Say/Do #12

Say/Do #12 – Creating Reading/Writing Workshop

Styslinger, Mary.  "Beowulf: A Hero Among Us". Workshopping the Canon. 

“Say”

            As is consistent with Probst’s advice last week, this chapter from Dr. Styslinger’s Workshopping the Canon promotes structuring units by theme. However, Styslinger focuses on an area where Probst neglects, which is the generation of the unit focus. I agree that the focus should not only be meaningful outside the context of literature, and that it should be relatable to students. My first instinct is to combine Beowulf with more relatable texts. “Building Bridges”, for instance, promotes combining such canonical literature with accessible, high-interest young adult literature. However, the author focused on using a variety of multimedia to convey the theme of the hero. I was particularly interested in the resources at the end of the document. Images, songs, poetry, and graphic novels can be used to bring more dynamics into the discussion on this theme.

            However, Styslinger focuses on moving from literature to literacy. I admit I was unfamiliar with the term “literacy workshop”. While the author uses both this term and “writing workshop” to refer to the unit, her approach seems to be much more dialogical in nature than what I think of as the traditional writing workshop; students read and respond a variety of texts across different genres and media, participate in response engagements, and engage in group/class discussions.

            Given the uniqueness of every student we encounter, student choice is necessary. A multigenre project seems like a natural fit in this unit. However, Dr. Styslinger’s solution is to have students respond in depth through one project. There are benefits to both approaches, and the 2-3 page reflection gives instructors a glimpse into the reasoning behind decisions made in the project. I personally feel that I would perform better as a student through the one project, but, as a teacher, I would prefer to see a broader analysis of the work. It is a difficult decision.

“Do”

            For my “Do”, I located my own collection of resources for my unit plan on The Fountainhead. Like Styslinger’s plan, I use a variety of multimedia and genre.

BioShock. Vers. Xbox 360. New York: 2K, 2007. Computer software.

            A videogame for the Xbox 360, BioShock is a game that speaks against Ayn Rand's        focus on the individual. Throughout the game, the player explores an underwater dystopia,        created by a tyrannical leader - named Andrew Ryan - who believes in an entirely open       market and corporate control. He is an individual with too much power, and no morals.         This results in heinous genetic experimental technology called "plasmids", leading to        genetic mutations. This is realized visually through the monstrous inhabitants of the           world. The game poses Ayn Rand's philosophy as being inhuman. I would obviously not         have students play the game in my classroom, but I could present the broad strokes of the   game to elicit student response.

Davis, Jonathan. Y'all Want A Single. Korn. Rec. 2004. Sony Music Entertainment. MP3.

            This is an intentionally odd choice, as it is definitely an attention-grabber. However, the    theme of the song - the artists' refusal to compromise their integrity for popularity -     make it highly relevant. This lends Roark's fight to maintain his independence a sort of           "punk" edge, which should lend it credibility to some adolescents.

Emerson, Ralph W. "A Nation's Strength." Poets.org - Poetry, Poems, Bios & More. Web.     18 Nov. 2011.             <http://www.poets.org/viewmedia.php/prmMID/20275>.

            This poem seems as though it was practically written for this unit plan; it espouses the       notion that individuals spur on societal progress. It even uses the same metaphor of      architecture as Rand does. This serves as an excellent introduction to Rand's argument for      the "virtues of selfishness" that is inherent in many arguments for independence versus         dependence.

EssayGenerator.com - Generate an Essay on Anything! :: Generator. Web. 24 Nov. 2011.             <http://www.essaygenerator.com/>.

            This is a website that forces a preconceived format on new information; it generates an      entire essay, based on a few pieces of information. The results are woefully ineffective,            and oftentimes hilarious. This should be an interesting exercise, relating the notion of             applying traditional, ineffective methods to new problems. Roark's critique of the             structural weaknesses of the Parthenon is a good point at which to demonstrate this.

"I Believe..." Poems Only - Love Poems, Inspirational Poems and Quotes. Web. 20 Nov. 2011.             <http://www.poemsonly.com/poems/fpbelieve.php>.

            I was at first skeptical at using a poem who is credited to "Unknown", but the poem is      actually an excellent specimen with which to practice Milner & Milner's "template        exercise". Students emulate this poem by creating one with a very similar structure.      While this lesson alone is used to emphasize the importance of holding on to one's       principals, I make use of these poems again in an assignment used to teach the       importance of artist integrity.

"Monty Python-Writers Sketch- - YouTube." YouTube - Broadcast Yourself. Web. 24 Nov.   2011.  <http://www.youtube.com/watch?v=gLrxdkStd_U>.

            This comedic reprieve can be used as a counter-point to Ayn Rand's focus on individuals keeping power. The notion of an individual's abuse of his or her power is a major     complaint against this view.

 Taylor, Peter Shawn, and Ian McGugan. "Devoured By Degrees. (Cover Story)." Canadian            Business 68.9     (1995): 26. Academic Search Premier. Web. 18 Nov. 2011.

            In an attempt to use more non-fiction in my lesson plans, this news article is used in my     first lesson, to teach about the negative effects of credentialism. Though it is from a          Canadian source, it is highly pertinent to the events of the first few chapters of The     Fountainhead. Credentialism is but one of many "societal constraints" that Roark       combats throughout the novel. As a final note, this is a highly opinionated article. The       bias present will be an early introduction to the notion of media bias, which will be        tackled in a later lesson.

The Fountainhead book cover. Photograph.

            I am unsure as to what edition of the book I will have, but I am particularly fond of          the one on the front of this unit plan. I would love to be able to carry out an assignment to            develop expectations for the novel, based on the cover of the book. Later on, I could       ask students, "Why is Dominique portrayed on the cover of this book? What does         her       expression convey?" These questions would likely lead to interesting conclusions.

"The Fountainhead - Howard Roark Speech (Ayn Rand)  YouTube - Broadcast Yourself. Web. 24 Nov. 2011.   <http://www.youtube.com/watch?v=Zc7oZ9yWqO4>.

            This is a dramatic reenactment of, debatably, the climax of The Fountainhead. In this        scene, Roark delivers an impassioned speech which summarizes the purpose for his                     struggle, as well as the implications of his struggle on a universal scale. Not only is this       video useful in reviewing a central scene of the novel, but it also provides a model for the     unit project (though I may have to insist that students avoid affecting a 50's Midwestern          accent).

Patterson, Thomas. "Why Is News So Negative These Days?" History News Network. HNN. Web. 20 Nov. 2011. <http://hnn.us/articles/1134.html>.

            This article will perhaps help students to learn why the media is so overwhelmingly            negative. While addressing media bias, this article also addresses the phenomenon of an      increased sense of authorship in journalism. The relationship since Watergate between           "journalist" and "politician" has changed, which is an event which Rand did not predict.     As such, this lesson deviates from the text slightly to address contemporary issues.

Pryor, Matthew. Martyr Me. The Get Up Kids. Rec. 2003. Ed Rose, 2004. MP3.

            The second song I will use in my unit plan is "Martyr Me". This song takes the       perspective of someone with strong principles - but finds it difficult to maintain them.         This is analogous to the situation in which the character Gail Wynand finds himself.            Through this song, I hope to make the motif of "corruption" versus "purity" of the             individual more relatable.

Rand, Ayn, and Leonard Peikoff. Atlas Shrugged. New York, NY: Signet, 2007. Print.

            Selections of this book could be presented. Even the very name of the novel is evocative   of the struggle of independence. It is, however, a massive book. At the very least, I would    have to post this book as a  suggested reading in the class syllabus.