The+Use+of+the+Canon+in+High+School+Classrooms

Lindsay Reid Luminoso - PED3177C =The Canon= The Canon: a sanctioned or accepted group or body of related works. toc This wiki will explain what the literary canon is and defined as, why it is important to study and how teachers can integrate the canon into the classroom. The Western literary canon commonly include works of fiction such as some epic poems, poetry, music, drama, novels and other assorted forms of literature.

According to Glenn W. Most, "literary canons can be defined as the devices that permit us to distinguish between the books we can admit without shame that we have not read and the books that we feel so ashamed about not having read that we usually feel obliged to pretend that we have" (37). By including the Canon in the classroom, students are able to understand and contribute to a culture that relies heavily on the knowledge of such books. The references seen in pop culture based on the Western Literary Canon is vast and students will be able to participate in an informed conversation about these texts. Furthermore, Most and many other scholars in this field argue for the use of Canonical texts, stating "Canonical texts lend themselves to being viewed not only as the most entertaining but also as the most useful ones: their depiction of the structure of moral action can seem particularly helpful in training us, and our children, for various kinds of success we wish for ourselves and for them" (51).

In recent years, there has been great debate over modernizing the canon and adding a more diversified array of text for students to identify and work with. The argument is known as the canon debate and is reflected in academic literature surrounding the canon. However, John Guillory makes a counter-argument, "The assumption has been that canonical authors in some sense "represent" their race, gender, or class constituencies, in a fashion not wholly unlike the way in which legislators might represent their constituencies in government" (37). The argument against the canon is that it is predominantly written by white males and does little to account for other perspectives. However, the canon is constantly metamorphosing and changing.

Applebee concludes that “rather than being diluted in recent years, the role of the literary canon seems to have been strengthened” (1991, pg. 41).

=**1) What are students reading?**= The Scarlet Letter 70% Macbeth 70% To Kill a Mockingbird 67% The Great Gatsby 64% Romeo and Juliet 63% Hamlet 60% Of Mice and Men 56% Julius Ceasar 54% Lord of the Flies 52% || Romeo and Juliet 84% Macbeth 81% Huckleberry Finn 70% Julius Caeser 70% To Kill a Mockingbird 69% The Scarlet Letter 62% Of Mice and Men 56% Hamlet 55% The Great Gatsby 54% Lord of the Flies 54% || Macbeth 74% Romeo and Juliet 66% Huckleberry Finn 56% The Scarlet Letter 52% Hamlet 51% The Great Gatsby 49% To Kill a Mockingbird 47% Julius Ceasar 42% The Odyssey 39% Lord of the Files 34% || (Applebee, Arthur, "Center for Learning and Teaching Literature Final Report" //Office of Educational Research and Improvement//, 1991, Page 41)
 * Catholic Schools || Public Schools || Independent Schools ||
 * Huckleberry Finn 76%

There is a delicate balance when deciding what books should be read in the high school classroom. There is much debate about having literacy canon. However, there are many factors which prove to be highly successful when implementing a canon text. A teacher must chose a text based both on accessibility and quality. Because the canon texts have been taught in the classrooms for decades, there is a plethora of resources available for teaching and for students to work with. Contemporary novels can be used in conjunction with canon texts to enrich themes or stories lines. However, the canon itself is readily accessible for most teachers.

The canon has withstood the test of time and has endured. According to John Searle, an American Philosopher, The process of list-making—defining the boundaries of the canon—is endless: "In my experience there never was, in fact, a fixed 'canon'; there was rather a certain set of tentative judgments about what had importance and quality. Such judgments are always subject to revision, and in fact they were constantly being revised." The novels that are studies have proven to be of high literary quality.

By teaching the canon, a teacher can draw on their personal experience and familiarity with much greater ease than allowing students to choose a novel or by reinventing the syllabus with new choices. Canon novels often have overarching themes that cross-connect with other units of study. Furthermore, majority of the novels found in the canon are also found to be "best books of all time" poll winners. Time Magazines poll of 100 Best Books of all Time, voted through public opinion, includes several of the titles of the canon. Also, Random House did two studies of favorite books by a board of scholars and readers and found that canon novels ranked extremely high in both polls as favorites. The Great Gatsby by F. Scott Fitzgerald ranks in the top 15 in both studies, Lord of the Flies by William Golding ranks 23rd and 41st. Amazon.ca also created a list of best selling, greatest novels of all time which included over 5 of the major titles.

"All modern American literature comes from one book by Mark Twain called Huckleberry Finn" -- Ernest Hemingway

=**2) Resource Guide**= "Another idea that needs to be considered in respect to the Canon is the ways of teaching the Canon. If the current system of using the Canon has failed so often for so long it may be time to change or alter the ways that teachers attempt to teach the Canon. The works that are considered part of the Canon are considered to be the best works. Those works thus have merit and are worth looking at and studying in the classroom. Maybe it is time for educators to look at the ways that they approach the works of the Canon in the classroom and try to make things more interesting for the students." (Reading the Canon) This document offers a number of different strategies when first working with the canon. It allows for teachers to look at how they want to teach a unit or lesson based on a number of different questions and activities.

Sunderman, Wendy L. "Reading, Living, and Loving Lord of the Flies" //The English Journal// 89.2, Nov., 1999, 49-54. http://www.jstor.org/stable/822139 "Reading, Living, and Loving Lord of the Flies" can easily help a teacher when grappling with working with the literary canon. This document looks at why we use novels like Lord of Flies in our classrooms. It focuses on the importance of literary canon in the classroom. It's focus is on teaching a classic novel in non-classical approaches and looks at how this novel can relate to modern issues. This document is a key resource for approaches to canon literature in the classroom. It looks at novels like Huckleberry Finn by Mark Twain, Frankenstein by Mary Shelley as well as the play Hamlet by Shakespeare. This document attempts to ask questions that will create a thorough and critical analysis of novel studies in the classroom. This document helps explain why we look at canon literature in the classroom. It specifically discusses Thy Odyssey by Homer. However, this note from a teacher to her students is a template for why certain literature is chosen over others in the classroom. Canon novels are rich with history and representation with pop culture that students might not be aware of.

Cristaudo, Wayne, __Great Ideas In The Western Literary Canon__, New York: University Press of America, 2003. This book is a great resource because it looks at why certain books are chosen for the Literary Canon and their importance in a broader sense. This book looks at 12 different texts and how they use different themes, concepts and ideas that resonate through the text and through time. "The texts chosen are those that remain, often centuries after their appearance, beacons of illumination and wisdom." The twelve chapters of this book each deal with one literary canon text and the central idea that propels it. "The ideas are examined as events possessed of their own field of resonance, and it is by tracing them in their narrative, dramatic or lyrical development that one can appreciate how these great texts speak as powerfully as they do to generations of readers. "

What Makes a book great, a so-called classic, is its quality of always being modern, of its author,  though be long dead, continuing to speak to each new generation -- Lawrence Clark Powell =**3) Lesson Ideas**= Because Canon novels have withstood the test of time, they have been printed and reprinted with many different editions. It is suggested that a teacher can use this to their advantage when introducing a novel study. Before discussing the book, a teacher can ask her students to get into groups and discuss how a novel cover depicts what the novel is about. A teacher can assess the students knowledge of the novel and their critical thinking skills. Edith Wharton in a book by Catherine Ross, argues that " it may be said that there is no abstract standard of values in literature: the greatest books ever written are worth to each reader only what he can get out of them. The best books are those from which the...readers have been able to extract the greatest amount of thought of the highest quality" (53) In order for students to understand and identify with texts, teachers need to create units and lesson plans so that students are not just reading, "to get it done." There is an aesthetic value to texts and students should appreciate what they are learning. By creating a classroom canon study that is both informative and exciting, students should engage more with the material and hopefully take more from the text. Here are just a few ideas about how to create exciting lesson plans to allow students to connect with canon texts. media type="flickr" key="54394921@N06" ARG0="&lang=en-us&format=rss_200" width="500" height="500"

Furthermore, canon novels are studied so often by so many students that there is an abundance of resources available for teachers. Lesson plans and unit ideas can be found easily to help teachers in their planning. The Canon - Lesson Bank

"To Kill a Mockingbird is one of the greatest American books. It covers some important topics like censorship, literacy and gender, which are still very much prevalent today as they were during that time" -- Hilery Walker =**4) Generate Discussion or Comprehension**= It may be interesting to note that many of the books that are studied in the classroom, canon novels, have at one point been banned by governments for the controversial depictions of content, language and themes. Teachers might use this as a way to generate discussion as to why we study books and if banning books really works (I believe that Fahrenheit 451 by Ray Bradbury states otherwise). For resources about the banning of classic novels in the classroom the American Library Association has compiled resources and information that will be helpful for teachers. Banned or Challenged Books

Rosenblatt believes there is much good in the classics, but urges caution in how they are taught: "Many of the great classics have elements of vivid action, strong emotion, and suspense that may provide an incentive for the more mature or the more secure student to clear away the obscurities due to unfamiliar language or literary forms. Too often, however, the classics are introduced to children at an age when it is impossible for them to feel in any personal way the problems or conflicts treated." There are many ways to incorporate age appropriate and enriching resources into the classroom. By presenting the material in a different way, students might gain a better understanding or the material might spark their interests more. Here are a few examples of connecting multimedia to the canon texts.

We should be challenging ourselves as readers, even when we’re no longer required to do so, //especially// when we’re no longer required to do so. In //The Western Canon//, he repeatedly insists that “reading deeply in the Canon… will not make one a better or a worse person, a more useful or more harmful citizen,” but in the same breath he insists that reading Shakespeare and company will “augment one’s own growing inner self,” will “enrich mind or spirit or personality.” (http://www.popmatters.com/pm/feature/94396-airplane-books-junk-literature-and-the-western-canon-all-novels-are-l/P2)

__Huck Finn Song__

media type="youtube" key="NAxWT25ugUw?fs=1" height="323" width="400" align="left"This video is called "Huck Finn Song" and it looks at the novel Huckleberry Finn by Mark Twain in a video which can help visual learners comprehend key concepts of the novel. Also, this video is entertaining and uses multimedia to grab students attention. It can be used at any time to reinforce content and ideas.

__Macbeth Rap__ media type="youtube" key="E4cMHnWIR9k?fs=1" height="323" width="400" align="left"This video raps out the play Macbeth by William Shakespeare. Rap is a popular form of music that might allow the students engage with the play more actively than simply reading it. The creator of the video has included key quotations that bring the text into the video.

__Pinky and the Brain Intro__ media type="youtube" key="qzZmU0aGmcc?fs=1" height="323" width="400" align="left"This video can be shown in conjunction with the novel Of Mice and Men by John Steinbeck. This video can be explained as a pop cultural reference to the relationship found in the novel between Lenny (Pinky) and George (the Brain). Students might be interested in seeing how modern society is actively portraying classical, canon texts.

media type="youtube" key="BvPdWcCHkxM?fs=1" height="307" width="384" align="left" The Reduced Shakespeare Company Presents the Complete Works of William Shakespeare. The Reduced Shakespeare Company is 3 men performing 37 plays in less than two hours. They use comedy, puppet shows and modern interpretations to bring Shakespeare into the 21st century. This abridged collection offers students a brief look at the importance of Shakespeare and a brief synopsis of his work. This clip is of the first part of Hamlet and allows students to visually watch the play and see just one interpretation of it. An activity that follows this video: Have students to present one scene from Shakespeare in two minutes and give it a twist: Do a scene in the theme of a Broadway musical, a murder mystery story, a soap opera, etc.Life is short. //From the Back Cover//: The complete works of Shakespeare are long. To the rescue: THE REDUCED SHAKESPEARE COMPANY, the three-man comedy troupe known for fast, funny, physical condensations of real serious stuff. They wrap up the Bard's outsized oeuvre in 90 roller-coaster, rib-tickling minutes. After warming up with a nothing-is-sacred send-up of Romeo and Juliet, they're off, dispensing with the comedies in one fell swoop (because the tragedies are funnier). You decide after you see Othello as a rap song, Titus Andronicus as a cooking program, and the show's unforgettable finale - Hamlet - told with the help of audience members and lascivious sock puppets. Contains material not seen on the PBS broadcast. "Intellectual vaudeville" - The New York Times. "Inspired American spoof merchants...slings and arrows of outrageous comedy" - Daily Telegraph. "This trio of modern Marx brothers will leave you in stitches" - Boston Herald.

=5) Articles= Guillory, John. "Canon, Syllabus, List: A Note on the Pedagogic Imaginary //Transition// 52, 1991, 36-54 http://www.jstor.org/stable/2935123 This article looks at the construction of the term canon and how it is only an imaginary function. Guillory works to examine the importance of a literacy canon as well as the problems associated with trying to add more representation to the literary canon. Guillory postulates: Is an author's background enough to give a group representation in the canon? This article raises a lot of fundamental questions with the canon debate. By Sandra Stotsky. This article looks at the past century of literature. Stotsky cannot see a pattern of prevalent literature read in the classroom. She argues that the popular literature has constantly changed and updated over time. By Arthur Applebee. This article ranks the popularity of novels that Applebee believes makes up the literary canon. He looks at why certain books are used and how the literary canon functions in different school systems. By Arthur Applebee. This article looks at a variety of studies conducted to determine literacy in the classroom. Applebee determined that schools had kept a large number of popular novels, the literacy canon, in the curriculum for the past 25 years. It gives important reasons why teachers have and should work with specific texts over others. Applebee also focuses on the assignments that correlate to the texts.

The Western Canon - Harold Bloom Bloom looks at Western Literary and expressed his opinion on why it is reviled and revered and studied at great lengths. He urges his reader to look beyond the standard interpretations and re-examine the beauty of the texts and discover the magic which made them classics in the first place.

References: Applebee, Arthur N. Centre for Learning and Teaching Literature Final Report. Washington, D.C. : Office of Educational Research and Improvement, 1991. Guillory, John. "Canon, Syllabus, List" //Transition// 52, 1991, Pg. 36-54 Most, Glenn W., "Canon Fathers: Literacy, Mortality, Power" //Arion// 1.1, 1990, Pg. 35-60. Reading the Canon, http://www.cedu.niu.edu/~shumow/itt/Reading%20the%20Canon.pdf Ross, Catherine Sheldrick, Lynne (E.F.) McKechnie, and Paulette M. Rothbauer. //Reading Matters: What the Research Reveals about Reading, Libraries, and Community.// Westport, CT: Libraries Unlimited, 2006. Pg. 53