1. Lines Composed a few Minutes before an English Exam Board Michael Bradshaw, MMU

2. Romanticism: Learning and Teaching Issues at Level 2

3. I wandered lonely as a cloud

4. The boy stood on the burning deck

5. Romanticism at Level 2 Romanticism at Level 2 ‘exit velocity’ ‘exit velocity’ course design course design ‘Researching Romanticism’ ‘Researching Romanticism’

6. [The remaining red slides reproduce questions from my questionnaire to Level 2 students at MMU: the questionnaire was first issued during a canonical survey course in the autumn, and then re-issued during the ‘Researching Romanticism’ course in the spring term, to try and determine how perceptions had changed…] [The remaining red slides reproduce questions from my questionnaire to Level 2 students at MMU: the questionnaire was first issued during a canonical survey course in the autumn, and then re-issued during the ‘Researching Romanticism’ course in the spring term, to try and determine how perceptions had changed…]

7. I have a clear understanding of what Romanticism means. I have a clear understanding of what Romanticism means.

8. There is an accepted canon of major Romantic authors. There is an accepted canon of major Romantic authors.

9. I know who these authors are. I know who these authors are.

10. Romanticism is characterised by certain literary genres which are not necessarily prominent in other periods / movements. Romanticism is characterised by certain literary genres which are not necessarily prominent in other periods / movements.

11. I know what these genres are. I know what these genres are.

12. Romanticism is a historical category. Romanticism is a historical category. Romanticism is a political category. Romanticism is a political category. Romanticism is an aesthetic category. Romanticism is an aesthetic category. Romanticism is a gendered category. Romanticism is a gendered category. ‘Romanticism’ is complex and contradictory. ‘Romanticism’ is complex and contradictory.

13. ► [The remaining grey slides quote extracts from the answers provided by an individual student, reflecting back on both courses: these responses are not offered as typical or representative, or even a good example of my theory of disrupting / diversifying the canon… but as an instance of a student who is aware of the complex nature of ‘Romanticism’, and is reflecting on her own learning experience in relation to this complexity…]

14. The Canon: ‘Although I have now met many more [authors], I still feel that despite the constant introduction of more and more into the canon, the major Romantic authors mentioned above are still the major accepted canon.’

15. History: ‘My feelings on this have become stronger since I have conducted my own research into what was going on historically at the time of the Romantics, and how this is reflected in their works, especially the political background.’

16. Gender: ‘Again, although now I have met with more and more female authors, the accepted canon is predominantly male, and will be for a long time.’

17. ‘Romanticism’? ‘After listening to all the different research assignments, I have realised how complex and contradictory Romanticism can be.’