I plan to use Audacity
for a unit centered on Catcher in the Rye for sophomore
English. My essential questions probe the sympathy/antipathy
dichotomy in human interactions. Why do we like some people and
dislike others? I came to this after hearing from my mentor that
students of late do not identify with Holden, but rather see him as a
spoiled rich kid. (He is, but that's not the point.) By having
students examine their reactions to Holden and to people in their own
lives, I hope to encourage reflection on what sort of things make us
like or dislike someone else.
The unit is still a
work in progress, but poetry will be a substantial component. Many of
the secondary texts will be poems that address the themes and ideas
of the unit. I would also like to have a component involving written
self-expression, preferably poetry. This may be nothing much beyond a
biopoem. I will try, however, to give students the chance to refine
and shape their poem—and their understanding of themselves—over
the course of the unit, as their (self) understanding progresses. The
specific role for Audacity is also a little vague at this time. One
possible application could be an audio log or diary recording changes
in their poems read aloud over the course of the unit. It could also
include commentary or reflections. It might also be a way for
students to develop themselves as readers aloud with the added
attraction of being able to spice up their readings of the poems they
choose with music and commentary.
If you have any ideas
about Catcher in the Rye, teaching poetry, what poems might
fit with the themes of Catcher, or using Audacity in this
context, please share them!
John,
ReplyDeleteif you want to use an audio-recording program, might I suggest that you do not use Audacity. It's nice in that it facilitates the process of adding sound effects, but there are other, nicer programs out there. In my opinion even Garage Band is better than Audacity. And there shouldn't be any huge issues when you consider that we have the mac laptop carts at our disposal at Pioneer.
On to the next part: what we could do with an audio-recording program in the context of Salinger's novel and your theme, the sympathy/antipathy dichotomy. I like your suggestions that students could record their own poems. This would enable them to invigorate their poems with their own intonation. In this way, instruction might be enhanced and extended.
Perhaps students could also embellish the novel by recording themselves speaking as Holden, giving the listener insights into his thoughts that the readers don't get from the page. Idk man, just some thoughts.
John,
ReplyDeleteI had the same reactions from kids about Holden. And like explaining why a joke is funny, explaining why a character is likeable is a lost cause!
Love the idea here, although I'd like to know more about the logistics of when, where, and how they will record their work.
John,
ReplyDeleteCATCHER IN THE RYE WOOHOO!! I am excited to see you plan a lesson around Catcher in the Rye, it was one of my favorite books in high school. It is interesting to hear that students believe Holden to be a spoiled rich kid. While reading this book I did not once consider him acting like a privileged nob, which is surprising seeing that I grew up in an underprivileged area. My reactions to the book were more so related to identifying with how lost Holden appeared to be. Perhaps you can teach more to this perspective of the book (while also hashing out the privileged aspects), but I think one of the most powerful aspects of the book was the idea of finding yourself as a young adult and having to go through hell to do so. I think one of the reasons why the students do not relate is because young adults during that time were partaking in a lot more adult like activity that isn't as easy to relate to now. I like the written-self expression piece that has students write about literature. Perhaps you can include a blog type assignment similar to what Rory showed us in class around this topic. You can have students write poems and present them to the class using pictures, drawings, voice overs etc. but have them combined into one piece that flows consecutively.
Dr. Hill,
ReplyDeleteI have thoroughly enjoyed all of insightful, witty, and wonderful comments both online and in the classroom. I loved reading Catcher In The Rye, and it saddens me that students today may not identify with Holden. Maybe, though, some of your students may identify with the work of a famous Detroit native:
"There has to be a safe place for boys" (for Trayvon Martin & my sons King, Omari, Jaden, & Israel ) And Shaima Alawadi
there has to be a safe place for boys
brown boys who lace their will & dreams
inside designer shoes
Untraceable boys we lose with no media attention
to the prison industrial complex.
we. complex. beautiful. boys.
rocking headphones to block out the reality
sometimes it takes a head nob so u can truly see
the God in me...
excerpt from Jessica Care Moore, "Sunlight Through Bullet Holes"
Best,
JGG