Aims and Objectives. Course Description

Transcription

1 Language A: Literature Course Outline 2014/2015

2 Course Description International Baccalaureate Language A: Literature is primarily a pre- university course in literature. The course is aimed at students who intend to pursue literature or related disciplines, at university, or for those for whom the formal study of literature may not continue beyond this level. The former will follow the Higher Level (HL) programme and the latter the Standard Level (SL). Literature is concerned with our conceptions, interpretations and experiences of the world. The study of literature, therefore, can be seen as a study of all the complex pursuits, anxieties, joys and fears that human beings are exposed to in the daily business of living. It enables an exploration of one of the more enduring fields of human creativity and artistic ingenuity, and provides immense opportunities for encouraging independent, original, critical and clear thinking. It also promotes a healthy respect for the imagination and a perceptive approach to the understanding and interpretation of literary works. This IB English course will extend the school wide focus on international awareness and thus the texts selected represent a variety of continents, genres and historical time periods. This course attempts to foster a sense of cultural pluralism and a world spirit through the appreciation of the variety of ways in which cultures can influence and shape the experience of life, common to all humanity. This is achieved through the emphasis placed on exploring the means used by different authors to convey their subjects in the work studied. It is further reinforced by the comparative framework emphasized for the study of these works in all parts of the programme. The purpose of the study of literature is to realize what it is to be human and how interpretations and thoughts shape the way we view and experience the world. The discussion of literature is in itself an art that requires the clear expression of ideas, both orally and in writing. The goal is that by the end of the course the students will have an appreciation for the writer s craft and the cross cultural/historical nature of literature, and the ability to discuss it in oral and written forms. Their personal responses will reflect their acquisition of the vocabulary and literary language needed for the accurate articulation of their views. Students will also have begun to recognise the ways in which literary works enable us to explore aspects of human experience. Aims and Objectives The aims of Language A: Literature at both HL and SL are to: 1. Introduce students to a range of texts from different periods, styles and genres 2. Develop in students the ability to engage in close, detailed analysis of individual texts and make relevant connections 3. Develop the students powers of expression, both in oral and written communication

3 4. Encourage students to recognize the importance of the contexts in which texts are written and received 5. Encourage, through the study of texts, an appreciation of the different perspectives of people from other cultures, and how these perspectives construct meaning 6. Encourage students to appreciate the formal, stylistic and aesthetic qualities of texts 7. Promote in students an enjoyment of, and lifelong interest in, language and literature 8. Develop in students an understanding of the techniques involved in literary criticism 9. Develop the students ability to form independent judgments and to support those ideas How the course addresses: International Mindedness The Diploma s commitment to intercultural understand is particularly evident in part 1 of this syllabus, in which the students are introduced to other cultural perspectives through the study of works in translation, selected from a list that contains works in more than 30 languages. Through the study of these works, students gain a deeper understanding of how works of literature are an important part of their cultural contexts and how they reflect or describe experiences and values. The Extended Essay An extended essay in Language A: Literature provides students with an opportunity to: Study intensively a literary topic that is suitable in nature and scope for discussion in this form Engage in personal critical judgment of literature and to compare this, where appropriate, with established critical comment Develop the ability to put forward their views persuasively in a well- structured manner, using a register appropriate to the study of literature The topic chosen will be of a literary nature and could be about a particular aspect, or be a comparative study, of a work, or works, author, period or genre. The extended essay may relate to work studied in class but students should take care to demonstrate relevant wider reading and individual study. Literary works often address philosophical, political or social questions. However, the major focus on an extended essay should be the literary treatment of such questions.

4 Theory of Knowledge The study of literature offers many possibilities for the questioning and reflection that form the basis of theory of knowledge. This course focuses on different approaches to reading literary works. It encourages close analysis of language as well as an understanding of the different perspectives presented through literature and the ways in which these are informed by, and interact with, the student s own culture(s). All these activities require students to engage in knowledge inquiry, critical thinking and reflection. Learner Profile IB Programmes aim to develop internationally minded people who display a range of personal qualities. Students in Language A: Literature develop and demonstrate the Learner Profile in the following ways: Inquirers in Language A Develop their natural curiosity Read widely both course material and secondary content and consider context and its impact upon a text Show independence in their approach to research and learning Knowledgeable students in Language A Are increasingly informed about literature in its social/historical/cultural context Confidently use subject specific terminology Explore issues of local and global significance through a range of texts Are aware of writer s craft and can analyse how effects are achieved Acquire the skills necessary to conduct inquiry and research and show independence in learning. Thinkers in Language A Are analytical as well as imaginative and creative thinkers Think critically about texts and secondary material and form independent judgments and to support those ideas Communicators in Language A Use language fluently in written form to communicate complex ideas Communicate with and listen to other students in discussion Work effectively, willingly and collaboratively with others Can present confidently using different modes Principled students in Language A Practise academic honesty by citing research sources and acknowledge the work of others Respond appreciatively and respectfully when they are a part of a working group Respect the dignity and equality of those around them Engage meaningfully with the texts of other societies, cultures and times Open- Minded students in Language A Are willing to go beyond their own realm of experience Are open to ideas of others, both textually and within the learning context

5 Explore new ideas, new genres and new aesthetics without prejudice Caring students in Language A Treat each other with care and consideration Are thoughtful when interacting with others Are respectful of other ways of seeing or being Risk- takers in Language A Are prepared to approach unfamiliar and uncertain situations within the classroom of a text with courage Are composed and articulate in defending their beliefs Are keen to try new ideas or explore the unfamiliar Are prepared to ask difficult questions that can be challenging Are prepared to ask for assistance when needed Balanced students in Language A Understand how Literature can be part of achieving emotional and intellectual balance Can use their understanding of this subject to develop as a global citizen Understand how to empathise and see things from alternative viewpoints Reflective students in Language A Review and reflect on their learning and experiences Are prepared to further their understanding by editing and improving their work Are prepared to ask questions to enable them to link content to context Outline of Course Part 1: Works in translation Externally Assessed (25%) This part of the course is a literary study of works in translation, based on the close reading of the works themselves. Students are encouraged to appreciate the different perspectives of people from other cultures and to consider the role that culture plays in making sense of literary works. Part 1 of the course aims to deepen students understanding of works as being products of a time and place. Artistic, philosophical, sociological, historical and biographical considerations are possible areas of study to enhance understanding of the works. The proposed texts for 2014/2015 are: Novel TBA HL/SL If this is a Man Primo Levi HL/SL Italy 1959 Selected poems Wislava Szymborska HL only Poland 1970s By the end of the study of this part students should:

6 Understand the context of the work and the qualities of the work as literature Respond independently to the work by connecting the individual and cultural experience of oneself with the text. Recognize the role played by cultural and contextual elements in literary works Assessment At both SL and HL students are required to complete an assignment of 1,200 1,500 words, with a reflective statement of words, based on a work studied in part 1 and assessed externally. Reflection on an interactive oral is part of the assignment and some of the writing is completed during supervised class time. Part 2: Detailed Study Internally Assessed (15%) In Part 2 the focus is on detailed analysis of a work, both in terms of context and technique. The works are each from a different genre. The detailed study is best achieved though close reading and in- depth analysis of the significant elements of the works involved. Students will be encouraged to familiarize themselves with a variety of interpretations and critical perspectives and to form and articulate personal responses to the works. This part of the syllabus will be assessed orally. Therefore students will be given practice speaking appropriately about literature in a a variety of contexts. By the end of the study of this part students should: Have detailed knowledge and understanding of the works studied Demonstrate appropriate analytical responses to specific genres Show how particular effects are achieved through language use Engage with the details of works in order to develop a considered and informed response The proposed texts for 2014/2015 are: King Lear William Shakespeare HL/SL England 16 th /17 th century Novel - TBA HL/SL Selected poems Carol Ann Duffy HL only England 21 st century Assessment Individual Oral Commentary (IOC) Worth 15% of the total Language A: literature mark, marked internally, moderated externally. For SL: Students present a 10 minute formal oral commentary and answer subsequent questions on an extract from a work studied in this part of the course. (30 marks)

7 For HL: students present a 10 minute formal oral commentary on poetry studied in part 2 with subsequent questions, followed by a 10 minute discussion based on one of the other part 2 works (30 marks) Part 3: Literary Genres Externally Assessed (25%) In part 3, a group of works selected from the same literary genre is studied in depth. Each genre has recognizable techniques, referred to as literary conventions and writers use these conventions, along with other literary features, in order to achieve particular artistic ends. The grouping of works by genre is intended to provide a framework for the comparative study of the selected works through an exploration of the literary conventions and features associated with that genre. The Genre for 2014/15 is Drama. By the end of this part the students should: Have knowledge and understanding of the works studied Have a clear sense of the literary conventions of the selected genre Understand the ways in which content is delivered through the literary conventions of the selected genre Compare the similarities and differences between the chosen works The proposed texts for 2014/2015 are: The Importance of Being Earnest Oscar Wilde HL/SL UK 19 th Century The Crucible Arthur Miller HL/SL USA 20 th Century Top Girls Caryl Churchill HL/SL UK 20 th Century The Glass Menagerie William Carlos Williams HL only USA 20 th Century Assessment This part of the course is assessed externally with an examination at the end of the course. The examination has two parts, paper 1 being worth 20 % and paper 2 being worth 25 % of the total Language A: literature mark. Paper 1: guided literary analysis (SL) OR literary commentary (HL) Candidates are presented with two UNSEEN texts for commentary. One will be poetry, the other will be prose. They will not be texts from the text lists. Students will need to respond to one of the texts in a continuous and structured written

8 commentary, by showing appreciation of aspects such as theme, diction, style, tone and language. Where possible they may relate the text to other works read. Standard Level candidates will be given two guiding questions one focused on understanding and interpretation and the other on style Paper 2: Essay Candidates will be presented with three questions on the groups of works texts. Candidates will be expected to answer ONE question only, referring to at least two of the Part 3 texts studied. Part 4: Options Internally Assessed (15%) Part 4 of the course is designed to give students access to texts which meet their specific interests or needs. The notion that the student is the explorer of ideas through language is continued along with the investigation of any possible links to TOK. A continued emphasis on the skills of commentary and essay writing will be further nurtured during this part as well as many oral discussion/presentation opportunities. By the end of this part the students should: Have knowledge and understanding of the works studied Present an individual, independent response to works studied Acquire powers of expression through oral presentation Compare films and their literary roots from a critical perspective Understand how symbolism and elements such as music and sound can be transferred from one medium to another The proposed texts for 2014/2015 are: The Reader Bernhard Sclink HL/SL Germany 1997 (film 2008) Never Let Me Go Kazuo Ishiguro HL/SL Great Britain 2005 (film 2010) The Photographer Didier Lefèvre et al HL/SL Graphic novel (2003) Assessment This part is assessed internally and externally moderated. Students will be required to present an Individual Oral Presentation (IOP) of minutes on one or more of the texts of part 4. Students will choose a topic for this assessment in consultation with their teacher. The choice of topic could suit the personal interests of the student and could cover the following areas: Cultural setting of the work and related issues Thematic study Characterization

9 Technique and style Author s attitudes to particular elements of the work (for example characters(s), subject matter) Interpretation of particular elements from different perspectives Diploma English programme 2014 Year 12 Term 1 Week 0 Course Confirmation (Wed) Week Jan Anniversary day (Mon) school starts Wednesday Week Feb Waitangi day (Thur) Swimming Sports Intro course and commentary writing Week Feb Start part 4 Options Ishiguro Week Feb Athletics day (Tue) Ishiguro Week Feb EOTC Week Mar Ishiguro Week Mar Week Mar Ishiguro Schlink Week Mar Summer Tournament Week Schlink Week10 31 Mar- 4 April Schlink Week Apr Schlink Week Apr Good Friday Lefevre Term 2 Week May School Ball (Sat) Lefevre Week May Lefevre Week May IOP preparation and conferencing Week May Start Part 1 works in Translation Levi/+ MW text Week Jun Q B day (Mon) Levi/ + MW text Week Jun Levi/+ MW text Week Jun Levi/+ MW text + interactive oral, reflective statement, supervised writing Week Jun Week 9 30Jun - 4 Jul Term 3 Week 1 28Jul- 1Aug Week Aug IOP assessment Week Aug + interactive oral, reflective statement, supervised writing Week Aug Szymborska HL only Week Aug Szymborska HL only Week Sep WINTER TOURNAMENT WEEK Szymborska HL only Week Sep Exams start Thurs (Diploma) Fri (NCEA Szymborska HL only + interactive oral, reflective statement, supervised writing Week Sep EXAM WEEK/ AIMS tournament Written assignment conferences Paper 1 - exam Week Sep Grades only Reports entered Thurs WA preparation cont Term 4 Week Oct Start Part 2 Detailed Study King Lear Week Oct Diploma Study Leave begins (Fri) King Lear

10 Week Oct Labour day (Mon) NCEA study leave (Fri) King Lear Week Nov 13Diploma exams begin (Mon) Senior King Lear Prizegiving (Thurs) Week Nov King Lear Week Nov IB Exams Finish (Fri) King Lear Week Nov King Lear Week Dec JHS/SHS carol service (Thur)JHS prizegiving 2015 Year 2 (year 13) Week 0 Week 1 Continue Part 2 detailed study Literature in translation draft essays due Intro part two novel (students choose which text they will do) Week 2 Novel TBA: with MW or HT Week 3 Novel Week 4 Novel Week 5 EOTC Week 6 Novel Week 7 Week 8 Week 9 Week10 Part 2 poetry study HL only Poetry Poetry Poetry Week 1 Begin Part 3 literary genres Lit in Translation essay - final submission Intro part 3 Drama texts - Week 2 IOC preparation Week 3 IOC preparation Week 4 IOC assessment Start part three plays: Wilde Week 5 Wilde Week 6 Wilde Week 7 Miller or Williams Week 8 Miller or Williams Week 9 Miller or Williams Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week10 Churchill HL only Churchill HL only Churchill HL only Comparative essay practice Revision/Exams Exams Revision