Utilizing Student Performance in the Literature Classroom
Grant program: Teaching and Learning Development Grant (TLDG)
Grant recipient: Diana Solomon, Department of English
Project team: Taylor Morphett, research assistant
Timeframe: March to December 2019
Course addressed: ENGL 420 – Genre Trouble
Description: Students often enter literature classrooms under the impression that since literary analysis is usually (though not always) qualitative in nature, that all interpretations are valid. Studying drama presents a practical counter to this mindset, however, since some interpretations of plays are unproducible (unstageable) and other interpretations work more or less well onstage. I want to find out if involving student performance promotes a greater understanding of how literary interpretation works and doesn’t work, and what kind of evidence is needed to sustain an interpretation. I want to find out if they can discover, through engaging in a performance-based project that my research assistant and I are designing, that many interpretations of plays are nonviable because they don’t work when those plays are staged. My second goal is to discover whether such a project increases students’ engagement with and appreciation of eighteenth-century drama.
- Does performing selections from plays enable students to discern producible, defensible, viable interpretations of literature?
- Is students’ learning of course concepts demonstrated through their performance assignment?
- After students give the performance, are they able to transfer their interpretive skills to another text?
- Were students more engaged in learning in this course compared to courses that take a more traditional approach?
Knowledge sharing: I will be serving on the English Department’s “Action Committee” and will be arranging for holders of TLDGs to present their ideas to the department (a reprise of a previous symposium). I intend to present my own project as part of this series.
I will be presenting my results at the Canadian Society for Eighteenth-Century Studies conference in October 2019.