Using Literature to enhance Creativity in the English Classroom - Lekh Baral
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Using Literature to enhance Creativity in the
English Classroom
Lekh Baral
lekhnb@hiof.no
Norwegian National Centre for English and Other Foreign Languages in Education
23.09.2020
This presentation …
Analyses creativity from the perspective of
the New Curriculum (LK20) in general and
English subject curriculum in particular.
Shows how LK 20 offers potential for using
Literature in the classroom
Offers some hands on tips and strategies for
Source: Author anonymous CC BY-SA using literature in the classroom
©Lekh Baral, Fremmedspråksenteret 9/28/2020
Input: The New ‘ambitious’ Curriculum (LK20)
Multilinugalism/multiculturalism/diversity
Deeper Learning
Transfer/ metacognitive
awareness
21st Century
Skills
Social/Sociocultural/Coope
rative Learning
Interdisciplinary Themes
School of the Future
©Lekh Baral, Fremmedspråksenteret 9/28/2020
Creativity and Literature
Creativity Literature
LK 20
English Language Learning
©Lekh Baral, Fremmedspråksenteret 9/28/2020
Group Activity: 1 (5 minutes)
In breakout rooms, you are going to brainstorm and come up with
a list of terms/concept words that come into your mind in the
form of word cloud.
Creativity: Group 1
Literature: Group 2
Language Teaching: Group 3
The New (English) Curriculum: Group 4
Usehttps://wordart.com/create
If time permits, agree on a order of priority (most central to
peripheral)
BE PREPARED TO SHARE!!
©Lekh Baral, Fremmedspråksenteret 9/28/2020
Creativity as competence
©Lekh Baral, Fremmedspråksenteret 9/28/2020
School of the Future (2015:8) 4Cs
“apply knowledge, skills and attitudes appropriate to the context” s. 14
Content area Learning to learn
competence
Character (Emotional
Self regulation)
Digital
Communication,
Explore and Create collaboration and
participation
(communication
Critical thinking and citizenship)
and Creativity
©Lekh Baral, Fremmedspråksenteret 9/28/2020
Creativity: A bridge between Imagination and Innovation
Imagination Creativity Innovation
• A natural power to bring in things in A PROCESS that gets • Putting creativity to
mind beyond our senses imagination to get practice
• released • Acting out creativity
• Flexibility: • (visualised)
• interpretation and • (expressed)
reinterpretation of the past (Adapt and act out in
• Anticipate, speculate and PROCESS: to harness and context)
hypothesize the future stimulate through
• Look at the world from others eyes • dialogue Transfer to diverse
(sympathy and empathy) • interaction contexts
• collaboration
(Inherent in every human being)
• Afforded by diverse
modes and modalities
Learning to Learn
Source: Ken Robinson, 2017
©Lekh Baral, Fremmedspråksenteret 9/28/2020
Enhancing Creativity: Overcoming hindrances
Hindrance Options for overcoming
• Sticking to a notional acquisition (fixed • Focus on thinking
criteria for success) • Being flexible (Open ended)
Ensuring quality of dialogue
• Following a set convention (e.g. pre- • Allow imagination
while-post method) • Concede space for alternative perspectives (own,
• Believing on rhetoric (myth) as fact colleagues’ or pupils’)
• Rushing to be judgemental or • Play with ideas
evaluative • Create environment where it is safe to take risk (try out
• Sticking to a comfort zone something new)
• Lacking courage to challenge • Offer choices
• Anxiety • Value independence, debate, divergent thinking and
• Fear of looking stupid eccentricity
• Task requiring information extractions • Tasks requiring experiential learning
• Making connections
• Seeking information • Inferences
• Predictions
• Reflect & respond emotionally & aesthetically
©Lekh Baral, Fremmedspråksenteret 9/28/2020
Creativity and English education (McCallum,
2012:18)
©Lekh Baral, Fremmedspråksenteret 9/28/2020Activity 2: Working with short poems (10 minutes)
• Read the poems in this
and the next slide and
work out the last line
individually.
• Share your line with other
participants in the group.
• Can the group together
decide on the one that
they thinks fits best?
©Lekh Baral, Fremmedspråksenteret 9/28/2020Activity 2: Work together on the last line of the poem. (10 minutes)
©Lekh Baral, Fremmedspråksenteret 9/28/2020Poem activity Presentation
Read the line you came up with.
What made you think it was the best fit?
Did you think on figurative language? (content, meaning, metaphors,
contrasts, rhyming etc.)
Is the original important?
Tips: it would be a good idea to read the poem aloud to your students using
gestures or keeping other patterns in mind.
Group 1 Group 2 Group 3 Group 4
Nikki Giovanni, "The Song Robert Frost «Nothing Matthew Zapruder “My Anais Nin «risk»
of the Feet“ 2002 Gold Can Stay» Life, 2019”
I am a Black Woman. Nothing Gold can stay. my life began,.. blossom
©Lekh Baral, Fremmedspråksenteret 9/28/2020Where is creativity in the English Curriculum?
Relevance Core Elements Interdisciplinary Competence Assessment (formative)
Themes Goals
-(Inter)Cultural Communication Health , well-being Use Develop skills to
understanding -Formal and informal and Life skills -strategies, communicate orally and in
-Communication -Expression of writing relative to context
-resources,
-Formation and Language Learning feelings, thoughts, & audience
development of -that there are various experiences & opinions -forms -formally & informally
identity alternatives for using sound -language and cultural Explore -with appropriate structure
-tolerance system, vocabulary and competence gives Discover
-global society, sentence structures skills in developing Read Provision for student
diversity empathy & sympathy Write participation
Encounter with English - Use diversity of
Describe
(How we perceive Language texts Democracy and resources/texts,
the world is defined -Multimodal texts: fiction, Citizenship Prepare - create safe environment
by culture) non/fiction, representing -Diversity is a norm, - Listen to for taking risk, there is
linguistic & cultural diversity humans see and Ask no one right way or
within English, interpret world through (Pose) correct answer
-Reflect, interpret, critical cultural lens Reflect - Adapt and offer choices
analysis -accept differences and
Convey
-Familiarization to multilingual disagreement
and multicultural contexts Interpret
©Lekh Baral, Fremmedspråksenteret 9/28/2020Literature in the English subject curriculum
Focuses on use of children’s and young adult literature
If literature is worth teaching ….. it the response to literature which is
important (Short & Candlin, 1986)
Multicultural literature can offer useful help towards promoting
tolerance for diversity, intercultural understanding and global citizenship
Literature is a vehicle for deep learning (linking the new to the known)
through:
• Connecting text to the self
• Connecting the text to other texts
• Connecting the text to the world (events in the past or present)
©Lekh Baral, Fremmedspråksenteret 9/28/2020Literature in the English subject curriculum
• A text: themes, characters, conflict,
narration
• A context: author, socio/political context
and the texts’ relation to the world
• A source of authentic language: stylistic
features, formal/informal, direct quotes
vs. reporting, dialects, varieties,
• A cultural tool: as mirror or a window
• Appropriate for interdisciplinary themes
(examples to follow)
©Lekh Baral, Fremmedspråksenteret 9/28/2020Offering reading choice:
Break out activity 3: Walkabouts (15 minutes)
In the following two slides, you can find the opening paragraphs in some young
adult novels. Quickly skim read all the texts and decide which one would you
want to read.
(In classrooms, we can hang these texts to 4 sides or corners, and students can
move from corner to corner)
If you know the name of the novel or have seen the film, do not tell the others yet.
Then group together with others that have chosen the same novel.
Tell other group members what made you choose that novel (as a teacher/ as a
pupil).
If time permits, discuss
Who is the narrator
Setting
Theme of the book
Guess the name of the book (novel)
(One of the group members will sum up the discussion in the common room when we return.)
©Lekh Baral, Fremmedspråksenteret 9/28/2020©Lekh Baral, Fremmedspråksenteret 9/28/2020
©Lekh Baral, Fremmedspråksenteret 9/28/2020
Text sources: Novels
1. Tomorrow when the war began by John Marsden, 2009
2. The Absolutely True Diary of a Part-time Indian by Sherman Alexi
3. Danny the Champion of the World by Roald Dahl
4. The Curious Incident of the Dog in the Night Time by Mark Haddon
©Lekh Baral, Fremmedspråksenteret 9/28/2020Dominant view of literature towards young
people/youth in recent decades
Literature (including film, music, advertising and the media,
youths) conceives of adolescence as a time for
• rebelling against and rejecting the adult world; Is it not good for
experimenting with self-images, lifestyles, and behaviours creativity
enhancement?
• maturing, learning and growth, becoming an adult,
accepting responsibility and exploring the adult world
Source: Knutsen, Karen (presentations at HiØ, 2019)
©Lekh Baral, Fremmedspråksenteret 9/28/2020Engaging students with the characters
Source: https://www.hachettebookgroup.com/
Source: https://www.hachettebookgroup.com/
©Lekh Baral, Fremmedspråksenteret 9/28/2020Give the poem a shape
Noise
E B
Loud, Boisterous D
A O
Deafening, arsplitting, E S
Piercing Clamor,
R
A I H QUIET
S O
PIERCING
S L PEACE
Sound … Hush, P
F
T O U CALMING
U
S SOOTHING TRANQUILITY
E
Quiet, Soothing, L E U
N
Calming, Consoling IT R D N SILENCE
TI
I
O H CONSOLING
Peace, Tranquility
N
N
U
D
Silence G
G
S
by Divine Tan
Source: https://www.familyfri
endpoems.com/poem/noise-3
©Lekh Baral, Fremmedspråksenteret 9/28/2020References
Knutsen, K (as per 2019) Using Children’s/TeenageLiterature in the ESL/EFL Classroom: Grades 5-10,
Lecture presentation at HiØ, Halden
McCallum, A. (2012). Creativity and learning in secondary English: Teaching for a creative classroom.
Routledge.
Official Norwegian Reports NOU (2015: 8) The School of the Future Renewal of subjects and
competences
Oxford University Press (OUP) (2019) Global Skills: Creating Empowered 21 Century Citizens
Paran, A (2016) «Appropriate methodology for using literature in the language classroom.» a
presentation given at Children's and Young Adults' Literature and their pedagogical implications
Conference, Valencia, Spain
Quinn, J., McEachen, J., Fullan, M., Gardner, M., & Drummy, M. (2019). Dive into deep learning: Tools
for engagement. Corwin Press.
Robinson, K (2017) What is creativity? Presentation given for 2nd summit of the Atlantic Rim
Collaboratory in Ireland https://www.youtube.com/watch?v=X1c3M6upOXA
Short, M. H. & Candlin, C. N. 1986. Teaching study skills for English literature. In C. J. Brumfit & R. A.
Carter (Eds.), Literature and Language Teaching (pp. 89-109). Oxford: Oxford University Press
Udir (2020) Læreplanverket. https://www.udir.no/laring-og- trivsel/lareplanverket/
©Lekh Baral, Fremmedspråksenteret 9/28/2020Спасибо!
Tänan! Paldies!
Merci beaucoup! Благодарам!
Muito obrigado!
Mersi!
Vielen Dank!
Dziekuie! D´akujem!
Takk!
Ačiū! Thanks a lot!
Շնորհակալություն!
धन्यबाद!!!
Dank je wel!
Kiitos! Ευχαριστω! Mille grazie!
¡Muchas gracias! Faleminderit! Hvala!
Grazzi! Tak! Děkuji!
©Lekh Baral, Fremmedspråksenteret 9/28/2020You can also read
