KEY IDEAS:
The key ideas and the overarching questions you will need to be able to respond to by the end of your exploration of the module and the two texts are:
Context:
· How and why does Richard III and Looking for Richard reflect their social, cultural and historical context?
· The effects of social, cultural and historical context and questions of value on aspects of texts
· How changes in context lead to changed values being reflected in texts
Connections:
· What do we learn about Richard III and Looking for Richard by exploring the connections between them?
· How meanings of a pair of texts can be shaped and reshaped by considering the nature of the connections between them.
· Connections through direct pr direct references, contexts, values, ides, and the use of language forms and features
Perspective:
How can we account for the continuing resonance of Shakespeare’s Richard III?
· The language of texts, the purposes and audiences, and the content, values and attitudes conveyed through a range of readings.
· How context shapes the different ways that Pacino, others and you have responded to the play and the different readings by Shakespeare, Pacino, others and you of Richard.
Responding:
· How do you respond to the exploration of these two texts and their contexts and what meanings have you gleaned from the study of the connections?
The key ideas and the overarching questions you will need to be able to respond to by the end of your exploration of the module and the two texts are:
Context:
· How and why does Richard III and Looking for Richard reflect their social, cultural and historical context?
· The effects of social, cultural and historical context and questions of value on aspects of texts
· How changes in context lead to changed values being reflected in texts
Connections:
· What do we learn about Richard III and Looking for Richard by exploring the connections between them?
· How meanings of a pair of texts can be shaped and reshaped by considering the nature of the connections between them.
· Connections through direct pr direct references, contexts, values, ides, and the use of language forms and features
Perspective:
How can we account for the continuing resonance of Shakespeare’s Richard III?
· The language of texts, the purposes and audiences, and the content, values and attitudes conveyed through a range of readings.
· How context shapes the different ways that Pacino, others and you have responded to the play and the different readings by Shakespeare, Pacino, others and you of Richard.
Responding:
· How do you respond to the exploration of these two texts and their contexts and what meanings have you gleaned from the study of the connections?
At the heart Module A Exploring Connections in Advanced English is the assumption that you know you two texts very well, and that you have deconstructed them. You need to find connections of ideas and values that have been transformed. This is shown through the language and visuals of the text.
Below are the past HSC questions for this module....
2014 Mod A Question
Question 1 — Elective 1: Exploring Connections (20 marks)
. (a) Shakespearean Drama and Film The pursuit of individual recognition is an idea which connects King Richard III and Looking for Richard. How is this idea shaped and reshaped in these texts from different contexts?
2013 Mod A Question
Question 1 — Elective 1: Exploring Connections (20 marks)
. (a) Shakespearean Drama and Film In what ways is your appreciation of both texts enhanced by a comparative study of authority in King Richard III and Looking for Richard? In your response, make detailed reference to your prescribed texts.
2012 Mod A Q
. Question 1 — Elective 1: Exploring Connections (20 marks)
. (a) Shakespearean Drama and Film Our interest in the parallels between King Richard III and Looking for Richard is further enhanced by consideration of their marked differences in textual form. Evaluate this statement in light of your comparative study of King Richard III and Looking for Richard. The prescribed texts are:
– William Shakespeare, King Richard III and
– Al Pacino, Looking for Richard
2011 Mod A Q
. Question 1 — Elective 1: Exploring Connections (20 marks)
. (a) Shakespearean Drama and Film In what ways does a comparative study accentuate the distinctive contexts of King Richard III and Looking for Richard? The prescribed texts are:
– William Shakespeare, King Richard III and
– Al Pacino, Looking for Richard
2010 Mod A Q
. Question 1 — Elective 1: Exploring Connections (20 marks)
(a) Shakespearean Drama and Film Analyse how the central values portrayed in King Richard III are creatively reshaped in Looking for Richard. The prescribed texts are:
– William Shakespeare, King Richard III and
– Al Pacino, Looking for Richard
2009 Mod A Q
. Question 1 — Elective 1: Exploring Connections (20 marks)
. (a) Shakespearean Drama and Film ‘A deeper understanding of ambition and identity emerges from pursuing the connections between King Richard III and Looking for Richard.’ Compare how these texts explore ambition and identity. The prescribed texts are:
– William Shakespeare, King Richard III and
– Al Pacino, Looking for Richard
Notes from the Marking Centre 2012
Question 1 – Exploring Connections Shakespearean Drama and Film
In better responses, candidates skilfully explored the authorial purpose of Shakespeare and Pacino, using Shakespeare’s text as a framework to evaluate the ways in which the forms, features and structures of the parent text became apparent in its appropriation. In the best responses, candidates integrated details of the meta-theatrical form, stylistic features, characterisation, theme and contextual emphasis, and demonstrated a close engagement with Shakespeare’s text and Pacino’s unique documentary style. In these responses, candidates recognised Pacino’s multiple representations of Richard as a dramatic and historical construct with whom a contemporary audience might more readily connect. They also acknowledged the parallels evident in the ‘propagandist’ roles of each composer. The construct of power within and outside the texts was often a prominent feature of better responses.
In weaker responses, candidates retold plot and relied on a description of Pacino’s approach without details relating to the reconstruction of the play to film. In these responses, candidates recognised the function of the docu-drama but did not see the stage play as a blueprint for performance.
In weaker responses, candidates simply described how texts were similar and different, revealing limited knowledge and understanding of Shakespeare’s purpose and the significance of his language and dramatic devices.
. Module A: Comparative Study of Texts and Context
. This module requires students to compare texts in order to explore them in relation to their contexts. It develops students’ understanding of the effects of context and questions of value. Each elective in this module requires the study of groups of texts which are to be selected from a prescribed text list. These texts may be in different forms or media. Students examine ways in which social, cultural and historical context influences aspects of texts, or the ways in which changes in context lead to changed values being reflected in texts. This includes study and use of the language of texts, consideration of purposes and audiences, and analysis of the content, values and attitudes conveyed through a range of readings. Students develop a range of imaginative, interpretive and analytical compositions that relate to the comparative study of texts and context. These compositions may be realised in a variety of forms and media.
Elective 1: Intertextual Connections
In this elective, students compare texts in order to develop their understanding of the effects of context, purpose and audience on the shaping of meaning. Through exploring the intertextual connections between a pair of texts, students examine the ways in which different social, cultural and historical contexts can influence the composer’s choice of language forms and features and the ideas, values and attitudes conveyed in each text. In their responding and composing, students consider how the implicit and explicit relationship between the texts can deepen our understanding of the values, significance and context of each.
KEY RUBRIC WORDS are exploring connections, texts & contexts, values that are shaped and reshaped, etc.
There seems to be 3 different types of questions.....an 'idea' question, a 'textual form' question OR a 'values or contexts' have changed over time. At the heart of it you simply restructure your evidence to fit the type of question, and make sure you are including not only the key rubric ideas but key words from the question in the development of your thesis and essay.
Below are the past HSC questions for this module....
2014 Mod A Question
Question 1 — Elective 1: Exploring Connections (20 marks)
. (a) Shakespearean Drama and Film The pursuit of individual recognition is an idea which connects King Richard III and Looking for Richard. How is this idea shaped and reshaped in these texts from different contexts?
2013 Mod A Question
Question 1 — Elective 1: Exploring Connections (20 marks)
. (a) Shakespearean Drama and Film In what ways is your appreciation of both texts enhanced by a comparative study of authority in King Richard III and Looking for Richard? In your response, make detailed reference to your prescribed texts.
2012 Mod A Q
. Question 1 — Elective 1: Exploring Connections (20 marks)
. (a) Shakespearean Drama and Film Our interest in the parallels between King Richard III and Looking for Richard is further enhanced by consideration of their marked differences in textual form. Evaluate this statement in light of your comparative study of King Richard III and Looking for Richard. The prescribed texts are:
– William Shakespeare, King Richard III and
– Al Pacino, Looking for Richard
2011 Mod A Q
. Question 1 — Elective 1: Exploring Connections (20 marks)
. (a) Shakespearean Drama and Film In what ways does a comparative study accentuate the distinctive contexts of King Richard III and Looking for Richard? The prescribed texts are:
– William Shakespeare, King Richard III and
– Al Pacino, Looking for Richard
2010 Mod A Q
. Question 1 — Elective 1: Exploring Connections (20 marks)
(a) Shakespearean Drama and Film Analyse how the central values portrayed in King Richard III are creatively reshaped in Looking for Richard. The prescribed texts are:
– William Shakespeare, King Richard III and
– Al Pacino, Looking for Richard
2009 Mod A Q
. Question 1 — Elective 1: Exploring Connections (20 marks)
. (a) Shakespearean Drama and Film ‘A deeper understanding of ambition and identity emerges from pursuing the connections between King Richard III and Looking for Richard.’ Compare how these texts explore ambition and identity. The prescribed texts are:
– William Shakespeare, King Richard III and
– Al Pacino, Looking for Richard
Notes from the Marking Centre 2012
Question 1 – Exploring Connections Shakespearean Drama and Film
In better responses, candidates skilfully explored the authorial purpose of Shakespeare and Pacino, using Shakespeare’s text as a framework to evaluate the ways in which the forms, features and structures of the parent text became apparent in its appropriation. In the best responses, candidates integrated details of the meta-theatrical form, stylistic features, characterisation, theme and contextual emphasis, and demonstrated a close engagement with Shakespeare’s text and Pacino’s unique documentary style. In these responses, candidates recognised Pacino’s multiple representations of Richard as a dramatic and historical construct with whom a contemporary audience might more readily connect. They also acknowledged the parallels evident in the ‘propagandist’ roles of each composer. The construct of power within and outside the texts was often a prominent feature of better responses.
In weaker responses, candidates retold plot and relied on a description of Pacino’s approach without details relating to the reconstruction of the play to film. In these responses, candidates recognised the function of the docu-drama but did not see the stage play as a blueprint for performance.
In weaker responses, candidates simply described how texts were similar and different, revealing limited knowledge and understanding of Shakespeare’s purpose and the significance of his language and dramatic devices.
. Module A: Comparative Study of Texts and Context
. This module requires students to compare texts in order to explore them in relation to their contexts. It develops students’ understanding of the effects of context and questions of value. Each elective in this module requires the study of groups of texts which are to be selected from a prescribed text list. These texts may be in different forms or media. Students examine ways in which social, cultural and historical context influences aspects of texts, or the ways in which changes in context lead to changed values being reflected in texts. This includes study and use of the language of texts, consideration of purposes and audiences, and analysis of the content, values and attitudes conveyed through a range of readings. Students develop a range of imaginative, interpretive and analytical compositions that relate to the comparative study of texts and context. These compositions may be realised in a variety of forms and media.
Elective 1: Intertextual Connections
In this elective, students compare texts in order to develop their understanding of the effects of context, purpose and audience on the shaping of meaning. Through exploring the intertextual connections between a pair of texts, students examine the ways in which different social, cultural and historical contexts can influence the composer’s choice of language forms and features and the ideas, values and attitudes conveyed in each text. In their responding and composing, students consider how the implicit and explicit relationship between the texts can deepen our understanding of the values, significance and context of each.
KEY RUBRIC WORDS are exploring connections, texts & contexts, values that are shaped and reshaped, etc.
There seems to be 3 different types of questions.....an 'idea' question, a 'textual form' question OR a 'values or contexts' have changed over time. At the heart of it you simply restructure your evidence to fit the type of question, and make sure you are including not only the key rubric ideas but key words from the question in the development of your thesis and essay.