Studying Christina Rossetti�s Poetry by x5YKdrJ


									              Studying Christina Rossetti’s Poetry
                         AQA Spec B
                 Unit 1: Aspects of Narrative

                            Areas to cover

Context and Background:
    Religion –High Anglican
    Representation of 19th century women
    Feminist theory
    Pre-Raphaelite brotherhood

   Death
   Love and Unhappy Love
   Temptation
   Religion
   Role of women

Narrative Aspects to consider:
   Metaphor and extended metaphor
   Discourse
   Use of the natural world
   Fable and fairy tale
   Poems as Allegories
   Narrative voice
   Voice of women

Useful websites:
   Pre-Raphaelite
      Women: Christina Rossetti
      4404?tag=rbxcra.2.a.11 Critical essays on Rossetti’s poetry
      goblin-market Analysis of The Goblin Market
   The Letters of
      Christina Rossetti
   Really useful resource4
Some key points to consider:

      Celebrates the joy of the natural world
      Comes from an artistic background
      Some critics have suggested that she was sexually abused by her
      Explore devotional and secular themes in poetry
      Uses the seasons to highlight cyclical nature of life
      Includes images of decay, destruction and threat, juxtaposed with
       images of renewal, creation and harmony
      Examples of tension between control and chaos and between self
       assertion and self destruction, often resulting in intensity.
      Suggests that the only resolution offered for conflict and tensions
       is death
      Deals with repression of Victorian women
      Suggests that sexual temptation is the downfall of mankind

Generic activities for studying poetry:

      Complete Narrative Analysis charts for each poem
      Hot-seat speakers in poems
      Find images to represent metaphors and extended metaphors
      Recreating as fairytales with critical commentary
      Adopting voice of other characters in poems and rewriting in
       similar style but from different perspective
      Find/create music to suit poem, looking at tone and rhythm
      Create their own webquest
      Set up a blog to discuss issues
      Group annotation of poem and feedback
      Alphabet chart for Rosetti: A for Anglican, B for brotherhood of
       pre-raphaelites etc Can go on the classroom wall
      Storyboarding of poems
      Write a commentary of the poems in a similar poetic style, using
       same techniques an dforms
      Discussion groups-groups create their own discussion threads for
       given poems
      Research context and background
      Teach poems to key stage 3 classes
      Make sure students can explain ‘how the writer tells the story’ in
       each poem

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