Background: I try to take a number of different paths in my literature classes, just to break the mold of what students expect. I remember my own literature classes in undergrad – even if the material is engaging, it is difficult to discuss a text for 90 minutes straight, week after week, until that final essay puts a cap on the course. I also really enjoy teaching theater, so instead of having students read plays before class, we typically read them together as that’s how how they meant to be represented. Theater is a highly visual/auditory medium, and I believe that overlooking that in class robs us (and students) of the experience.
Assignment: Students break off into groups of 6/7 and I post a number of plays on Canvas with signup on Google Sheets. These plays come from a variety of sources, including Elena Garro (Mexico), Luis Valdez (Chicano) and Marco Antonio de la Parra (Chile). I give them a chance to review the plays in their groups and then choose one – first come, first serve. Groups have the entire class, and must include an introduction to contextualize the play, as well as comprehension and analysis questions that they walk their classmates through. The also have editorial control over the play – although they can’t change the gist, they can delete material and characters given our limitations. They do not have to memorize the play, but must put some effort into acting and can use the overhead projector to set scenery.
Outcome: Although I’ve had a few problems in the past, normally with students who did not like speaking in front of the class, the most recent iteration of this assignment was a smash success. Efforts ranged from passable to excellent and most agreed that it was their favorite assignment of the semester. Some said it was their favorite assignment of the semester in any of their classes!
Putting students in control: Students grade their classmates on their performance, counting 30% towards the final group grade. This ensures that groups aren’t just playing toward me as professor, but also towards the audience – their classmates. I also have the audience choose a “star player.” Although it doesn’t count towards their grade, I notify students who have been chosen, which is always a nice little pick-me-up.
Reflection: I like this assignment so much that I developed an entire class composed just of staged readings. The goal in this class was to make students speak – they picked their parts before class, practiced them, and then came in and gave their performance. See syllabi section for more information.