Teaching Gregory Maguire’s Wicked: Fate and Free Will, Determinism and Destiny

There are probably a lot of reasons why Wicked was my favorite book to read with my students during my Reading the Monster course.  This assertion may be surprising, on the one hand, because Wicked doesn’t fall under the traditional “horror” umbrella like many other texts on the syllabus.  And, as is obvious from reading this blog, I’m an avid fan and proponent of what might be called, more specifically, “art-horror”—the creation of fictional horrific events, morphed into cinematic and literary experiences.  Conversely, there’s so much imagination, and so much problematization (a la fiction) packed into Wicked, that Gregory Maguire’s book provides plenty of fodder for speculation, discussion, and debate, even as it delights, challenges, and entertains—all on a fairly consistent basis. What’s more—and this may be a far from ancillary point—I taught Wicked after my dreaded comprehensive examination was (more or less) over, so I had more time to put toward lesson planning and making the text particularly engaging to students.  The emerging result, for me, was a stronger interest in a text that I already enjoyed, but that I didn’t fully appreciate until reading a second time.

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Teaching Gregory Maguire’s Wicked: Fate and Free Will, Determinism and Destiny