Literature is any written work with artistic value, as designed in the dictionary, suggests that one should see, feel and appreciate the beauty of what he reads whether it is a poem, a prose, a short story, a novel, an epic, a fable, a parable, a folktale or any other literary piece. It is more of understanding the aesthetic aspect and the affective values of it rather than merely on the content. The question is how does the teacher can make his students feel the artistic value of a particular literary piece? The traditional but effective way of question and answer by way of comprehending the idea of the piece never goes out of style. It is gratifying how students themselves come up with the questions that teachers never ever thought of. Teachers should also measure the level of vocabulary of the students. In fact, it is not a bad idea to make the students underline the words they do not understand as they go through the selection. Vocabulary work is important since clearing difficult words is the very first step towards comprehension. Sometimes the presence of guide questions lessen or reduce the duties of the teachers but it results to laxness to formulate his own questions suited to the ability of his students. The discussion method, although frustrating at times has brought out students’ reservoir but in this situation one wonders who learns more, the student or the teacher. The learning process then becomes a genuine a two-way communication and becomes more pleasurable.
Other approaches in teaching literature may also be helpful. Resourceful teachers never satisfied with only one approach or method used which can assist him in formulating questions and in teaching literature. The first approach is called Formalistic or Literary Approach- this is based on the so called literary elements which identifies the plot, theme, conflict, setting, the characters and their roles. Historical Approach- sees literature as a reflection and a product of circumstances. This is often suitable for high school student classes which are done by giving historical or biographical background in introducing a selection. Sociological Approach- maybe considered as the extension of man within a given social situation, it stresses social relevance or social commitment wanting to give a message to the people. Impressionistic Approach the popular one, very personal, relative and fruitful. It is called the “reaction-response” approach. Students may be asked to react or respond to anything in the story that may have impressed them for one reason or another. The ability or inability to respond new insights or blank minds is revealed.
There is no such thing as the “best” approach. It all depends upon the nature of the selection. Second reading is recommended but only for poems, plays and dramatic reading. Style and language should not be overlooked. Textual reading is still the heart of the literature, let the literary piece speaks for itself. The teacher can use any of the given approaches or methods. Sometimes however, being method conscious can squeeze the life out of the class. What often work is the teacher’s combination of plain common sense, versatility and a dash of enthusiasm.
By: Mrs. Mina Lorena S. Lintag | Teacher III | Pablo Roman National Highcschool Pilar, Bataan
