I think it only sensical that in order for one to teach any subject or concept, he or she must have thorough knowledge of that area. But that knowledge alone is of little worth if not utilized in a manner that can generate and maintain understanding and importantly, an appreciation of that being taught. As literature teachers/students it is paramount that we make that shift from viewing literature as just a class of strong reading base, toward an opportunity to partake in vast experiences that transcends all boundaries of race, religion, language, creed, time.
With the exception of 4th and 5th Form to present day, I never liked reading. Getting me to sit and willfuly engage in reading (whether for pleasure or efferently) was at best like getting a six month old baby to walk. If we were assigned to read a text or passage I would rely on the oral review of my peers, compacting their findings for the mere purpose of being 'safe' if involuntarily called upon.It was not until I entered Form 4 when we were introduced to Effective Speaking; we were given the liberty to choose a passage or speech to present to the class.Mine was a self-composed poem. I got up there (now this might sound corky but true nonetheless) and performed that poem that like I knew I would - GREAT!!! From the beginning right through to the end, I had everyone's attention; from the teacher to the most uninterested student, to some 'Curious Georges' next door. The pauses, voice innotations, facial and bodily expressions - I had it! By the end of that performance if you have not experienced a quantum leap (lived that poem) you would have atleast been a touched passerby. Unfortunately it was shortlived and I soon reverted to being uninterested in reading.
But perhaps it was the charismatic nature of my teacher and his emphatic love/passion for the arts particularly Literature, that ignited in me a desire to, then a like, to a strong like for reading. Even so , it was not just reading, but reading that meant something to me; that which me and my peers could relate to; reading that paid respect and homeage to that individual soul within Me, within Eve, within Sheena, within You, all in our unique way. Reading that took us on world tours, to ancient kingdoms and back, to harsh realities of poverty and prejudice, to strengthing family ties, aspiring hope and the sojourn of self-actualization.(Bushman &Haas, 2001) (Brown & Stephens, 1995). The book choices which we were privy to ('A Brighter Sun by Sam Selvon, Harriet's Daughter, Old Story Time, Scarlette Letter...) made realistic sense of metaphors and other literary devices that commanded respect for the life and craft of the write as well as the surrounding events that birthed our-story!(Herz,1996)
Until Literature is seen as a timeline of a wealth of experiences inclusive of the elements of sound, vision, movement, speech, emotion, embedded in the richness of culture, tradition, honouring each other's inborn creativity, it will continue to remain, to quote a former classmate "the most boring, useless, has-no-use-in-the-world of work subject".
very well put miss cox. i do agree that literaure will be appreciated only if we as teachers create an avenue of interest not only in reading but in performance and creativity as well. your experience is quite different from mine though. i loved reading from a tender age cause my parents introduced me to it from then.throughout primary and secondary school i loved reading. but i had a slight problem with reading the literature text in form 4 and five. it was difficult for me to read along with everyone else independently. i rather reading it at last minute because i felt like their was a stronger purpose for doing it then. On the other hand i believe that there are a handful of students who love literature no matter how boring it may be like myself, but on a larger scale literature will always be boring as you said if we teacher's do not get the students interested and develop an appreciation for literature.
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