Entry 3: Inviting Other Theoretical Perspectives

Bridging English, Chapter 5

Reading Better, Reading Smarter, Chapter 4

Appleman, Multiple Perspectives

“Of Grave Diggers and Kings”

“A Lens of One’s Own”

This week was our review of Critical Synthesis. On this re-read, I noticed that Milner’s approach in the Bridging English text is to individually go over the theories in detail, but the activities often have students exploring multiple theories in fishbowl groups and the like. It seems like this is an attempt to introduce lots of different ideas at once instead of narrowing in on one. This got me thinking that, at the secondary level, the writers we read often advocate introducing many theoretical lenses at once. I have seen this myself in a class observation (during 547). By contrast, Appleman's article begins by mentioning that typically, “a single theoretical vision tends to dominate the teaching of literature until it is replaced by another” (4). Ideally, then, the goal is to expose the existence of multiple theories so that students recognize how there are many different readings and they could develop their own approaches using those as a base. This definitely falls in line with my primary educational philosophy; I want students to become people who think for themselves and do not believe everything at face value, which is admittedly difficult when one wants them to follow class rules at face value.

But what about focusing on one theory at a time? The last two articles, “Of Grave Diggers and Kings” and "A Lens of One's Own" went into detail about the benefits and complications of teaching Marxist and Feminist theory. Although I struggle with it greatly myself, I certainly see the value in the Marxist lens; it is a path to free thought, and allows the reader to develop an understanding of the social construction of context for literature. However, Marx is a very polarizing figure, especially among those without a higher education, and it is very true that we must be careful and make the intent of our lessons very clear, particularly for parents reading planning documents. “A Lens of One’s Own” delved a bit in to how there will always be some resistance from male students regarding feminist readings of texts. I think it is important to understand that a feminist interpretation is one out of many, but some alternative strategies could probably benefit reluctant learners. Teachers tend to select texts like The Yellow Wallpaper or The Awakening to teach the feminist lens, but I think the more indirect lens of applying the perspective on top of a text that is not "inherently" about women's issues actually reveals more of the depth of the theory. Hamlet is a likely choice, with Hamlet's infamous mistreating of the women in the play, but there are countless other texts that show oppression vs. women in subtle or non-subtle ways. 

I found it interesting that our reading from Reading Better, Reading Smarter claimed literary theory to be “a tool to engage reluctant readers” (75). On the surface, this seems to oppose the educational philosophy we have been studying thus far. However, I liked the example this reading and one of the others used to illustrate how critical synthesis can work even at the middle grade level. The suggestion to teach a story that is coming from a different point of view, like “The Three Little Pigs” from the perspective of the wolf, as a pre-reading activity was a good takeaway. Synthesis can in fact be scaffolded in the same manner that other reading strategies are.

For my Do portion, unfortunately, I have nothing to draw on from my current classes, so I am once again thinking of ideas for the future. The one Synthesis lesson I have observed in the past had every student making powerpoint presentations about a single theory, and while I harbor no disdain for this approach, I think the idea of giving students more of a choice in presentation method could get them more invested. As such, I am modifying a To Kill a Mockingbird activity my CT used to fit the study of critical lenses instead. This assignment is based on the ending of Romeo and Juliet and would be assigned after the students have already been exposed to their theories, which would include Feminist, Marxist, Psychoanalytical, and Archetypal theory. 

Critical Perspectives:
Multigenre Small Group Project

Choose one among the following activities for your group’s assigned theoretical lens.

Assignment 1:

Performance Commentary: Have two members of your group play the roles of Romeo and Juliet, while one or two others are critics in your theoretical discipline watching the final scene. The critic(s) should comment on the action as it is happening, noting how the scene is read using your lens. If you have two commentators, one can “teach” the other or the two can have a conversation.

You need to have a script for your commentary. It can be read during the performance. This script will be turned in for a grade. Please note that you do not need to use Shakespearean language in your performance.

Assignment 2:

Advertisement/Propaganda: Design a poster or magazine/online advertisement either promoting or criticizing the play’s final scene using your group’s theoretical lens. You may use any visuals you like, but the poster must have a text slogan (Such as: Nike—Just Do It). Your group must present the poster to the class, explain why you chose the images and slogan you did. What was the purpose of your ad? Who is it targeted at?  Why does your theoretical lens apply?

Your ad will be turned in for a grade, as well as a written version of your campaign pitch for the presentation.

Assignment 3:

Song/Poem: Your group must write a song or poem about the final scene, and the song must talk about the piece must talk about the scene using a critical lens. You may write an original song or base your song off of another one, but the lyrics need to be original and relevant to the text. Be specific in your writing: the song must have direct references to the scene, telling what happened in it.

For your performance, you can either do a dramatic reading or sing the song. If anyone in your group is musically inclined, they may bring an instrument and add music, but this is not necessary. Prospective rappers may also have a backing beat, but the music sample must be turned in beforehand so I can check it beforehand so there aren’t any surprises. The lyrics of your song will be turned in for a grade.