1. Texts and Context MODULE A: Comparative Study of Texts and Context Texts in Time Elective 2: Texts in Time texts composed in different times and contexts may reflect changing values and perspectives.  In this elective students compare how the treatment of similar content in a pair of texts composed in different times and contexts may reflect changing values and perspectives. texts in their contexts and comparing values, ideas and language forms and features,  By considering the texts in their contexts and comparing values, ideas and language forms and features, students come to a heightened understanding of the meaning and significance of each text.

6. More ideas about historical context…

7. The novel Frankenstein (or the Modern Prometheus) - 1818 by Mary Shelley, and the film Blade Runner – 1982 – directed by Ridley Scott. Texts in time…

8. Compare texts in order to explore them in relation to their contexts. Frankenstein & Blade Runner Social change French Revolution (F) Rural population moves to city and urban areas (F) Consumerism (BR) Women’s roles / rights (BR) High density apartment living Credit cards popular (BR) Historical / economic change 1800s – Industrial revolution (F) 1980s – Computer age (BR) - Climate change issue (BR) - Super-companies dominate world market Cultural change Religious dogma challenged by science (F) Romanticism (F) replaces Neo- classical thought/literature Traditional organised religion loses more people over science (BR) Family structure changes – less children / decrease in extended families (BR) Increased immigration and travel blends many cultures in western countries (BR)

9. So… what was “new” and different about Romanticism in the late 18 th century and the 19 th century?? Universal beliefs and ideas Individuals conformed to social expectations Manicured and “show” gardens Positioned the responder to feel peaceful and tranquil The “natural” world was dangerous and evil Universal beliefs and ideas Individuals conformed to social expectations Manicured and “show” gardens Positioned the responder to feel peaceful and tranquil The “natural” world was dangerous and evil  Individual beliefs and ideas Individuals challenged the social expectations and were beyond control Un-manicured gardens – mountains / oceans / forests Positioned the responder to be inspired The “natural” world was sublime  Individual beliefs and ideas Individuals challenged the social expectations and were beyond control Un-manicured gardens – mountains / oceans / forests Positioned the responder to be inspired The “natural” world was sublime BEFORE…? NEO-CLASSIC LITERATURE ROMANTICISM…

10. C1700-1800 An historical era known as ‘The Enlightenment’. Thinkers promoted logical reason and science - over superstition, ignorance and religious dogma. C1780s-1800s Industrial Revolution: Economic change in Europe with major countries like Britain becoming dominant in industry 1789 French revolution: This provoked extreme reaction, for and against, from intellectuals. The Romantic Movement in poetry,: Wordsworth, Coleridge, Keats, Byron and Percy B Shelley (Mary’s husband) were mostly strongly supportive of change. 1798 Coleridge published his ‘gothic’ poem, The Rime of the Ancient Mariner which is quoted by Victor Frankenstein in the novel. 1816 Mary Shelly begins to work on Frankenstein. 1818 Frankenstein is published. 1910 The first Frankenstein film is produced. The film strengthens the power of the Frankenstein myth in public imagination. Frankenstein: a brief chronology of events related to context…

11. 1940s- 2000 The computer age. By 1990s the role of computers moves from being a tool used exclusively by scientists and technicians in laboratories to a household consumer item. 1960s Authors such as Rachel Carson and Alvin Toffler predict the negative effects of climate change and overpopulation on humanity’s future. 1962-1968 Science fiction writer, Phillip K Dick writes Do Androids Dream of Electric Sheep?, the source of the film Blade Runner. 1969 Man lands on the moon. 1982 The original version of Ridley Scott’s Blade Runner is released. The term Blade Runner, not used in the original novel, is appropriated from the works of avant-garde American writer, William Burroughs. Apart from Deckard’s pursuit of the replicants, the action of the film is substantially different in detail from the novel. 1992 A new director’s cut of Blade Runner is released. Deckard’s voiceover narration is eliminated, the optimistic ending of the original is cut, and the enigmatic image of the unicorn is inserted into images of Deckard’s thoughts. The 2007 DVD release of the director’s ‘final cut’, has no substantial variations on the 1992 version, but as Ridley Scott states, he has had a ‘few tweaks’ made in the editing of certain of the violent scenes, and has a much sharper image from restoration of the original negative. Blade Runner: A brief chronology.

12. Social, cultural and historical context influences aspects of texts context lead to changed values being reflected in texts:  changes in context lead to changed values being reflected in texts:  use of the language of texts,  purposes and audiences,  analysis of the content,  values and attitudes conveyed through a range of readings (different people’s points of view)

13. Use of Language… Frankenstein  The language is usually highly emotional, melodramatic and threatening.  There is always more emphasis on description than dramatic action; this emphasis on description does not however involve detailed analysis of inner feelings.  The Creature's language is highly rhetorical (which could also be said for much of the book).  There is a big difference in language between the three narrators.  The Creature's eloquent language is unexpected. Instead of a grunting animal, is the impressive use of balance and opposition in his order to Victor "Remember I am thy creature; I ought to have been thy Adam; but I am rather the fallen angel, whom thou divest from joy... and I shall again be virtuous." - biblical allusions, antiquated English, fragmented sentence, repetition of the personal and high modality of “I am”

15.  Deckard Deckard is a ‘blade runner’ whose job is to track down ‘non- humans’ or replicants. His relentless pursuit is responsible for the deaths of four replicants and he spares the life of a fifth, Rachel. During his hunt, there is evidence to suggest he might be a replicant himself. At the end, he is attempting to flee the city with the replicant, Rachel, towards to an uncertain future. The five replicants are actually androids – artificial human beings designed to function on planets beyond Earth. Their sudden return to Earth causes alarm and fear because of their superhuman strength and violent tendencies. blade runner replicant skin jobs Voight Kampf test Nexus VI implanted memories retirement spinner

16. Examination rubric… In your answer you will be assessed on how well you: ■ demonstrate understanding of the meanings of a pair of texts when considered together  what are the common ideas / attitudes / values / assumptions / information / human characteristics / human relationships between Frankenstein and Blade Runner? ■ evaluate the relationships between texts and contexts  How closely are the two texts similar? How distantly are they different? Why? ■ organise, develop and express ideas using language appropriate to audience, purpose and form How? = what language / film forms and features are used in each text to show the ideas etc… Different contexts…

17. Which means… What are similarities between the two texts? Comparative study of common features of both texts: … Which means… What are similarities between the two texts? Common premise  If scientists were capable of creating life… then the resulting relationship between the creations and humans would uneasy and tense.  The creators come to loathe their creations and try to destroy them.  The creations react with similar violence when faced with destruction  19 th C, the scientist, represented by Victor Frankenstein, was the enemy of the Creature. In the 21stC, the enemy of the replicant is the Tyrell Corporation.. Structure  The novel is structured as a ‘nest of stories’, one narrative inside another. Each narrative gives a different perspective on events.  In the film, here are two parallel narratives.

18. Analysis of how language and other communication techniques contribute to the creation and reading of both texts.

19. 2010 exam question Analyse how Frankenstein and Blade Runner imaginatively portray individuals who challenge the established values of their time. The prescribed texts are:  Mary Shelley, Frankenstein and  Ridley Scott, Blade Runner (Director’s Cut) or (Final Cut)

20. Analyses skilfully how Frankenstein / Blade Runner portray individuals who challenge the established values of their time Demonstrates skilfully an understanding of the relationships between texts and contexts using well- selected and detailed textual reference Composes a perceptive response using language appropriate to audience, purpose and form Marks 17–20 How your exam will be marked…

21. In better responses, candidates considered the key notion of individuals challenging established values and produced a shaped response that developed and sustained a thesis which genuinely addressed the question and which used a discerning selection of textual references. In weaker responses, candidates tended to identify some similarities between these texts, often with a limited understanding of the significance of these similarities. They often considered the key concept of established values of their time in a superficial or generalised way or ignored it. Treatment of context was not integrated into the discussion and was frequently a reference to the time of composition rather than an understanding of how context is reflected in the construction and reception of texts. They often relied on a few basic or inappropriate references to texts.

22.  evaluate how different contexts effect how composers use of medium of production, textual form, perspective and choice of language influence meaning. Weigh-up Techniques Film, print, Novel, fsci-fi eature film Dominant? Resistant? Subversive? Marginalised? Disenfranchised? Popular? Cultural? Christian? Non- Christian? Post-modern? Feminist? Capitalist? Marxist? Formal? Colloquial? Idioms – simile – metaphor – modality – dialogue – imagery – symbols – motifs – audio effects – camera angles, shot types and movement – contrast – irony – satire – persuasive – positive or negative tone – emotive language – factual language – stereotypes – cliches – catch phrases – journalese - Show specific ideas, events, people, values, attitudes about history and memory.