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Living Space by Imtiaz Dharker.pptx
- 2. Title: ‘Living Space’ Date: Read the poem. Which of the following places do you think it refers to? Why? Ext: Where in the world do you think this is?
- 3. Learning Outcomes CHALLENGE: to be able to analyse ‘Living Space’ thoroughly ASPIRE: to be able to evaluate techniques used in ’Living Space’ and justify our thoughts and opinions about them
- 4. ‘Living Space’: An Overview Over the next slides is a breakdown of the context that you will need for your upcoming exam. CHALLENGE: to be able to analyse ‘Living Space’ thoroughly ASPIRE: to be able to evaluate techniques used in ’Living Space’ and justify our thoughts and opinions about them
- 5. CHALLENGE: to be able to analyse ‘Living Space’ thoroughly ASPIRE: to be able to evaluate techniques used in ’Living Space’ and justify our thoughts and opinions about them
- 6. ‘Living Space’: An Overview The poem describes a ramshackle living space, with its lack of 'straight lines' and beams 'balanced crookedly on supports'. Imtiaz Dharker has explained that the poem describes the slums of Mumbai, where people migrate from all over India in the hope of a better life. The slum areas are living spaces created out of all kinds of found materials: corrugated sheets, wooden beams and tarpaulin. In this poem she celebrates the existence of these living spaces as a miracle. CHALLENGE: to be able to analyse ‘Living Space’ thoroughly ASPIRE: to be able to evaluate techniques used in ’Living Space’ and justify our thoughts and opinions about them
- 7. Imtiaz Dharker ◦ Imtiaz Dharker was born in the Punjab, Pakistan in 1954. She grew up in Glasgow and now divides her time between India, Wales and London. ◦ As well as being a poet, Imtiaz Dharker is also a prolific and award-winning documentary film maker. Among their many subjects, her films highlight an interest in child welfare and in women’s health and education. ◦ Recurring themes in her poetry include cultural identity, freedom, displacement, communal conflict, gender politics and freedom. CHALLENGE: to be able to analyse ‘Living Space’ thoroughly ASPIRE: to be able to evaluate techniques used in ’Living Space’ and justify our thoughts and opinions about them
- 8. ‘Living Space’ In order to produce the most effect notes, take the time now to create a colour coded key – this will help you when it comes to revising. The following is my key: ◦ “Thoughtful approaches” (Band 4 of AO1) ◦ Language/Technique analysis (AO2) ◦ Context (AO3) CHALLENGE: to be able to analyse ‘Living Space’ thoroughly ASPIRE: to be able to evaluate techniques used in ’Living Space’ and justify our thoughts and opinions about them
- 9. Analysing the poem There are just not enough straight lines. That is the problem. Nothing is flat or parallel. Beams balance crookedly on supports thrust off the vertical. enjambment nothing is equal adverb CHALLENGE: to be able to analyse ‘Living Space’ thoroughly ASPIRE: to be able to evaluate techniques used in ’Living Space’ and justify our thoughts and opinions about them link to poverty?
- 10. Nails clutch at open seams. The whole structure leans dangerously towards the miraculous. Into this rough frame, someone has squeezed a living space personification juxtapositio n adjective verb not a home Analysing the poem CHALLENGE: to be able to analyse ‘Living Space’ thoroughly ASPIRE: to be able to evaluate techniques used in ’Living Space’ and justify our thoughts and opinions about them
- 11. Analysing the poem CHALLENGE: to be able to analyse ‘Living Space’ thoroughly ASPIRE: to be able to evaluate techniques used in ’Living Space’ and justify our thoughts and opinions about them and even dared to place these eggs in a wire basket, fragile curves of white hung out over the dark edge of a slanted universe, gathering the light into themselves, as if they were the bright, thin walls of faith. act of faith, contains new life positive fragile Celebrates that faith has made them bold/brave verb adjective
- 12. There are just not enough straight lines. That is the problem. Nothing is flat or parallel. Beams balance crookedly on supports thrust off the vertical. Nails clutch at open seams. The whole structure leans dangerously towards the miraculous. Into this rough frame, someone has squeezed a living space and even dared to place these eggs in a wire basket, fragile curves of white hung out over the dark edge of a slanted universe, gathering the light into themselves, as if they were the bright, thin walls of faith. 3 stanzas different line lengths Longest line – why? Shortest line – why? Rhyme scheme acts alongside “nails clutch” – how? ‘Living Space’ CHALLENGE: to be able to analyse ‘Living Space’ thoroughly ASPIRE: to be able to evaluate techniques used in ’Living Space’ and justify our thoughts and opinions about them
- 13. Plenary: Which themes can we link to ‘Living Space’? How do you know? CHALLENGE: to be able to analyse ‘Living Space’ thoroughly ASPIRE: to be able to evaluate techniques used in ’Living Space’ and justify our thoughts and opinions about them
- 14. Plenary: Pick 5 key quotations to remember For your exam, you’ll need to discuss at least 5 key points in detail. Highlight your top 5 quotations now. CHALLENGE: to be able to analyse ‘Living Space’ thoroughly ASPIRE: to be able to evaluate techniques used in ’Living Space’ and justify our thoughts and opinions about them
Editor's Notes
- PowerPoint and resources to help teach/recap 'Living Space' by Imtiaz Dharker for Eduqas English Literature. Aimed for use in Years 10 and 11. Includes guidance at the bottom of each slide.
- Answers can be written / verbal / on whiteboards etc. Both images are of Mumbai, India. Does it remind students of the favelas in Brazil?
- Blue highlighted words link to Challenge outcome - most students Green highlighted words link to Aspirational outcome – some/few students
- Explain how students may be in Bands 4 or 5 for AO1 and AO2, but if they forget context and have a minimal approach and only have Band 2 for AO3, then the examiner is justified in limiting their marks to Band 2 for all AOs. Therefore, students need to make sure that they reference context and its importance throughout their essays (both Section A and B). Print off if needed.
- Taken from BBC Bitesize. Examples of corrugated sheets and tarpaulin. Ask what these materials are used for. Are they used for housing over here? Compare the differences between homes in England and the slums in Mumbai.
- Taken from AQA website (still relevant for Eduqas).
- Enjambment could represent houses running into each other. Life is not straight forward (AO2)? Nothing is equal. Zoom in on “nothing” and “parallel”. Link to poverty within the slums. High rise buildings towering above them. “Crookedly” represents both the slums and government (homonym).
- ”Clutch” personification of nails could represent the people trying to hold their lives together. Grasping for faith. Juxtaposition between adverb “dangerously” and abstract noun “miraculous”. What is the effect here? “Rough” adjective describes living conditions. Link to context. ”Squeezed” dynamic verb implies the cramped living conditions. Link to context. ”Living space” the idea that it is not a home, but somewhere in which to just exist. Title of poem. Overall message.
- “Dared” verb links to idea that it’s dangerous to live there. Feat of human endurance. “Eggs in a wire basket” metaphor. Fragility of human bodies and mind. Eggs hold new life link to context of Mumbai being place of rebirth and reinvention. Wire basket is crude and not suitable “Fragile” adjective to emphasise living conditions. “Slanted universe” metaphor. Could link to physicality of the room in which they eat/sleep/live. Their whole universe resides within those four slanted walls. Could also link to context of unequal treatment/living conditions with Mumbai (skyscrapers and slums in same city). ”bright, thin” oxymoronic. Emphasises next point. “Walls of faith” celebrates how the people’s faith has kept them alive and in hope. Conversely, could argue that their faith is now worn thin due to insecurity and unequal living conditions.
- 3 stanzas of different line lengths represents the buildings’ structures. Reiterates the ”nothing is flat or parallel” line. Longest line makes the reader pay attention to the fact that these homes are “dangerous”. Shortest lines “nothing is flat” / “a living space” link to context. These homes are cramped, unequal. Irregular rhyme scheme reinforces personification of “nails clutch” little stability in homes/life in general.
- Post-it note plenary.
- Alternative plenary