Have "New" Expectations Crowded Our Sacred English Curriculum?

Getting Started . . .

Bah! Books are books. The plots don't change, the characters aren't any different today than they were decades ago. Shakespeare's not been able to contribute anything new to the study of Literature in nearly 400 years. The same parts of speech we learned in elementary school still make up sentences and everyone knows that if you string enough of them together you'll get a paragraph or essay if you're lucky . . . And hey, who doesn't know how to speak in high school? Overall, English is simple. English is ancient. English is constant and most of all, English is boring.

Blasphemy! Who thinks this way? Who believes this? Hopefully no English teachers raise their hand or give a slight nod in agreement. However, how many English teachers can say they've heard students express such pessimistic ideas towards the study of English before? Probably all of us (and if not, please tell me if there are any openings at your school). The point is, we as English teachers have a natural appreciation or passion for English and Literature. When we come across these students who challenge this idea, we strike back with great determination to prove to them that there is most definitely purpose and meaning in studying English. How do we do this? Well . . . We start by making connections. We make connections between the ideas and themes presented in those "ancient" stories read, to the current world. However, we know that's just not enough. Thus, we think of creative ways for students to explore their own individual interests through the practices of our choice. Or, to be completely accurate, our choice of curriculum practices otherwise known as expectations. It's true, us English teachers are sneaky like that, we like to find out what makes students tic and then we make them write about it! Hmmm or talk about it. Or . . . You get the point. The problem however, is that making connections with students in the 21st century is different than making connections with students in the 20th. Just like how making connections with students would have been different in the 90's, 80's, 70's and so forth. As a result, as society changes, so must everything around it; such as, fashion, technology and even curriculum. Therefore, as much as we could still make connections in the old curriculum with students, it becomes increasingly difficult; and thus, it is imperative that we incorporate new expectations to accommodate the changes in our students and technology.

But . . . That's asking too much!

What's with all the negative attitude? How come when a student thinks there is no value in English because it's old and pointless teachers are quick to argue; but when the new curriculum has been designed to help teachers fight this nasty misconception, they show just as much disproval as those pessimistic kids? Well . . . Pssst! It really isn't asking too much. Look closely and you'll see that the new curriculum most likely just articulates and "expects" things that we're already doing. So, take a deep breath, relax and embrace what is only natural and necessary . . . Evolution. Note: this is not the first time the curriculum has been revised my friends!

What this all means . . .

The overall curriculum expectations have not for the most part "changed" in the study of English. The 2007 curriculum documents have been, as it is directly stated, "revised." What this entails is a redefining, a re-wording of how we as English teachers meet the same expectations that have been in place for decades. Furthermore, in keeping with the current trends in society, the curriculum has become more specific and strategic in helping us to meet these expectations by introducing new mediums through which we can obtain these long-standing English standards and expectations. To put it simply, rather than meeting say 10 specific expectations through the same medium time and time again, we can now meet those expectations through a variety of mediums which appeal to the modern day adolescent. Which, most teachers have attempted to do prior to the introduction of these expectations anyways. Therefore, the new curriculum truly assists teachers to make better connections with students as expectations are being met.

The Study of English

Alright, so there is some truth to the introductory "student rant." There are many aspects of English that do remain constant. The plots of stories and Shakespearean plays have not and will not change, nouns are still nouns, we do enforce the fundamental writing structures and expect students to communicate orally. But, this is not what English is all about. This is not English at its "full integrity." The purpose of reading novels and plays is not to "get" the plot. The purpose of writing is to not formulaically put words together and speaking has never been about reading out loud or memorizing something that has been written in advance. Correct me if I am wrong; but, the study of English is about understanding meaning; discovering and exploring themes; contextualizing; provoking thought; expressing ideas; analyzing; discussing; making connections between fiction and the world around us; reflecting; investigating how and why we communicate; and finally creating. This, is English!

"New" Expectations

The most predominantly noticeable modification in the 2007 Revised English Curriculum is the re-structuring of strands. In 1999 the curriculum consisted of 4 strands. Now, in 2007, the curriculum still consists of 4 strands. These strands now being: Oral Communication, Reading and Literature Studies, Writing and Media Studies. In the grand scheme of things, this means that there hasn't been a strand added, it means that the strands have been revised to accommodate the study of media which was already seeping into the previous strands.

Why Media?

Take a look around and I think the better question would be, "Why not media?" Everyday, people everywhere are being bombarded by the media. Films, songs, video games, action figures, advertisements, CD covers, clothing, billboards, television shows, magazines, newspapers, photographs and websites . . . This is the world we live in, this is the world around us (English Curriculum 2007). As the study of English would traditionally suggest, explore it! Thus, the inclusion of the Media Studies strand has been added to the study of English as a means in which to break down, analyze and understand how and why these works are constructed. The focus of Media Studies is on the art, meaning, and messaging of various forms of media texts (2007) This is not altogether different than how we approach a novel, short story, poem or play. Moreover, media texts can be understood to include any work, object, or event that communicates meaning to an audience. Most media texts use words, graphics, sounds, and/or images, in print, oral, visual, or electronic form, to communicate information and ideas to their audience (2007). In essence, English has already had a long-standing history of exploring such texts; it's just now however, it has been labeled as such. Next, Media Studies explores the impact and influence of mass media and popular culture (2007). English has always been concerned with the influences of society! Finally, Media Studies has been incorporated to develop students media literacy skills, by allowing students opportunities to view, analyze and discuss a wide variety of media texts as they relate to their own experience. In other words, the objectives of student learning in English have not changed; but rather, it has become more than acceptable, it has become the standard to meet these expectations through the practice of utilizing the words messages that encompass our daily lives and not just select classic works of Literature.

Need more proof?

Here are the Grade 9 Academic Overall Expectations of Media Studies:

1. Understanding Media Texts: demonstrate an understanding of a variety of media texts;
2. Understanding Media Forms, Conventions, and Techniques: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;
3. Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;
4. Reflecting on Skills and Strategies: reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.

And here are suggestions as to how we can meet them:

• Schedule special time for media, make it something students can look forward to: Just as many teachers designate time for reading (such as the first 15 minutes of classes), set aside time to focus on media. I have often used the gimmick "Media Friday" and each Friday we incorporate at least one activity to Media.


• Empower the students: Have students brainstorm ideas about what they think media is. Have them bring in examples to discuss what they already know about media texts. Chances are they know A LOT!


• Presentations: In groups, allow students to pick a specific form of media such as magazines, television commercials, music lyrics, etc., and have them present it to the class by providing multiple examples. Ask them to describe what conventions make up the "text" such as words and illustrations as well as techniques such bright colours or catchy slogans. Then, get students to create their own (in-class) and follow up on them by asking students why they chose to use certain convention and techniques to create a message. This allows students to reflect on their work and identify the best strategies in "manipulating" audiences.


• Mix it up: Media doesn't always have to be viewed independently. If that's not your style incorporate the creation of media into the evaluation of other strands. Have students design posters for novels, websites for themes, MySpace or Facebook pages for character sketches, blogs for writing exercises, songs for poetry, etc, etc.

Ideas just not enough . . . Need something concrete?

An invaluable website on Media Literacy by the Media Awareness Network: http://www.media-awareness.ca/english/teachers/media_literacy/media_ed_approaches.cfm offers approaches, key concepts, assessment and evaluation tools.

The English Language Arts Network: http://www.elan.on.ca/Links/media.htm offers a wide variety of activities and lesson plans.

Exemplars: http://harrypotter-and-thedeathlyhallows.piczo.com/?g=47171792&vsrc=preview&cr=4 & http://vampirekissesxo.piczo.com/?g=1&cr=1 of student designed webpages for ISU novels.

Additional Crowding?

Of course, the inclusion of the Media Studies Strand is not the only reason why many complain that the curriculum is crowded. Other issues which impede on teacher accountability and make reaching all of the expectations harder to meet in 110 hours include (but are not limited to) Character Education and prepartion for the OSSLT. In the past year it has been a school wide initiative to address Character Education and assist students in preparing for the Grade 10 Literacy Test. However, I'm of the opinion that Character Education is something that is already addressed in English and thus taking whole days away from students in class to accomodate crash-courses on how to be a better person may not be serving this issue justice. Moreover, the same is done with the OSSLT, non-English teachers are asked to give up class time in order to "teach literacy" on a whim. With less initiatives like these, we'd have more opporunities to actully TEACH those 110 hours and in doing so, address Character Education and Literacy daily. Regardless, there will always be those pessimists who resist change or complain about how there just isn't enough time to fulfill their duties. However, if you set yourself up to fail, if you believe you can't do it, chances are you won't and you will fail, so think positively. Sound familiar? That's right, I'm sure you've uttered those words to students before . . . So, take your own advice, us teachers are a determined capable group who can take on anything! Consider the curriculum nice and cozy . . .

Character Education: http://www.oise.utoronto.ca/orbit/citizen_editorial.html