War (work in progress)

War photographer by Carol Ann Duffy: https://www.youtube.com/watch?v=MVWQRJcCeJk

Task (should have been done in class): 1) summarise each stanza in 1 sentence, 2) mark the places where the tome shifts in the poem, and add at least one adjective to describe the tone in each fragment, 3) What does the poem say about war? 4) How would you word a global issue on the basis of this? 5) mark at least 5 literary devices you would use to inform about the GI. 6) See what of the following analysis helps you to add to your annotation:

https://www.bbc.co.uk/bitesize/guides/zsp82hv/revision/1#:~:text

History of war in 5 minutes: https://www.youtube.com/watch?v=1hsDn2kNriI

The deadliest wars in the 21st centuries: 

https://www.britannica.com/list/8-deadliest-wars-of-the-21st-century

Propaganda techniques: https://en.wikipedia.org/wiki/Propaganda_techniques

This is the enemy (collection of war posters, you have to be on Pinterest to see this):
https://in.pinterest.com/jacekjedut/this-is-the-enemy/

Shooting stars by Carol Ann Duffy: https://poemanalysis.com/carol-ann-duffy/shooting-stars/

Thursday, January 27 - International Day of Commemoration in memory of the victims of the Holocaust 2022

The Holocaust: https://en.wikipedia.org/wiki/The_Holocaust

Some well-known Holocaust poetry: https://interestingliterature.com/2019/12/famous-holocaust-poems/

Photographs: https://www.ushmm.org/outreach/en/media_list.php?MediaType=PH

Soviet war crimes: https://en.wikipedia.org/wiki/Soviet_war_crimes

Thesis statement

 A possible thesis statement for comparing two magazine covers.

Although these two magazine covers, one from the year xxx depicting politician 1, and the one from xxx showing politician 2 have several aspects in common, most importantly A, B and C, they do differ in several important ways, especially X, W and Z.

Poetry - What's in it?

The overarching question is WHY? WHY has the author done this? To what effect?

In the process of reading / analysing, consider the following:

·        * The title (of the poem / collection)

        à No title

        à Somebody's name à real person à Who were they? What is their story? (e.g. Anne Hathaway, Mrs Darwin – all specific examples here by Carol Ann Duffy)

                                           à Biblical / mythical (e.g. Delilah, Salome)

                                           à imaginary person (e.g. Elvis’s Twin Sister, Mrs Rip Van Winkle)

         à A word à Concrete (e.g. Text) or abstract (e.g. Rapture)

         à A place name (e.g. Cockermouth and Workington) à Importance? What is the story?

·        * Shape à prose poem / shape poem / stanzas / line breaks / length of lines / placement of line and stanza breaks

·        * Form à free verse or structured

      à meter / rhythm à Does it stay the same or vary? Does the author stick rigidly to a pattern or play with it?

      à well-known structure vs something the author has invented

     à telling a story or paining a picture

·        * Choice of words à colloquial or formal / English only or including other languages / double meanings / homonyms and homophones / connotations (positive, negative or neutral) / collocations / sound effects ( onomatopoeia, alliteration, assonance, etc.) / word play / ambiguity

·        * Punctuation / capitalisation / italics / font size / etc.

·        * Literary devices à allusion: to what / whom? + What is that story?

   à symbols: shared or culturally dependent or personal

   à similes / metaphors: clichés or something new

   à ???

·       *  Local colour à Does the author’s background shine through? (In short stories / novels à Is it important when and where it happens?)

·        * Tone and mood à Why and how? Does it stay the same all through or change for any reason?

·        *  Speaker à 1^st, 2^nd or 3^rd person

  à Writer themselves or a different persona?

  à Any changes? To what effect?

·        *  What is the poet trying to make the reader feel / think about / question?

à What do YOU feel / think when reading this?

à How would somebody with a different background / beliefs (religious, political, spiritual) / life experience interpret this?

·       * Has the author themselves offered any explanations / analyses? What is the prevalent stand of literary critics?

·       * ???

·       *  Does the title suit the poem? Why / Why not?

If it had no title, what title would you give to it? Why / Why not?

Individual Oral 3

Webinar: 

https://ibo.webex.com/recordingservice/sites/ibo/recording/a0aeff5d0ae741419b09604c91e22539/playback (1:11:41)

Brad Philpot has suggested the following outline:

NB! MINUS the comparison / contrast!!!

Some ideas on this from IB teachers online:

* This outline would just be a quick fix help for the ones who are still grappling to get an understanding of how the IO needs to be structured and presented. Following this to the T would make it a bit too formulaic.

* I would add to this the need for a smooth transition between the two four-minute discussions, i.e., when moving to the other text. This is also a nice place to use a statement of comparison or contrast. Something like "While this author covers the Global Issue [in this significant way], it is seen differently in the other text [in this significant way]..."

* I have had some really nice framing of points about the GI made as comparison or contrast within those 4:00 segments. To me, this can show deeper knowledge and analysis. I do not discourage comparison and contrast, but do urge students to "use it perhaps once or twice to frame deep thinking" and not to "rely on it as an organizational tool."

* An example from the entire work? So If the student has chosen a strip from Calvin and Hobbes, then he has to give an example from another strip? --> Yes, from 2 others.

* examples from the rest of the work/bow can be referenced in the outline. The moderator does not have to see them. But I think this is an excellent way of showing understanding of the work/bow (criterion a)

Global issues - hopefully helpful

The global issue chosen for consideration should be significant on a wide scale, be transnational in nature, and be an issue that has an impact felt in everyday local contexts. The issue should be clearly evidenced in the extracts or texts chosen. 

See also this (especially what you could do in your portfolio to prepare for your IO): https://www.sevanoland.com/global-issues.html

These lists might be a starting point for thinking about more global issues: https://simplicable.com/en/global-issues
https://en.wikipedia.org/wiki/List_of_global_issues

GI question from a Jennifer on www: Some students want to use “mental health” as their global issue. How can I explain to them that this is not enough?

Suggested answers:

* Mike: That's really more of a topic. Something like "the way society values mental health less than physical health" is a GI. I'd ask them "what do your texts say about mental health?" to guide them towards something more specific.

* Alison: I try to explain it the way that I explain theme. If you just have one or two words, it's a topic. To make it a global issue, put it into a sentence.

* Melissa: What ABOUT mental health? They need to consider a more full statement.

* Kate: I ask them “what about topic”, i.e. “what about mental health” and then rattle off some narrowing factors, such as societal prejudice vs growing acceptance, treatment and support for etc.

* Keone: This is from the EE guide in psychology, it may help: Topics such as eating disorders, dysfunctional behaviours (eg schizophrenia or depression) and forensic

psychology are popular with students. However, they pose a challenge unless students focus their

research question very tightly. These topics are extremely ambitious, requiring far more time and

experience than students generally have at their disposal.

* Tayyaba: Global issue is an umbrella term. They’re required to explore how/ to what extent that GI IS portrayed by authors; meaning they have to prove a point in the commentary (eg…to what extent/ how ignorance/ poverty/male dominance affect/ or control result in ….)

(All the people cited are IB DP teachers.)

Borrowing from PhilpotEducation:

A global issue has three qualities: 

• transnational
• significant
• relevant to local contexts

Many issues meet these three criteria, from 'coming of age' to 'climate change'. The IB has outlined 5 'fields of inquiry' under which global issues should fall. These are broad areas of study and rather abstract in nature.

5 Fields of inquiry

• Culture, identity and community

• Beliefs, values and education

• Politics, power and justice

• Art, creativity and the imagination

• Science, technology and the natural world

Examples of global issues

• The lack of social and economic mobility for the middle class

• The challenges of raising children in a digital age 

• The unrealistic representation of young women by global fashion brands

• The rise of nationalism and xenophobia in an age of globalisation

It helps to think of global issues as themes that appear somewhere on a ladder of abstraction. A 'ladder of abstraction' is a representation of how real-life people and situations connect to abstract ideas. Below is an example of a ladder of abstraction that includes racism. Notice how the words in the list below go from the concrete and specific to the abstract and general. What issue can you realistically explore in a 10-minute oral? 

Ladder of abstraction

CONCRETE > Michael Brown > Ferguson > racial profiling > #blacklivesmatter > racial profiling > racism > discrimination > injustice > ABSTRACT

Individual Oral 2

 Also see my 15 Sept 2021 blog post.

https://www.englishcollaborative.com/ib-english-a-language-and-literature-individual-oral-assessment-considerations/

NB! The poems don't need to be from the same collection to be the same body of work... A work or body of work can include texts from different periods of an author’s or creator’s output, eg in the case of a poetic work, the poems need not come from the same book of poetry but may come from different books the poet has published in their writing career.

Task: create a timeline of all the poems that we discuss (plus the ones you read on your own), with the mention of in which collection they were first published.

Carol Ann Duffy

One of our texts: poems by Carol Ann Duffy (PLA, 20th-21st century, Europe)

Poet Laureate: https://en.wikipedia.org/wiki/Poet_laureate

Duffy as a Poet Laureate: https://www.ft.com/content/89f0c588-367b-11de-af40-00144feabdc0

The Twelve Days of Christmas (once again, see also the post on allusion):

https://www.mirror.co.uk/news/uk-news/the-12-days-of-christmas-2009-poet-435367

https://www.theguardian.com/uk/2009/dec/06/poet-laureate-duffy-christmas-poem

See also Cockermouth and Workington below.

Traditional song: https://www.youtube.com/watch?v=oyEyMjdD2uk

Analysis of the traditional song: https://literarydevices.net/the-twelve-days-of-christmas/

The Christmas Truce:
http://www.stopwar.org.uk/index.php/multimedia/poetry-spoken-word/101-carol-ann-duffy-the-christmas-truce
Illustrated version: https://www.youtube.com/watch?v=hnOhLPzYDUc
How do the illustrations add to the poem / interact with the poem, and what's the effect on the reader?
Video version: https://www.youtube.com/watch?v=BG-LmXKkH_E
History: https://en.wikipedia.org/wiki/Christmas_truce
https://www.youtube.com/watch?v=WUlPNWDvk-c (11:12)
Analysis: https://www.wsws.org/en/articles/2011/12/truc-d27.html

Politics, Duffy's first poem as official Poet Laureate:
https://www.theguardian.com/books/2009/jun/12/politics-carol-ann-duffy-poem
(what politics does to a person when they enter politics)

https://fsgworkinprogress.com/2016/04/20/politics/
Ecopolitics: get this online: Reading Carol Ann Duffy's “Politics” - UKM e-Journal System (pdf)

Two more short poems (kind of political)

Campaign: https://www.theguardian.com/books/2017/jun/10/campaign-a-poem-by-carol-ann-duffy-exclusively-for-the-guardian

Carol Ann Duffy wrote this poem in response to the 2017 general election result, a result that took almost everyone by surprise, not least Theresa May, the subject of Duffy"s piece. The poem is short and comprised mostly of metaphors.

Metaphor is the comparison of two concepts through language, often done by using the verb 'to be'.  Metaphor is often seen as a literary device used by poets. Metaphors, however, can be found in every day speech and images.
Analysis (kind of): https://www.thebookseller.com/news/carol-ann-duffy-pens-scathing-post-election-poem-567886
Theresa May: https://en.wikipedia.org/wiki/Theresa_May
https://en.wikipedia.org/wiki/Running_through_fields_of_wheat

https://www.irishnews.com/magazine/daily/2017/06/10/news/carol-ann-duffy-savaged-theresa-may-in-this-election-themed-poem-1051556/

A possible BOW: 

Photos of flooded Venice: https://mymodernmet.com/natalia-elena-massi-venice-flood/

To go with Carol Ann Duffy's "flinty alliterative honouring of the northern towns hit by floods, "Cockermouth and Workington"" (cited from https://www.independent.co.uk/arts-entertainment/books/features/football-floods-and-royal-weddings-carol-ann-duffy-makes-poetry-heard-in-national-life-2366400.html))

Cockermouth and Workington:

On Duffy's poetry as being political:
https://www.independent.co.uk/arts-entertainment/books/features/football-floods-and-royal-weddings-carol-ann-duffy-makes-poetry-heard-in-national-life-2366400.html

Duffy's style: https://literature.britishcouncil.org/writer/carol-ann-duffy
Fricatives: http://englishtutorhome2.blogspot.com/2013/04/sounds-in-poetry-sibilant-plosive.html

History vs herstory and Duffy

Elements of poetry: https://learn.lexiconic.net/elementsofpoetry.htm

Poetry analysis fact sheet: http://www.tnellen.com/cybereng/analysis.html

Herstory: http://en.wikipedia.org/wiki/Herstory

http://www.opednews.com/articles/Moving-Beyond-History-and-by-Burl-Hall-121219-896.html

Carol Ann Duffy: http://en.wikipedia.org/wiki/Carol_Ann_Duffy

Poet Laureate: http://en.wikipedia.org/wiki/Poet_laureate

http://en.wikipedia.org/wiki/Poet_Laureate_of_the_United_Kingdom

Feminist literary criticism: http://en.wikipedia.org/wiki/Feminist_literary_criticism

http://writersinspire.org/content/feminist-approaches-literature

Standing Female Nude (includes War photographer and Education for Leisure)

https://www.preceden.com/timelines/288535-carol-ann-duffy-and-standing-female-nude

https://emilyspoetryblog.com/2013/10/16/education-for-leisure-by-carol-ann-duffy/

The World's Wife: http://en.wikipedia.org/wiki/The_World%27s_Wife

A review: http://www.theguardian.com/books/1999/sep/25/costabookaward.features

Several poem analyses here (don't go until we've dealt with the poems):

https://www.bbc.co.uk/sounds/search?q=carol+ann+duffy&page=1

Feminine Gospels includes Beautiful: https://genius.com/Carol-ann-duffy-beautiful-annotated

History: https://genius.com/Carol-ann-duffy-history-annotated

The Diet: https://genius.com/Carol-ann-duffy-the-diet-annotated

Top poems to read: 

https://poemanalysis.com/carol-ann-duffy/

An ode to meters:

https://www.dailymail.co.uk/news/article-3713557/Poet-laureate-publishes-verse-praising-old-fashioned-devices-removed-British-homes-paid-undisclosed-fee-energy-company.html

An interview: 

https://www.theguardian.com/books/2018/oct/27/carol-ann-duffy-poet-laureate-books-interview

Sincerity: https://www.youtube.com/watch?v=NgWAkkwD-sM

Royal wedding poem: https://www.theguardian.com/uk-news/ng-interactive/2018/may/18/carol-anne-duffys-royal-wedding-poem-long-walk

Keep it in the ground: https://www.theguardian.com/environment/2015/mar/27/keep-it-in-the-ground-a-poem-by-carol-ann-duffy

School- and education-related poems

Document of the same name on Tera with most of them in it:)
Annotate the following poems (sources give you poems online plus some analysis). Do not go to online analyses until you have done your own annotation.

Also think of the following: What do you identify as the predominant aspects of this text? Consider aspects that are more abstract than textual / literary features, e.g. tensions, conflicts, ironies, ideas, etc.

* In Mrs Tilscher’s class

https://insideenglishteaching.wordpress.com/2013/04/28/poetry-carol-anne-duffy/

http://www.whec.edin.sch.uk/wp-content/uploads/2020/03/in-mrs-tilschers-class-annotated-1.pdf
* Head of English: 
https://www.youtube.com/watch?v=ciftX9KbtKU
* The Good Teachers
https://carolannduffypoems.tumblr.com/post/38792533471/the-good-teachers
https://poemanalysis.com/carol-ann-duffy/the-good-teachers
* Death of a Teacher
https://poetryshark.wordpress.com/tag/carol-ann-duffy/
https://poemanalysis.com/carol-ann-duffy/death-of-a-teacher
https://prezi.com/p/bru6ej31jugf/death-of-a-teacher-by-carol-ann-duffy/
* Education for Leisure
https://emilyspoetryblog.com/2013/10/16/education-for-leisure-by-carol-ann-duffy/
https://genius.com/Carol-ann-duffy-education-for-leisure-annotated
https://www.theguardian.com/education/2008/sep/04/gcses.english

https://www.dailymail.co.uk/news/article-1052970/Why-ban-Shakespeare-Poet-strikes-knife-verse-dropped-GCSE.html
* Comprehensive
https://genius.com/Carol-ann-duffy-comprehensive-annotated
http://www.universalteacher.org.uk/poetry/duffy.htm#comprehensive
* Dark School
http://www.tusitala.org.uk/carol-ann-duffy-dark-school/
https://poemanalysis.com/carol-ann-duffy/the-dark-school
Task: Read and annotate (individually, or in pairs or in small groups), and create a blog post on your chosen poem, adding links to useful sources, and a plan on the most insightful things to talk about when analysing it, plus what global issue(s) you could connect this to. It would be especially lovely if you could think of a non-lit BOW ...

Some related non-lit to widen your horizons: 

https://www.globalcitizen.org/en/content/10-barriers-to-education-around-the-world-2/

https://www.adsoftheworld.com/taxonomy/industry/education

Malala Fund: https://malala.org/girls-education?sc=header

Malala's diary: https://www.bbc.com/news/world-asia-29565738

This diary will be a BOW we'll look into together.

A little bit of fun: https://magmapoetry.com/which-poem-would-you-ban-from-the-school-syllabus/