Advanced Module C: History and Memory

Q:
I’m currently doing Module C: History and Memory with The Fiftieth Gate by Mark Baker as my core text and am having difficulty synthesising it with my related text Shoah by Claude Lanzmann. I’m unsure whether I should analyse it as a whole with an analysis of one testimony in depth or three for comparison.

Also, for an upcoming assessment, we are required to integrate another text, as heard on the day, into our essay. I’m uncertain about what types of techniques I should be searching for.

A: I’d make it easier for yourself and find areas where there is common ground. You can be guided by looking for people, places and/or events. You can go either way. I’d prepare two throughly so that you have the material to use. Your primary focus in History and Memory is the prescribed text. The related material needs to be studied so that it supports what you want to say about the prescribed text.

the texts you use can’t be compared for techniques. Ideas may have common ground and so may content but composers will use different techniques to make their own meaning. What your teachers want you to do is recognise the techniques of an audio text in making meaning in relation to History and memory. Common audio techniques are pitch, volume, pause, pace, silence etc.

Ext 1 After The Bomb

Q: I have an upcoming assessment for Ext1 English, and was wondering if you could recommend a related text that would work well with my core text, Hiroshima. The topic is “After the Bomb” and I’m looking for something that fits within the timeframe 1945-1988 or something that reflects ‘attitudes and values’ of that time.

A: Have you thought of anime and manga to show the opposing perspective:
Barefoot Gen was originally manga but was adapted into anime. Graveyard of the Fireflies is a very touching examination of the Japanese position through children.
There’s an American doco, Atomic Cafe. Maybe hard to access. Very pointed in it’s depiction of naivete.
You can look at other post war literature.

Q: The anime and manga don’t really interest me, however, I will have a look in my local library for some of your recommendations. I found Atomic Cafe quite interesting, though I feel it would be difficult to analyse because it is a collage of authentic video clips. Apart from that, could you perhaps recommend some films, short stories or novels? The topic is really ‘texts and ways of thinking’ so I feel that anything within the timeframe would be appropriate, regarding the bomb or otherwise. Later on, I plan to use Hiroshima and ‘Waiting for Godot’ as my two core texts, so a Japan-centric text is not necessary for one of the related texts.

A: These are not the commonplace examples. Atomic Cafe using editing as an important technique to present it’s argument and to generate an ironic tone, a sophisticated technique. It’s not just a collection of clips. There is also the process of selection in order to make meaning.
Alan Ginsberg’s poem , Howl, now an animation. Jack Kerouac, On the Road. British ‘angry young man’ theatre eg John Osborne. Richard Attenborough’s Oh What A Lovely War! Vonnegut’s Slaughterhouse 5. Just to suggest a few.

Scope of HSC questions

Q: I was just wondering, is it possible for the Board of Studies to specify particular poems or chapters for a question? This is in reference to all the modules of English Advanced 2010.

I understand that they need to ensure the level of difficulty is the same across all the electives and choices of texts within any one elective, but is there anywhere which states that they can or cannot specify?

A: It is always a possibility with poetry, but chapters of a novel or non-fiction work (unless specified for study) are highly unlikely because it is too specific when a text can be several hundred pages. It is also unlikely with a play to specify an act and scene because of the length of the text and the nature of the usual study of the text. When you study 6 – 7 poems it is not such a big ask and you should know the poems well enough to be able to rise to the occasion. In this Syllabus where the question can apply to a range of texts, the question needs to be generic which also makes specific reference a little less likely. But have a look at past papers if you can.

It seems that parity is achieved by a common form to the question with a change to a word or phrase to make it refer to a specific question. I don’t think there is anything explicit about the matter; certainly not to my knowledge. The best approach is to know your stuff as thoroughly as you can. That is always the best preparation.

At this stage of the HSC game, I wouldn’t stress yourself with this issue. Just make sure you know your work. Take a deep breath on the day, read the questions, plan and, if a question is trickier than you expected, do another one first.

Some more reassurance: when you’re paper is marked, the markers look for what is right, not what is wrong. Keep the faith,

Advanced Module C: History and memory

Q: I’m looking for related texts for the module History and Memory, with my prescribed text being ‘the Fiftieth Gate’ by Mark Baker. We were given an example of a related text (in class), a poem by a Vietnam War veteran, but I’m not sure where I should start to look for my own related texts to use in exams. It would be much appreciated if you could provide me with some suggestions, or point me in the right direction.

A:
Schindler’s List dir. Steven spielberg (also a book by Thomas Keneally)
Frost/Nixon dir. Ron Howard
Triumph of the will, dir. Leni Reifenshtahl (?)
Downfall dir. Oliver Hierchbiegal
My apologies for any confusion. Again a full list on www.e-rudite.net soon,

Belonging and related material

Q: I have a fair few questions to ask and it would be appreciated if you could help me out!
“Entering a broader world often needs courage and determination” Do you agree? In your response refer closely to your prescribed text and two related texts (one of these must be your own and the other what your teacher gives) That is the question which I received for an upcoming in-class essay and although we only have to do one own related text i want to have two prepared for the trials/HSC.
I want to do a poem as one of the related texts but cant seem to find anything; so far I’ve only found “Road not taken” by robert frost and although it seems suitable for into the world- not so much about the specific question regarding ‘courage and determination’, would you be able to suggest any poems?
I was also thinking of doing the movie “Nell” as my other related text- any thoughts?

A: I haven’t seen ‘Nell’ but from what I can gather, it should be OK. Poems: Robert Frost, ‘Stopping by Woods on a Snowy Evening’; Gwen Harwood, ‘Prizegiving’; Judith Wright, “Eve to her Daughters’. They’re are about taking charge in some fashion but may not be as direct as you might want. With a bit more time I may find better. Your school librarian should be able to track the poems down.

Standard Module A: Run Lola Run

Q: I am looking for some teaching resources or an unit outline for Distinctively Visual and Run Lola Run. Im about to start teaching this unit and have never taught it before. Any pointers would be appreciated!

A: I don’t have any materials and I haven’t found many links.
This link is to a website that specialises in  film, teaching and is Australian: Metro Magazine. The link is the one I got by putting the title as a search: http://www.theeducationshop.com.au/shop/search.asp?s=Run+Lola+Run&GO.x=0&GO.y=0
If you are a member of the ETA, their website may have old articles. One of the editor’s liked the film.
I think the obvious thing is the three narratives and the way they are worked out visually/cinematically to be engrossing. And the way perspectives change as a consequence.
Sorry I can’t be more help,

 

Advanced Module B: Hamlet

Q: I was wondering what do you believe are Hamlet’s main themes?
And also if the themes of death and mortality coincide with each too much for them to be separate themes?

A: Depending pn the reading, Hamlet can be seen a number of ways. It is about death and mortality is not death per se but is related in that it is that sense of death that pervades the play.
You can look at power: political; familial. There’s identity. There’s gender. Is it a Christian play? Is it a morality play? Your teacher will have given you ways to read the play and the module is about reading a text in different contexts.