Year 13 Ruffles 5 lessons - Othello Jones 4 lessons – Coursework (20%)

Year 13 Ruffles 5 lessons - Othello Jones 4 lessons – Coursework (20%)
2016 A level results AS exam review Student PLCs and One to Ones Parents Evening December Intervention Twitter/Ruffles revision After College revision

Name Badges Name (obviously) A character from Literature/History/Film A symbol/Picture that best represents you

Paper 1: Drama - Exam example
Othello 7 Explore how Shakespeare presents the disturbing aspects of human nature in Othello. You must relate your discussion to relevant contextual factors and ideas from your critical reading. (Total for Question 7 = 35 marks) OR 8 Explore Shakespeare’s presentation of betrayal in Othello. You must relate your discussion to relevant contextual factors and ideas from your critical reading. (Total for Question 8 = 35 marks)

Paper 1: Drama - Exam example
A Streetcar Named Desire, Tennessee Williams 23 Explore the presentation of desire in A Streetcar Named Desire. You must relate your discussion to relevant contextual factors. (Total for Question 23 = 25 marks) OR 24 Explore Williams’s presentation of illusion and reality in A Streetcar Named Desire. You must relate your discussion to relevant contextual factors. (Total for Question 24 = 25 marks)

Othello: Context behind the play
To know the different contextual factors for exploration this year. To understand the conventions of the tragedy genre. To be able to comment on how the tragic conventions relate to literature and popular culture lesson one

Contextual factors Genre Geographical Literary Historical
Sociological (Social behaviour) Biographical What is the benefit of studying these factors? What does it add to your reading of the text? Apply them to Harry Potter

Sociological (Social behaviour) Biographical What is the benefit of studying these factors? What does it add to your reading of the text? Apply them to TKAM

1. Genre Shakespeare tragedy anthology This is basically your homework and our starters Sorted for the next few weeks. Understanding the genre and how Othello fits in the traditions and history of the genre.

Typical Tragic conventions
Ancient Greece Your task: A definition An example from popular culture or literature Tragic Hero Hubris Hamartia Catharsis Anagnorisis Peripeteia

Typical Tragic conventions
What expectations have we got for the play based on these conventions? Plot assumptions? Tragic Hero – A error in judgement that leads to their downfall Hubris – Defy the Gods because of excessive pride Hamartia – An error of Judgement or destructive weakness in a character Catharsis - Experiencing negative emotion vicariously Anagnorisis – A moment of realisation or a critical discovery Peripeteia– Reversal in fortune

Tragedy through history
The middle Ages Inconsequential Tragedy – God will ultimately punish the wicked and praise the good. Wheel of fortune – Luck The Renaissance The royal protagonist – noble figures, positions of power. The Romantics Sensibility leads to tragedy – misunderstood The 20th century The tragic flaw – tragedy inevitable

Starter: Kahoot What do you already know

What are the tragic conventions?

Othello: Context behind the play: Lecture
To know the geographical context of the play. To understand the significance of this context. To be able to comment on how the geography links to tragedy. lesson two

Sociological (Social behaviour) Biographical

2. Geographical Completed in 1604.
The plot is taken from Cinthio’s collection of tales Hecatommithi (1565) Set in Venice, which at the time was seen as a hub for sophistication, high society and politics. The Venetians are currently at war with Muslim Turks. Othello takes place in two countries: Venice Cyprus The Republic of Venice existed from

Venice Why was Venice a powerful City State in the early 17th Century?
(What makes it unique)

Venice It protected its trade with strong military force
Venice was cosmopolitan – Jews, Arabs, Europeans came together However it was also seen as a barrier defending Christian Europe from the Muslims of Turkey and the Middle East Venice controlled the island of Cyprus from The island was a place for commerce and a good location for the Venetian fleet in the eastern part of the Mediterranean Sea. Cyprus was lost to the Turks in 1571.

The Renaissance Renaissance means ‘rebirth’ and refers to a time when great artistic, cultural and educational advances took place Partly inspired by classical Greece and Rome. Michelangelo and Leonardo Da Vinci Titian and Tintoretto lived in Venice The wealth of Venice meant great artworks and buildings were commissioned

Cyprus Cyprus is located east of Italy, in the Mediterranean Sea. It is just south of Turkey. A key strategic location. Influences of European and Asian culture. Used as a naval and military garrison. Mostly populated by males. Unstable and uncivilized. Debauchery

Shakespeare’s Setting
Why do you think Shakespeare has chosen these two settings for his play? What tragic conventions do they lend themselves to? Research: What other significant tragic settings has Shakespeare selected in his other work?

Othello: Context behind the play
To know the different contextual factors for exploration this year. To understand the key information about each contextual factor. To be able to comment on the significance of contextual information. Coagulate diversity lesson three

Research and write a selection of did you know cards for display
Research and write a selection of did you know cards for display. These cards will contain our key contextual information. Once we are finished you will move around the room, reading all the cards and selecting the one that you think is most significant. Ext: Once you have exhausted your topic create cards for the two contextual topics we have already studied.

Literary Historical Origin text – key information. Other texts that reference race or feminism written around the same time. Other representations of Race/Feminism in Shakespeare’s canon. Other texts inspired by Othello – race, jealousy or feminism. Links to Greek tragedy/Greek literature. British historical timeline. Outcome of Venetian/Turkish war The history of the Moors The renaissance James I Sociological (Social behaviour) Biographical Biographical timeline Relationship with his wife. His attitude towards race and women. Attitudes towards Race at the time. Attitudes towards Women at the time. Attitudes towards Marriage at the time. Religious beliefs at the time. British views on Italians at the time.

Racial Stereotyping What causes it?

Othello: Act one Scene one
To know the ‘set up’ of the opening scene. To understand the key information in the scene. To be able to comment on the presentation of race in the opening scene. lesson Four

Racial Stereotyping Make a list of all the racial stereotypes used in Act 1 Scene 1. What imagery is used? What patterns emerge? What tone is created? What is the motivation? How would the audience react? What are Shakespeare’s intentions? How is Historical context reflected? How are tragic conventions reflected?

Q: Explore Shakespeare’s presentation of Race in Act one Scene one of Othello. You must relate your discussion to relevant contextual factors.

Sociological (Social behaviour) Biographical

Are you a Psychopath? 0= Never, 1=Sometimes, 2 = Usually
Key Themes before reading – Mental Health 1. Superficial charm - fake Grandiose self-worth – you love yourself High proneness to boredom – gets bored easily Pathological lying – you lie for no reason Manipulative – you take advantage of people Lack of remorse/guilt – you don’t feel bad Lack of Empathy – you can’t understand how someone else feels Lack of behavioural control – you can’t control your actions/emotions Impulsive – you do things without thinking Criminal versatility – you commit a range of crimes Are you a Psychopath? 0= Never, 1=Sometimes, 2 = Usually

Othello: DIRT To know the 5 AOs for your exams and their weighting. To understand the requirements for AO1 and AO2. To be able to reflect on your work and improve it based on this reflection. lesson Five

Assessment Objectives – Do you know them?
AO1 AO2 AO3 AO4 AO5

AO1 + AO2 + AO3 Level 1 1–4 Descriptive
• Makes little reference to texts with limited organisation of ideas. Limited use of appropriate concepts and terminology with frequent errors and lapses of expression. • Uses a narrative or descriptive approach that shows limited knowledge of texts and how meanings are shaped in texts. Shows a lack of understanding of the writer’s craft. • Shows limited awareness of contextual factors. Level 2 5–8 General understanding/exploration • Makes general points, identifying some literary techniques with general explanation of effects. Aware of some appropriate concepts and terminology. Organises and expresses ideas with clarity, although still has errors and lapses. • Gives surface readings of texts relating to how meanings are shaped in texts. Shows general understanding by commenting on straightforward elements of the writer’s craft. • Has general awareness of the significance and influence of contextual factors. Makes general links between texts and contexts. Level 3 9–12 Clear relevant application/exploration • Offers a clear response using relevant textual examples. Relevant use of terminology and concepts. Creates a logical, clear structure with few errors and lapses in expression. • Demonstrates knowledge of how meanings are shaped in texts with consistent analysis. Shows clear understanding of the writer’s craft. • Demonstrates a clear exploration of the significance and influence of contextual factors. Develops relevant links between texts and contexts. Level 4 13–17 Discriminating controlled application/exploration • Constructs a controlled argument with fluently embedded examples. Discriminating use of concepts and terminology. Controls structures with precise cohesive transitions and carefully chosen language. • Demonstrates discriminating understanding of how meanings are shaped in texts. Analyses, in a controlled way, the nuances and subtleties of the writer’s craft. • Provides a discriminating analysis of the significance and influence of contextual factors. Makes detailed links between texts and contexts. Level 5 18–21 Critical and evaluative • Presents a critical evaluative argument with sustained textual examples. Evaluates the effects of literary features with sophisticated use of concepts and terminology. Uses sophisticated structure and expression. • Exhibits a critical evaluation of the ways meanings are shaped in texts. Displays a sophisticated understanding of the writer’s craft. • Presents a sophisticated evaluation and appreciation of the significance and influence of contextual factors. Makes sophisticated links between texts and contexts.

AO5 Level Mark Descriptor (AO5). Level 1 1–2 Descriptive
• Shows limited awareness of different interpretations and alternative readings of texts. Limited linking of different interpretations to own response. Level 2 3–5 General exploration • Offers straightforward explanations of different interpretations and alternative readings of texts. Some support of own ideas given with reference to generic different interpretations. Level 3 6–8 Clear relevant exploration • Offers clear understanding of different interpretations and alternative readings of texts. Explores different interpretations in support or contrast to own argument. Level 4 9–11 Discriminating exploration • Produces a developed exploration of different interpretations and alternative readings of texts. Discussion is controlled and offers integrated exploration of different interpretations in development of own critical position. Level 5 12–14 Critical and evaluative • Applies a sustained evaluation of different interpretations and alternative readings of texts. This is supported by sophisticated use of application of alternative interpretations to illuminate own critical position. AO5

Q: Explore Shakespeare’s presentation of Race in Act one Scene one of Othello. You must relate your discussion to relevant contextual factors. Level 5 18–21 Critical and evaluative 1 • Presents a critical evaluative argument with sustained textual examples. Evaluates the effects of literary features with sophisticated use of concepts and terminology. Uses sophisticated structure and expression. 2 • Exhibits a critical evaluation of the ways meanings are shaped in texts. Displays a sophisticated understanding of the writer’s craft. 3 • Presents a sophisticated evaluation and appreciation of the significance and influence of contextual factors. Makes sophisticated links between texts and contexts.

Breaking it down – Did I…
BP1 Did I have an argument/opinion? Did I explain the validity of my argument? Did I quote? Did I identify features of Language, form + structure? Did I reference Tragic concepts? Did I use literary terminology? BP2 Did I discuss the writer’s intentions? Did I offer multiple intentions/meanings? Did I evaluate(strengths and weaknesses) the writer’s work? BP3 Did I reference contextual information? Did I explain the link between text and context?

WWW: EBI: Add/Re-write based on your weakness.

WWW: EBI: Student response Set yourself a written and numerical target for the next essay.

Starter: Othello: Perception vs. Reality
Explore how Shakespeare contradicts the impression created of Othello from Act 1 scene 1. Act 1 Scene 1 Rest of Act 1 Quote Lascivious Devilish Idiotic Feral Perverse +

Starter: Shakespeare’s Setting
What elements of Venetian Society are present in Act 1? How is Venetian Society subverted? Quotes to support.

Othello: Act one Summary
To know the key events of Act 1 To understand the key information for Character, theme etc. To be able to summarise the significance of the Act. lesson Five

Kahoot The Shakespeare Collection - YouTube
Act one

Summarising the key information of Act 1.
Summarise the main events of this Act Describe the setting(s) of the Act. How does it affect the plot? Literary Term that are appropriate: Motif: How and why does it appear in this Act? Character Synopsis: Themes: What are the messages? New terminology: Contextual links: Really useful quotes: Reading Journal Summarising the key information of Act 1.

The Level 5 question Why is Act One significant?
What is Shakespeare’s intention? Is he successful?

Othello: Act Two: Gender
To know the views of Iago on Women. To understand the gender debate in Act 2 Scene 1. To be able to comment on the use of language and structure and link it to gender. lesson Five

How are Women presented in Act 2?
Come on, come on; you are pictures out of doors, Bells in your parlors, wild-cats in your kitchens, Saints in your injuries, devils being offended, Players in your huswifery, and huswives in your beds. … "Nay, it is true, or else I am a Turk: You rise to play and go to bed to work"

How are Women presented in Act 2?
Come on, come on; you are pictures out of doors, Bells in your parlors, wild-cats in your kitchens, Saints in your injuries, devils being offended, Players in your huswifery, and huswives in your beds. "Nay, it is true, or else I am a Turk: You rise to play and go to bed to work" Now find quotes for the following: Iago’s view on women (continued) Cassio’s view on women Othello’s view on women Shakespeare’s view on women

Iceberg your Quote Level 5 18–21 Critical and evaluative
1 • Presents a critical evaluative argument with sustained textual examples. Evaluates the effects of literary features with sophisticated use of concepts and terminology. Uses sophisticated structure and expression. 2 • Exhibits a critical evaluation of the ways meanings are shaped in texts. Displays a sophisticated understanding of the writer’s craft. 3 • Presents a sophisticated evaluation and appreciation of the significance and influence of contextual factors. Makes sophisticated links between texts and contexts.

Half Term Essay Othello
7 Explore how Shakespeare presents Women in the first 2 Acts of the play. You must relate your discussion to relevant contextual factors and ideas from your critical reading. (Total for Question 7 = 35 marks)

Othello: DIRT To know the requirements of the mark scheme. To understand the mark scheme and relate it to your essay. To be able to reflect on your essay and improve on areas of weakness.

AO1 Did I have an argument/opinion? Did I explain the validity of my argument? Did I quote? Did I identify features of Language, form + structure? Did I reference Tragic concepts? Did I use literary terminology? AO2 Did I discuss the writer’s intentions? Did I offer multiple intentions/meanings? Did I evaluate(strengths and weaknesses) the writer’s work? AO3 Did I reference contextual information? Did I explain the link between text and context?

Did I reference contextual information?
AO1 Did I have an argument/opinion? Did I explain the validity of my argument? Did I quote? Did I identify features of Language, form + structure? Did I reference Tragic concepts? Did I use literary terminology? AO2 Did I discuss the writer’s intentions? Did I offer multiple intentions/meanings? Did I evaluate(strengths and weaknesses) the writer’s work? AO3 Did I reference contextual information? Did I explain the link between text and context? Score /35 WWW: EBI: DIRT target DIRT improvement AO4 Did I link to other relatable texts? (women + Tragedy). Did I make any links to other Shakespearian texts? AO5 Did I reference/link to the tragedy anthology? Did I use a critical reference? Did I ‘springboard’ off the critical reference?

AO4 Did I link to other relatable texts? (women + Tragedy). Did I make any links to other Shakespearian texts? AO5 Did I reference/link to the tragedy anthology? Did I use a critical reference? Did I ‘springboard’ off the critical reference? Not assessed, but makes you look smart.

Directed Improvement + Reflection Time
Score /35 WWW: EBI: DIRT target DIRT improvement AO5 Did I reference/link to the tragedy anthology? Did I use a critical reference? Did I ‘springboard’ off the critical reference?

Homework Reading Journal Summarise the main events of this Act
Describe the setting(s) of the Act. How does it affect the plot? Literary Term that are appropriate: Motif: How and why does it appear in this Act? Character Synopsis: Themes: What are the messages? New terminology: Contextual links: Really useful quotes: Reading Journal Homework

Are you a Jealous person? Is Jealousy always a negative emotion?
1. You find out that someone has tried to kiss your girlfriend/boyfriend. Jealousy Score ___ 3. Your girlfriend/boyfriend goes out for the night and doesn’t text you or call you. Jealousy Score ___ 5. Your friend wins the Euro Millions. Jealousy Score ___ 2. You work really hard on your Othello essay but your friend still gets a higher grade. Jealousy Score ___ 4. Your friend invites someone else on holiday with them and their family. Jealousy Score ___ 6. You are grounded and can’t go to the party of the year with all your friends. Jealousy Score ___ Give each scenario a score out of 10. Think of another scenario to test the group with.

Othello: Act Three - Jealousy
To know the causes of Jealousy in the play. To understand the significance of Jealousy in the play. To be able to comment on language used to present jealousy.

Context In typical venetian society a man was greatly defined by his social status and his respect. A woman was considered to be a man’s property and so if a woman is disobedient it reflects badly on the man while also challenging his masculinity.

Jealousy – Discussion and Answer
What examples of Jealousy are there in the first 3 Acts of the play? Are these examples justified? What causes this jealousy?

Kahoot

Othello: Tragedy Anthology
To know key tragic arguments in the anthology. To understand how the anthology arguments link to the text. To be able to provide quotes and counter arguments for the anthology arguments.

Directed Improvement + Reflection Time
Score /35 WWW: EBI: DIRT target DIRT improvement AO5 Did I reference/link to the tragedy anthology? Did I use a critical reference? Did I ‘springboard’ off the critical reference?

Today’s lesson is based on the poor or non-existent anthology links in your essay. The topic of Women wasn’t straightforward so we will take a more considered approach. Let’s start at the beginning.

1. Shakespearean Tragedy – Huh?
Translate these critical insights: “Is the tragic motor human error or capricious fate?” “Shakespeare’s tragedies provoke the questions about the cause of the pain and loss.” “Tragedy, for Shakespeare, is the genre of uncompensated suffering.”

1. Shakespearean Tragedy – Making links
Now, based on what we have read so far, make a link from the anthology to a key moment in the text. “Is the tragic motor human error or capricious fate?” “Shakespeare’s tragedies provoke the questions about the cause of the pain and loss.” “Tragedy, for Shakespeare, is the genre of uncompensated suffering.”

1. Shakespearean Tragedy – Making links
Finally, find a quote from the text that can be linked to this argument. “Is the tragic motor human error or capricious fate?” “Shakespeare’s tragedies provoke the questions about the cause of the pain and loss.” “Tragedy, for Shakespeare, is the genre of uncompensated suffering.” Ext: Can you provide a counter argument?

2 The pleasure of tragedy
Repeat the process for Article 2 “In the tragic theatre suffering and death are perceived as matter for gief and fear, after which it seems that grief and fear become in their turn a matter for enjoyment.”

Homework Repeat the process for Article 3 and 4

Iceberg: Explore Shakespeare’s presentation of Jealousy in the play so far.
Oh, beware, my lord, of jealousy! It is the green-eyed monster which doth mock The meat it feeds on. That cuckold lives in bliss Who, certain of his fate, loves not his wronger, But, oh, what damnèd minutes tells he o'er Who dotes, yet doubts— suspects, yet soundly loves

Beware of jealousy, my lord
Beware of jealousy, my lord! It’s a green-eyed monster that makes fun of the victims it devours. The man who knows his wife is cheating on him is happy, because at least he isn’t friends with the man she’s sleeping with. But think of the unhappiness of a man who worships his wife, yet doubts her faithfulness. He suspects her, but still loves her

"One Michael Cassio, a Florentine, A fellow almost damn'd in a fair wife; That never set a squadron in the field, Nor the division of a battle knows" "Now, I do love her too; / Not out of absolute lust, though peradventure / I stand accountant for as great a sin, / But partly led to diet my revenge "Till I am even'd with him, wife for wife, / Or failing so, yet that I put the Moor / At least into a jealousy so strong / That judgment cannot cure"

Othello: Act Five To know the key events of Act 5. To understand the significance of Act 5. To be able to comment on the key messages delivered in Act 5.

Othello: Tragic Timeline
To know the key events of the play. To understand the development of tragic conventions in the play. To be able to comment on use of tragic conventions in the play.

Tragic conventions Task: Create a tragic conventions timeline – plotting the key moments of the play in order and what tragic convention is developed. Find a quote to support. Tragic Hero – A error in judgement that leads to their downfall Hubris – Defy the Gods because of excessive pride Hamartia – An error of Judgement or destructive weakness in a character Catharsis - Experiencing negative emotion vicariously Anagnorisis – A moment of realisation or a critical discovery Peripeteia– Reversal in fortune

Conclusion After you read and finished Act 5 what conclusions did you reach on the following topics? The ending Othello’s crime and realisation Iago’s Silence Desdemona’s resignation Emilia’s rebellion What is the message or lesson Shakespeare wants us to learn?

Homework Complete your tragic timeline.
Read the Othello articles in the anthology and make notes on 3 good quotes.

Othello: Exam Practice
To know the assessment objectives. To understand the how you questions link to text, context and anthology. To be able to produce a timed response and reflect on your answer.

Exam Practice – 1 hour 15 minutes
Othello 7 Explore how Shakespeare presents the disturbing aspects of human nature in Othello. You must relate your discussion to relevant contextual factors and ideas from your critical reading. (Total for Question 7 = 35 marks) OR 8 Explore Shakespeare’s presentation of betrayal in Othello. You must relate your discussion to relevant contextual factors and ideas from your critical reading. (Total for Question 8 = 35 marks)

WWW: EBI: INT: /21 /14

Othello: Exam Revision
To know the key elements of Othello revision. To understand the range of question topics. To be able to produce a detailed revision resource to share with the group.

Revision Topics – Have I missed any?
Disturbing aspect of human nature Betrayal Contrast between Venice and Cyprus Jealousy Good vs Evil Appearance vs reality Tragic Flaw Race Identity Iago the villain Desdemona the victim Othello the tragic hero Manipulation Power and Control Conflict between Men and Women

Revision Topics Disturbing aspect of human nature Betrayal
Contrast between Venice and Cyprus – Chaos and Civilisation - Chloe Jealousy - Katie Good vs Evil - George Appearance vs reality - Helena Tragic Flaw - Ollie Race - Harry Identity - Laura Iago the villain - Jessie Desdemona the victim - Izzy Othello the tragic hero - Janka Manipulation - Christin Power and Control - Sophia Conflict between Men and Women - Aanand

Create a poster or PowerPoint for your topic that can be printed/uploaded
Arguments Key Moments/Quotes Tragic Concepts AO2/Terminology Context Anthology quotes

Key Themes before reading
Appearance vs. Reality What does it mean to establish trust with a person? How do you know you can trust that person? How does someone’s reputation affect whether or not you believe him/her? Is it possible to know if someone is lying to us? Is secondhand information sometimes enough to know the truth about a situation? Race & Relationships 5. What do you think that society’s perception of interracial relationships is? Should parents have a say in who their children marry? Jealousy 7. How much control do we have over our emotions? How much control do our emotions have over us? Why do you think that jealousy is such a powerful emotion? Is jealousy always destructive? Other examples in Literature for these themes?

The Moor The slave trade had just begun when Shakespeare was writing Othello He and his audience would have begun to see slaves being led through the streets in chains Black people were often seen as primitive The play depicts Othello as an outsider – object of fascination and suspicion and himself insecure

Types of People in Othello
Venetians Most are noblemen and women (Brabantio, Desdemona, Roderigo) Also, there are the nobles’ servants (Emilia) Some are soldiers (Othello, Cassio, Iago) Others are part of Venetian government (the Duke)

Types of People (cont’d)
Moors Black nomadic people of the northern shores of Africa, originally the inhabitants of Mauretania Converted to Islam in the 8th century. Invaded Spain in 711 and dominated until the 11th century. Had great dynasties up until 1492, when the last of their cities was conquered by Spain. Virtually exterminated by Spain during the Inquisition (late 1400s-1820) Othello is a Moor Discriminated against because of his race. Othello has been accepted in some ways because he is a Christian and a military powerhouse.

Context · Othello is one of Shakespeare's greatest tragedies Othello is set in Cyprus against the backdrop of the wars between Venice and Turkey, which raged in the latter part of the 16th century. · Shakespeare's choice of a black man was strikingly original. (Othello is called a Moor, which can suggest Arabic descent, but the language of the play insists that he is a black African.) · Blackness in Elizabethan England was a colour associated with moral evil, decay, and death, and “Moors” in the theatre were usually stereotyped villains. Othello embodies none of the characteristics typical of the "Moor"; instead of being lecherous, cunning, and vicious, he is a noble,towering figure whose fall is therefore all the more difficult to watch.

Characters Othello - The protagonist and tragic hero of the play. A Moor commanding the armies of Venice, he is a celebrated general and heroic figure whose "free and open nature" will enable Iago to twist his love for his wife Desdemona into a powerful jealousy. Iago – The antagonist of the play and Shakespeare's greatest villain. His public face of bravery and honesty conceals a Satanic delight in manipulation and destruction. Passed over for a promotion by his commander, he vows to destroy the Moor. Desdemona - The daughter of a Venetian Senator; Othello's bride. The most sympathetic character in the play, she is deeply in love with her husband, and her purity contrasts strongly with Iago's wickedness. Cassio - Othello's lieutenant, promoted in place of Iago. He is an inexperienced officer but an honest man, with a great concern for his good name. Emilia - Iago's wife and Desdemona's attendant. A cynical, worldly woman, she is deeply attached to her mistress. Roderigo - A jealous suitor of Desdemona. A vain, melodramatic fool, he follows Desdemona and Othello to Cyprus and acts as a willing tool for Iago. Brabantio - Desdemona's father, a Senator in Venice. A friend of Othello, he feels betrayed when the Moor marries his daughter in secret

1604 James I had come to the throne in 1603
Shakespeare was living with the Mountjoys in Silver Street He had also been appointed Groom of the Chamber and had a scarlet uniform to be worn on official occasions

Othello The character is described a ‘The Moor’ and may owe something to Queen Elizabeth’s spymaster, Francis Walsingham whom she nicknamed ‘my Moor’ A ‘Moor’ referred to anyone with a dark complexion and there was an Arabian ambassador to the court of Elizabeth I The tradition of casting Othello as a black African is relatively modern

Background to the play Completed in 1604.
The plot is taken from Cinthio’s collection of tales Hecatommithi (1565) Set in Venice, which at the time was seen as a hub for sophistication, high society and politics. The Venetians are currently at war with Muslim Turks.

Catharsis Experiencing negative emotion vicariously, thus expelling our own negative emotions.

Act One Exploration – Find quotes for each
What themes and ideas are introduced in Act one? How is Iago devious in Act one? How is Othello presented as a strong leader in Act one? What are the contrasting views on Othello in Act One? What is Desdemona and Othello’s love based on? What are Iago’s possible motives for his proposed plot against Othello? How can you link the start of the play with conventions of the tragedy genre?

Act 2 What is Othello’s mood on his arrival in Cyprus? What are his attention? What can we gather are Iago’s own frailties after Act 2? What steps does Iago take to initiate his plan? How does Iago plan to use Cassio’s strengths and weaknesses in his plot?

Views on women Task: Return to Act 2 scene one, line 85 onwards. Before Othello’s arrival we are witness to a debate involving Iago, Desdemona, Emilia and Cassio. Summarise, using quotes, the main points of the debate, especially Iago’s theories on the perfect woman, and Cassio’s contrasting approach, and Emilia and Desdemona’s reactions.

The Pivotal Scene At the beginning of Act 3 Scene 3 Othello is blissfully in love with Desdemona, by the end of it he is planning how to kill her. Task 1: Make a bullet point list showing how Iago makes Othello believe Desdemona is untrue. Task 2: Explore the following questions Othello’s language is formal and courtly at the start of Scene 3. How does it begin to change as Iago raises the tension. Explore the different themes his language touches on. Do you sympathise with Othello at the end of Act 3 or enjoy Iago’s manipulation. In your opinion which film adaptation of the Scene has more impact? How are the different?

How do these Images relate to the play

Recreative Your task for today, and for performance or presentation tomorrow is to reinterpret the scene in small groups. This will help you; Understand the plot. Explore Othello’s changing emotions. Explore Iago’s motives. Analyse Iago’s tactics. Practice for your creative piece.

The Rules What you can change… The setting. The context of the scene – why they are, their relationship etc Character names What must remain the same… Iago’s tactics – What he says/does Othello’s reaction – how he changes The end result

The options A piece of drama – your interpretation through performance, with a rewritten scene. OR A piece of creative writing – The scene rewritten from a different point of view or in a different context. (language choice is up to you.) How you interpret the scene is down to you as long as you can justify it.

Act 4 – make notes on the following questions.
Scene 1 = Blue Scene 2 = Red Scene 3 = Green Act 4 – make notes on the following questions. How is Othello’s jealousy effecting him? What is significant about the line ‘A horned man’s a monster and a beast.’? (64) What is the purpose of the character of Ludovico and his arrival from Venice? Why do Ludovico’s orders add to Othello’s mental frailties? Why is Roderigo a threat to Iago’s plans and how does he deal with this threat? Summarise the two sides to Emilia and Desdemona’s debate/Argument. What does this tell us about the two characters? What is the significance of Desdemona asking for her wedding sheets? In your opinion is Desdemona’s reaction to Othello’s behaviour admirable or laughable? Star Question: How is this Act Tragic? You should come up with at least 3 points

Conclusion After you read and finished Act 5 what conclusions did you reach? The ending Othello’s crime and realisation Iago’s Silence Desdemona’s resignation Emilia’s rebellion What is the message or lesson Shakespeare wants us to learn?

Theme/ Idea How is it present in the play? Key moments/Quotes It’s link to tragic conventions Fatal Flaw Role of Women Heroes and villains Jealousy

Year 12 Othello coursework assignment titles 1
Year 12 Othello coursework assignment titles 1. How far is Othello's inherent sense of inferiority his fatal flaw and a catalyst for tragedy? 2. To what extent can the audience view Iago as an anti-hero as opposed to an conventional villain? 3. To what extent does Act one foreshadow the tragedy that develops throughout the play? 4. To what extent is Desdemona a tragic victim of her own virtuous nature? 5. To what extent are Men's attitudes towards women a catalyst for tragedy in the play? 6. To what extent is Act 3 scene 3 the most pivotal act in establishing the tragedy in the play? 7. To what extent is Jealousy the biggest cause of tragedy in the play? Re-creative 8. Write a dramatic monologue from Desdemona's point of view as she waits for Othello at the end of the play. 9. Write a dramatic monologue/extra scene at the end of the play in which Iago's motives are explored and explained.

Year 13 Ruffles 5 lessons - Othello Jones 4 lessons – Coursework (20%)

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Year 13 Ruffles 5 lessons - Othello Jones 4 lessons – Coursework (20%)

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Presentation on theme: "Year 13 Ruffles 5 lessons - Othello Jones 4 lessons – Coursework (20%)"— Presentation transcript:

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