The Sunday News
LAST time we looked at the new curriculum our main focus was on problem areas which might impede its smooth implementation. However, a closer analysis shows improvements in some areas of learning. I am currently looking at what is offered in Forms 1–4 Literature in English syllabus. I am inspired by the words I find in 1.1 Introduction of the preamble which read as follows:
“Literature is an ideological tool which is used to create self-awareness, inculcate the principle of inclusivity and acceptable attitudes, values and habits. The literature in English syllabus focuses on the literary qualities of imaginative prose, poetry and drama from which unhu/ubuntu/vumunhu (societal norms and values) identity and the prevailing ideological framework are promoted in the learner. It generates interest in Literature in general and Zimbabwean literature in particular, so as to help learners acquire knowledge about themselves and their society as well as other societies.”
What excites me most is that the teaching of all genres of literature is encouraged. Teachers used to concentrate their teaching on prose and drama leaving out poetry because they felt it was very difficult, a no go area. Students used to take the cue from their teachers and never liked the poetry side of literature. Choosing such a route became a problem when a student decided to do Literature in English at university level, for example.
Another good aspect is that learning Literature in English now starts at Form 1 level. This means that students will now grasp literature concepts starting at this level which means by the time they get to Form 4 level they will have mastered all the concepts and having full understanding of literature. This will develop and encourage a culture of reading. Students have not been reading widely at this stage knowing that they would not be tested.
But, now it is clear that all the key concepts of literature will be introduced at Form 1 level. It is quite evident that Form 1 students will acquire substantial knowledge of Literature in English like the ability to define literature, identify forms of literature, explain literature as subject of study and examine literature as reflection of society. It is suffice to say that will come in handy taking into consideration that though Literature in English has always been taught at Form 2 level, the area covered has not been that much. There is more intensity now.
All the elements of study in Literature in English are now covered at Form 1 level. It is clear that at Form 1 level concentration will be on equipping students with knowledge on basic literary elements such as theme, character and plot, functions of literary elements on set texts and meanings of literary elements. What is clear here is that there is more pupil participation in whatever will be done in the classroom.
There will be a lot of class discussions and group presentations thereby limiting the teacher dominated lessons. The more pupils are actively involved in class activities they are bound to perform better in class exercises and tests. Pupils or students easily grasp concepts when they are active participants rather than passive recipients of information. Studying Literature in English in its simplest form at Form 1 level will establish a firm base of understanding the subject for the future.
When students get to Form 2 they will study the same subject but taking it to a higher level. The objects at this level are a bit different from elementary stage. Students will be able to explore literature as a subject of study, discuss literature and its functions, examine literature as a reflection of society and relate their own unhu/ubuntu/vumunhu with other cultures. What is evident here is that as students study Literature in English, they understand themselves as well as other people.
Students’ minds are stretched wider. They will understand the society they live in. They will understand why certain things are as they are. It is quite beneficial for students to study Literature in English so as to come up with informed opinions in discussions. Students of literature usually do not just make irrational statements on any issues in fear of embarrassing themselves. The truth is that it is very humiliating to be heard uttering statements based on hearsay rather than on fact.
The skills students will acquire will enable them understand literature as a medium for topical and contemporary issues. They will understand issues around them and maybe help in solving them if they are problems. Above all, equipped with such knowledge students will understand literature as a tool for appreciating other cultures. Understanding literature destroys individualism as one appreciates other people as well.
An informed student of literature views people as the same, that is, to him or her there is a thin line between the poor and the rich. He or she looks at all people as equals, human beings created by God. We have cases of people who detest associating with people of lower status than them. Yet, we have stories of people who moved from rags to riches and vice versa. Literature teaches students to appreciate other people and cultures.
As students move on with Literature studies after getting an appreciation of it earlier, they are expected to justify why they study the subject, compare Zimbabwean values with those of other cultures through literature. They should be able to discuss issues of identity and patriotism with reference to texts under study and identify career opportunities related to the study of literature. Students should look ahead and say after studying this subject, what next?
What are the career prospects in the subjects they study? I think it is a positive development for students to discuss issues of identity and patriotism as we were seeing a lot of young people losing their identity and spending a lot of time seeking for identity as they failed to understand themselves. Some had come to a point of admiring and adopting foreign cultures and denying their own. Inculcating positive values to students at an early age will counteract such practices.
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