Deborah Appleman and Michael Graves - Reading Better, Reading Smarter - Ch. 4: Lenses for Approaching Literary Texts
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One of the biggest challenges that any first year teacher faces is trying to figure out what theoretical perspective they will most likely inherit and how to take that perspective and put it into practice in their classrooms. But do we all have to choose one? Can't I be the Marxist feminist guy teacher who also believes and dabble with new criticism? Hmm...
Let's talk theory first. Much like Appleman, I believe that teachers today should focus on adapting to a modern teaching perspective as we have seen a huge shift in education--our students needs are no longer the same as they were 30+ years ago. One of the biggest challenges that Appleman faces is trying to convince veteran teachers the value and importance of having theory taught in their classrooms (a modern theory). Appleman believes that when we invite students to study using this approach, not only are we helping students to engage with the text in the classroom, but we are helping our students to reach beyond just the text--we are having them "not only read and interpret literary texts, but their lives--in and out of school" (Appleman 2). Isn't this what we want in our classroom? Do we not want students to have some type of transaction with literature (of course with a capital L) so that they can make meaning of it in the classroom, but have that meaning apply to their lives? From my understanding this is how we get students to become much more effective critical thinkers.
Stepping aside from theory itself--the biggest thing that I got out of these readings, especially the Appleman are the ways that we can use theory in our classrooms. While we are able to bring in multiple approaches such as a feminist and Marxist view, there are still many challenges that I see in Appleman's logic--and her approach in general. From what I recall from my own days in undergrad, theory was not something I was quite fond of! In fact, I dreaded having to bring any type of theory into the classroom for the fact that it just seemed to be far to analytical and advanced for even myself. I get the idea that we want our students to be able to use theory as a bridge to connecting with the text and life itself, but how are we supposed to teach this when we have a difficult time even getting our students to make meaning of the text alone? Now bringing in new theories such as feminist critiques just seem to be a bit rash. I am in no means against using Appleman's ideas, but, the issue lies in trying to connect the bridge.
There were several suggestions coupled in the reading that made this all seem a little more do-able, for example having a very simplistic version of all the multiple theoretical perspectives proves to have its benefits--students can refer to it and then move on to making meaning using alternative ways of thinking.
One idea that I have played over and over in my head was when we had the speaker from RVHS come and talk about how she is all about theory in her classroom--I LOVE this! But, when I sit and think about what she does, I sit and think about how can I make this accessible and relevant to my non honors students? In short, theory is HARD, but when you are able to break it down and work with it like Appleman suggests, then you will find that your students will be able to have much more enriching experiences with the literature.
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**See link below.
Lesson Plan Link
I appreciate your voice and honesty in expressing the challenges of making theory applicable to students--I can tell that Nicole's passion for theory resonated with you--she shared an important message--that critical theory helps our students think critically and see the world critically--through theory, our students learn to hear and appreciate diverse perspectives. With theory, they learn to read the world. As I contemplate your DO, I am not getting how this fosters critical theory? I see the application of reader response in that students create their theme song--but why not revise this plan and take a critical turn? Could they not then view their song through a critical lens? What does their chosen song say about the roles of women (feminist) or about society (Marxists) or about the times (new historical) or about power (special justice)? Adding a level to this plan would make it more meta for students and add the needed critical lens.
ReplyDeleteDavontae, I can totally tell what some of your pedagogy is just by this one blog post! It's not a bad thing, I was just smiling as I read through because I could identify it.
ReplyDeleteYou call into question how effective teaching theory would be in a "non" honors course, and to be honest I questioned this too. It wasn't until we had class on Monday and Nicole (RVHS speaker) came and shared her heart. Now, I realize her situation is unique because she has her babies for four years and then let's them go. She is able to use four years in order to scaffold her students into higher order thinking skills and analysis of critical theories and lenses. But after reading through Sty's comment above, her last line hit me. "Add a level to this plan would make it more meta for students and add the needed critical lens." It occurred to me, as I read that, that instruction on theory does not have to be DIRECT. Instead you could incorporate it, simply, by adding the component to the "end" of an assignment, just as Sty suggested in her comment. They could learn theory unconsciously!