Silje Gryteselv Task 1 Rolling On The River

A Night at the Museum

A Night at the Museum is a task where the imagination of the pupils is tested. In high school
pupils seldom get to write creative texts. They often write analysis, articles and other non-
fictional texts, but fictional texts seem to be forgotten about when pupils get to a certain level
in their education. It is necessary to know how to write a text, but this applies mostly to non-
fictional texts in the higher grades. Fictional texts like fairy tales and novellas are regarded as
easier to write and are therefore left behind in the lower grades. I think this is a little sad for
both the pupils and for the teacher. Many pupils say that they would love to write fictional
texts once in a while. Creative texts can help expand the overall vocabulary and pupils get to
practice how to describe in detail and how to build a character.
With a task where the pupils can explore their imagination, they are challenged in other ways
than if they are going to write for example an essay. They are free to do whatever they want
with their characters, they can write about supernatural beings and events, but they still need
to be aware of the genre. The beginning of the story (in a dark room in a museum) sets the
mood for a horror story. They have to continue the museum story in the introduction for the
task, but they are free to end the story whatever way they want. Many pupils (and adults) love
horror stories, and I have set the mood so that they can make a really scary story if they want
to. If they want a good ending or a bad ending is up to each pupil. In the next task in stop 3, it
will be clarified that the group members just fell asleep while waiting to be let out of the
library, and that the horror story was just a bad dream. This way the project can continue.
I want to talk to the pupils about different genres and about the horror story in particular
before the pupils get this task. I also want to show the extended music video of Michael
Jacksons Thriller. It is great to set the mood, but it is also a work of art when it comes to
music videos. When the pupils are given the task I want the class to brainstorm some ideas for
their stories. If the class cooperates in the brainstorming and come up with some topics and
ideas, it can be easier for the individual pupil to get some inspiration for his/her own text.
One difficulty with a task like this is that there are always some pupils that do not know what
to write. They say they have no imagination and that they have nothing to tell. Another
problem can be the length of the texts. Some pupils may have difficulties with writing in
English, but a teacher who knows her pupils can give those who struggle the same task, but
they can for example write 100 words instead of 300 words.
Silje Gryteselv Task 1 Rolling On The River
Another obstacle that the teacher should be aware of is that a strict focus on genre can make
the writing process less creative. Jeremy Harmer writes that:
Asking students to imitate a given style could be seen as extremely prescriptive, encouraging them to see
writing as a form of reproduction rather than as a creative act. One way round this and something that
is absolutely necessary if students are to have real knowledge of a genre is for them to see many
different examples from the same genre. This means that they will be able to choose from a variety of
features. (2007, 327-328).
The examples I have for the pupils are not necessarily scary, (maybe except from Thriller)
but the movie Night at the Museum can give them some ideas to what a museum can contain
and to what can happen there during the night. I also want to show them some examples of
horror stories, for example Mary Shelleys Frankenstein and Bram Stokers Dracula, two of
the most known horror stories in the World. We can read short excerpt from the books where
the teacher and the pupils can point out some features. The teacher can also show the class
literature that is written more recently, for example horror stories written by the author
Stephen King. We can also find many short stories on the internet, so if the teacher provides
the pupils with some examples and inspiration it should be possible for all pupils to write a
short horror story.
Competence aims after VG1: write different types of texts with structure and coherence
suited to the purpose and situation (Udir, 2014).


Reference
Harmer, Jeremy. (2007). The Practice of English Language Teaching. Essex: Pearson.