Frankenstein is just one of the most fun books to teach, particularly for me. As we finished the book this year, I decided that we would do two fun projects that would make the Gothic study a lasting memory for the students. It also gave the students time to complete their essays before launching into the next book.
The first project was to create an image of any scene, event, character, or quote from the book. Since they had to use the book for essay quotes, they were already looking at specific areas, so it was a natural extension. Most chose to draw a scene, and to their credit, they opted for obscure selections or unusual perspective rather than try to imitate an actual word picture. Then I showed them my picture, with the quote, ” I shall be with you on your wedding night” from chapter 20.
Macabre? Yes. Out of the box? Naturally? Effective? Absolutely. Students saw that an image can be as simple as paint on wallpaper to create an emotion, especially in context with the reading. It’s a fresh way to look at artistic representation of classic literature. It fit the gothic genre by appealing to emotion rather than reason, and referencing the “otherworldliness” of Shelley’s book.
The second project was a poetry unit in disguise. Teaching poetry as a unit make no more sense to me than vocabulary lists. Context gives both meaning that lasts long after the class is over. I prefer to slip poetry (and vocab) into literature as I teach. For this particular class, I gave each student a poem that met the standard for Romantic/Gothic poetry. Each student had 15 minutes to analyze the poem before reading it to the class and explain what elements made it Romantic/Gothic. In one class period students heard a number of poems and reinforced the definitions of the genre.
Students then had until the next class period (our school has classes two days a week) to learn the poem in order to present it as a campfire “ghost story.” Shelley wrote Frankenstein as part of a challenge to tell the best ghost story in a small group during a stormy night in Vienna. If it was good enough for Shelley, it is certainly good enough for me.
On class day, I brought in tealight candles, skewers, miniature marshmallows, jumbo chocolate chips, and animal crackers. I had a tin with water prepared for our “campfire.” After all, what is a campfire without s’mores? As we toasted marshmallows over tealights (with the overhead lights off, of course), students told their poems, with as much drama as they could muster.
My class is small, so we finished the day with a serial ghost story. I began the story and we took turns adding bits until time was up. The only stipulations were that the story had to make some kind of sense and each person had to use the word “foul.” (I used the word “fowl” at one point, just for fun.) The class was memorable, and one student posted on his Facebook status that it was the best literature class ever.
Literature never has to be boring. I have some advantages in having a small (okay, tiny) class, but the ideas are easily adapted for larger groups. It just takes the willingness to be a little unorthodox.