Transcript Look at page 34

Look at page 34
• Why is Faust dissatisfied with the original text?
What does he finally settle upon?
• Why does Faust feel comfortable with changing
the Bible? What does this show about him?
• Look at the four words Faust chooses (Word,
Sense, Force, Deed). What does each
represent to Faust? What are the problems with
the first 3? What does the progression through
the four show about Faust’s quest for meaning?
• What is real and true? Where does true
meaning lie? How do you define truth?
Run away!
• The solution of running away together seems to solve
their problems. What are some of the difficulties? Why
are these a problem? How can they overcome these
difficulties?
• Given the discussion of hidden versus exposed guilt
throughout the book, what does this decision mean for
the character’s well being? For their sense of morality?
Will it be a good decision or not? How do you know?
Explain.
• Why does Pearl react the way she does in this chapter?
Compare and contrast it to her reaction on the scaffold in
chapter 12 and in the governor's house in chapter 8.
What motivates Pearl in her relation to her father?
• Is there ever a time when running away from your
problems is a good idea? Explain.
Run away again!
• Watch the clip from Into the Woods. What
are some of the difficulties of running away
from your problems according to the old
man? Are these similar to the problems
Hester and Dimmesdale will face?
• What about the other side? What are the
difficulties of facing your problems
according to the young baker? Which is
worse?
Road Trip!
• Review! What is the object these people’s trip? Why
are they all travelling together? Where are they going?
• What can you tell about a person by the way they tell a
story? What aspects of the story reflect the character of
the narrator? Explain how this works.
• How do you tell a story? What do you do to catch
attention? How do you develop the action? How do you
conclude? What adds appeal to your story? Explain the
process.
• When you go on a trip, what do you do to pass the time?
What are your favorite methods of entertaining yourself
on longer trips?
Look at the terms of the deal on
pages 44-45.
• What does Mephistopheles offer? Why isn’t this
good enough for Faust?
• What does Faust ask for instead? What does
Faust truly want?
• This is one of the most famous passages in
western literature. Why? What makes Faust
worth reading? What makes it resonant with
humanity?
• What is your own greatest desire? What would
you give for this?
The Minister in a Maze
• List the temptations that Dimmesdale faces on
the way home from the woods.
• Why do these tempt him? What is wrong with
him?
• What kind of events cause people to act out of
character? Is erratic and crazy behavior
excusable when significant events are
happening in a person’s life?
• Have you ever been in a situation in which you
acted out of character? What was such an
experience like?
Look at the interpretive note on
page 369.
•
•
•
•
What is the historical significance of this
tavern? In what ways was it associated with
the Faust legend in Goethe’s day?
What does Goethe change about the legend
here? What does he keep the same? Why?
What would be the purpose of including this
scene in his story if he is going to change it so
much? What does it accomplish here?
If you were to rewrite the story of Faust and
put your own spin on it, what scene would you
keep? What would you focus on? How would
you change the plot and characters? Why?
Faust: Kitchen and Street
•
•
•
•
Does the Faust of the Witch’s Kitchen scene seem to
be the same as the Faust of the Street scene? What
causes his response to Gretchen in the street
scene? Give evidence.
What do the Marmosets in the Kitchen scene
mean? What do they accomplish in the text? Why
little animals?
What is the significance of the image in the
mirror? How does it affect Faust? Give evidence.
How important is youth? What’s your opinion? How
does age affect one’s personality?
SOAPSTone
•
SOAPSTone (Speaker, Occasion, Audience, Purpose, Subject, Tone) is an
acronym for a series of questions that students must first ask themselves,
and then answer, as they begin to plan their compositions.
Who is the Speaker?
The voice that tells the story. Before students begin to write, they must
decide whose voice is going to be heard. Whether this voice belongs to a
fictional character or to the writers themselves, students should determine
how to insert and develop those attributes of the speaker that will influence
the perceived meaning of the piece.
What is the Occasion?
The time and the place of the piece; the context that prompted the
writing. Writing does not occur in a vacuum. All writers are influenced by
the larger occasion: an environment of ideas, attitudes, and emotions that
swirl around a broad issue. Then there is the immediate occasion: an event
or situation that catches the writer's attention and triggers a response.
Who is the Audience?
The group of readers to whom this piece is directed. As they begin to
write, students must determine who the audience is that they intend to
address. It may be one person or a specific group. This choice of audience
will affect how and why students write a particular text.
SOAPSTone
•
What is the Purpose?
The reason behind the text. Students need to consider the purpose of the
text in order to develop the thesis or the argument and its logic. They should
ask themselves, "What do I want my audience to think or do as a result of
reading my text?"
What is the Subject?
Students should be able to state the subject in a few words or
phrases. This step helps them to focus on the intended task throughout the
writing process.
What is the Tone?
The attitude of the author. The spoken word can convey the speaker's
attitude and thus help to impart meaning through tone of voice. With the
written word, it is tone that extends meaning beyond the literal, and students
must learn to convey this tone in their diction (choice of words), syntax
(sentence construction), and imagery (metaphors, similes, and other types
of figurative language). The ability to manage tone is one of the best
indicators of a sophisticated writer.
• What does Dimmesdale attribute to good and what does
he attribute to evil in this passage?
• What philosophy does Dimmesdale use to understand
his suffering in this passage? Give evidence.
• Imagine a discussion between Dimmesdale and Hazel
and Augustus on the nature of suffering. What might
they agree upon? In which ways would they disagree?
Give evidence.
• Have you ever experienced something that was awful
and seemed purposeless while it was going on but which
you later appreciated or saw the benefit of?
Clean Little Room
• Summarize the story of the King of Thule from Gretchen’s
song. What does her interest in the song show about her
character? Does it in any way relate to her relationship with
Faust? What does this insight into her character foreshadow?
• What is significant about the context of this song? Why is it
done while she’s changing clothes? How is this context
significant to characterization and action?
• The book introduced Faust through scenes filled with long
monologues and deeply discussed ideas. However,
Gretchen’s characterization is done significantly through
action. Why do you think Goethe does this? How does it
influence our perception of the characters? Give evidence.
• Because this is a play, the choices of the actors and directors
can influence the way this scene is portrayed. If you were
directing the action in the scene, what would you say to the
actor playing Gretchen in order to convey her character
clearly?
Quiz
• What two pieces of furniture does Faust
look at in Gretchen’s room?
• Where do they leave the present?
• What special object does the King of Thule
prize above all else?
• What is in the box Gretchen finds?
• Where does the present end up according
to Mephistopheles?
IB Objectives (World Lit)
• AO 1.4 Substantiate and justify ideas with
relevant examples
• AO 2.1 Demonstrate an ability to analyse
language, structure, technique and style,
and evaluate their effects on the reader
Ron Pearlman
• Watch the clip and listen to actor Ron
Pearlman’s comments on his make up in this
scene. What does his insistence show about the
acting process and the way the actor creates
character? How does his choice here relate to
the conclusions you drew about Gretchen?
Reflect on how much thought goes into imagery
and characterization in a work. Be sure to
reference both Pearlman’s comments and the
text.
Group Activity
• After you receive all of these instructions, you’ll
break into your Marmoset groups.
• You will pick up a copy of the passage from
Cymbeline in which Iachimo investigates
Immogen’s room.
• Together you will reread the passage and the
scene from Faust in which Faust investigates
Gretchen’s room (p 74-75, lines 2687-2728).
• Goal: Identify whether or not Goethe was
influenced by Shakespeare when writing this
scene.
Group Instructions, continued
• After examining both scenes you will
conclude that the scene is one of the
following:
– Clearly influenced by Shakespeare’s
Cymbeline
– Feasibly influenced by Shakespeare’s
Cymbeline
– Unlikely influenced by Shakespeare’s
Cymbeline
Group Instructions, continued
• Make a list of evidence for your
conclusion:
– Solid Evidence: textual similarity, clear
structural similarity, exact diction
– Circumstantial Evidence: Similar
characterization, theme, symbolism, structure
(loose), etc.
GO!
• Passage Keepers may now pick up texts
and Recorders prep your materials.
Closing Reflection
• Reflect on the group work experience. Consider
the following:
• How did you come to your conclusion in your
group activity? How was your process? Did you
feel you examined the passages completely and
thoroughly? Do you feel confident in your
answer? Why? If you were to do a similar
assignment, would you structure it differently?
How would you approach it differently?
Arguments and Suffering
• Many people have tried to answer the question of why
we suffer. Why do human beings have to suffer? What
arguments have you heard explaining this problem?
Give examples where possible. What do you think is the
reason we suffer?
• What are some techniques people use to form believable
arguments? What makes an argument believable?
What do you do to convince others of your point?
• If you were to try to explain the meaning of suffering to
someone, what would you do to be convincing? What
techniques would you use to persuade your audience?
• Dimmesdale: It may be, that, when we forgot our God,-when we violated our reverence each for the other's
soul,--it was thenceforth vain to hope that we could meet
hereafter, in an everlasting and pure reunion. God
knows; and He is merciful! He hath proved his mercy,
most of all, in my afflictions. By giving me this burning
torture to bear upon my breast! By sending yonder dark
and terrible old man, to keep the torture always at redheat! By bringing me hither, to die this death of
triumphant ignominy before the people! Had either of
these agonies been wanting, I had been lost for ever!
Praised be his name! His will be done! Farewell!
• Note rhetorical devices throughout. What
affect do they have on the speech?
• What is the overall tone of the first
paragraph?
• Why use the dash in paragraph 2?
• Who is his audience?
• Where does the tone shift?
• Where does the author reveal his
purpose?
What is Truth?
• Mephisto and Faust argue about what
constitutes the truth and what makes a lie
in the second street scene. How does
Faust define truth? What is the line
between truth and falsehood? What is the
example they use? How does this tie into
his personality and Romanticism?
Music
• Name a song that gets stuck in your head.
Why are songs easy to remember? What
elements make them stick?
• What are some of your favorite songs?
Why do you like them?
• What are some elements you look for in a
song? Lyrics? Genre? Beat? Vocals?
Etc. Explain why you value these
elements.