Blade Runner & Frankenstein
FRANKENSTEIN & BLADERUNNER
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.
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. CONTEXT + MEDIUM: Didactic tale – V learned that by attaining or realising the desire, one loses it, for it destroys the possibility of community and ultimately leads to the destruction of the self. Inherent warning about the evils that can be set loose if man plays God shown in Victor’s obsessive and Tyrell’s greedy quest to bestow life. 1800s – period of great technological and scientific change. Discoveries were made in all fields of research including the potential for electricity or ‘galvanism’. F exhibited popular Romanticist and Gothic elements. Romanticism represented a direct rebellion against Enlightenment thinking, replacing reason with feeling and vision. It valued imagination and emotion over rationality, and celebrated nature rather than civilisation. Industrial Revolution – social and economic changes. Romanticists believed that mass production was a primary cause of mounting social ills such as poverty, urban overcrowding and unhealthy and dangerous working conditions. They saw it as a threat to individualist ideals.Gothicism – “Characterised by picturesque settings; an atmosphere of mystery, gloom, and terror; supernatural or fantastic occurrences; and violent and macabre events.” – Heightened emotions, sinister characters and macabre settings such as graveyards and charnel houses. 1980s: social disillusionment characterised the era. The combined force of
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.
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. CONTEXT + MEDIUM: Didactic tale – V learned that by attaining or realising the desire, one loses it, for it destroys the possibility of community and ultimately leads to the destruction of the self. Inherent warning about the evils that can be set loose if man plays God shown in Victor’s obsessive and Tyrell’s greedy quest to bestow life. 1800s – period of great technological and scientific change. Discoveries were made in all fields of research including the potential for electricity or ‘galvanism’. F exhibited popular Romanticist and Gothic elements. Romanticism represented a direct rebellion against Enlightenment thinking, replacing reason with feeling and vision. It valued imagination and emotion over rationality, and celebrated nature rather than civilisation. Industrial Revolution – social and economic changes. Romanticists believed that mass production was a primary cause of mounting social ills such as poverty, urban overcrowding and unhealthy and dangerous working conditions. They saw it as a threat to individualist ideals.Gothicism – “Characterised by picturesque settings; an atmosphere of mystery, gloom, and terror; supernatural or fantastic occurrences; and violent and macabre events.” – Heightened emotions, sinister characters and macabre settings such as graveyards and charnel houses. 1980s: social disillusionment characterised the era. The combined force of