Tag Archives: shakespeare

What Should We Teach?

“I would make them all learn English: and then I would let the clever ones learn Latin as an honour, and Greek as a treat.” —Sir Winston Churchill, Roving Commission: My Early Life

Background

Raphael's "The School of Athens"

With all the education reform going on in the U.S. right now, it’s sometimes hard to keep up. But one of the more disturbing changes is the emphasis on “core” content areas (specifically, math and science). As Michael S. Roth, president of Wesleyan University, wrote in a recent CNN article, this shift is not only doesn’t make sense; it may end up having a negative effect in the long run. Liberal arts education are what have made the U.S. one of the most innovative countries in the world, and as he says, “Innovation in technology companies, automobile design, medicine or food production will not come only from isolated work in technical disciplines. Effective vaccine delivery programs, for example, require technical expertise, but they also require cultural understanding, economic planning and ethical reasoning.” This is his “philosophy of education” – that students should learn a broad set of skills and habits in order to better the world around them.

When I was doing my Masters in Education program, one of the first activities we did was to define our own “Philosophy of Education.” We took an inventory of roughly 30 questions, and the scores helped us determine which of 5 educational philosophies we were: Essentialist, Perennialist, Progressivist, Social Reconstructivist, or Existentialist. As it turned out, I came up strongly Perennialist:

Perennialists believe that one should teach the things that one deems to be of everlasting importance to all people everywhere. They believe that the most important topics develop a person. Since details of fact change constantly, these cannot be the most important. Therefore, one should teach principles, not facts…The focus is primarily on teaching reasoning and wisdom rather than facts, the liberal arts rather than vocational training. (Wikipedia)

Now, I have long considered myself a classicist. From a young age, I have loved reading and studying about ancient Egypt, Greece, Rome, and Israel. In high school, I enjoyed reading The Odyssey, Hamlet, and other older works much more than I enjoyed, say, One Flew Over the Cuckoo’s Nest. I simply found the stories more engaging and more interesting to think about. In college, those interests lead me to study philosophy, Shakespeare, and metaphysical poetry. Really, I agree with the Churchill quote at the start of this post – studying the ancients is as much a privilege as it is a necessity. So it should come as no surprise I came up as a perennialist – I did (and still do) believe that there are subjects and topics that ought to be taught because thinking about and discussing those topics make us better people.

For example, I think the subject of ethics and the nature of morality is an absolutely essential part of becoming a rational human being, and as such should be part of every educational curriculum in the world. We all have our own innate preconceptions about morality (largely based on that of our parents), but the majority of us likely have put little to no critical thought into the foundations of those ethical beliefs. It seems that this is the sort of thing that should be studied and discussed in an educational setting. Regardless of the conclusions students draw, there ought to be a place where they can safely study other perspectives, discuss and debate with their peers, and develop their own sense of morality.

What we do now

As an English teacher, I think there is a very clear place for this sort of discussion in the Language Arts classroom if we intentionally design it as such. Lately, as I have been reflecting on our curriculum and the content we teach, I see a lack of this sort of “great idea” thinking in what we currently teach students.

Right now, we teach 5 literature units in 9th grade English: The Foreshadowing, a Reader’s Workshop focused on the Hero’s Journey in a selection of YA literature (such as The Alchemyst and House of the Scorpion), Poetry (with a focus on forms such as odes and sonnets), Romeo and Juliet, and an introductory Film as Literature unit focused on genre and basic film elements. It can be a fun curriculum to teach, but there are times when it feels as though our units lack real substance, real depth of purpose. Primarily, we are focused on using the content to teach skills that will be assessed on state tests, so rather than go into great detail on the moral dilemmas and choices faced by Friar Laurence, we focus on whether students can use context clues to interpret vocabulary – certainly a valuable skill, but lacking that “human” value.

Unfortunately, some of our existing units simply don’t allow for extended discussions of philosophical ideas like morality, existence, or knowledge. Novels like The Alchemyst make for good reading and for talking about the Hero’s Journey, but there isn’t a lot of room for discussing those deeper issues.

What We Could Do (My Ideal 9th Grade English Course)

Rodin's "The Thinker"It’s one thing to raise a problem or complain about something, and that’s not my goal here. This whole discussion is the byproduct of some reflection on myself and my teaching – namely, what would I teach if I had the freedom to teach whatever I want?

Now, I must note that this discussion is focused mainly on traditional 9th grade English/Language Arts content – things that are taught in many classrooms worldwide. Thus, as much as I want to, I will not include much in the way of philosophical writing in the curriculum. Rather, since this is my “ideal” course, I can assume students are already discussing these writings in the imagined “Introduction to Philosophy” course, which would cover everything from Plato to Descartes to Kant and would, of course, be mandatory.

With that caveat, I think it only makes sense to begin with the course focus. And since it is something I already teach (and enjoy teaching), I think the easiest focus for me would be to center the course on the Hero’s Journey archetype. In all likelihood, I would borrow ideas (and probably some materials) from Dana Huff over at Huffenglish, who has shared numerous materials, ideas, and anecdotes about her own Hero’s Journey course.

As we started the year, we would likely look at the concept of the Hero’s Journey as a pattern. We would start with the first chapter from a great book, How to Read Literature Like a Professor, which is titled “Every Trip is a Quest…Except When It’s Not.” I would take excerpts from Joseph Campbell’s work – including his interview with George Lucas – and we would put together a map (or perhaps a board game?) of the journey that would remain with us throughout the year. This introductory unit would likely be when we discuss heroic traits, as well, such as courage.

From there, we would move through different eras of history, studying the literature poetry of those eras. Where better to start than with the original heroes of ancient Greece? It would be difficult to choose between several smaller myths – such as Hercules, Theseus, etc. – and Homer’s Odyssey, but I would likely go with the latter because it is both journey and poem. We might look at Hercules or another hero to compare with Odysseus, but the Odyssey would be the primary text. It is also a good place to discuss concepts such as loyalty and integrity.

After Odysseus, I would probably move on to Beowulf – something I have never taught, but a work that fits both the focus of the course and is an important historical text. We would be able to incorporate elements of Norse mythology, discuss ideas such as responsibility and sacrifice, and would also give us a good comparison text for the Odyssey.

From Beowulf, we would jump to Shakespeare, and I would be faced with an intriguing prospect – teaching Romeo and Juliet as a hero’s journey. It may be a good chance to talk about the antihero, look at the steps of the journey from a different perspective (the Return Home sure looks different), and still incorporate the best introduction to Shakespeare I can muster. Thematically, I love discussing the ideas of fate and free will, as well as love and choices when we read Romeo and Juliet. The play would, of course, be accompanied by a look at the poetic traditions of Shakespeare’s time, including the sonnet.

A side note: One alternative I have lately considered inserting here is to do some reading on the American Revolution. I would be curious what stories or novels others might use to discuss this time period in literature classes.

From there, we may move to the short stories of Edgar Allan Poe, including my personal favorite, “The Cask of Amontillado.” We would talk about the short story as a genre, the strange version of the journey archetype (and the antihero) in some of Poe’s works, and could look at how poetry was quickly evolving during Poe’s lifetime. Poe also gives us a good jumping off point to discuss death, justice, and humanity in great detail.

At this point, I would want to move into the 20th century and read a novel, though I am completely torn about what novel to choose. I definitely want to juxtapose the novel with poets like Robert Frost and modernist poets, so early- to mid-20th century would be ideal. I would also like to use the novel to discuss war, morality, and/or freedom. I’m really quite open to suggestions and would love to hear suggestions.

Finally, I would end the way my 9th grade class currently ends – with an introductory “Film as Literature” unit. We do a Reader’s Workshop style unit where students select a genre, watch 2 films in that genre, and use those films (as well as outside films) to discuss both genre and visual literacy elements. Not only is this a great way to end the year, but is a very solid look at how the medium of storytelling has evolved, especially looking in hindsight at the growth from epic poem to play to novel to movie.

So that’s my dream curriculum. Obviously it’s just a dream at this point, but I would love to get some feedback – what would you do differently? What ideas do you have? What is your dream curriculum?


Learn by Teaching

One of the more interesting truths I’ve learned during the first couple years of teaching is that I have learned so much more by having to teach it than I ever did in school.

I think my favorite example of this is my experience with Romeo and Juliet. When I was in high school, I’m pretty sure we read it (I know I knew the basic story), but that’s about all I remembered about it. In college, I read it again for a Shakespeare course, and I vividly remember the sort of literary reawakening that happens when you see something in a deeper way for the first time.
But a couple years ago, I was asked to teach Romeo and Juliet, and I realized I didn’t really know that much about it. I realized that if I wanted to teach it effectively, I had to get a better understanding of the play. I reread the play, highlighting and making notes in the margins. I did research online for different explanations and interpretations about the play. And I surfed the web and tried to find some interesting lesson ideas and/or plans.
By the time I ended up teaching the play, I felt much more competent in my understanding. But perhaps what was more interesting to me is that, as I was finishing the play, I had inadvertantly memorized several of the lines that I highlighted for the students.
When I taught the play for the second time (this time to five classes simultaneously), this only became more obvious. It was surprising how much I knew off the top of my head – how many lines I could recite without trying to memorize them, how quickly I could find specific events in the play, and how much deeper my understanding of the play became.
That was really enough evidence for me. It has become abundantly clear that people learn infinitely more about something by teaching it to others than by listening to a lecture.

I began to think of ways I could apply this fascinating reality in my classes. I wanted to help my students experience this in the classroom – where they learn more about a subject by teaching it. I experimented with a group teaching project, which failed miserably. I tried individual teaching projects, with marginal success (the higher-level students did well, the rest did not).

I’d really like to incorporate learning-by-teaching more, but I’m at a bit of a loss as to how to do it successfully. Any suggestions?


Moviemaking for Dummies

Those that have done any serious video editing know how time consuming it can be. And despite all of the time that goes into the process, it always seems to come out lacking something. Enter Animoto -a video creation tool that mashes together your pictures and music into a dazzling video, and does it in a matter of minutes.

Instructify, @edu, Moving at the Speed of Creativity, Mr. B-G’s English Blog, U Tech Tips, Huff English, and of course the huge tech blog, Webware, have all posted on this cool tool already. I guess that means I’m late to the party. Nevertheless, I’m excited to share a little bit about Animoto. To avoid beating a dead horse, though, I thought I’d mention the features that most educators will find relevant and exciting.

  • While most people can get a free account that allows them to make 30-second clips, Animoto has seen fit to spoil educators by giving us free full-access passes. All you have to do is subscribe, they’ll review your information and will give you a pass to create unlimited videos of unlimited length. Kudos to Animoto for this amazing gift!
  • Animoto provides a (limited) selection of royalty-free music for you to use in your videos. Ranging from classical to rock to hip-hop, you can use whatever style of music you want to spruce up that slideshow you were planning.
  • Animoto links directly to YouTube, allowing you to upload your video quickly and seamlessly to your YouTube account. It’s also very easy to embed Animoto videos directly into a blog or website.
  • Some pictures are just more important than others. Animoto lets you “spotlight” certain pictures so they appear both in the background and appear longer and brighter than other pictures.
  • The newest feature of Animoto is the one thing that it was missing before: text. Now, along with the pictures you upload, users can create “images” in your video that are nothing but text. And like everything else on the site, the text is about as professional looking as you can get. The only downside is that there is a character limit – 20 on the top line, 30 on the bottom line. Even so, this was a much needed improvement.

Rather than going on and on about Animoto, here are a few examples that I’ve “created.” Enjoy!

First, a quick video tribute to my alma mater:

And a mashup of headlines from around the globe on November 5, 2008 (via the Newseum – another amazing site I’ll talk about sometime).

And finally, a remake of my first ever trailer – the prologue from Romeo & Juliet (a little longer than I’d like, but still pretty darn cool).


Book Trailers

 Something I’ve decided to start experimenting with in class: treating the books we read as movies – complete with advertisements and trailers. The first unit I’ve experimented with is Romeo & Juliet. Having posters up to advertise the units seems to be pretty cool – they pique a lot of curiosity (I’ve had students asking me daily what “Star-Crossed Lovers” is all about. Then, when we finally started Romeo & Juliet, I showed a trailer I made that included the poster in it. I thought I’d share both.

Book poster for Romeo & Juliet