A Lyrical Approach to Literacy
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A document analyzes using popular song lyrics in college composition classes to improve literacy. A survey found that 79% of students would prefer analyzing lyrics over short stories and 86% believed lyrics could boost literacy. The document textually analyzes the themes, structures, and verse patterns of four songs spanning four decades.
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Description:
This song-based STEP-BY-STEP LESSON PLAN for ENGLISH language TEACHING features the lyrics extracts of various songs by Billie Eilish, Katy Perry, Britney Spears and Avril Lavigne Students IDENTIFY singers in photos, TALK about them, READ quotes and MATCH them to the singers, TALK about their favorite quotes in pairs, MATCH singers and their childhood pictures, WATCH a video about them, and FILL the information in a table, and LISTEN to song extracts and identify comparative adjectives in a team competition.
OBS: This lesson plan was made for ONLINE TEACHING, but it can be modified for face-to-face instruction, as well.
Language level: B2 and above
Learner type: All ages
Skills: speaking, reading, listening and writing
Topic: Biographical Facts about singers
Language/grammar: comparatives
Materials: YouTube video, genial.ly presentation
Duration: 1 hour - 1h 20 min
Journal of Popular Music Studies, Volume 24, Issue 2, Pages 11.docx
Journal of Popular Music Studies, Volume 24, Issue 2, Pages 117–154
Bouffants, Beehives, and Breaking Gender Norms:
Rethinking “Girl Group” Music of the 1950s and 1960s
Will Stos
York University
In the summer of 1957 five black American girls, ranging in age from 11
to 15 years old, charmed the record-buying public with a finger-snapping
love song reportedly about their grammar school principal at New York City
Public School 109—a man whom, according to the person in question, “they
liked and admired very much.”1 “Mr. Lee” became the first single of the
rock’n’roll era by a female vocal group to hit number one on the Billboard
R & B charts and to become a top ten pop single.2 The Bobbettes, a “nom
de plume for a more sanitized ‘bobbysoxer’ teen image” (Warner 19), and
their hit provided a popular template for what music critics would come to
call the “girl group” genre.
In reality, The Bobbettes despised Mr. Lee, and the girls originally
wrote the song to insult him. It was only at the insistence of their record
company that the lyrics—originally calling “Mr. Lee Ugly”—were altered
to be more appropriate and acceptable for their target audience—other girls
living in postwar America.3 Although the popularity of the revised song
may suggest these record executives understood what type of lyric would
be commercially appealing, it is interesting to note that the group’s second
most popular recording, released four years later on their new label, was a
subversive rewrite of their first. Following the opening chords of a funeral
march, The Bobbettes killed Mr. Lee for cheating. They “shot him in the
head. Boom, boom!” (The Bobbettes. “I Shot Mr. Lee”). Ironically, once the
new song started gaining airplay and racking up sales—it eventually peaked
at number 52 on the Billboard Hot 100 chart—the group’s former label tried
to make some easy money by releasing a competing version of the original
song still in its possession (Gaar 28–30).
The Bobbettes’ story is a useful introduction to the type of counter-
normative lyrics and actions by girl group singers that have only recently
become a subject of scholarly study. Previously, some popular music
historians and feminist critics portrayed the girl groups of the 1950s
and 1960s as passive artists and uncritical performers who owed their
C© 2012 Wiley Periodicals, Inc.
118 Will Stos
success and creative output to male Svengali-like producers or managers,
suggesting that their body of work was reactionary and served primarily
to reinforce stereotypical ideas of femininity, working within the bounds
of normative concepts of girlhood and respectability (Douglas 5). More
recently, however, scholars from a wide range of disciplines, including
musicologists, historians, and queer theorists, have begun to reconsider
the role of these artists in adolescent girls’ identity formation (Warwick;
Douglas; Gaar; Cyrus; Bradby; Smith) in postwar culture and to reinterpret
the value of a form of popular culture ...
Theme And Symbolism In American Music Essay
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Theme and Symbolism in American Music Essay
Theme and Symbolism in American Music
Music defines our culture. As Americans, we listen to music while we drive our cars, are at work, doing housework, studying, etc. We have songs for special occasions: Christmas, Hanukah, birthdays, weddings, parties, etc. We have taken songs from the various cultures that make us diverse: Arabic, German, Mexican, Native American, etc. We have many genres: country, hip hop, rap, pop, blues, jazz, rock, heavy metal, etc. And although we may think of music as simple and easy, looking at all this makes one realize how diverse and complex our music truly is. Two things that contribute to this diversity are theme and symbolism.
Theme can be defined as the subject or topic of something. In relation to...show more content... I love you, please say you love me too, she sings. I love you / I will be your light, shining through your eyes. Still yet, we have Crazy in Love by Beyonce and Jay Z, hip hop artists. Your love s got me looking so crazy right now, they sing/rap. Looking so crazy in love. Despite the musical differences between all these artists, all three songs/genres were able to give light to the theme of love. And even though the theme may be the same, the music and words were not. So even though two songs may have a theme that is similar, themes in music add diversity.
Symbolism in music can vary from the author s use of a word or phrase with personal meaning or the author s use of a word or phrase to symbolize something relative to a culture. Take for example the songs sung during slavery. According to the CD Steal Away there are many symbols found in the music sung by the slaves. For ex
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Teaching With Songs: Musical Biography + Song Pieces with Billie Eilish, Kat...
Description:
This song-based STEP-BY-STEP LESSON PLAN for ENGLISH language TEACHING features the lyrics extracts of various songs by Billie Eilish, Katy Perry, Britney Spears and Avril Lavigne Students IDENTIFY singers in photos, TALK about them, READ quotes and MATCH them to the singers, TALK about their favorite quotes in pairs, MATCH singers and their childhood pictures, WATCH a video about them, and FILL the information in a table, and LISTEN to song extracts and identify comparative adjectives in a team competition.
OBS: This lesson plan was made for ONLINE TEACHING, but it can be modified for face-to-face instruction, as well.
Language level: B2 and above
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Skills: speaking, reading, listening and writing
Topic: Biographical Facts about singers
Language/grammar: comparatives
Materials: YouTube video, genial.ly presentation
Duration: 1 hour - 1h 20 min
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Rethinking “Girl Group” Music of the 1950s and 1960s
Will Stos
York University
In the summer of 1957 five black American girls, ranging in age from 11
to 15 years old, charmed the record-buying public with a finger-snapping
love song reportedly about their grammar school principal at New York City
Public School 109—a man whom, according to the person in question, “they
liked and admired very much.”1 “Mr. Lee” became the first single of the
rock’n’roll era by a female vocal group to hit number one on the Billboard
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de plume for a more sanitized ‘bobbysoxer’ teen image” (Warner 19), and
their hit provided a popular template for what music critics would come to
call the “girl group” genre.
In reality, The Bobbettes despised Mr. Lee, and the girls originally
wrote the song to insult him. It was only at the insistence of their record
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to be more appropriate and acceptable for their target audience—other girls
living in postwar America.3 Although the popularity of the revised song
may suggest these record executives understood what type of lyric would
be commercially appealing, it is interesting to note that the group’s second
most popular recording, released four years later on their new label, was a
subversive rewrite of their first. Following the opening chords of a funeral
march, The Bobbettes killed Mr. Lee for cheating. They “shot him in the
head. Boom, boom!” (The Bobbettes. “I Shot Mr. Lee”). Ironically, once the
new song started gaining airplay and racking up sales—it eventually peaked
at number 52 on the Billboard Hot 100 chart—the group’s former label tried
to make some easy money by releasing a competing version of the original
song still in its possession (Gaar 28–30).
The Bobbettes’ story is a useful introduction to the type of counter-
normative lyrics and actions by girl group singers that have only recently
become a subject of scholarly study. Previously, some popular music
historians and feminist critics portrayed the girl groups of the 1950s
and 1960s as passive artists and uncritical performers who owed their
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suggesting that their body of work was reactionary and served primarily
to reinforce stereotypical ideas of femininity, working within the bounds
of normative concepts of girlhood and respectability (Douglas 5). More
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musicologists, historians, and queer theorists, have begun to reconsider
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You get an original and high-quality paper based on extensive research. The completed work will be correctly formatted, referenced and tailored to your level of study.
✅ Confidentiality
We value your privacy. We do not disclose your personal information to any third party without your consent. Your payment data is also safely handled as you process the payment through a secured and verified payment processor.
✅ Originality
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You can ask to revise your paper as many times as you need until you're completely satisfied with the result. Provide notes about what needs to be changed, and we'll change it right away.
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From answering simple questions to solving any possible issues, we're always here to help you in chat and on the phone. We've got you covered at any time, day or night.
Theme and Symbolism in American Music Essay
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Theme can be defined as the subject or topic of something. In relation to...show more content... I love you, please say you love me too, she sings. I love you / I will be your light, shining through your eyes. Still yet, we have Crazy in Love by Beyonce and Jay Z, hip hop artists. Your love s got me looking so crazy right now, they sing/rap. Looking so crazy in love. Despite the musical differences between all these artists, all three songs/genres were able to give light to the theme of love. And even though the theme may be the same, the music and words were not. So even though two songs may have a theme that is similar, themes in music add diversity.
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