If I had a nickel for every time someone walked into my room and asked this question with a smirk on their face…
I’m not offended by it; in fact, quite the opposite is true. What I could do without, however, is the tone in which the question is often pronounced. The asker almost always seems to be suggesting a subtle amusement at the frivolity of a room that should be dedicated to “serious literary scholarship.” It’s as if they are skeptical that real academic rigor in the literary discipline could possibly occur in a room such as this one.
This question, and the attitude that so often accompanies it, represents a school of thought that I find deeply concerning when it comes to the way we tend to approach the study of the English language. In our concern surrounding declining literacy rates and plummeting standardized test scores, we seem to have lost sight of something big. Reading and writing are artistic endeavors. Scholarship in the realms of composition and meaningful interactions with texts has to take place against a backdrop of curiosity, play, and creativity. I have seen this most poignantly in my own teaching. When students are able to play with texts, probe them, translate them into different modes, and wrestle with them, their work comes alive. This kind of learning, in my opinion, relies very heavily on the affordances of incorporating multimodality into the English classroom, which I’ve blogged about before. It also relies on an emphasis on the interdisciplinary nature of composition and reading. Why can’t my classroom be an English room and an art room and a science room and a programming room and whatever else my kids want to mess around with in order to create and interact with texts?
When we panic in the face of test scores and standards, we end up stifling our students under the weight of our own ideas on what makes for competitive literary studies. We suffocate their ability to love reading and writing in our efforts to make them literate. Instead, I believe our goal should be to teach them how to dive headlong into all the different ways meaning can be made and experienced through composition.
And so, when I am asked that dismissive question about my room and, by extension, my student’s work, I proudly answer: Yep, among other things.
And if you want to see some legitimate literary scholarship performed in ways that may fall under the category of art, feast your eyes on the smart and explorative compositions by many of my students in the slide show below. It strikes me as very worth noting that a good portion of these works were done entirely voluntarily, in addition to required classwork, simply because those students felt like they wanted to augment the meaning of their pieces using some of the tools at their disposal.
Many of these images above show visual representations of academic essays, illustrations from short stories, or brainstorms for poetry. And if you think these artistic endeavors didn’t make for some wildly excellent written texts, you obviously haven’t read my students’ work.