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Rescooped by IS from Google Lit Trips: Reading About Reading!

Six Full Songs from The Great Gatsby Soundtrack

Six Full Songs from The Great Gatsby Soundtrack | Literature |
The only thing that may be more anticipated than The Great Gatsby movie is the soundtrack, executively produced by Jay Z. The soundtrack includes music by The xx, Florence + the Machine and Andre

Via GoogleLitTrips Reading List
IS's insight:

I cannot wait for this film - hopefully it will do the tale of corruption, disillusionment, dreams, glamour and  squandered love justice.  Fingers crossed - Baz hasn't let me down yet!

GoogleLitTrips Reading List's curator insight, April 27, 2013 10:57 AM

Love Gatsby?

Just found this site that might make a great bridge between your students' interest in contemporary music and your interest in teaching Gatsby.

Here's a list of some of the contemporary musicians on the soundtrack just in case you want to check them out so you can reference them in class discussions.


I'm just wondering how kids might welcome a teacher's modeling the kind of interest in learning more about what his or her students care about that the teacher hopes his or her students might have or develop in learning more about what literature teachers care about.


The soundtrack is executively produced by Jay Z.

The xx

Florence and the Machine

André 3000

Lana Del Rey






By the way, there's no doubt that these artists and their fans will be abuzz on the artist's official websites, Facebook pages, and on Twitter specifically about their work on The Great Gatsby project. Seems like a ripe opportunity to let students incorporate their interest in any of the artists into a personalized learning experience while reading Gatsby.



Something to think about...

I can't help recalling the reactions by various English teacher friends of mind when DeCaprio's Romeo and Juliet came out. Many loved it; many did not.


In either case, whether Romeo and Juliet was or Gatsby is great adaptation or not, keep in mind that if it engages your students in an receptiveness to the story, encourage the receptiveness. Treat it like the carrot dangled in front of the otherwise reluctant horse's nose.


By the way, one of my favorite post reading a book and a subsequent film-viewing activities was a brain storming activity built around the following questions...


1. What did the film maker leave out of the film that YOU think was really important in the book?


2. What did the film maker put in the film that the author might have liked even though it wasn't in the book?


3. Which character in the film do YOU think did the best / worst job of portraying the original character?


Students who could list important scenes left out of the movie were pretty pround of their knowledge and discovered their own reasons to critique the film.


Students who could list scenes added to the film that the author might like anyway, were pretty proud of their "seeing" the connection  between the scene and their understanding of the author's themes.


Students who could list reasons why a particular character was well or not so well represented, were pretty proud of their understanding of a character's motives and purpose for being in the original story.


The point being, that the students were always welcome to like or dislike the film, but they got the opportunity to express their opinion in a way that let them enthusiastically show what they knew about the author's intentions.


And, yes, it works with film adaptations we love like To Kill A Mockingbird that pretty much left out the importance of Miss Maudie and Aunt Alexandra. And, it works with the worst of adaptations like the most recent adaptation of Animal Farm that put a happy ending on the movie and with the children's book Cloudy with Meatballs that never really did get around to having much to do with the original story.



 ~ ~



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