Katniss Everdeen may not boast a lightning-shaped scar on her forehead or have a perpetually shirtless werewolf on speed dial, but girlfriend is a mean shot with a bow and arrow. The tough-as-nails protagonist of Suzanne Collins’ widely successful “The Hunger Games” trilogy has Hollywood producers and young adult literature enthusiasts alike all a-twitter with anticipation of popular culture’s “next big thing.” The saga’s growing acclaim is no secret to the students and faculty of Ohio University.
Sophomore Holly Storrow, a self-proclaimed “sucker for a good alternate-universe type of story,” read the first book on the recommendation of a friend and said that Collins’ character development was what won her heart. Storrow attributes some of the series’ recent surge in popularity to its “strong, motivated and smart” heroine, and sophomore Rachel Swalin agreed.
“[Katniss’] best quality is that she’s not afraid to make a stand against society,” Swalin said. “She’s not always sure that she’s actually changing the world for good or doing the right thing, but [this quality] makes her more of a heroine. It’s important to learn that sometimes perfection doesn’t make a heroine and that [we] can be just as strong when we’re unsure of ourselves.”
Although the series is often likened to fellow genre juggernaut “Twilight,” readers such as freshman Emily Estep insist that comparisons of the two series should stop at their shared usage of female protagonists. “The lead character is a young woman and there are two boys she's interested in. It's a young adult novel," she said. "Besides that, they're polar opposites."
Collins’ tale of a feisty teenage heroine in a post-apocalyptic society has been garnering buzz across the YA literature sphere since its release in 2008. Set in an undisclosed time in the future, “The Hunger Games,” tells the story of Panem, a 13-district country where North America once stood. At the center is the Capitol, a power-hungry and corrupted government that is forever in fear of its fellow districts revolting. To keep the masses in control, the Capitol orchestrates an annual tournament where one child of each gender from each district is chosen to compete to the death in a fantastical arena. The kicker? The battles are televised and serve as reality television for the wealthy inhabitants of the Capitol.
Junior public relations major Kate Bargerhuff said that the media aspect of “The Hunger Games” drew her to the series. “The way public opinion and appearances were so important in the book was interesting. I had assumed that it was another fairly trashy teen novel, but it really does have something to say,” she said.
The Common Experience Project also saw the potential “The Hunger Games” held for healthy classroom discussion and included the book on its 2010-2012 recommended reading list to all participating colleges, which include the College of Fine Arts, Department of English, Honors Tutorial College and University College, among others. The CEP’s theme is “Apocalypse: Dark Future, Bright Future” and, according to its website, its goal is to allow students to “confront the current fears and facts about the future of our society from the point of view of a specific discipline.” Other suggested works include Cormac McCarthy’s “The Road” and M. T. Anderson’s “Feed.”
English professor John Whicker had his students study the book in English 284: Writing about Culture, where they did projects about representations of reality and reality television.
“It’s a fairly well written and well contrived story [and] gets at several issues that are important in today’s culture such as climate change, global warming and income disparity and poverty. [Collins places these issues] in this post-apocalyptic world and society that allows us to talk about those issues and see how the extreme version of how one author imagines those current problems could turn out,” Whicker said.
Even though Swalin did not read the book as a school assignment, she imagined “The Hunger Games” would be ideal to teach in classrooms because it “touches on themes we study in class everyday: politics, women’s issues, and sociology. It would help open students up to discussing these issues and cause them to analyze it from a modern standpoint.”
Whicker said that aside from perceptions of reality, he has also used the book in English 151: Writing and Rhetoric classes to discuss issues such as gender and class and economics.
“With gender, there’s plenty of room to discuss both whether or not Katniss succeeds in being presented as an atypical female character and then what happens when she’s forced to play the traditional, romantic female lead for the audience’s benefit,” Whicker said.
His classes have also touched on economical aspects of “The Hunger Games,” including the centralized consumer society of the Capitol and it’s oppression of the poorer districts, relating the woes of the poor society to the growing income disparity in America.
Mature, thought-provoking themes aside, the biggest advantage Whicker has found to teaching the series is that his students have actually enjoyed reading it.
“In both quarters I’ve taught it, I’ve had students mention to me things like ‘I don’t usually read a lot, but I read this whole series after we read the first book,’” Whicker explained. “Students get caught up in it - it captures them.”
Whicker would and has recommended the book to others. “I find it a really enjoyable read and book. Plus, it has something to say.”
Hollywood certainly thinks so: a film adaptation is in the works for release in the summer of 2013. Storrow does not worry about the big-screen version’s inevitable success, but hopes that the movie stays on track with what she sees as the book’s true meaning.
“It’s about this strong girl, the one that kind of saves herself and who is willing to do anything for the people she loves,” Storrow said. “And that’s what’s so lovable about the story.”
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