Exam A »
Categories: KS5 Resources, KS5 Literature, Cambridge AS and A Level 8695 IGCE, Drama, Sweat Lynn Nottage, Lynn Nottage
Remember that you are being tested on your knowledge and understanding of the whole text from which you are expected to make relevant and judicious selections of detail to frame your answer. Mock Exam Question Paper A New PDF A Either:- Question 1 Read through this extract from Act Two Scene Four very carefully. How does Nottage develop conflict and tension here and what are their outcomes later in the play? You might have considered some or all of the following:- There is conflict between…
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Sweat | Lesson 3 »
Categories: KS5 Resources, KS5 Literature, Cambridge AS and A Level 8695 IGCE, Drama, Sweat Lynn Nottage, Lynn Nottage
2008: Act 1.1, and 2.7: the scene with Evan, Chris and Jason The learning objective is to develop our understanding of Chris and Jason eight years after the fight when they have served their jail terms. Re-read these scenes out loud and make sure you are very familiar with them. The split into two groups, one per scene. Printable Activity Sheet New PDF Starter Activity What impressions of the characters do you form as you read through each scene? How effective is Evan in his role of Parole…
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Sweat | Lesson 2 »
Categories: KS5 Resources, KS5 Literature, Cambridge AS and A Level 8695 IGCE, Drama, Sweat Lynn Nottage, Lynn Nottage
Cynthia’s promotion and its consequences: Act Two Scene Three. The learning objective is to develop and complete our understanding of Cynthia, and appreciate the ways in which Stan acts as the good friend to support her. Read through the scene between Cynthia and Stan from the opening, up to the entrance of Tracey and Jessie. Cynthia: On a cruise, Panama Canal. That’s where I’d like to be right now………. ……………….…
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Sweat | Lesson 1 »
Categories: KS5 Resources, KS5 Literature, Cambridge AS and A Level 8695 IGCE, Drama, Sweat Lynn Nottage, Lynn Nottage
In this lesson we will look at a very famous poem by the leading artist of the Harlem renaissance, Langston Hughes, the end of which Nottage quotes as her preface to the play. The demise of loyalty and patriotism, the fracturing of the country and bitter discontent of the ‘have nots’ in the play find a potent parallel in Hughes’ depiction of social inequality in the 1930’s depression. We are back to a significant proximity to the alleged ‘American…
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Athol Fugard | Have You Seen Us? | Exam Questions »
Categories: KS5 Resources, Cambridge AS and A Level 8695 IGCE, Drama, Athol Fugard, The Train Driver, Coming Home , Have You Seen Us?
All Plays Sample Essay Titles Recap: the following tasks have already been set in Specification 9695 papers 31-33 for all three texts In what ways and with what dramatic effects does Fugard present characters who face moral choices in these plays? Discuss Fugard’s dramatic presentation of ‘white guilt’ in ‘The Train Driver’ and ‘Have you seen us?’ Discuss Fugard’s dramatic presentation of prejudice in these plays. Discuss Fugard’s dramatic…
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Athol Fugard | Coming Home | Exam Questions »
Categories: KS5 Resources, KS5 Literature, Cambridge AS and A Level 8695 IGCE, Drama, Athol Fugard, The Train Driver, Coming Home , Have You Seen Us?
Sample Essay Titles Recap: the following tasks have already been set in Specification 9695 papers 31-33 for all three texts In what ways and with what dramatic effects does Fugard present characters who face moral choices in these plays? Discuss Fugard’s dramatic presentation of ‘white guilt’ in ‘The Train Driver’ and ‘Have you seen us?’ Discuss Fugard’s dramatic presentation of prejudice in these plays. Discuss Fugard’s dramatic presentation…
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Athol Fugard | The Train Driver | Exam Questions »
Categories: KS5 Resources, KS5 Literature, Cambridge AS and A Level 8695 IGCE, Drama, Athol Fugard, The Train Driver, Coming Home , Have You Seen Us?
All Plays Sample Essay Titles Recap: the following tasks have already been set in Specification 9695 papers 31-33 for all three texts In what ways and with what dramatic effects does Fugard present characters who face moral choices in these plays? Discuss Fugard’s dramatic presentation of ‘white guilt’ in ‘The Train Driver’ and ‘Have you seen us?’ Discuss Fugard’s dramatic presentation of prejudice in these plays. Discuss Fugard’s dramatic…
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Athol Fugard | Have You Seen Us? | Lesson 2 »
Categories: KS5 Resources, Cambridge AS and A Level 8695 IGCE, Drama, Athol Fugard, The Train Driver, Coming Home , Have You Seen Us?
Lesson Plan Two Starter Activity In class re-read the epilogue to the play and carefully consider both what Henry says and how he says it. Solly has told him that he is forgiven: he has told Solly that he loves him. For Henry at the moment there is nothing more to say: he wanted ‘nothing that would violate the moment’. He does not regret never seeing Solly and Rachel again. They have been the agents of his ‘short journey from hate to love’ and their job is done. But he…
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Athol Fugard | Have You Seen Us? | Lesson 1 »
Categories: KS5 Resources, KS5 Literature, Cambridge AS and A Level 8695 IGCE, Drama, Athol Fugard, The Train Driver, Coming Home , Have You Seen Us?
Lesson Plan One Music in the Play Starter Activity Go through the play and list the occasions when Fugard introduces musical accompaniment to the action and which of the characters does so. Re-read the passages and research the detail of the different types of music we hear: for example Afrikaans folksong, Name songs, Mariachi music and Hebrew songs of praise. This might well be done as preparation for the Main Activity. Printable Activity Sheet New PDF Main Activity There are four musical…
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Athol Fugard | Coming Home | Lesson 2 »
Categories: KS5 Resources, KS5 Literature, Cambridge AS and A Level 8695 IGCE, Drama, Athol Fugard, The Train Driver, Coming Home , Have You Seen Us?
Lesson Plan Two Starter Activity Look at this early scene in Act One on PP 62-65 starting with the SD ‘Mannetjie begins taking off his shoes……’ to Veronica: ‘Dead and buried in Cape Town’. Working in groups of three or four read through the exchange to yourselves and then divide it up into the group number and read it (or portions of it) aloud to each other. Then: discuss and agree on the tone, nuance and emphasis of the lines and how those qualities…
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Athol Fugard | Coming Home | Lesson 1 »
Categories: KS5 Resources, KS5 Literature, Cambridge AS and A Level 8695 IGCE, Drama, Athol Fugard, The Train Driver, Coming Home , Have You Seen Us?
Lesson Plan One Starter Activity Look at Alfred’s long speech to Veronica from Act One, P73 ‘Here they are….. ‘ to P74: “So that is how it was’. Working in groups of three or four read through the speech to yourselves and then divide it up into the group number and read portions of it aloud to each other. Then: discuss and agree on the tone, nuance and emphasis of the lines and how those qualities are modulated and varied/ developed as Alfred speaks it.…
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Athol Fugard | The Train Driver | Lesson 2 »
Categories: KS5 Resources, KS5 Literature, Cambridge AS and A Level 8695 IGCE, Drama, Athol Fugard, The Train Driver, Coming Home , Have You Seen Us?
Lesson Plan Two Look again at scene six P34 Simon: ‘So what you thinking Roofie?’ to P38 Lights fade out completely on the image of Roelf digging. As in Lesson One take roles and read the passage aloud, or in groups with one member of the group reading the stage directions and others (if there are more than three) offering constructive criticism of the performance. Make sure you record your responses. Starter Activity 'Nobody else wanted her, Simon… I do, and that’s…
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Athol Fugard | The Train Driver | Lesson 1 »
Categories: KS5 Resources, KS5 Literature, Cambridge AS and A Level 8695 IGCE, Drama, Athol Fugard, The Train Driver, Coming Home , Have You Seen Us?
Lesson Plan One Remind yourselves of and re read pages 4-9 of the Faber edition of the play (the first five pages of the text at the start of Act One). Take roles and read the passage aloud, or in groups with one member of the group reading the stage directions and others (if there are more than three) offering constructive criticism of the performance. Look especially hard at the implications of the third of these tasks as you do this. The central question here is what are your first…
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