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ERIC Number: EJ816599
Record Type: Journal
Publication Date: 2008
Pages: 14
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0021-8510
Building Literacy Bridges for Adolescents Using Holocaust Literature and Theatre
Brinda, Wayne
Journal of Aesthetic Education, v42 n4 p31-44 Win 2008
Shouldn't reading be aesthetically, emotionally, and intellectually enjoyable? Yet, as literature becomes complex in middle and high school with multiple characters, points of view, or difficult language, many adolescents forgo the idea of discovering enjoyment in literature. Based on the author's experience as an educator, researcher, and artistic director of a theatre for young adults, this article reflects on the charge by Snow and Biancarosa that educators need to "figure out how to ensure that every student gets beyond the basic literacy skills of the early-elementary grades, to the more challenging and more rewarding literacy of the middle and secondary school years." Blending nonfiction stories from the Holocaust with innovative theatre experiences into a curriculum can engage students in literature that has those complex themes, characters, and plots. The literature becomes comprehensible, accessible, relevant, enjoyable, and aesthetically stimulating. Using the nonfiction novel of "In My Brother's Image," which is set before, during, and after the Holocaust, provides the framework for the "Five Step Model to Engagement and Enjoyment." This model can used in a variety of classrooms and with a variety of students. The goal is to build long-lasting literacy bridges for adolescents who are aliterate or struggle with reading literature. (Contains 1 table and 24 notes.)
University of Illinois Press. 1325 South Oak Street, Champaign, IL 61820-6903. Tel: 217-244-0626; Fax: 217-244-8082; e-mail: journals@uillinois.edu; Web site: http://www.press.uillinois.edu/journals/main.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A