classics vs young adult literature

[Dianne Baillie]

Hi all,
Just wondering if anyone has any thoughts on teaching YAL as a way of introducing the classics?
In secondary school, how do you mix the two? I am doing a course on multicultural literature, and my interest is in taking this multicultural perspective on YAL.
I am writing a paper at the moment, and have found lots of material on YAL, and a lot less on the benefits of teaching the classics.
Any suggestions?

[Ian Carmichael]

Hi Dianne,
To me the questions are "What classics have been significant to me? What do I recommend as worth reading? Why? What would I want/expect a reader to find in this book?"
But I wonder if Classics and YAL are useful categories. There are significant books and insignificant books, and a datestamp is not a useful selector. If I don't read and love a classic, my classroom treating it will useless or worse. (But that's a top-down syllabus driven instantiation.) As a non-literature teacher and assuming I have some freedom of choice, I think I'd want to just introduce books - theme, topic, genre, and maybe built around a project - "Crime and crime novels", "Great history made up", "Triumphs of the Imagination" There could be a timeline/culture approach. (Crime in modern Botswana - McCall Smith's Ramotswe novels; crime in Victorian England - Oliver Twist...) Fantasy (could weave some Poe and Bradbury, Pratchett, LeGuin)...
But if I could I'd avoid the non-classification of 'Classics' (Perhaps because I could never read 'them').

What do you think?

[Dianne Baillie]

What you say makes good sense. Actually, I should give that consideration in both my teaching and my paper..Why categorize them, you're right. Significant and insignificant speaks to me. Thanks.
I teach in Quebec and we are in the midst of implementing what we call the Quebec Education Program, or the "Reform". And all our teaching revolves around competencies for each subject - quite a complicated system that is taking teachers years to figure out - many layers of learning. But essentially it is a good program and allows for much teacher freedom. We teach to "essential questions", so your idea of building around a project fits right in. But your perspective is a bit different, and I really like the concept of a culture approach.
Will keep you posted.
Dianne

[Tracy D]

Hi Dianne!

That is an interesting question. In response to your asking how to mix the two, I think it is important to let students have a choice in what they are reading, and perhaps alternate between the classics and newer releases. Introduce some of the classics, but also have more modern books and let students have a choice. I think teaching the classics can be difficult because of how outdated some of them are, but providing students a list, and offering them the choice of which one to read might be beneficial for student success with the book. I honestly feel some of the classics we still feel obligated to teach are becoming less relevant. I strongly believe that many of the more modern books are slowly evolving into "classics." YAL has been the bulk of what I have been reading in my spare time lately. There is so much great stuff out there!!

Have you read Esperanza Rising? That is at the top of my "Must read" list and I figured since you're doing multicultural lit. you might have read it.

I hope that helped in some way. You at least got my mind going, if nothing else. :)

Take care,
Tracy

[Dianne Baillie]

Thanks for your comments. I have to get away from thinking that I need to, that I must, teach the classics. Partly I feel this way because of other teachers in our department, although I do have complete control over what I do in the classroom. But there is pressure to make sure I cover certain kinds of texts.
But I am branching out and exploring more about media and visual literacy, which I am seeing with new eyes. I think we have to keep in mind that text comes in all forms.
Dianne
PS I haven't read Esperanza Rising, but I will make sure to get it...