The English Curriculum in Ontario requires students to learn specific reading skill sets such as "Reflecting on Skills and Strategies", "Reading for Meaning", "Understanding Form and Style”, and “Reading with Fluency”. Nowhere in the English curriculum documents will you find a list of canonical texts that students “need” to have read and understood in order to become “literate” in today's world. As English teachers we have the ability to choose the texts which will best serve as vehicles for student learning. If we have this freedom, why is it that year after year English teachers hand out Heart of Darkness to their grade twelve classes, and have their students act out Romeo & Juliet in grade ten?
If it is our responsibility to ensure that our students master the ability to “read with fluency”, and to “read for meaning”, then why don't we choose texts that will appeal to our reluctant readers and engage all students? The definition of literacy is changing, and Canadian teachers are moving away from traditional British canonical texts and towards modern ways in which to teach literacy skills.
Graphic novels in the English classroom represents a wave of progressive and inclusive literacy. Using graphic novels to engage reluctant readers and to promote visual literacy and a knowledge of semiotics is something that should be embraced. However, as young teachers we fear the backlash and resistance of incorporating these new ways of engaging and promoting literacy skills. One questions looms in the back of our minds as we consider teaching Romeo & Juliet with a graphic novel........ “is it literature?”
It is important to consider the skills that we want our students to walk away with, and the best ways to help our students achieve these goals. Using graphic novels in the English classroom is a move away from the British tradition of literature and towards promotion of teaching skills instead of content. It isn't important that students be able to quote MacBeth, but that they have the skills needed to read and make meaning of any text they read. We are preparing our students for a world that doesn't yet exist, so we will arm them with critical literacy skills that can be delivered through use of graphic novels in the English classroom.
Hi Rachel,
ReplyDeleteI think it is crucial to ask ourselves as English teachers, what is our main goal in teaching literature. I agree with you, we need to be focusing on skills and larger themes. During my practicum my associate had the students write a memorization quiz. The students had to memorize quotations from King Lear and rewrite them on the quiz for marks. I do not believe this was an effective way to teach students about the text as it does not show me that they have a larger understanding of it. I love the idea of stepping away from the British Canon. As a future English teacher I would love to include a wider variety of texts in the classroom. I think students need to be exposed to many different perspectives and literature is a great way to do this.
In your blog you ask what skills our students should walk away with after taking our course. I was wondering if you have any specific objectives in mind. Or is this a topic you will continue to reflect on throughout your teaching practice?
Christine
Wow, Rachel! I really enjoyed reading this post. These are the kinds of discussions we're having all the time in education. It's so reassuring to see you considering these issues now.
ReplyDelete@Christine, your reply is fantastic as well. We've had this discussion about "memory work" at my school. I had one student who was so terrified of having to recite a memorized passage in class, he almost fainted. When I asked why we were forcing students to do this, one teacher said, "it's good for them." That's not a a good enough pedagogical reason for me. Another response was, "it assesses their knowledge and understanding of the text." That may be true, but aren't there other ways to do that? That being said, there are some students who really enjoy reciting memorized passages. My solution was to differentiate the final project so that students had choice in how they met the expectations. No forced recitations for my class anymore.
I can see how memorizing certain lines in a play could be useful. In many of my English exams I tried to memorize a few quotes in order to write a strong essay exam. However, I think my understanding of the text did not come from the quotation itself but, my analysis and examination of it.
ReplyDeleteIn terms of a quotation assessment, I think it may be more effective to have the students identify the speaker, and the significance of the quotation to themes in the play. I think I would want to ensure my students could draw a connection between the words and the larger ideas in the play.
I think this is why using graphic novels for Shakespeare’s plays is a positive idea. I think if students can see the emotions, actions and gestures on the page the themes and larger ideas will be more obvious to the students.
I think having students choose is also a great idea. When students have a choice they will be more likely to succeed.
Christine