Katie's Korner
Context & Significance: What is your chosen inquiry question? How does the topic or area of interest connect to your personal and/or professional interests and circumstances? How did this topic and line of questioning come to your attention?
How does assigning canonical literature affect modern classrooms? Are there modern pieces of literature that can deliver the same curricular competencies or big ideas while being more relevant to a student's experience?
This question invites us to reconsider the balance between traditional and modern texts in the English curriculum. There was always a question in my high school English classes: Why do we need to learn a Shakespeare play every year? It's boring, and they sound like they're speaking gibberish, which felt even worse because it was a voluntary, conscious choice. This is the complaint that students often repeated when it came time to start the unit on Shakespeare. However, there has to be a reason beyond the curriculum why it's still required to read these texts. Born out of my high school experience, this question spurred me to pursue English in my undergraduate studies and explore why these texts are still studied to this day - Shakespeare in particular. Shakespeare's plays provide so much groundwork for modern-day media concepts (themes, emotions, ideas) because of their relevancy across cultures and eras, but this reason begs the question: Can a more modern rewrite of this canonical text be just as effective as the original? I plan to teach my Grade 11 IB Literature class Romeo & Juliet and pair it with West Side Story as a companion piece. Although both these narratives meet the IB requirement by being on the approved reading list, one is a more traditional canonical text, while the other is a modern retelling with additional intersectionalities and complexities that students can relate more directly to today.
Sources: What research have you connected to this inquiry question? What resources will you draw on to explore the question (journals, books, curriculum, policy, etc…)?
Lupton, J. R. (2022). Romeo and Juliet, adaptation and the arts: 'Cut him out in little stars.' The Arden Shakespeare.
In "Romeo and Juliet, Adaptation and the Arts: 'Cut Him Out in Little Stars'" (2022), J. R. Lupton explores the dynamic relationship between Shakespeare's play and its various adaptations in the arts. The article focuses on how different mediums—from theatre to film to visual arts—reinterpret critical elements of the tragedy, particularly the themes of love, fate, and violence. The author explains how the adaptations reshape the canonical narrative through different cultural and historical lenses, creating meaningful connections for diverse audiences. Lupton demonstrates how adaptations of the canonical text preserve but also transform the narrative's relevance. Shakespeare's retellings can offer multiple cross-disciplinary impacts (theatre, ballet, opera, film, and visual arts). However, the article needs to be revised in its assumption that the reader has background knowledge of adaptation theory, which might impact the understanding of readers who are less familiar with it. Ultimately, the author is compelling in his argument for the continued reimaginings and adaptations of Romeo and Juliet in contemporary contexts.
Ressler, P. (2005). Challenging Normative Sexual and Gender Identity Beliefs through “Romeo and Juliet.” The English Journal, 95(1), 52–57. https://doi.org/10.2307/30047398
In "Challenging Normative Sexual and Gender Identity Beliefs through 'Romeo and Juliet'" (2005), Peter Russler discusses how Romeo and Juliet can be a vehicle for analyzing traditional gender roles and sexual identities. The author argues that the play disrupts societal expectations of sexuality and gender through its portrayal of intense, youthful passion and the tragic ending. The article focuses mainly on the characters' relationships, including how both Romeo and Juliet challenge the expectations placed on them by society. Ressler draws on feminist and queer theoretical frameworks to suggest that the play allows for a nuanced exploration of identity, desire, and societal constraints. Although the article creates insight into how one might use Shakespeare's works to investigate cultural expectations, the complex academic language might limit the article's impact on its readers. However, it still offers an intriguing analysis for readers exploring critical issues surrounding gender and sexuality in Shakespeare's Romeo & Juliet.
Styslinger, M. E., Ware, J. O., Bell, C. W., & Barrett, J. L. (2014). What Matters: Meeting Content Goals through Teaching Cognitive Reading Strategies with Canonical Texts. The English Journal, 103(4), 53–61. http://www.jstor.org/stable/24484221
In "What Matters: Meeting Content Goals through Teaching Cognitive Reading Strategies with Canonical Texts" (2014), Styslinger, Ware, Bell, and Barrett explore how cognitive reading strategies can be employed to engage students with canonical literary texts, particularly within high school classrooms. The authors highlight the need to teach students how to analyze works and the cognitive processes necessary to comprehend complex works. By focusing on Romeo and Juliet and other canonical works, the authors note that close reading, annotation, and questioning can increase understanding and critical thinking abilities. The article focuses on concrete examples of using these strategies to help students meet their content and cognitive learning objectives by grounding the strategies in practical pedagogical theory. This article is highly insightful for educators but does require a specialized knowledge background and is not intended for the general reader. Nonetheless, the article is valuable for teachers seeking to deepen students' engagement with canonical works.
Taylor, G. J. (1962). “Romeo and Juliet” and “West Side Story”: An Experimental Unit. The English Journal, 51(7), 484–485. https://doi.org/10.2307/811316
In "Romeo and Juliet and 'West Side Story': An Experimental Unit" (1962), G. J. Taylor explores the educational potential of comparing Shakespeare's Romeo and Juliet with the musical West Side Story. Focusing on the themes of love, familial conflicts, and societal intersectionalities, the article outlines a literature unit designed to have students analyze the parallel narratives between the two works. The author notes how the modern adaptation of West Side Story makes the canonical play more accessible to students and creates opportunities for discussions about how canonical themes can be culturally relevant throughout time. The article is handy for educators as it has a structured approach to the subject of Romeo and Juliet and 'West Side Story' and creates a unit of study to compare the two works. However, due to the article's age, the unit is limited to its 1960s educational parameters. The unit would need to be modified to reflect a modern classroom's diverse learning needs. However, it is still an excellent blueprint for teachers today to begin a unit of comparing canonical texts to modern adaptations.
Expectations and Limitations: What do you expect to find out? What do you hope to learn from exploring this inquiry question in your teaching practice and extended practicum? How might your inquiry “look” during your practicum? What limitations may exist for your inquiry? Why may these limitations exist?
I aim to explore whether I can effectively teach traditional themes from Romeo and Juliet using modern retellings like West Side Story. I expect these texts are still able to teach the same core themes within canonical texts. However, I am particularly interested in their potential to make Shakespeare more accessible and engaging for students who may find the original text to be challenging. By comparing both works, I hope to learn if modern adaptations can enhance students' understanding of themes like love, family conflict, fate, and social division, especially when presented in a contemporary context. I also want to see if this approach can bridge the gap between Shakespeare's original text and students who might struggle with its archaic language and historical context.
In my practicum, my inquiry will comprise of varied activities that allow students to explore Romeo and Juliet and West Side Story themes and ideas. For example, students could compare the two works' characters, plots, and themes through group discussions, textual analysis, or debates. I want to encourage students to think critically about how these themes resonate across different periods and cultural settings. Using a comparative approach, I hope to foster deeper connections between classical and modern works, allowing students to see the universality of the themes while recognizing how the adaptation reflects different social and cultural contexts. I plan to include activities like debates, creative projects, and Socratic seminars to encourage students to engage with the texts meaningfully and to foster their critical thinking skills.
Using West Side Story will also help students understand Romeo and Juliet more deeply, especially since the musical's modern setting and language might make the themes feel more relevant and relatable. This could bridge the gap between Shakespeare's original text and students who struggle with its archaic language and historical context. I hope to learn whether the adaptation aids students in developing a more nuanced understanding of the original play or whether it simplifies some of the complexities that make Shakespeare's work so rich.
However, there are limitations I need to consider. First, students' familiarity with Romeo and Juliet will vary, which could affect their engagement. To address this, I plan to provide additional resources and support for students who may be less familiar with the original play. Some might be more comfortable with West Side Story than the original play, while others may find Shakespeare more challenging if they have yet to become familiar with it. I will use differentiated instruction to cater to these varying levels of familiarity with multimedia learning supports. Additionally, time constraints during my practicum may prevent me from going into as much depth with both texts as I would like, and I may have to limit the scope of my comparison. To manage this, I will prioritize the most essential aspects of the comparison. Classroom dynamics and varying student interests could also affect how successful this inquiry is, especially if students don't connect with the adaptation. Therefore, I will be open to feedback and adjust my approach as needed to address this.
Ultimately, this inquiry will help me assess whether modern adaptations can effectively teach the same themes as classical works and how they can be used to engage students in a deeper exploration of universal literary themes. While there are challenges to this approach, it holds the potential for fostering both critical thinking and a greater appreciation for Shakespeare's work's timeless relevance.
Impact: How might your inquiry inform your perspectives on teaching and learning? How might your inquiry impact others (consider who may be impacted – students, parents, colleagues, staff, school district, policy makers, UBC)? Why might your findings be important for teaching and learning?
This inquiry will profoundly shape my perspective on teaching and learning. By exploring how modern adaptations like West Side Story can teach the themes of Romeo and Juliet, I expect to see the value of using diverse approaches to better engage students with the content. Pairing a classic text with a familiar, contemporary story will help students connect with its themes more personally and meaningfully. This process will reinforce my belief that teaching doesn't have to be confined to an original text—it's about finding ways to make complex ideas accessible and relevant.
By comparing Romeo and Juliet with a modern retelling, students will feel more invested in the material and see that the themes of love, conflict, and fate are not just from the past but are still relevant today. This approach will help them engage more deeply, think critically about the themes and build confidence in approaching challenging material. It will also foster a greater appreciation for classical and modern works by showing how literature evolves while addressing universal human experiences.
This inquiry could also influence the professional teaching world. If successful, I want to share my findings and approach with others in hopes of encouraging them to consider modern adaptations in their teaching. This could spark a broader discussion about making literature instruction more accessible and engaging, especially for students who struggle with classic texts. Eventually, this could lead to a shift toward more student-centered methods in our school and expand the kind of books we have in the library or book room.
Ultimately, this inquiry will shape my teaching philosophy and contribute to a broader conversation about how we can make literature more engaging and relevant for all students. If my inquiry findings are shared with the school district or policymakers, the findings may influence curriculum decisions and thereby advocate for a more flexible, interdisciplinary approach to teaching literature. The results of this inquiry could show that modern adaptations can be a valuable tool in helping students understand traditional texts, and encourage a shift in educational practices that better align with that child's specific needs and interests.
