1. LQ: Can I use critical theory to inform my analysis of Othello?
Welcome...equipment out...ready to learn...Welcome...equipment out...ready to learn...
AS Paper 1: Othello
Lesson 19
LQ: Can I use critical theory to inform my analysis of Othello?

2. Key words: Play, drama, genre, contexts, historical, social, cultural, race, religion, gender, Venice, Cyprus, attitude, audiences B4
Outstanding Progress: you will confidently explore through detailed and sophisticated critical analysis how writers use these aspects to create meaning B3
Excellent Progress: you will explore structure, form, language, themes and contexts, commenting on specific aspects with reference to how they shape meaning B2
Good Progress: you will show awareness of structure, form, language, themes and contexts, commenting on specific aspects with reference to how they shape meaning
LQ: Can I develop my understanding of the events of and consider their impact on the play as a whole?

3. LQ: Can I use critical theory to inform my analysis of Othello?
Key vocabulary to include:
Subversive - seeking or intended to undermine an established system or institution
Transgression - an act that goes against a law, rule, or code of conduct; an offence
Didactic - intended to teach, particularly in having moral instruction as an ulterior motive
Machiavellian - cunning, scheming, and unscrupulous, especially in politics
"a didactic novel that set out to expose social injustice"
Ext: Can any of these words be used in your analysis of Othello?
Key words: Play, drama, genre, contexts, historical, social, cultural, race, religion, gender, Venice, Cyprus, attitude, audiences, character analysis

4. LQ: Can I use critical theory to inform my analysis of Othello?
How do you think that they might relate to each other?
What do you understand by any of these words?
Marxist
Feminist
Post-colonial
Queer theory
Psychoanalytical
Ext: Can you think of any texts that might be classified using any of these words?
Othello – spiral, hits Des, Iago watching over him, Iago suggestion that he
Speech
Violence
Physical ‘savage madness’
Nobility – had the eyes and ears of the Venetian court, now hides so that he can eavesdrop on a conversation
Key words: Play, drama, genre, contexts, historical, social, cultural, race, religion, gender, Venice, Cyprus, attitude, audiences, character analysis

5. LQ: Can I use critical theory to inform my analysis of Othello?
Look at the summaries of each of the theories that you have been given.
How can you begin to make links to Othello?
What justification can you give for your response.
Can you summerise the basic premise of each?
Are there any that you are unsure of?
Ext: Can you refer to specific parts of the play to support your ideas?
Key words: Play, drama, genre, contexts, historical, social, cultural, race, religion, gender, Venice, Cyprus, attitude, audiences, character analysis

6. LQ: Can I use critical theory to inform my analysis of Othello?
In your small groups read the essay you have been given. Answer the following questions:
What is the writer arguing?
Do you personally agree with them?
Could you add to what they are saying?
Share your findings with the class, make notes on all five theories.
Iago contempt
Des response
Possible reasons for exchange -
Ext: Can you add to the other group’s ideas?
Key words: Play, drama, genre, contexts, historical, social, cultural, race, religion, gender, Venice, Cyprus, attitude, audiences, character analysis

7. LQ: Can I use critical theory to inform my analysis of Othello?
How might you incorporate these ideas into your own writing?
Can you reinforce your ideas with the two additional essays that were ed last week?
Ext: Can you make links to other texts that you have looked at?
Key words: Play, drama, genre, contexts, historical, social, cultural, race, religion, gender, Venice, Cyprus, attitude, audiences, character analysis

8. Key words: Play, drama, genre, contexts, historical, social, cultural, race, religion, gender, Venice, Cyprus, attitude, audiences B4
Outstanding Progress: you will confidently explore through detailed and sophisticated critical analysis how writers use these aspects to create meaning B3
Excellent Progress: you will explore structure, form, language, themes and contexts, commenting on specific aspects with reference to how they shape meaning B2
Good Progress: you will show awareness of structure, form, language, themes and contexts, commenting on specific aspects with reference to how they shape meaning
LQ: Can I further develop my understanding of characterisation in Act 1?