Producers: Governors State University

Evaluates the appeal and content of this genre. The lesson looks at Horror and Mystery novels as a non-video game pursuit that is especially intriguing to boys. The key features of this genre discussed by the Studio Class include the timeless theme of good vs. evil, the appeal of a puzzle that needs solving, the emphasis on brain power over force, and the traditionally savvy nature of the protagonist.

Defines criteria for evaluating Adventure and Sports-oriented novels. The Studio Class discusses the features of Adventure novels that make or break their usefulness in class. The five common elements of Sports novels are detailed. Videotaped inserts include two different Readers’ Theater presentations and an interview in which Walter Dean Myers shares his ideas on the writing process.

Discusses censorship from diverse viewpoints: authors, students, educators and the community at large. Common bases of censorship such as sex, politics, religion, language, and stereotyping are examined, and the Studio Class debates these issues from both pro-censorship and anti-censorship points of view. A Librarian at the Chicago Public Library gives her opinion, and the author’s viewpoint is presented through interviews with Lois Lowry, Judy Blume, Walter Dean Myers, and Paul Zindel.

Explores the ways in which teachers can authenticate the use of censored books in the classroom. Topics of discussion include the importance of keeping up-to-date on a book’s censorship status, some reasons why teachers may want to use a banned book and the ways in which parents and community organizations can help teachers change public attitudes about banned books. The 100 most frequently-challenged books are listed in the Study Guide.

Discusses Language Arts as a tool for helping students cope with and overcome social pressures. The Studio Class engages in a philosophical discussion on the goals of education. The theme of the class centers on the need for educators to “…break down barriers, overcome obstacles, and open doors and minds and possibilities”. The ways in which the study of literature can aid in this mandate are debated. Studio Guest: Dr. William Ayers, Professor of Education (University of Illinois – Chicago).

Explores criteria for evaluating Realistic and Problem novels. The lesson shows how these novels can provide powerful coming-of-age tales for teens making a treacherous journey from childhood to adulthood. The Studio Class discusses the challenges of using this genre in the classroom, which tends to depict harsh realities, use colloquial language, and address delicate issues. Videotaped inserts include two Readers’ Theater presentations: “The Chocolate War” and “Teacup Full of Roses”. Studio Guest: Dr. William Ayers, Professor of Education (University of Illinois – Chicago).

Discusses multicultural influences on young adult literature. The Studio Class learns “10 Quick Ways to Spot Racism and Sexism” in a children’s book and discusses how some books may culturally misrepresent diverse American communities. Discussion also touches on how stereotyping and misrepresentation affects students’ perception of diverse ethnic and cultural groups. Studio Guest: Alfred L. Woods, published author and poet (University of Illinois – Champaign).

Offers criteria for evaluating historical literature. Studio Class discussion centers on such topics as the place of political correctness in period literature, the delicate balance between literary license and historical accuracy, and the educational value of literature from a perspective of history. Studio Guest: Dr. Diane DuBose Brunner (Michigan State University).

Establishes guidelines for incorporating dramatics in the classroom. This lesson covers various approaches to fostering classroom dramatics. Topics include role-playing, improvisation, choral reading and Readers’ Theater. Discussion also touches on ways to encourage classroom students to write and produce original dramatic works for audio or video recording.

Models dramatic use of literature in the classroom. The play “Fences” is used to demonstrate how drama can be used in the classroom. Students and professional actors recreate a scene from the play and discuss the play as a whole. A local teacher shares her process for transitioning her English students into drama study. Studio Guest: Cheryl Hague, Teacher (Crete-Monee High School, IL) and University Lecturer (Governor State University).