SOLILOQUY+ASSIGNMENT+-+DUE+MARCH+12,+2013!!

FOA #2 =1. CHOOSE ONE **OF THESE LEARNING OUTCOMES**: Part 2, Language and mass communication: =


 * Show an awareness of the potential for educational, political or ideological influence of the media. (edublogs?)
 * Show the way mass media use language and image to inform, persuade or entertain. (the diversity of audiences for your soliloquy, use of style and register in your soliloquy)
 * Examine different forms of communication within the media (the impact of blog and podcast)

=2. Review the FOA rubric and READ THIS:=

=3. Plan and record or present your FOA=

Click upload and then click on "choose files" and upload your mp3. Title is your name and section

 * 4. Fill out this reflection form: [[file:FOA Reflection Form_generic.docx]] **

** turn in before March 26th **

HOW TO CREATE AND PUBLISH A PODCAST:

[]
 * Go to ** : ** [|Podcast resources], **


 * Scroll down to the bottom, and click on the appropriate link **

AUDIO CREATION & EDITION - PODCASTING
A podcast is an audio or video program formatted to be played on electronic devices and made available for free or for purchase over the Internet. this files can be created from original material by students and teachers or existing audio files can be downloaded for classroom use. Create educational podcasts for students — or let them create their own school news broadcast or radio show, complete with expert interviews. With GarageBand or Audacity, students have everything they need to record, mix, and master their own songs and podcasts.

**//http://www.apple.com/ilife/garageband///**  - [|**//http://audacity.sourceforge.net///**]

Creating a podcast allows students to share learning experiences. It provides them with a world-wide audience that makes learning meaningful and assessment authentic. Teachers can use the technology to provide additional and revision material to students to download and review at a time that suits them. The flexibility that such time-shifting offers makes podcasting a valuable educational tool.

EXTRA:

AND **this cover sheet **

Directions:
 * 1) //Choose an important soliloquy from Macbeth,//
 * 2) //Choose a MODE (or lens) for analysis (political, historical, stylistic, thematic) for your analysis//
 * 3) //Write a ONE paragraph analysis - see rubric://

**// Required for IB (extra credit for all): //**

3 Review the FOA rubric and READ THIS:

4. Read your FOA #1 reflection from last year and focus on ONE area of improvement.

// 5. Read it dramatically and provide analysis. //

// 6. Post your response on: philipdaltondixon.edublogs.org ///

SEE JUANES for **//how to make a podcast//**

** DUE MARCH 22 (or before!) **

Important Soliloquies in //Macbeth://

// Choose ONE of these (or your own – approve with Philip) //

I,3 "This supernatural soliciting cannot be good" (Act 1 Scene 3) – //when Macbeth first considers// // tyrannicide (murder of a king) //

I, 4 "The Prince of Cumberland! That is a step on which I must fall down." (Act 1 Scene 4) - //shows that Macbeth does have ambition in himself as well…//

I,5 “ The raven himself is hoarse …unsex me here…make thick my blood” //Lady Macbeth shows us her masculine and ruthless side//

I,7 "If it were done when 'tis done, then 'twere well it were done quickly" (Act 1 Scene 7), //Macbeth hesitates…//

II, 1 "Is this a dagger which I see before me" (Act 2, Scene 1), //Macbeth hallucinates//

III,1 "To be thus is nothing, but to be safely thus" (Act 3 Scene 1), //Macbeth’s ambition grows…//

IV, 1 “Double, double, toil and trouble” – //the three witches lay down the drama to proceed….//

V,5 "Tomorrow and tomorrow and tomorrow creeps in this petty pace from day to day" (Act 5 Scene 5), //reflection on life’s trials and tribulations – Macbeth realizes he is in deep//

V,7 "They have tied me to the stake, I cannot flee" (Act 5 Scene 7) - //Macbeth’s downfall…//

= NOTES: =


 * (a) CONTEXTUAL LENS || (c) POLITICAL LENS ||  (e) STYLISTIC LENS  ||
 * • Which social groups are omitted from a text, and what might this reflect about __ its production? __ • To what extent do male and female literary characters accurately reflect the role of men and women in __ society __ ? • How are the characters from at least two literary works representational of people from __ the time and place in which they were written? __ • How might the __ context __ of the author have influenced their portrayal of a particular social group or groups? • How do two literary works both reflect and challenge the __ spirit of the times __ in which they were written? • How do the conflicts between characters reflect the kinds of conflicts from the __ time and place __ in which the texts were written? ||  • How valid is the assertion that literature is a voice for the __ oppressed __ ? • How is __ justice __ represented? • How do writers use isolated/alienated characters in order to explore their society’s __ values __ or attitudes? • Literature always has a __ political purpose __ ; its aim is never simply to entertain – do you agree or disagree with this statement? • How does literature “face” __ history __ in order to ensure that “wrongs need not be lived again?” • How can literature be used as a form of __ protest __ ?  ||  • To what purpose do authors sometimes choose not to follow a __ chronological sequence of events __ intheir __ literary __ works?   • How is setting used to convey central themes? • How is __ narrative perspective __ used to achieve the author’s goals/intentions ?  ||
 * (b) RECEPTION LENS || (d) THEMATIC LENS || (f) ||
 * • What do you think of the assertion that the meaning of a text is fixed and does not change __ over time __ ? • Is literature __ timeless __ ? • How can we explain the __ continued interest __ in a particular work in different contexts and at differenttimes? • How is our perspective on literary texts affected by __ our ____ c ____ ultural __ practices? • How can __ different people __ interpret texts differently? • To what extent can the meaning of a literary work __ change over time __ ? How does this question apply to at least two works that you have read? • ||  • If __ beauty __ is a relative term, how do one or more of the works you have studied explore this idea? • How does a particular term or concept, such as __ childhood __, change in the way it is represented in thetexts you have studied?   • __ 'Coming of age __ ' is a common theme in literary works. With regards to at least two literary works, explain how the author's own youth influenced their portrayal of this theme.  ||   ||

// Soliloquy Analysis – (example) // III,1 "To be thus is nothing, but to be safely thus" (Act 3 Scene 1), //Macbeth’s ambition grows…//

CHOOSE **ONE** MODE FOR YOUR ANALYSIS:

// 1. As a mini-play: //


 * Beginning –** calm, praising the virtuous BANQUO


 * Middle -** passion grows – objectivity gone… “there is none but he whose being I do fear”


 * End -** cry of desperation – “put rancors in the vessel of my peace” - //Macbeth’s change “// perpetually conscious of his evil choices. He is poignantly aware of the rapid deterioration of his humanity, as we will see in his final and pivotal soliloquy in Act 5[1]” – part of his **anagnorisis (see above)**

Banquo MUST go! – ready to fight FATE (the witches) and KILL the Banquo’s children so that they can not become KINGS like the witches say – therefore challenging (one of ) **//the most powerful forces//** in the play

// 2. Imagery: ( // words or phrases that create pictures or images in the readers minds)

line 61: “upon my head they placed a fruitless crown” - visual image of Macbeth putting a crown on – but fruitless because Macbeth will be without aires

line 56 “my Genius is rebuked” - mental – visual image of Macbeth´s mental breakdown

// 3. Metaphor: //

line 67 – “eternal jewel” = soul

line 66 “put rancors in the vessel of my peace” = how Macbeth is angry and unsettled just by thinking about Banquo

// 4. Historical Context ://


 * Banquo remains loyal and noble (to impress King James) – does NOT help Macbeth murder Duncan – like he **DOES** in Holinshed’s //Chronicles//


 * // Macbeth //**** Soliloquy Glossary: //To be thus is nothing// (3.1.47-71) **

**//He hath a wisdom that doth guide his valour/To act in safety// (53-4)**

Macbeth expresses his appreciation for the virtues of Banquo. It is interesting to note that "in Macbeth, the role and characterization of Banquo differs considerably from Holinshed's //Chronicles//. In both texts, Banquo initially is a noble soldier fighting along side Macbeth. However, Holinshed reports that Banquo becomes an accomplice in the murder of King Duncan" (Mabillard, [|//Macbeth's Sources//] ).

// Repetition of emotional rhetoric : //


 * EFFECT of the use of the pronoun **//THEM =//** Banquo’s descendants – adds to creepiness – and emphasizes M’s change of heart --- and fixation on murder

// Key vocabulary: //


 * chid v. ** reprimand or scold; rebuke


 * fruitless crown ** - ref. to witches …


 * barren scepter** -

=**defiled**= v. spoiled, ruined or poisoned
 * filed**


 * issue = n.** descendants/ offspring


 * ran·cor ** n. Bitter, long-lasting resentment; deep-seated ill will.

[1] Mabillard, Amanda. //Macbeth Commentary: To be thus is nothing (3.1)//.__Shakespeare Online__. 20 Aug. 2000. (Mar. 3, 2013) < http://shakespeare-online.com/plays/macbeth/soliloquies/tobethusanalysis.html >.