Explores how drama enhances the appreciation of poetry. The Studio Class builds on previous lessons, outlining the concepts important to good dramatic poetry reading. Concepts include proper performance modeling, unison and scripted poetry reading, the physical and psychological elements of performance, and ideas for incorporating the additional disciplines of dance and movement. Studio Guests: Rodney Bowling and Stephanie Kirk of Poetry Alive, Inc.
Grade levels: Senior High (10-12)
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Poetry Alive, Part 2
Discusses strategies for incorporating ideas presented in the previous lesson. The ideas discussed in Class 11 are expanded to include a protocol for memorizing, reciting, and performing poetry. Topics include how to script and/or score poetry for reading, how to stage a performance, how to build reading teams, how to follow up performance with meaningful analysis, and how to build on student interest and enthusiasm. The educational value of poetry performance is discussed. Studio Guests: Rodney Bowling and Stephanie Kirk of Poetry Alive, Inc.
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Qualities of Young Adult Literature
Outlines two diverse ways to analyze the suitability of a literary work. Students learn to examine the merits of a work on two different levels – by category and by “essential literary elements”. Discussion explores the various categories of literature available, and defines the structural elements of literary works targeted to young adults.
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100 Recent Young Adult Novels Too Good to Miss
Examines the appeal of many of the most popular young adult books. Students are given an in-depth description of the merits of 100 books popular with middle and high school students. The class also includes a bibliography of “must reads” by African American authors recommended by the NCTE Black Caucus. Studio Guest: Dr. Diana Mitchell, Teacher and past president of ALAN (Assembly for Literature of the Adolescent – National Council of Teachers of English).
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The Young Adult Library
Encourages a fact-finding trip to the local public library. The viewing audience is challenged to document the young adult offerings at their local community library. The Study Guide directs the viewing student to find out about the annual circulation of books among young adults at the public library, discover the range of programs designed for them at the library, and request advice from the Librarian as to how teachers might create or enhance their own classroom library to better serve their age group. Studio Guest: Dr. Diana Mitchell, Teacher and past president of ALAN (Assembly for Literature of the Adolescent – National Council of Teachers of English).
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Introductions and Course Overview
Emphasizes the need to meet readers at their current level. Viewers meet Dr. Muhammad and the Studio Class. Discussion centers on the stages of literary appreciation manifested from birth through adulthood.
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Kafka, The Metamorphosis
Discussion focuses on the story as a modern parable, suggesting that the reality to which Gregor awakens is the truth of his life. Of what does this truth consist? In what ways can Kafka’s story be compared to “The Death of Ivan Ilych?” Students explore the story’s theme and plot, determine its purpose, and debate where the story’s climax lies in the narrative. How do elements such as pose style and tone, use of detail, and point-of-view contribute to the story’s effect? To what extent does the “rage to be normal” lead us to treat those who are different from us as non-human?
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Course Overview (Summary)
The final episode review the works in the course identifies enduring themes and concerns. Highlighted members of the class choose and justify their favorite works.
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Shakespeare, Hamlet (Part 2)
Discussion centers on Hamlet’s unique prestige in Western culture as the Mt. Everest of plays, so much so that it is often referred to simply as “The Play”. What accounts for this unique prestige? How modern a play is Hamlet? What political issues does it raise? The class considers a feminist and an existential reading of the play, discussing Hamlet’s attitudes toward the sexualized maternal body and the universal fear and disgust it can evoke. “The Play” also poses the question of how to act in the world when one cannot know anything with certainty. Featured interview: Professor Mick Hattaway (University of Sheffield), author of a critical text on Shakespeare’s Hamlet
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Moliêre, Tartuffe
Tartuffe perfectly represents the French neo-classical period, and this lesson places particular emphasis on the play’s plot, language style, characterizations and central theme. What is the play about? Why is Orgon so blind to Tartuffe’s true nature? Is the character of Tartuffe comic or macabre? Is Orgon “mad,” as Dorine claims? What does “madness” mean in the context of this play? What is the significance of the “deus ex machina” ending of the play? Featured interview: Dr. David Raybin (Eastern Illinois University)