My coachee was unfamiliar with the expression “can’t see the wood for the trees”, so I explained that it means losing sight of the whole pattern because details grow and grow at an alarming rate. This is a state many HSC students find themselves in. So how to guard against it?
Photo by Neil Whitfield 2008: artificial forest at the Sydney Chinese Garden
Make sure you read and understand the course description. My coachee and I are working on the Frankenstein and Blade Runner pair. The first thing to note is that the module is called TEXTS IN TIME: TEXTS AND CONTEXTS. That is the wood.
This module requires students to COMPARE TEXTS in order to EXPLORE THEM IN RELATION TO THEIR CONTEXTS. It develops students’ understanding of THE EFFECTS OF CONTEXT and QUESTIONS OF VALUE…
Students examine ways in which social, cultural and historical context influences aspects of texts, or the ways in which changes of context lead to changed values being reflected in texts. This includes study and use of the language of texts, consideration of purposes and audiences, and analysis of the content values and attitudes being conveyed…
OK, that means:
1. You need to know what issues or themes of interest each text embodies. In our two, for example, one can think of: the moral/ethical issues in science and technology; the need for companionship or love; what it is to be human; what is “natural”… And so on. It does not greatly matter what the issues are, so long as they are important ones and are major issues in both Frankenstein and Blade Runner. Your teacher and your class will no doubt determine perhaps two or three big ideas to hang your readings on.
2. You need to appreciate what was being thought, said and done around the time each text was composed: 1818 in one case, and 1982 in the other. Consider also where each text was composed. How does what you discover about this explain why each text may have been composed? Be careful here. It can be tempting to write history or philosophy and forget about the actual texts. Not a good idea.
3. Having found an issue, explore where and how it is presented in each text. Don’t forget to be specific rather than general. Find key passages or scenes. Look closely at the techniques used in their making. Then ask “Why is this passage/scene like this?” What in the context may have shaped the way it has been done? What in the context made this issue of sufficient interest to the composer and his/her readers and viewers? Where does the composer stand on it? What does the composer regard as important, or troubling, or worth arguing for or against on this issue? Now you will be exploring values and attitudes.
4. There are also genre issues to think about: The Gothic, science fiction, dystopias, film noir… Why have these genres thrived at various points in history? Why have they persisted? What is the relation of our two texts to these genres?
It really is hard to coordinate all this thinking. Anyone who tells you the HSC has been dumbed down is just plain dumb! I know that I never had to do anything half as difficult in my final year of high school in 1959! The good thing is that the issues raised in these texts really are interesting – and important!
So, good luck. Also, any suggestions about how to organise the material in an exam-friendly way will no doubt be appreciated by others. You may use the comment space here for that, if you care to.
The truth is out there
Yes, you are also lucky. There is so much good material to explore, some of it suggested on my previous post on this….
This is the final post in the poetry and music series memorialising my brother’s death.
D H Lawrence 1885-1930
Softly, in the dusk, a woman is singing to me;
Taking me back down the vista of years, till I see
A child sitting under the piano, in the boom of the tingling strings
And pressing the small, poised feet of a mother who smiles as she sings.
In spite of myself, the insidious mastery of song
Betrays me back, till the heart of me weeps to belong
To the old Sunday evenings at home, with winter outside
And hymns in the cosy parlour, the tinkling piano our guide.
So now it is vain for the singer to burst into clamour
With the great black piano appassionato. The glamour
Of childish days is upon me, my manhood is cast
Down in the flood of remembrance, I weep like a child for the past.
With Anzac Day coming up I add this song. The lady herself appears near the end She turned 100 recently! A couple of years back I sent a copy to my brother, whose childhood was dominated by World War 2. Also unlike me his earliest memories were of Shellharbour and Wollongong.
A E Housman 1859-1936
Wake not for the world-heard thunder
Nor the chime that earthquakes toll.
Star may plot in heaven with planet,
Lightning rive the rock of granite,
Tempest tread the oakwood under:
Fear not you for flesh nor soul.
Marching, fighting, victory past,
Stretch your limbs in peace at last.
Stir not for the soldiers drilling
Nor the fever nothing cures:
Throb of drum and timbal’s rattle
Call but man alive to battle,
And the fife with death-notes filling
Screams for blood but not for yours.
Times enough you bled your best;
Sleep on now, and take your rest.
Sleep, my lad; the French are landed,
London’s burning, Windsor’s down;
Clasp your cloak of earth about you,
We must man the ditch without you,
March unled and fight short-handed,
Charge to fall and swim to drown.
Duty, friendship, bravery o’er,
Sleep away, lad; wake no more.