 |
LITR 4370
TRAGEDY
Midterm2 Samples 2015 (midterm2 assignment)
Model Answers to Part 3. |
 |
Part 3. Begin Research Report: Write at least
3-4 substantial paragraphs with two sources toward completion of
your Research Report on selected special topic
(to be completed on
Final Exam)
Teaching Tragedy
The purpose of literature, according to
Horace a Roman poet, is two-fold: 1) to entertain, please, provide escape from
the limits of daily existence or to delight a reader or audience with its adept
imitation of reality; and 2) to instruct, teach, inform, guide, or provide
models of behavior, whether positive or negative; to offer a moral or a lesson;
to model successful writing or art that other artists might imitate (Mr. White’s
Website). Precisely, Tragedy offers
both. What is Tragedy?
Tragedy is timeless because it deals with subjects that are timeless such
as- mixed nature of humanity, the love-hate relations of families, and
consequences of our environment and actions (Mr. White’s Website).
Tragedy does not worry with passing events or popular culture; instead,
it concerns itself with essential human problems.
Tragedy raises questions about justice and morality for individuals and
the world. The human brain
remembers painful or fearful situations or memories more vividly than pleasant
situations. Thus, Tragedy impresses
our imagination and memory more strongly than pleasant.
In other words, it’s impactful.
Tragedy narrates serious, essential conflicts that define human identity,
the consequences of such conflicts, and potential resolutions; hence, it offers
a more lasting and changing impact on its audience.
Therefore, Tragedy is something to be embraced, explored, and taught.
To embrace Tragedy we must first identify
who benefits from tragic literature, along with the benefits of reading the
genre. “Tragedy expresses a
combination of humanity’s creative or formal impulses with its destructive or
wild impulses- the Apolline and Dionysiac- to achieve a single artistic
experience that is both beautiful and terrifying” (The Birth of Tragedy).
In other words, Tragedy imitates humanity in its reality, both good and
evil. It displays real life more
than other genres by this representation of characters who are a mixture of both
good and evil- like all of us; whereas, other genres show characters as only
entirely good or completely evil.
Thus, humanity benefits from tragic literature because we can all relate to
these characters; however, it is most appropriate for student’s tenth grade and
above. The reason why is because
developmentally students below this age cannot comprehend the depths of Tragedy.
“Tragedy is not something that just occurs in plays, it happens in real
life… turn on the news and it is full of murder and wrong-doings, we are
surrounded by it” (Katherine Vellella).
The reality of this statement is entirely true.
As we grow older we see this certainty; thus, have to find a way to cope
and express emotions in order to move past it.
Tragedy offers that for these growing individuals in a safe environment-
knowing they may come face to face with these situations in their lives, if they
haven’t already. It brings human
emotions and actions to the surface to be dealt with or contemplated.
Other lessons of tragedy, although deeper, are things like- “the world
may be beautiful- trees, sky, the people who loved and helped you- but someday
you will lose it all” (Mr. White’s Website).
Another unfortunate yet true statement.
These realities are things students are growing aware of with age, yet
they need a safe place to process these thoughts, which Tragedy provides.
Such descriptions may sound pessimistic, but in fact tragedies are
strangely energizing and stimulating to an audience (Mr. White’s Website).
I would also add beneficial and necessary to describe Tragedy.
To effectively and enjoyably explore
Tragedy, teachers need to create the desire within students by providing
understanding of the above benefits and importance within the genre.
Students tend to dislike Tragedy, myself included, due to its seemingly
depressing tone and its perceived irrelevance to my life.
However, I found that to be far from the case, instead it was my
misinterpretations or preconceived notions of the genre that blocked me from
really grasping the benefits this genre offers a High School student.
Teachers have an important job when it comes to teaching this genre.
First, they must break students of their preconceived notions of the
genre. Then they must teach Tragedy
as relevant, relatable, and enjoyable.
The educational benefits of tragedy are endless when a teacher can help
guide students in connecting the literature to their lives.
When a teacher succeeds in this, the exploration for students within the
genre has just begun.
Ideas: From here I planned to add
ways teachers can effectively allow students to explore this genre through
interactive and hands on activities such as plays or real-life scenarios in the
classroom. These activities will
incorporate topics we have learned in class.
In addition, after addressing more of the “explore” aspect of the genre I
plan to move on to talk more about Tragedy and its need to be “taught.”
In the “taught” paragraph I want to talk more specifically about certain
plays and what they teach a student whether character, right and wrong,
consequences for our actions, etc.
Also, different things like spectacle or lack of spectacle and its educational
value.
Side note: I do not believe Tragedy
should be taught alone without being mixed in with other genres, but my goal for
this essay is to look specifically at just tragedy the genre to research its
importance, and how teachers should and can make it relatable, relevant, and
enjoyable for students to learn.
APA Citations:
White, C. LITR 4370 Tragedy at
University of Houston-Clear Lake. Retrieved April 4, 2015, from
http://coursesite.uhcl.edu/HSH/Whitec/LITR/4533/default.htm.
Vellella, K. (Summer 2014). LITR 4533 Tragedy UHCL 2014 final exam samples. Retrieved April 4, 2015, from http://coursesite.uhcl.edu/HSH/Whitec/LITR/4533/models/2014/f14/f14BVellella.htm.
|
|
|
|
|
|
