Why We need Horror.
1) Student Interest: Select Students. Student agency.
First and foremost, Horror is important because there is a population of students who love it. There will always be students who enjoy the macabre, that sweet despair that only a good horror book can bring. There is likely no better way to get students to read than to have them be interested in what they are reading.
Secondly students may feel to be more in control of their education if they have an active part in selecting what books they can read. This is backed up by numerous research studies. (James Paul Gee.) This interest gets many students to read, can you really argue with that?!
First and foremost, Horror is important because there is a population of students who love it. There will always be students who enjoy the macabre, that sweet despair that only a good horror book can bring. There is likely no better way to get students to read than to have them be interested in what they are reading.
Secondly students may feel to be more in control of their education if they have an active part in selecting what books they can read. This is backed up by numerous research studies. (James Paul Gee.) This interest gets many students to read, can you really argue with that?!
![Picture](/uploads/2/0/1/1/20116763/425419926.jpg)
2) Identity development:
We are not talking about the gore spattered horror of the movies, but a more cerebral examination of what it means to be a human. One of those things is what are we scared of. What do we lack? What are you afraid to lose? What is important to you. What do you fear?
Horror as a genre toys with these primal emotions. Just as it is important to model good behaviors for students so that they can become good citizenry, it is also important to have them explore their own identities (selves) to better understand themselves and consequently, the world around them. This critical examination of societal taboos and morays, as well as personal fears and reservations requires the in-depth analysis and problem solving skills that many teachers are trying to foster in their classroom anyway. This is not to say that horror is for everyone, (its not) but rather, that it is a possible pathway to this critical thinking, and should not be frowned upon as frivolous fiction. The world may not be filled with monsters, magic, and zombies, but it is rife with its own mysteries, dangers and problems. Students need to find a way to cope with these issues, and for some, horror could be an option.
We are not talking about the gore spattered horror of the movies, but a more cerebral examination of what it means to be a human. One of those things is what are we scared of. What do we lack? What are you afraid to lose? What is important to you. What do you fear?
Horror as a genre toys with these primal emotions. Just as it is important to model good behaviors for students so that they can become good citizenry, it is also important to have them explore their own identities (selves) to better understand themselves and consequently, the world around them. This critical examination of societal taboos and morays, as well as personal fears and reservations requires the in-depth analysis and problem solving skills that many teachers are trying to foster in their classroom anyway. This is not to say that horror is for everyone, (its not) but rather, that it is a possible pathway to this critical thinking, and should not be frowned upon as frivolous fiction. The world may not be filled with monsters, magic, and zombies, but it is rife with its own mysteries, dangers and problems. Students need to find a way to cope with these issues, and for some, horror could be an option.
![Picture](/uploads/2/0/1/1/20116763/338284953.jpg)
3) Examination of "The Other."
Horror often deals with the concept of other. The other is an outsider, something strange and misunderstood. The other takes on many different roles depending on the medium and author in question. This could range from "enemy" or "menace" (typical) to a "good" aligned, but misunderstood character. (Or both, or neither, or a neutral character, ext..)
Often horror distorts these lines on purpose, which is a mirror for real life situations. Life is not black and white, there are only various shades.
Noël Carroll's Philosophy of Horror :
Postulates that a modern piece of horror fiction's "monster", villain, or a more inclusive "menace" must exhibit the following two traits:
-A menace that is threatening - either physically, psychologically, socially, morally, spiritually, or some combination of the aforementioned.
-A menace that is impure - that violates the generally accepted schemes of cultural categorization. "We consider impure that which is categorically contradictory.
Horror often deals with the concept of other. The other is an outsider, something strange and misunderstood. The other takes on many different roles depending on the medium and author in question. This could range from "enemy" or "menace" (typical) to a "good" aligned, but misunderstood character. (Or both, or neither, or a neutral character, ext..)
Often horror distorts these lines on purpose, which is a mirror for real life situations. Life is not black and white, there are only various shades.
Noël Carroll's Philosophy of Horror :
Postulates that a modern piece of horror fiction's "monster", villain, or a more inclusive "menace" must exhibit the following two traits:
-A menace that is threatening - either physically, psychologically, socially, morally, spiritually, or some combination of the aforementioned.
-A menace that is impure - that violates the generally accepted schemes of cultural categorization. "We consider impure that which is categorically contradictory.
![Picture](/uploads/2/0/1/1/20116763/1386210174.jpg)
If Horror is about confronting social, physical, and psychological fears that we would otherwise avoid, why do we consume it with such ravenous abandon?! Why is it so successful as a genre? Why do we love to be terrified?
1) James Gee and his video games.
2) The bleeding heart of Poe. Why we can't look away.
3) It is helpful.
4) It is fun.
1) James Gee and his video games.
2) The bleeding heart of Poe. Why we can't look away.
3) It is helpful.
4) It is fun.
![Picture](/uploads/2/0/1/1/20116763/313858133.gif)
4) It could get boys (and girls) interested in reading.
Lets face it though, the boys need more help.
Boys are falling behind in both reading and psychological help. (See Time magazine.) The proliferation of horror fiction, may help them become more interested in reading, if you can find a topic they are interested in.
Example: Skeleton Creek.
A focus on identity development, such as those topics explored in many horror fiction books, may also help to alleviate other social issues regarding boys and society.
Lets face it though, the boys need more help.
Boys are falling behind in both reading and psychological help. (See Time magazine.) The proliferation of horror fiction, may help them become more interested in reading, if you can find a topic they are interested in.
Example: Skeleton Creek.
A focus on identity development, such as those topics explored in many horror fiction books, may also help to alleviate other social issues regarding boys and society.
![Picture](/uploads/2/0/1/1/20116763/818451313.jpg?475)
5) It will fulfill your standards! (Well I believe it should anyway, horror typically is not in "technical manual" form, but I don't even care.)
1) Historical Horror Fiction, it exists, I have seen it!
http://www.amazon.com/The-Terror-Novel-Dan-Simmons/dp/0316008079
Look at all these standards students could be fulfilling, I even hyper-linked more because I have no shame, and have lost control of my life.
Key Ideas and Details
And more, more, more muhahahahaha!......
1) Historical Horror Fiction, it exists, I have seen it!
http://www.amazon.com/The-Terror-Novel-Dan-Simmons/dp/0316008079
Look at all these standards students could be fulfilling, I even hyper-linked more because I have no shame, and have lost control of my life.
Key Ideas and Details
- CCSS.ELA-Literacy.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
- CCSS.ELA-Literacy.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
- CCSS.ELA-Literacy.RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
- CCSS.ELA-Literacy.RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
- CCSS.ELA-Literacy.RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
- CCSS.ELA-Literacy.RI.3.6 Distinguish their own point of view from that of the author of a text.
- CCSS.ELA-Literacy.RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
- CCSS.ELA-Literacy.RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
- CCSS.ELA-Literacy.RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.
And more, more, more muhahahahaha!......