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Advanced Module A:
Textual Conversations |
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(Gorman & Gorman 2015)
English Advanced Syllabus
Module A: Textual Conversations
In this module, students explore the ways in which the comparative study of texts can reveal resonances and dissonances between and within texts. Students consider the ways that a reimagining or reframing of an aspect of a text might mirror, align or collide with the details of another text. In their textual studies, they also explore common or disparate issues, values, assumptions or perspectives and how these are depicted. By comparing two texts students understand how composers (authors, poets, playwrights, directors, designers and so on) are influenced by other texts, contexts and values, and how this shapes meaning.
Students identify, interpret, analyse and evaluate the textual features, conventions, contexts, values and purpose of two prescribed texts. As students engage with the texts they consider how their understanding, appreciation and enjoyment of both texts has been enhanced through the comparative study and how the personal, social, cultural and historical contextual knowledge that they bring to the texts influences their perspectives and shapes their own compositions.
By responding imaginatively, interpretively and critically students explore and evaluate individual and common textual features, concepts and values. They further develop skills in analysing the ways that various language concepts, for example motif, allusion and intertextuality, connect and distinguish texts and how innovating with language concepts, form and style can shape new meaning. They develop appropriate analytical and evaluative language required to compose informed, cohesive responses using appropriate terminology, grammar, syntax and structure.
By composing critical and creative texts in a range of modes and media, students develop the confidence, skills and appreciation to express a considered personal perspective (NESA 2018)
Module A: Textual Conversations
In this module, students explore the ways in which the comparative study of texts can reveal resonances and dissonances between and within texts. Students consider the ways that a reimagining or reframing of an aspect of a text might mirror, align or collide with the details of another text. In their textual studies, they also explore common or disparate issues, values, assumptions or perspectives and how these are depicted. By comparing two texts students understand how composers (authors, poets, playwrights, directors, designers and so on) are influenced by other texts, contexts and values, and how this shapes meaning.
Students identify, interpret, analyse and evaluate the textual features, conventions, contexts, values and purpose of two prescribed texts. As students engage with the texts they consider how their understanding, appreciation and enjoyment of both texts has been enhanced through the comparative study and how the personal, social, cultural and historical contextual knowledge that they bring to the texts influences their perspectives and shapes their own compositions.
By responding imaginatively, interpretively and critically students explore and evaluate individual and common textual features, concepts and values. They further develop skills in analysing the ways that various language concepts, for example motif, allusion and intertextuality, connect and distinguish texts and how innovating with language concepts, form and style can shape new meaning. They develop appropriate analytical and evaluative language required to compose informed, cohesive responses using appropriate terminology, grammar, syntax and structure.
By composing critical and creative texts in a range of modes and media, students develop the confidence, skills and appreciation to express a considered personal perspective (NESA 2018)
What is Module A: Textual Conversations anyway?
In this module you will study a pair of texts that share a direct intertextual relationship. You will examine what they have in common and also how they differ [such as Richard III & Looking for Richard]. This texts include an earlier text and a more recent text that is either a retelling of, commentary on, or engagement with the older text.
FYI
A ‘textual conversation’ is a metaphor for texts that share a relationship made up of themes ideas, intertextuality and context.
A “Comparative Study” means you’ll be looking at the similarities (resonances) and differences (dissonances) between and within the texts. Generally the differences are more prominent and more important. You may want to construct a Venn Diagram to help you flesh out the similarities and differences.
In this module, you should be thinking about how composers reframe the ideas or concerns of the earlier text in the latter text. Explore whether the relationship works as an affirmation which ‘mirrors or aligns’ or instead does it collide.
You’ll also be required to examine the issues or themes, values, assumptions and perspectives within the texts and explore the influences on the composer’s text. Overt influences such as other texts, social and cultural values and beliefs which can all shape meaning.
You will have to write imaginatively, interpretively and critically to reflect on the learning process and how your knowledge shapes meaning.
“A considered personal perspective” is one of the main points in this rubric. So develop your critical thinking abilities and the process of independent thought. Express your interpretation and evaluation of the texts.
This module assesses your ability to analyse texts and various literary techniques. So you need to pay particular attention to higher order techniques of representation like motif and allusion. (Dvorak 2019)
Matrix Education - English Advanced Study Guide
Matrix Education - Textual Conversations
In this module you will study a pair of texts that share a direct intertextual relationship. You will examine what they have in common and also how they differ [such as Richard III & Looking for Richard]. This texts include an earlier text and a more recent text that is either a retelling of, commentary on, or engagement with the older text.
FYI
A ‘textual conversation’ is a metaphor for texts that share a relationship made up of themes ideas, intertextuality and context.
A “Comparative Study” means you’ll be looking at the similarities (resonances) and differences (dissonances) between and within the texts. Generally the differences are more prominent and more important. You may want to construct a Venn Diagram to help you flesh out the similarities and differences.
In this module, you should be thinking about how composers reframe the ideas or concerns of the earlier text in the latter text. Explore whether the relationship works as an affirmation which ‘mirrors or aligns’ or instead does it collide.
You’ll also be required to examine the issues or themes, values, assumptions and perspectives within the texts and explore the influences on the composer’s text. Overt influences such as other texts, social and cultural values and beliefs which can all shape meaning.
You will have to write imaginatively, interpretively and critically to reflect on the learning process and how your knowledge shapes meaning.
“A considered personal perspective” is one of the main points in this rubric. So develop your critical thinking abilities and the process of independent thought. Express your interpretation and evaluation of the texts.
This module assesses your ability to analyse texts and various literary techniques. So you need to pay particular attention to higher order techniques of representation like motif and allusion. (Dvorak 2019)
Matrix Education - English Advanced Study Guide
Matrix Education - Textual Conversations
Richard III - A Study
For Textual Conversations and Richard III one could examine:
- Shakespeare’s dramatic combination of poetic eloquence, wit, conversation and events
- the play in its historical context
- The character of Richard as a stage villain
- The form of Shakespearean poetic drama for performance
- The play's theatrical devices such as satiric dramatic irony, performance and comedy in Act Three with Hastings, and Richard’s acceptance of the crown
- Richard’s ambiguous identity as both villain and tragic hero.
In Looking for Richard one could explore the medium, the genre and Pacino’s approach to Richard III.
You could examine:
- Behind the scenes film documentary about an approach to a performance
- Pacino’s strengths and weaknesses as a Hollywood film star with a background in realistic (Method) acting and crime films
- Pacino's use of academic experts and their contributions
- His awareness of the differences between American tradition and the English theatre tradition
- His combination of self-doubt and ambition.
In a comparative study of the texts one could explore the complexity of Richard III and Pacino’s strengths and limitations as an interpreter of Shakespeare. The emphasis with Richard III includes Shakespeare’s focus on poetic eloquence and wit, and how context such as the villian figure adds to analysis of selected scenes.
Comparison focuses on Looking for Richard as a journey by a leading American actor and film star to bridge the differences and gaps between the American cultural, theatrical and cinematic tradition and the English Shakespearean tradition.
Scenes from the film and the play reveals how Pacino is confronted by a double challenge about how to read Shakespeare and how to perform Richard (UoS 2018).
For Textual Conversations and Richard III one could examine:
- Shakespeare’s dramatic combination of poetic eloquence, wit, conversation and events
- the play in its historical context
- The character of Richard as a stage villain
- The form of Shakespearean poetic drama for performance
- The play's theatrical devices such as satiric dramatic irony, performance and comedy in Act Three with Hastings, and Richard’s acceptance of the crown
- Richard’s ambiguous identity as both villain and tragic hero.
In Looking for Richard one could explore the medium, the genre and Pacino’s approach to Richard III.
You could examine:
- Behind the scenes film documentary about an approach to a performance
- Pacino’s strengths and weaknesses as a Hollywood film star with a background in realistic (Method) acting and crime films
- Pacino's use of academic experts and their contributions
- His awareness of the differences between American tradition and the English theatre tradition
- His combination of self-doubt and ambition.
In a comparative study of the texts one could explore the complexity of Richard III and Pacino’s strengths and limitations as an interpreter of Shakespeare. The emphasis with Richard III includes Shakespeare’s focus on poetic eloquence and wit, and how context such as the villian figure adds to analysis of selected scenes.
Comparison focuses on Looking for Richard as a journey by a leading American actor and film star to bridge the differences and gaps between the American cultural, theatrical and cinematic tradition and the English Shakespearean tradition.
Scenes from the film and the play reveals how Pacino is confronted by a double challenge about how to read Shakespeare and how to perform Richard (UoS 2018).
Setting of the Wars of the Roses
Richard III by William Shakespeare is set during the last days of the Wars of the Roses. For almost one hundred years, two powerful families, the House of York and the House of Lancaster, fought each other for the crown of England. The Wars of the Roses were so-called because the Yorkists had a white rose as their emblem, whilst the Lancastrians had a red rose. Their followers often wore red or white to show which family they supported. After many years of fighting and bloodshed there was a great deal of enmity on both sides. Richard and his family were Yorkists (Burningham 20117)
Richard III by William Shakespeare is set during the last days of the Wars of the Roses. For almost one hundred years, two powerful families, the House of York and the House of Lancaster, fought each other for the crown of England. The Wars of the Roses were so-called because the Yorkists had a white rose as their emblem, whilst the Lancastrians had a red rose. Their followers often wore red or white to show which family they supported. After many years of fighting and bloodshed there was a great deal of enmity on both sides. Richard and his family were Yorkists (Burningham 20117)
Synopses of the Richard III
Richard III Synopsis - Shakespeare Globe Trust 2013
Richard III Summary - Shmoop 2017 (Uses more colloquial language).
Richard III Plot Overview - SparkNotes 2017
Dos & Don't of Richard III and Looking for Richard Part 1 - Matrix Education 2018
Richard III Synopsis - Shakespeare Globe Trust 2013
Richard III Summary - Shmoop 2017 (Uses more colloquial language).
Richard III Plot Overview - SparkNotes 2017
Dos & Don't of Richard III and Looking for Richard Part 1 - Matrix Education 2018
Richard III Characters
(Costello 2019)
Character Concept Map (Course Hero 2016)
Characters
SparkNotes
Playshakespeare.com
Themes
British Library
SparkNotes
Shmoop
Richard Uncovered
Richard's remains, discovered in 2012, have disproved the long held belief that he was a crippled hunchback. Richard's skeleton revealed a sideways curvature of the spine which has been attributed to adolescent-onset scoliosis. This would not have caused a hunched back but would have made his right shoulder higher than the left and reducing his apparent height (King 2013, Wikipedia 2018).
SparkNotes
Playshakespeare.com
Themes
British Library
SparkNotes
Shmoop
Richard Uncovered
Richard's remains, discovered in 2012, have disproved the long held belief that he was a crippled hunchback. Richard's skeleton revealed a sideways curvature of the spine which has been attributed to adolescent-onset scoliosis. This would not have caused a hunched back but would have made his right shoulder higher than the left and reducing his apparent height (King 2013, Wikipedia 2018).
Richard discovered in a car
park (King 2013)
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Portrait indicating scoliosis (Wikipedia 2018)
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Watch:
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Exploring Connections: Richard III and Looking for Richard (Hewes-English 2014)
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Looking for Richard
Prime Education
Clear Education
The Film Space
Peirui Su - Method Acting and Pacino's Looking for Richard
Dewhurst - Exploring Connections: 'Richard III' and 'Looking for Richard'
Cambridge University Press - Exploring Connections
Writing Tips
Academic Writing
ALARM - A learning and responding matrix
How to Write a Band Six Essay
Matrix Education How to Write a Band Six Essay
See also:
How to Study Effectively
English Common Module: Texts and Human Experiences - Standard and Advanced (Billy Elliot and 1984)
English Advanced Module B: Critical Study of Literature (T S Eliot)
Prime Education
Clear Education
The Film Space
Peirui Su - Method Acting and Pacino's Looking for Richard
Dewhurst - Exploring Connections: 'Richard III' and 'Looking for Richard'
Cambridge University Press - Exploring Connections
Writing Tips
Academic Writing
ALARM - A learning and responding matrix
How to Write a Band Six Essay
Matrix Education How to Write a Band Six Essay
See also:
How to Study Effectively
English Common Module: Texts and Human Experiences - Standard and Advanced (Billy Elliot and 1984)
English Advanced Module B: Critical Study of Literature (T S Eliot)
References and further reading
Art of Smart. (2018). English Standard and Advanced Creative Writing Resources. Retrieved from www.artofsmart.com.au/categories/hsc/english-standard-and-advanced/creative-writing/
Burningham, H. (2007). Richard III, The Graphic Shakespeare Series. London. Evan Brothers Limited.
Cambridge University Press. (2014). Advanced Paper 2 Module A - Elective 1: Exploring Connections. Retrieved from https://www.cambridge.edu.au/downloads/education/cp_hsc_engadv/2011/Adv_paper2_ModA_E1_Richard.pdf
Clear Education. (2017). Richard III and Looking for Richard. Retrieved from https://www.cleareducation.com.au/blog/post/2314/Richard-III-and-Looking-for-Richard-Quotes-and-Analysis/
Costello, C. (2019). Richard III: York and Lancaster family tree. [Image]. Published at https://www.virtuallibrary.info/textual-conversations---richard-iii.html
Course Hero. (2016). Richard III: Study guide. Retrieved from https://www.coursehero.com/lit/Richard-III/
Dewhurst, A. (2013). Exploring Connections: 'Richard III' and 'Looking for Richard'. Retrieved from https://prezi.com/nve025epjmuv/exploring-connections-richard-iii-and-looking-for-richard/
D'Netto, G. (2019). How to Write a Band 6 HSC English Reflection Statement. Retrieved from https://www.artofsmart.com.au/reflection-statement/
Dvorak, A. (2019). Year 12 HSC English Module A: Textual Conversations. Retrieved from https://www.artofsmart.com.au/textual-conversations/
Film Space, The. (2015). Looking for Richard. Retrieved from http://www.thefilmspace.org/shakespeare-on-film/resources/richard-the-3rd/docs/looking-for-richard_studyguide.pdf
Gorman, A., & Gorman, A. (2015). The Roles of a Lifetime: Al Pacino [Image]. Retrieved from https://www.pastemagazine.com/articles/2015/06/the-roles-of-a-lifetime-al-pacino.html
Hebron, M. (2016). Richard III and the will to power. [Video]. Retrieved from https://www.bl.uk/shakespeare/articles/richard-iii-and-the-will-to-power
Hewes-English. (2014). Exploring Connections: Richard III and Looking for Richard. Retrieved from https://www.youtube.com/watch?v=ojQxjKbWmNY
Jared's Awesome HSC Stuff. (2013). Richard III. Retrieved from http://jaredsawesomehscstuff.blogspot.com/2013/06/richard-iii-speech-hsc-assessment.html
King, W. (2013). Shakespeare, Richard III and a Leicester Carpark. Retrieved from https://www.nosweatshakespeare.com/blog/shakespeare-richard-iii-and-a-leicester-carpark/
Leach, M. (2019). Literary Techniques: The Ultimate HSC English Cheatsheet. Retrieved from https://www.artofsmart.com.au/literary-techniques/
Matrix Education (2019). Year 12 Module A: Textual Conversations. Retrieved from https://www.matrix.edu.au/year-12-english-advanced-study-guide/year-12-module-a-textual-conversations/
Matrix Education. (2019). Year 12 English Advanced Study Guide. Matrix Education. Retrieved from https://www.matrix.edu.au/year-12-english-advanced-study-guide/
McNamara, S. (2018). Textual Conversations Between Al Pacino’s Looking for Richard and William Shakespeare’s King Richard III: Unit of Work. Qwiller. Retrieved from http://www.qwiller.com.au/_literature_241161/Textual_Conversations_-_Unit_Overview_and_Links_to_NSW_Syllabus
New South Wales Education Standards Authority (NESA). (2017). English Advanced Modules. Retrieved from
http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/stage-6-english/english-advanced-2017/modules
Playshakespeare.com. (2016). Richard III Characters. Retrieved from https://www.playshakespeare.com/richard-iii/characters
Schetrumpf, T. (2018). Looking for Richard Comparative Studies. Retrieved from https://www.primeeducation.com.au/looking-for-richard-comparative-studies/
Shakespeare Globe Trust. (2013). Richard III Synopsis.Retrieved from https://www.shakespearesglobe.com/uploads/files/2013/10/richard_iii_synopsis.pdf
Shmoop. (2018). Richard III Themes. Retrieved from https://www.shmoop.com/richard-iii/themes.html
Shmoop. (2017). Richard III Summary.Retrieved from https://www.shmoop.com/richard-iii/summary.html
SparkNotes. (2017). Richard III Characters. Retrieved from https://www.sparknotes.com/shakespeare/richardiii/character/richard-iii/
SparkNotes. (2017). Richard III: Plot Overview. Retrieved from https://www.sparknotes.com/shakespeare/richardiii/summary/
SparkNotes. (2017). Richard III: Themes. Retrieved from https://www.sparknotes.com/shakespeare/richardiii/themes/
Su, P. (2004). Method Acting and Pacino's Looking for Richard. CLCWeb: Comparative Literature and Culture 6.1. Retrieved from
https://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1212&context=clcweb
University of Sydney. (2018). HSC English Advanced Preparation Course - Module A: 'King Richard III' and 'Looking for Richard'. Retrieved from https://cce.sydney.edu.au/course/HEPJ
Wikipedia. (2018). Exhumation and reburial of Richard III of England. Retrieved from https://en.wikipedia.org/wiki/Exhumation_and_reburial_of_Richard_III_of_England
Art of Smart. (2018). English Standard and Advanced Creative Writing Resources. Retrieved from www.artofsmart.com.au/categories/hsc/english-standard-and-advanced/creative-writing/
Burningham, H. (2007). Richard III, The Graphic Shakespeare Series. London. Evan Brothers Limited.
Cambridge University Press. (2014). Advanced Paper 2 Module A - Elective 1: Exploring Connections. Retrieved from https://www.cambridge.edu.au/downloads/education/cp_hsc_engadv/2011/Adv_paper2_ModA_E1_Richard.pdf
Clear Education. (2017). Richard III and Looking for Richard. Retrieved from https://www.cleareducation.com.au/blog/post/2314/Richard-III-and-Looking-for-Richard-Quotes-and-Analysis/
Costello, C. (2019). Richard III: York and Lancaster family tree. [Image]. Published at https://www.virtuallibrary.info/textual-conversations---richard-iii.html
Course Hero. (2016). Richard III: Study guide. Retrieved from https://www.coursehero.com/lit/Richard-III/
Dewhurst, A. (2013). Exploring Connections: 'Richard III' and 'Looking for Richard'. Retrieved from https://prezi.com/nve025epjmuv/exploring-connections-richard-iii-and-looking-for-richard/
D'Netto, G. (2019). How to Write a Band 6 HSC English Reflection Statement. Retrieved from https://www.artofsmart.com.au/reflection-statement/
Dvorak, A. (2019). Year 12 HSC English Module A: Textual Conversations. Retrieved from https://www.artofsmart.com.au/textual-conversations/
Film Space, The. (2015). Looking for Richard. Retrieved from http://www.thefilmspace.org/shakespeare-on-film/resources/richard-the-3rd/docs/looking-for-richard_studyguide.pdf
Gorman, A., & Gorman, A. (2015). The Roles of a Lifetime: Al Pacino [Image]. Retrieved from https://www.pastemagazine.com/articles/2015/06/the-roles-of-a-lifetime-al-pacino.html
Hebron, M. (2016). Richard III and the will to power. [Video]. Retrieved from https://www.bl.uk/shakespeare/articles/richard-iii-and-the-will-to-power
Hewes-English. (2014). Exploring Connections: Richard III and Looking for Richard. Retrieved from https://www.youtube.com/watch?v=ojQxjKbWmNY
Jared's Awesome HSC Stuff. (2013). Richard III. Retrieved from http://jaredsawesomehscstuff.blogspot.com/2013/06/richard-iii-speech-hsc-assessment.html
King, W. (2013). Shakespeare, Richard III and a Leicester Carpark. Retrieved from https://www.nosweatshakespeare.com/blog/shakespeare-richard-iii-and-a-leicester-carpark/
Leach, M. (2019). Literary Techniques: The Ultimate HSC English Cheatsheet. Retrieved from https://www.artofsmart.com.au/literary-techniques/
Matrix Education (2019). Year 12 Module A: Textual Conversations. Retrieved from https://www.matrix.edu.au/year-12-english-advanced-study-guide/year-12-module-a-textual-conversations/
Matrix Education. (2019). Year 12 English Advanced Study Guide. Matrix Education. Retrieved from https://www.matrix.edu.au/year-12-english-advanced-study-guide/
McNamara, S. (2018). Textual Conversations Between Al Pacino’s Looking for Richard and William Shakespeare’s King Richard III: Unit of Work. Qwiller. Retrieved from http://www.qwiller.com.au/_literature_241161/Textual_Conversations_-_Unit_Overview_and_Links_to_NSW_Syllabus
New South Wales Education Standards Authority (NESA). (2017). English Advanced Modules. Retrieved from
http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/stage-6-english/english-advanced-2017/modules
Playshakespeare.com. (2016). Richard III Characters. Retrieved from https://www.playshakespeare.com/richard-iii/characters
Schetrumpf, T. (2018). Looking for Richard Comparative Studies. Retrieved from https://www.primeeducation.com.au/looking-for-richard-comparative-studies/
Shakespeare Globe Trust. (2013). Richard III Synopsis.Retrieved from https://www.shakespearesglobe.com/uploads/files/2013/10/richard_iii_synopsis.pdf
Shmoop. (2018). Richard III Themes. Retrieved from https://www.shmoop.com/richard-iii/themes.html
Shmoop. (2017). Richard III Summary.Retrieved from https://www.shmoop.com/richard-iii/summary.html
SparkNotes. (2017). Richard III Characters. Retrieved from https://www.sparknotes.com/shakespeare/richardiii/character/richard-iii/
SparkNotes. (2017). Richard III: Plot Overview. Retrieved from https://www.sparknotes.com/shakespeare/richardiii/summary/
SparkNotes. (2017). Richard III: Themes. Retrieved from https://www.sparknotes.com/shakespeare/richardiii/themes/
Su, P. (2004). Method Acting and Pacino's Looking for Richard. CLCWeb: Comparative Literature and Culture 6.1. Retrieved from
https://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1212&context=clcweb
University of Sydney. (2018). HSC English Advanced Preparation Course - Module A: 'King Richard III' and 'Looking for Richard'. Retrieved from https://cce.sydney.edu.au/course/HEPJ
Wikipedia. (2018). Exhumation and reburial of Richard III of England. Retrieved from https://en.wikipedia.org/wiki/Exhumation_and_reburial_of_Richard_III_of_England
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