Charlotte Mason and Literary Analysis

[Kfamily]

I thought that I'd share this link of a conversational, question-and--answer style article from Circe about literature. Often those in CM circles express Mason's ideas about how the teacher should never come between the student and the book. I agree with this, but I think that CM meant it more the way this article expresses it and not in the way some interpret it.

 

 

What Does it Mean to Read Something Closely?

 

 

 

I do so miss when Angelina posted here frequently. :) I always learned so much from her.

[Ms Brooks]

Thanks for posting this link. :hurray: This is exactly what I was looking for to shape how I am going to approach reading with my DD in 8th grade.

[aaplank]

This was a fantastic read! I loved the distinction of close reading vs. critical reading. The fact that close reading is really pre- critical reading is something new to think about. Also, the idea of full, personal immersion into the story providing for better analysis, hits home with me.

 

I had already decided to read fewer books this year in favor of reading more closely. This article inspired me because it reminds me of "why" less is more.

 

Thanks for sharing!

[Kfamily]

I think this was my favorite part of the article:

 

 

So, instead of asking for a judgment, I usually start class asking my students to tell me something they connected to within the reading. And that can be anything: a beautiful line, a funny scene, a meaningful passage, something weird or something that was confusing. And it's a beautiful thing watching them grow in this process as the year progresses. They start off telling me something funny or something beautiful and the more comfortable they become, they will start getting vulnerable and telling me about passages that gave them insight into themselves.

 

And that's not to say that there isn't any analysis. There absolutely is. But it grows out of their experience. I get most excited when my students say, this passage was weird. I don't know what it means, but I think it's important. I love when they say that. That's the starting point. I don't know what this means, but I think it's important. Then you can start thinking about it and analyzing it. But only after you have experienced the whole.

                                                                                                                                                                                               

                                                                                                                                                                                               -Angelina Stafford

                                                                                                                                                                                              "What Does it Mean to Read Something Closely"

 

 

 

This is what shows up in a CM style education. The commonplace book allows the student to copy a quote which inspires or perplexes or delights...thereby matching that "beautiful line, funny scene, meaningful passage... ".This is where narrations which give a child the freedom to personally connect with what was read and respond to that connection that matches "...something they connected to within the reading" . And I grow so weary of those who don't believe that literary analysis can exist with a CM education and the narration approach and particularly with those who purport it. It does exist, but as quoted above "...it grows out of their experience".

Edited July 6, 2016 by Kfamily

[aaplank]

I think this was my favorite part of the article:

 

 

So, instead of asking for a judgment, I usually start class asking my students to tell me something they connected to within the reading. And that can be anything: a beautiful line, a funny scene, a meaningful passage, something weird or something that was confusing. And it's a beautiful thing watching them grow in this process as the year progresses. They start off telling me something funny or something beautiful and the more comfortable they become, they will start getting vulnerable and telling me about passages that gave them insight into themselves.

 

And that's not to say that there isn't any analysis. There absolutely is. But it grows out of their experience. I get most excited when my students say, this passage was weird. I don't know what it means, but I think it's important. I love when they say that. That's the starting point. I don't know what this means, but I think it's important. Then you can start thinking about it and analyzing it. But only after you have experienced the whole.

 

-Angelina Stafford

"What Does it Mean to Read Something Closely"

 

 

 

This is what shows up in a CM style education. The commonplace book allows the student to copy a quote which inspires or perplexes or delights...thereby matching that "beautiful line, funny scene, meaningful passage... ".This is where narrations which give a child the freedom to personally connect with what was read and respond to that connection that matches "...something they connected to within the reading" . And I grow so weary of those who don't believe that literary analysis can exist with a CM education and the narration approach and particularly with those who purport it. It does exist, but as quoted above "...it grows out of their experience".

 

This resonated with me too. Connection is key. I am going to make sure that as we are reading and using commonplace books that we center our focus on connecting/ immersing ourselves fully into the story. I plan on reading along side of my kids so I can model how to do this. It's definitely not a hands off approach.