{"id":48476,"date":"2019-07-01T00:00:38","date_gmt":"2019-07-01T07:00:38","guid":{"rendered":"http:\/\/world.edu\/?p=48476"},"modified":"2019-07-01T11:27:37","modified_gmt":"2019-07-01T18:27:37","slug":"literature-appropriate-classics-a-challenge-for-high-school-students","status":"publish","type":"post","link":"https:\/\/world.edu\/literature-appropriate-classics-a-challenge-for-high-school-students\/","title":{"rendered":"Literature: appropriate classics, a challenge for high school students"},"content":{"rendered":"

\"\"
\n“Young people today do not read anymore!\u00a0Punctuated by an embittered sigh, this well-known chorus is often complemented by considerations of the misdeeds of the Internet – without even considering for a second that browsing the Web can mobilize reading skills.\u00a0These remarks can also be concluded by a questioned question: “But what do their French teachers do?\u00a0”<\/p>\n

According to the\u00a0National Book Center’s\u00a0latest study<\/a>\u00a0, youth over the age of 15 read more than the average adult, and the reading rate in this age group (91%) increased by 9 points between 2015 and 2019. 4% of young people say they hate to read while 80% read 3 hours a week, especially school readings but also for their leisure.<\/p>\n

Literacy program requirements for reading have not dropped, far from it.\u00a0On the website of the Paris Academy, we can consult the\u00a0very interesting\u00a0archives<\/a>\u00a0of the description of baccalaureate for the oral test of French Ghislaine Dan, an experienced teacher.<\/p>\n

In 1991, high school students had to read two complete works (a novel and a play) to prepare for this test, which were supplemented by reading excerpts of argumentative and poetic works.\u00a0In 2013, we go on to read 8 complete works, in addition to excerpts, and the description has been considerably enriched by additional documents.\u00a0If I consult my own archives, I make exactly the same observation.<\/p>\n

Creative scriptures<\/strong><\/h4>\n

The\u00a0new programs<\/a>\u00a0for the Baccalaureate 2020 emphasize these ambitious reading objectives, by choosing to highlight the reading of complete works, which will be defined by a national program: the first students will all have to read eight books ( classics for the most part), to which it will be necessary to add still some courses associated with these works, composed of extracts.<\/p>\n

For the moment, only two women, out of twelve authors of choice, are integrated in what will strengthen the existence of an official literary “canon” for the general bac: Madame de La Fayette, and Marguerite Yourcenar.\u00a0But can the school order suffice to make all our students read?\u00a0One remembers Daniel Pennac, who in\u00a0As a novel<\/em>\u00a0, affirmed that the verb to read does not conjugate with the imperative.<\/p>\n

The new French programs have an interesting lever, which teachers must seize: the\u00a0writings of appropriation<\/a>\u00a0, which allow students, thanks to creative writing projects, to hang more easily to reading.\u00a0This element of the programs is inspired by the work carried out for years on the\u00a0“reader subject”<\/a>\u00a0first by Annie Rouxel and G\u00e9rard Langlade, then by\u00a0Sylviane Ahr<\/a>with\u00a0Versation of a literary reading in high school<\/em>\u00a0and finally, more recently, B\u00e9n\u00e9dicte Shawky-Milcent and\u00a0his essay<\/a>\u00a0exciting\u00a0reading, it is useless!<\/em><\/p>\n

The latter thus defines the appropriation: “To have appropriated a work is to have made it” own to oneself “, to have transformed it into a component of what one is, into an element of a personal culture, inscribed in the memory.\u00a0It nevertheless specifies that the conditions of conservation of this interior good are very precarious.\u00a0If we appreciate a book that has been devoured, will we be able to talk about it precisely months later?<\/p>\n

Self-portraits<\/strong><\/h4>\n

To transform our students into readers, we must avoid substituting for the subjective, personal reading of our scholarly readings of teachers.\u00a0Sylviane Ahr highlights the opposition between two theories of reading in schools.\u00a0The theory of the effect, on the one hand, supposes that the meaning is programmed by the text: there is a model reading, ideal, and the pupil must recognize the direction expected by the teacher.\u00a0On the other hand, the theory of reception assumes that reading is an encounter between a book and a reader, it is not unique, it is a personal experience.<\/p>\n

These two theories illustrate two conceptions of reading: one, common to all readers, would be an objective reading, while the other, variable to infinity, is subjective, specific to each.\u00a0For her, the reader-subjects reconfigure the work read.\u00a0In high school, the theory of the effect prevails: we must make room for the subject-reader, but how?\u00a0The goal of any French teacher, beyond exams, is to transform his students into readers for life.<\/p>\n

Sylviane Ahr and B\u00e9n\u00e9dicte Shawky-Milcent advocate the development of self-portraits of readers that help teachers to better understand students’ reading difficulties or preferences.\u00a0It’s a practice that has personally brought me a lot.<\/p>\n

Thus, my students in difficulty can describe very finely the obstacles that they feel towards the books, like Alexander in 2018 who affirmed: “I do not feel anything in a book whereas before an animation I arrive in certain cases to be the hero , to feel like him “, or Lilian who described his difficulty in putting a face on the characters of a novel.<\/p>\n

We must help these students to create their own images of readers.\u00a0The reader’s notebooks, which are kept as a diary of personal impressions, as you read, can be of great help.<\/p>\n

Class project<\/strong>s<\/h4>\n

The writings of appropriation around the reading of the complete works in high school can become real class adventures, when one makes of them collaborative projects, by mixing with the reading the pleasure of the invention.<\/p>\n

This year, I proposed to my second year students a challenge: that of “Saving Boule de Suif” – prostitute heroine of the famous Maupassant news that sacrifices itself for its fellow travelers but only incurs their contempt.\u00a0It was for the students to write alternative outcomes, in different places of Maupassant news.\u00a0How could\u00a0“Tallow Ball”<\/a>\u00a0survive?\u00a0This is also an exercise that raises ethical questions: could she not be persuaded by the count?\u00a0Could she escape during baptism?<\/p>\n

The students, interventionists, determined the fragility of the plot to deflect and save the heroine.\u00a0The set gave an\u00a0interactive book<\/a>\u00a0online.\u00a0Last year, with fantasy, we wondered what would have happened if the Internet had existed in the time of\u00a0Bel-Ami<\/a>\u00a0, the character of Maupassant: a project that led students to read the novel.\u00a0They created character accounts on social networks, they fully transposed the novel into the world of the digital age with a lot of motivation.<\/p>\n

We also created with students from first the\u00a0true-false records<\/a>\u00a0of\u00a0Journey to the end of the night<\/em>\u00a0, Celine: I was actually impressed at the creativity of students.\u00a0Another year, to facilitate the creation of personal images in the reading of the\u00a0Years<\/em>\u00a0of Annie Ernaux, we created a collaborative album of images, from quotations from the book, which we then sent to the author.\u00a0And the most wonderful thing is that she answered us.<\/p>\n

Many of us believe that appropriation projects can be a decisive aid to reading.\u00a0Just check out\u00a0i-voix<\/a>\u00a0, Jean-Michel Le Baut’s wonderful blog at the Iroise High School in Brest or the superb\u00a0Britannicus-blog<\/a>\u00a0from Charlie Chaplin High School in D\u00e9cines.<\/p>\n

These practices do not imply any lowering of the requirements, nor the abandonment of the canonical exercises of the commentary or the dissertation, on the contrary, since they allow a lively reading of the works on the program, and thus favor the pleasure of reading, but also the memorization of works.\u00a0They also develop an aesthetic and ethical conscience.
\n
\nAuthor Bio:<\/strong> Fran\u00e7oise Cahen is Associate Professor of Modern Letters, Academic Trainer and Doctoral Student at the Sorbonne Nouvelle University, Paris 3 – USPC<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

“Young people today do not read anymore!\u00a0Punctuated by an embittered sigh, this well-known chorus is often complemented by considerations of the misdeeds of the Internet – without even considering for a second that browsing the Web can mobilize reading skills.\u00a0These remarks can also be concluded by a questioned question: “But what do their French teachers […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":48477,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[295311],"coauthors":[11733],"class_list":["post-48476","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education","tag-literacy-program-s"],"acf":[],"yoast_head":"\nLiterature: appropriate classics, a challenge for high school students - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/literature-appropriate-classics-a-challenge-for-high-school-students\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Literature: appropriate classics, a challenge for high school students - 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