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This is IBM SPSS assignment. It includes three sections in
which you will:
1. Generate z scores for a variable in grades.sav and report and
interpret them.
2. Analyze cases of Type I and Type II errors.
3. Analyze cases to either reject or not reject a null hypothesis.
Use the template to complete the following sections:
· Section 1: z Scores in SPSS.
· Section 2: Case Studies of Type I and Type II Errors.
· Section 3: Case Studies of Null Hypothesis Testing.
Format your answers in narrative style, integrating supporting
statistical output (table and graphs) into the narrative in the
appropriate places (not all at the end of the document).
Answer TemplateStudent Name Answer Template
The following assignment includes three sections consisting of:
1. z scores in SPSS.
2. Case studies of Type I and Type II errors.
3. Case studies of null hypothesis testing.

Additional notes:
· Answer in complete sentences.
· Follow APA rules for scholarly writing.
· Include a reference list if necessary.
· Save your answers and upload this template to the assignment
area for grading.
Section 1: z Scores in SPSS
A z score is typically analyzed when population mean (µ) and
population standard deviation (σ) are known. However, in SPSS,
we can still calculate z scores with the grades.sav data using the
sample mean (M) and sample standard deviation (s). To do this,
open grades.sav in SPSS. On the Analyze menu, point to
Descriptive Statistics, and then click Descriptives…
You will be calculating and interpreting z scores for the total
variable. In the Descriptives dialog box, move the total variable
into the Variable(s) box. Select the Save standardized values as
variables option and click OK.
SPSS provides descriptive statistics for total in the Output
window. SPSS also creates a new variable in the far right
column, labeled Ztotal, in the Data Editor area. Ztotal provides
a z score for each case on the total variable. You are now
prepared to answer the following Section 1 questions.Question 1
What is the sample mean (M) and sample standard deviation (s)
for total? You will use these values in Question 2 below.
[Answer here in complete sentences. Also insert the output
from SPSS here. Replace this prompt and the prompts below,
using as much space as necessary to answer questions.]

Question 2
A z score for this sample is calculated as [(X – M) ÷ s]. Locate
Case #53’s unstandardized total score (X) in the Data Editor. In
the formula below, replace X, M, s, and ? to show how the z
score in Ztotal is derived for Case #53.
(X – M ) ÷ s = ?Question 3
Run Descriptives… on Ztotal. What are the mean and standard
deviation of Ztotal? (Hint: “0E7” in SPSS is scientific notation
for 0). Are the mean and standard deviation what you would
expect? Justify your answer.
[Answer here in complete sentences. Also place the SPSS output
here.]
Question 4
Case number 6 has a Ztotal score of 1.56. What does a z value
of 1.56 represent?
[Answer here in complete sentences.]
Question 5
Identify the case with the lowest z score. Refer to Appendix A
in the Warner (2013) text. Interpret the percentile rank of this z
score rounded to whole numbers.
Question 6
Identify the case with the highest z score. Refer to Appendix A
in the Warner (2013) text. Interpret the percentile rank of this z
score rounded to whole numbers.
[Answer here in complete sentences.]Section 2: Cases Studies
of Type I and Type II Errors

Question 7
A jury must determine the guilt of a criminal defendant (not
guilty, guilty). Identify how the jury would make a correct
decision. Analyze how the jury would commit a Type I error
versus a Type II error.
[Answer here in complete sentences.]Question 8
An I/O psychologist asks employees to complete surveys
measuring job satisfaction and organizational citizenship
behavior. She intends to measure the strength of association
between these two variables. The researcher is concerned that
she will commit a Type I error. What research decision
influences the magnitude of risk of a Type I error in her study?
[Answer here in complete sentences]
Question 9
A clinical psychologist is studying the efficacy of a new drug
medication for depression. The study includes a placebo group
(no medication) versus a treatment group (new medication). He
then measures the differences in depressive symptoms across
the two groups.
What would a Type I error represent within the context of his
study? How can he reduce the risk of committing a Type I
error? How does this decision affect the risk of committing a
Type II error?
Section 3: Case Studies of Null Hypothesis TestingQuestion 10
You are running a series of statistical tests in SPSS using the
standard criterion for rejecting a null hypothesis. You obtain the
following p values.

Test 1 calculates group differences with a p value = .07.
Test 2 calculates the strength of association between two
variables with a p value = .50.
Test 3 calculates group differences with a p value = .001.
For each test below, state whether or not you reject the null
hypothesis. For each test, also explain what your decision
implies in terms of group differences (Test 1 and Test 3) and in
terms of the strength of association between two variables (Test
2).
Test 1 (group differences) =
Test 2 (strength of association) =
Test 3 (group differences) =
Question 11
A researcher calculates a statistical test and obtains a p value of
.86. He decides to reject the null hypothesis. Is this decision
correct, or has he committed a Type I or Type II error? Explain
your answer.
[Answer here in complete sentences]
Question 12
You are proposing a research study that you would like to
conduct while attending Capella University. During the
proposal, a committee member asks you to explain in your own
words what you meant by saying “p less than .05.” Provide an
explanation.
[Answer here in complete sentences]References
Provide references if necessary.
Warner, R. M. (2013). Applied statistics: From bivariate
through multivariate techniques (2nd ed.). Thousand Oaks, CA:

Sage.
Keller 6
Daniel Keller
Professor Benitez
Music 109
20 April 2015
The Beatles’ Legacy
From the fan crazed times of Beatlemania to their
devastating break-up in 1970, the Beatles revolutionized the
way the music was performed and perceived. Led by the
exceptionally creative minds of Paul McCartney and John
Lennon, a vast amount of number one hits arose due to their
unique and complex musical stylings. Along with McCartney
and Lennon, Ringo Starr and George Harrison also played a
vital role in helping the Beatles progress their innovative
compositions. Together, the “Fab Four” went on to create songs
that are still globally recognized. With compilations such as
The White Album, Abbey Road, and Sgt. Pepper’s Lonely
Hearts Club Band, The Beatles proved that they were indeed the
most popular and skilled band to have ever preformed. They
have undoubtedly paved the way for other musicians to freely
express their thoughts and feelings through music. In my
opinion, the three most influential songs that the Beatles
composed are not necessarily those who are the most well
recognized but rather the ones who have the most meaning and
impact on society as a whole. The songs that stand out to me
are “Blackbird” by Paul McCartney, “Across the Universe” by
John Lennon and finally “She Said She Said”, a collaboration of
each Beatles member.
During the creation of the White Album in 1968, there was
a plethora of societal changes in progress. This was the time in
which the civil rights movement was at its peak. Thousands of
protesters, both black and white, lined the streets daily to
support the equal treatment of African- American citizens.

Among the protesters was Beatles member Paul McCartney. In
his famous song, “Blackbird”, McCartney incorporates the use
of British slang to create a double entendre. The slang word
“bird” is used in Britain to refer to a woman. Thus the title of
the song can be interpreted as “Black Woman”, an appropriate
title due to the times of civil unrest. Looking deeper into the
lyrical aspect of this song, McCartney continues to use
symbolism to convey his ever so powerful message. He sings,
“Blackbird fly into the light of the dark black night”. It is quite
easy to see that he is encouraging the black citizens of the
United States to continue with their fight and head toward their
goal of equality, “the light”. Seeing as the Beatles were one of
the most popular bands of the time, they also had great
influence over their audience. The creation of this song not
only displayed the imaginative abilities of the Beatles, but it
also gave hope to those involved in the civil rights movement.
Aside from the lyrics, Paul McCartney puts his musical abilities
on display throughout this song. Although the instrumentation
is not overly complex, McCartney’s voice fills the void.
Because this song was meant to be thought provoking, the
minimalistic use of instrumentation enhances the vocals and
allows McCartney to drive the song solely with the tone and
emphasis of his words. Furthermore, the use of only one
instrument allows the change in the time signatures to be easily
heard. The majority of the song is played in either 2 by 4 or 4
by 4 time signature while the lyric “blackbird singing in the
dead of night” is accompanied by a 3 beat per measure
signature. These changes give the song a feeling of complexity
without distracting from the focus on the vocals.
In addition to Paul McCartney’s musical talents, John
Lennon also brought an equal amount of skill to the table.
Through songs like “Strawberry Fields Forever” and “Tomorrow
Never Knows” Lennon shows that he is just as talented as his
counterparts. In my opinion, Lennon’s song “Across the
Universe” best displays his mastery of song writing. According
to Lennon, he wrote this song following a disagreement that he

had with his spouse. Although he never had intentions of
writing a song from this experience, he could not get to sleep
without getting his feelings written down on paper (Sheff). I
find it incredible that someone can have the innate ability to
make a song from such a lousy experience. Furthermore, it
shows that Lennon could express his thoughts and feeling
through music. This allowed him to create tracks that carried a
great amount of meaning while also allowing his listeners to
relate to the song. Another aspect of Lennon’s lyrics that I
found to be impressive is his incorporation of a different
language. In the refrain, Lennon sings, “Jai Guru Deva Om”
which has multiple meanings, but is most commonly translated
as “Victory to God divine”. This phrase was an influence of the
Beatles’ time spent in India in the year of 1967. During their
visit, the Beatles were able to conceptualize songs like “Across
the Universe” as well as multiple other songs that would later
show up on various albums. Additionally, their time spent
showed them how to become free of worldly distractions. This
is where the line in the course “nothing’s gonna change my
world” is derived from. The influences from India also carry
into the musical aspects of this song. For example, George
Harrison found interest in learning how to play the sitar while
overseas. If you listen closely you can hear Harrison playing
this in the background. Although the chords played by the sitar
are similar to those played on the guitar, you can definitely hear
the minute difference in tone and get a sense of the musical
influences of the Indian culture. The sitar, combined with the
use of a heavily distorted guitar, allows the audience to feel as
if they are in a dream-like state, similar to that of meditation.
After just one listen of this iconic track, it is easy to see that the
Beatles were able to absorb the culture that surrounded them in
order to produce music that was pleasing for audiences across
the world. This is one of the major reasons why they are known
as one of the most impactful groups to have ever formed.
Aside from their experiences in India and their support of
civil rights, the Beatles were able to produce a number of tracks

while consumed by the effects of LSD, also known as acid.
Although it may seem counterintuitive, it was actually very
fortunate that the Beatles dabbled with this illegal substance.
Without this drug, the Beatles would have missed an entire era
of creativity. The album entitled Revolver was a primary
example of their drug induced originality. The song “She Said
She Said” demonstrates how LSD changed the stylistic
composition of the Beatles. This song in particular was a result
of a conversation between the members of the Beatles and actor
Peter Fonda. According to Fonda, George Harrison was so
heavily consumed by the drug that he believed he was dying. In
an attempt to comfort him, Fonda ensured him that everything
would be okay and proceeded to tell a story about how he
accidentally shot himself as a young child (Rybaczewski). This
is where the verse, “She said ‘I know what it’s like to be dead’”
originated. Obviously the group needed to tailor their
experience to be something their fans could relate to. As a
result, they transformed their conversation into a story about a
man and woman who are in an argument. Strangely enough, this
song does not have the negative tone that would be expected
from such a dark subject. Instead, the Beatles use a more
positive rhythm everywhere in the song except for the chorus,
“you’re making me feel like I’ve never been born”. At this
point in the song, the vocals seem to slow down just a bit in
order to convey a more somber mood. Instrumentally, Starr
stands out the most to me throughout this piece. His drumming
skill is put on display especially in the first few measures.
Although the difference may be minute compared to some of his
previous performances, Starr shows his understanding of how to
progress a song when the vocals and guitar are not in the
position to make an emphasis. Any time there is a break in the
instrumentation, Starr fills the void using a series of complex
drum patterns that allow the main instrumental to regain its
dominance in the development of the track. Although not every
Beatles track is a collaboration of the band as a whole, “She
Said She Said” shows the unity that the Beatles once had.

In conclusion, the Beatles have proved that they are
capable of producing popular and meaningful music no matter
what situation they were placed in. From the inequality of
human treatment to the surreal feelings of LSD, the Beatles
continuously connected to their environment to bring about
internalized feelings that may have otherwise never been
exposed. Along with shaping the way that rock and roll
sounded through songs like “Across the Universe” and “She
Said She Said”, the Beatles also composed songs like
“Blackbird” which provided their listeners with an opportunity
to have a voice without having to say a word. I believe that
these three songs combine to encompass the skills and talents of
every Beatle member in a way that truly proves that they are the
most awe-inspiring band of all time.
Works Cited
Sheff, David. "Across The Universe | The Beatles Bible |." The
Beatles Bible. Web. 20 Apr. 2015.
<http://www.beatlesbible.com/songs/across-the-universe/2/>.
Rybaczewski, Dave. ""She Said She Said" by The Beatles. The
In-depth Story behind the Songs of the Beatles. Recording
History. Songwriting History. Song Structure and Style. Web.
20 Apr. 2015. <http://www.beatlesebooks.com/she-said-she-
said>.

1
The Music of the Beatles
Is’haq Al-Hajri
Creative Paper
Music 109
The Beatles were a world renowned rock band, formed
during 1960, in Liverpool, England. The band comprised of four
members, namely John Lennon, Paul McCartney, George
Harrison, and Ringo Starr. The contribution of the band towards
music in general, and its influence on culture and people in
particular is noteworthy. The Beatles were significantly inspired
by several different musical genres, namely beat, rock and roll,
doo-wop, rhythm & blues, and skiffle, both old and new that led
them to create their own unique version of music which is today
referred to as pop or rock music. In their later years, the band
engaged in experimenting with different musical styles, which
ranged from Indian music and pop ballads to hard rock and
psychedelic, usually assimilating traditional elements with
unorthodox recording techniques. The Beatles received their
breakthrough in 1963, when their extensive popularity first
transpired as “Beatlemania,” with their music growing in
sophistication over the following years. The Beatles were
stylistically brilliant, and musically sophisticated, that is
validated through several of their musical compositions from
different periods in the band’s journey.
Twist and Shout (Early Period)
Lyrics

The lyrics of the song are very flirtatious and primarily
consist of a man appreciating his girlfriend’s dance
performance. The man persuades his girlfriend to twist a little
closer to him, so he may appreciate the fact that she belongs to
him. The wordings ‘C’mon,’ and ‘shake them,’ are sung in
repetitive progression. The lyrics are simple and
straightforward, inviting their audiences to indulge in the
dancing extravaganza. Owing to simplicity in wording, and the
persistent theme of romanticism, the lyrics are bound to form
associations with individuals of all age. Additionally, the lyrics
maintain a persuasive tonality throughout the song which would
aid in uplifting the song performance.
Composition and Performance
“Twist and Shout,” is a song penned by Bert Berns and
Phil Medley, recorded originally by The Top Notes, which
became a hit for The Isley Brothers in the year 1962. This song
was later covered by the Beatles in their first album titled
Please, Please Me. Perhaps the unique aspect which separates
The Beatles version of the song from the Isley Brothers was that
the Beatles essentially transformed the song from a rhythm &
blues/performance using hints of Latin influence into a hardcore
rock and roll record (Rybaczewski, 2003). In their version of
the song, the Beatles removed the section that comprised of a
brass instrumental solo, replacing it with a guitar piece. The
harmonies that had rhythm and blues characterization were
substituted by British accents. An arpeggio and a stage
conclusion replaced the recurring vocal which appeared towards
the song’s end (Rybaczewski, 2003).
While Isley Brothers strived to take the “twist” craze into
a rhythm & blues categorization, the Beatles guided the same
song into a rock and roll performance. Compared to any other
song in the album, in “Twist and Shout” one may see Ringo
rock his drum as the song progresses. Ringo performs in tights
accents both during arpeggios and towards the end of the song.
Both Paul and George enthusiastically play their instruments,
with their harmonies providing the much needed flavor and

excitement to the overall song performance. “Twist and Shout”
has a unique vocal quality, which can be attributed to Lennon’s
sore throat during the song’s recording. The song represents the
Beatles way of letting all go and submerging oneself into the
melody. “Twist and Shout” maintains an upbeat tone
throughout, making use of instrumentation like drums and guitar
that adds eclectic sound to the songs and its performance. The
repetition of the sound “Shake it, Shake it, Shake it up baby
now,” further emphasizes letting go and indulging in a fun-time
affair. Further, the organization of the song allows for the same
chorus to be repeated periodically.
In the song’s performance the Beatles habitually maintain
eye contact establishing deeper connect with their audience.
Despite not having written the song, the Beatles made it their
own using their signature stylistic performances and jubilant
upbeat tone.
Yellow Submarine (A New Level of Mastery)
Lyrics
Since the song was primarily intended for the young
audiences, it is devoid of any complexity in its lyrics. The song
narrates the story of the singer from first person perspective.
The singer encounters a sailor, who invites him on a journey to
the land of submarines. They all then engage in sailing
together, living a life of ease, content with what they have. The
lyrics are soothing and simplistic, allowing its audiences to
connect with ease. The prospect of traveling on a submarine
with one’s friends would be particularly appealing to children,
as intended. Further the lyrics combine colors with objects, “sky
of blue and sea of green,” aiding in visualization. The song is
constructed in a way that would allow children to pick up the
words with ease and sing along.
The Beatles released the song “Yellow Submarine” in the
year 1966, co-written by John Lennon and Paul McCartney,
with lead vocals provided by Ringo Starr. The melody of the
track as well as its lyrics is simplistic and pleasing. One unique

characteristic of the song lies in chorus, which was not used
much during the group’s earlier career. The song makes use of
‘verse/ verse/ chorus/ verse/ chorus/ verse (instrumental)/ verse/
chorus/ chorus’ format.
“Yellow Submarine” begins with vocal of Ringo without
any musical backing. Instrumentation along with sound effects
has been used throughout the song, imposing the atmosphere of
the story, as narrated through the lyric. Although the song
varies subtly in arrangement and structure, it generally remains
uniform in formatting. Throughout the song Lennon strikes the
guitar strings, instrumentally stabilizing the song’s framework.
Drumming is relatively simple, yet appropriately complements
the feel of the song. The song is infused with several harmonic
vocals as well as an intricate set of crew voices and other sound
effects, painting a vivid picture that can accompany the
storyline. The final verse eventually peels off the atmospheric
sounds, revealing Ringo to complete his story on the top of an
easygoing rhythm track which is acoustic based. The ending
primarily consists of a male choir of singers who make use of
repetitious lines, singing the chorus in unison. “Yellow
Submarine” was unlike any other Beatles song from before, and
left its audiences in awe.
Baby You're a Rich Man
Lyrics
Like most other Beatles songs, the lyrics of “Baby You’re
a Rich Man” are simplistic. The song proposes several
rhetorical questions to its audience and exemplifies outlooks of
its makers. Directed to its audience, the first verse addresses
them as “beautiful people,” inviting them to self-explore and
evaluate the measure of the journeys they have undertaken. The
second verse primarily labels its audience as “rich men” who
keep their money hidden away. The third verse metaphorically
presents the audience with a new opportunity to take advances
in their lives. The lyrics brings that each individual may have
all the things that matter, but the most valuable things are not
materialistic. This reflects Beatles’ own ideology for despite

being rich the members of the band never gave wealth an
independent value.
“Baby You’re a Rich Man” was co-written by Paul
McCartney and John Lennon, and released as B-side to the
Beatles single “All You Need is Love,” in July 1967. The song
peaked at 34th position on America’s Billboard Hot 100 chart.
The songs overall structure is standard for compositions by the
Beatles, following a namely a 'verse/ verse/ chorus/ verse/
chorus' format with an introduction and repeating conclusion
added on. Owing to the speed in which it was put together,
“Baby You’re a Rich Man” is a relatively simple song in terms
of structure. The song bears several characteristic earmarks of
its period, for the large number of effects and instruments
utilized in its recording, comprising of numerous instruments.
This song involved all four Beatles members in its making,
playing on rhythm track, and multiple overdubs as well. With
high team spirit, Paul plays on the piano and bass, John on
clavioline and piano, George on tamboura and guitar, while a
spirited Ringo plays drums and percussion. The song is well
crafted and although it makes its audience question their
identity, it is primarily full of vibrant energy.
The introduction of the song is eight measures long
consisting primarily of a basic rhythm track of drums, guitar,
and piano. With John’s clavioline fading away, we experience
Paul and John’s high pitched vocals. The introduction’s
instrumentation continuing throughout the verse, clavioline fills
in the open spaces. The song’s high point is reached during the
first twelve-measure chorus wherein John and Paul repeat the
title of the song in an excited high pitch union, for the first
three measures. The first two choruses are identical in terms of
instruments used. The song’s conclusion is a repetition of the
chorus’s first four measures until it eventually fades out.
Conclusion
Throughout their journey The Beatles experimented with
the content of their music, in terms of both lyrics and

composition. They sought to incorporate their own ideologies
and beliefs into their music. Their musical journey showed their
development as they dynamically performed with unorthodox
musical devices and techniques that were never used by other
rock musicians. They created innovative lyrics based on
nostalgic, psychedelic, and political themes. Instead of focusing
a particular niche crowd, The Beatles addressed their songs to
different people ranging from working class men to disaffected
youth. Their long journey highlighted their musical
sophistication as well as their stylistic brilliance.
References
Rybaczewski, D. (2003). Beatles Music History. The in-depth
story behind the songs of the Beatles. Beatlesebooks.com.
Retrieved 8 November 2017, from
http://www.beatlesebooks.com/

MUSIC 109
Analytical Paper Guidelines
GOAL: Write a creative, well-developed analytical paper of at
least 5 pages in length (focusing on
the analysis of the words and music of 3 Beatle songs, ideally
from different periods in the group’s
stylistic development (see page 3 of this document for a “safe”
song list from which to choose and
their categories). Write about what you hear: consider words
AND music and their interaction
equally, as the song unfolds from beginning to end. Concentrate
on how a song’s message is
conveyed by different musical techniques. Incorporate musical
concepts and terms from the course
text that specifically describe what is going on; avoid vague
descriptors like “flowing/
/upbeat/catchy,” etc. If needed, refer back to the lessons
(especially Lesson 5) for ideas on how you
might approach talking about musical aspects (such as the
discussions of melody, harmony, key,
instrumentation, form, timbre, texture, meter, rhythm, special
effects, etc.), plus the interaction of
words and music. By interaction of the words and music, I am
referring to how the use of music
elements listed above enhances the meaning and emotions
associated with the song's lyrics. For
instance, a fast tempo with strongly articulated rhythms could
suggest an upbeat, lively, excited or
anxious feeling being portrayed in the song's lyrics. A slower

paced song in a minor key could suggest
a melancholy mood associated with the text. Even high or low
pitches could correspond to something
mentioned as being high or low in the lyrics--word painting like
this has been used for centuries (e.g.,
“falling in love”). It is very important to take what you have
learned and apply it independently to
songs with which you are not familiar. Such independent
research and application is a vital part of
the learning process. To find out what songs are covered in the
course, just scroll through the Outline
on the Course Website.
Formatting:
• Use Microsoft Word to write your paper
• Use a 12-point Times New Roman font
• Use 1-inch margins
• Double-space your paper
• Proofread your writing for spelling, grammar, usage and
double/missing/wrong word errors
• Don’t rely only on Spellcheck, as it will not find many of
those errors
• Put song titles within quotes (e.g., “Please Please Me”) and
italicize film, TV show, and album
titles (e.g., Please Please Me)
• Put your first and last names on the uploaded document
• Include your name as part of the file name
• Upload your Word doc into the drop box in CANVAS
• Double-check to make sure it is there, and legible. Only one
paper will be graded; resubmitted
papers will be deleted
• The Analytical Paper Drop Box in CANVAS will appear
starting Monday, October 29th

• Submit your paper between 8:00 a.m. EST on Monday,
October 29th, and 11:59 p.m. EST on
Monday, November 12th. Late papers will not be accepted
HOW to DO WELL on this Analytical Paper:
• Write a thoughtful succinct introduction and conclusion
• Choose no more than one song studied in the online course
whether done already or not
• Choose all unfamiliar songs if you prefer (you will learn more
this way)
• Listen mindfully multiple times to each song—Take notes and
reflect on the lyrics
• Consider words AND music equally, plus the interaction of
words and music as each song
unfolds from beginning to end
• The vast majority of content consists of your own ideas:
o At the very least, try to pick out at least 3 unique/special
musical characteristics that are
prominent features in each particular song
o But to earn an A, you must identify and discuss at least 5 per
song, and provide in-
depth interpretation of the lyrics, verse by verse as each song
progresses
• Take advantage of what the course author has said about a

song, including in any
informative video clips, especially those where the individual
Beatles or George Martin
are discussing a song
• Outside source use is very limited and used ONLY for basic
song facts like album or
release date
• Cite any sources: If there is specialized information, or you
quote someone else’s words, put
the author’s name and date in parentheses after the information
in question, like this: (Benitez
2018). Put any partial song lyrics within quotation marks. See
the Syllabus page 5 for a list of
resources only if needed to enhance your discussion
HOW NOT to DO WELL on this Analytical Paper:
• Add extra line spaces between paragraphs or triple-space your
text
• Use a format other than MS Word
• Write 3–4 pages of text instead of the required 5
• Count optional title or reference pages as part of your 5 pages
• Ignore the rule above about quotation marks around song titles
and italicizing album titles
• Make the Beatles’ career trajectory the focus of your paper
• Write only one paragraph per song
• Demonstrate no personal engagement with each song’s music
and lyrics
• Have personal connections, themes, etc. take precedence over
real engagement w/ the songs
• Include a lot of extraneous information on song rankings,
recording process, biographical

information, etc.
• Write on 2 or even all 3 songs discussed (or to be discussed)
in the online course text
• Substitute facts on the music (from Pollack, BeatlesBible.com,
etc.) for your own
observations on the musical characteristics or interpretation of
the lyrics
• Use someone’s blog as a source, such as “Songfacts.com” or
other untrustworthy sources
• Plagiarize from the Internet (including even slight paraphrases
of content not generally
known to the public, as well as verbatim text)
• Try to pass off another student’s paper as your own—either of
these would be in violation
of Penn State’s policies on Academic Integrity (see syllabus)
• Write on songs by individual band members released after the
Beatles broke up (such as
Lennon’s “Imagine”)
• Write on songs written by a Beatle but never recorded and
released by the Beatles (such as
“Nobody I Know” written by Paul McCartney but recorded by
Peter and Gordon)
• Write on songs NOT recorded and released by the group
• Write on more than 3 songs—it will only hurt, not help, your
paper grade
Songs that will not be studied this semester in the course
lessons that are fair game:

You are allowed to choose only one song that we have (or will
have) covered this semester as a part of
the three that you will write about for this paper. As for the
remaining two, those that were mentioned
in passing in a lesson as well as those that were not addressed at
all are fair game. Therefore, I’d like to
suggest the following songs that we did not cover as possible
choices when writing your paper. Some
of the songs are covers, which would be perfectly fine with
me—if you choose a cover, I’d expect
you to critique the original and the Beatles’ version (e.g.,
“Twist and Shout”) in some detail. So,
here they are. As you can see, there are plenty of songs from
which to choose.
Early period of the Beatles: “From Me To You,” “Thank You
Girl,” “I'll Get You,” “Misery,”
“Anna,” “Chains,” “Please, Please Me,” “Do You Want To
Know A Secret,” “There's A Place,”
“Twist And Shout,” “It Won't Be Long,” “All I've Got To Do,”
“Little Child,” “Hold Me Tight,” “Not
A Second Time,” “I Should Have Known Better,” “And I Love
Her,” “Tell Me Why,” “I’m Happy
Just To Dance With You,” “I'll Be Back,” “You Can't Do That,”
“When I Get Home,” “Any Time At
All,” “Can't Buy Me Love”
Transitional period (late 1964-65): “No Reply,” “Baby's In
Black,” “I’ll Follow The Sun,” “Eight
Days A Week,” “You Like Me Too Much,” “Honey Don’t,”
“Rock And Roll Music,” “Everybody’s
Trying To Be My Baby,” “The Night Before,” “You've Got To
Hide Your Love Away,” “You're
Going To Lose That Girl,” “Another Girl,” “Dizzy Miss Lizzie,”
“I've Just Seen A Face,” “It's Only
Love,” “Act Naturally”

A New Level of Mastery (late 1965-66): “You Won't See Me,”
“Think For Yourself,” “The Word,”
“What Goes On,” “Girl,” “I’m Looking Through You,” “I’m
Only Sleeping,” “Yellow Submarine,”
“She Said She Said,” “Good Day Sunshine,” “For No One,”
“Doctor Robert,” “I Want To Tell You,”
“Got to Get You Into My Life”
Psychedelia and Post-Psychedelia: “Blue Jay Way,” “Your
Mother Should Know,” “Baby You're a
Rich Man,” “Dear Prudence,” “Happiness Is A Warm Gun,”
“Martha My Dear,” “I'm So Tired,”
“Rocky Raccoon,” “I Will,” “Julia,” “Everybody's Got
Something To Hide Except Me And My
Monkey,” “Sexy Sadie,” “Helter Skelter,” “Long, Long, Long,”
“Cry Baby Cry,” “Mother Nature's
Son,” “Savoy Truffle”
Getting Back to Their Roots: “Two Of Us,” “Across the
Universe,” “One After 909,” “The Long
And Winding Road,” “For You Blue”
Swan Song (Abbey Road): “Maxwell's Silver Hammer,”
“Octopus’s Garden,” “I Want You (She's So
Heavy),” “Her Majesty,” “Old Brown Shoe (single)”
Beatles Anthology: “Free as a Bird,” “Real Love”
Access to Beatle Songs: Many of you may already have aural
access to Beatle songs through a variety
of means (iTunes, CDs, iPod, etc.). If you don’t, just go to
YouTube to hear any song you’ll be writing
about (however, most songs there will be covers done by others,
since Sony Music routinely scrubs the
site for real Beatles music)

Mohamed Al Bahri
Music 109
The Beatles Creative Paper
From the first appearance of the Beatles, the history of the
music world has changed.
Whether you agree or not, the great influence of the Beatles
cannot be ignored since the Fab Four
created their historical songs which were globally recognized.
The Beatles did not just change
the history of music but still in the hearts of many people who
love music especially when we
mention an album like Sgt. Pepper’s Lonely Hearts Club Band
which is the best of all time to
many. They could reach out our hearts by their enthusiasm and
musical abilities so easily. “A
day in the life” in Sgt. Pepper’s Lonely Hearts Club is my
favorite of all time but in this paper, I
want to get the chance to discover other songs from other
albums. I will try and do my best to
criticize and give my thoughts on these three songs. The three

songs are “Hold Me Tight” by
John Lennon and Paul McCartney from the early periods of the
Beatles, “Rock and Roll Music”
by Chuck Berry in the transitional period (late 1964 to 1965),
and the last one is “Yellow
Submarine” by John Lennon and Paul McCartney from the new
level of mastery (late 1965 to
1966). While I am just going to include these three, the journey
of discovering the Beatles will
never stop as long as I can listen and feel the music.
“Hold Me Tight” is written by John Lennon and Paul
McCartney even that some sources
refer it as McCartney’s and included in the Beatles’ second
album With The Beatles. It was
released in November in 1963. The song was one of the
originals by Lennon and McCartney and
looks like they did not get much of their time for it. We can see
that from what McCartney said
that it is an album filler and a “work” song in 1988 when he was
asked about it.
For me, I loved the song as a whole from the music to the
lyrics. Even though the Beatles

could do more on it, I cannot understand why they tried to bring
it down. The music as a whole
was done very well by the four and I think this song is a good
example of how the Beatles mix
their music and creative harmony with the early rock and roll
melodies. The lead guitar by
George Harrison and the rhythm guitar by John Lennon were so
much perfect and they fit
together along with the handclaps by the four without ignoring
the bass by McCartney and the
drums by Ringo Starr. The only thing I think could be better is
the vocals by Paul as it looks like
they lack the experience maybe or he did not work on it so well
and I feel like this is the reason
behind what he said about it.
The lyrics from my point of view were not one of the best I
listened to but were not bad.
The Beatles could interact so good with the words. In the first
script where they say “it feels so
right now, hold me tight” and then they moved to a single singer
saying “tell me I am the only
one” with a different tune that might express love or ask for
something missed. As it proceeds, it
looks like the singer insists that just “you-oo-oo-oo” and only

you can help him. Then, they made
a question like they wonder what it means to hold tight but at
the end, we can find that they
found the answer by saying “hold me tight…let me go on loving
you” as I think the Beatles
meant to say holding tight means love. Also, when the question
was made, the bass and drums
have stopped like there is something to focus on and think about
but then they come back with an
enthusiastic and happy voice to be with “you” and “hold me
tight” like the singer is saying
“forget about that!”
“Hold Me tight” is a very good song even that it was not very
recognized like the others
and brought down by the four but still favorite of many.
The second one is “Rock and Roll Music” which is written by
Chuck Berry. It was
recorded in October 1964 and released at the end of the same
year. “Rock and Roll Music” is
from the transitional period (late 1964 to 1965) for the Beatles
which led to a huge transition in
the history of music that resulted in the release of Sgt. Pepper’s

Lonely Hearts Club. The music
is originally included in Beatles for Sale and was recorded for
several BBC shows like Pop Go
The Beatles and Saturday Club.
“Rock and Roll Music” was a big hit with the great
performance by the group led by John
Lennon’s vocals, piano by Paul McCartney, drums by Ringo
Starr, and George Harrison’s
acoustic guitar. The music was in the high level demonstrating
the rock and roll original music
which influenced the Beatles and the writer Chuck Berry is one
of the artists who influenced the
Beatles the most with Buddy Holly. The music started slow and
calm with the screaming of the
audience and one of them saying “Hellow..Hellow” several
times until it started with so much
enthusiasm showing the real spirit of rock and roll.
For the lyrics, which was a music in itself, they started with
“Just let me hear some of that
rock and roll music” like they were a part of the audience.
Then, “If you wanna dance with me”
and I believe that the desire of dance is the highest level of
enthusiasm. Next part started with

“I’ve got no kick against modern jazz” and Lennon explains the
exception and why. The
following was a response to the previous, “That’s why I go for
rock and roll music” in “Any old
way you choose it”. The whole song was in a high level from its
start until the end unless some
stops to emphasize some parts like “I took my lover on over
`cross the tracks.”
“Rock and Roll Music” is one of the greatest performance by
the Beatles and it was more
for the teenagers who loved rhythm and blues before which led
to differ racial attitudes but
anyway this is not our topic. I loved “Rock and Roll Music” by
the Beatles and this one made me
believe that the Beatles have really changed and improved. I
feel how they were enthusiastic and
how the audience were interacting with them. The Beatles had a
huge success in this period led
to the next astonishing level of mastery.
The last one is from the new level of mastery in the late 1965
and 1966 which is “Yellow
Submarine” which is written by John Lennon and Paul
McCartney. The song was recorded in

June 1966 and released in August of the same year. The song
was included in Revolver and it
was the inspirational for its soundtrack album and the Beatles
fourth movie. Its animation also
was spectacular.
This one is so much different than the previous one and you feel
like another group did it.
It is a good example of the Beatles’ songs that have a really
deep meaning and hidden meanings
cannot be understood from the first time you hear it. However,
this song was meant for the
children. Many considered it as a weak song and I believe this
is because of the
misunderstanding while many thought of it as a charming song
for all ages. Paul McCartney said
that it was meant to be different and he was inspired by the
children’s thoughts and imagination
and the idea of this song came to him when he was lying on his
bed before falling asleep. That
time before you sleep, I believe, is one of the best time to write
the ideas that comes to your mind
to create spectacular things.
“Yellow Submarine” was the Ringo Starr’s first lead vocal on a

Beatle single. He was
singing it like he was telling a story for a child. The type of
stories of children that have so many
imaginations. “In the town where I was born…” like just a
beginning of a normal story of a
grandfather telling his grandchildren before they sleep until
Ringo says “In the land of
submarines” where the child or any adult can start imagining
this land. “So we sailed up to the
sun” Does that mean so far? Till we found a sea of green and
did this really mean drugs as they
say? I actually could not figure that out.
“Yellow Submarine” shows at the end another children songs
style where it repeats “a
yellow submarine” and this does not change my mind that this
song was not just for children. It
is, without doubt, a different song than any song before showing
children’s imagination but deep
meanings at the same time and I am with the team who thinks of
it as a charming song and a new
type done by the Beatles.
All in all, the Beatles have always been great and there is no

one can doubt their effect in
the history of modern music. The Fab Four wrote many songs
and released many spectacular
albums that will never be forgotten throughout the history.
Their songs were not just in one type;
they actually were influenced by previous types like rock and
roll and created their own way of
doing the. “Hold Me Tight” by John Lennon and Paul
McCartney, “Rock and Roll Music” by
Chuck Berry, and “Yellow Submarine” by John Lennon and
Paul McCartney are the three songs
I wrote about. I feel like they are three different songs done by
three different groups but the fact
they were all by the Beatles is astonishing, what would I feel
when I view many others? This
what makes the Beatles great which is their ability to success in
more than one type. The Beatles
creative paper was a chance to find out that the Beatles are not
what we just viewed in the course
and I and our professor are not the only ones who love the
Beatles. The Beatles music is one of
the great things I found after I learned English that is not in my
culture.

Reference:
https://www.beatlesbible.com
Rubric: Analytical Paper (Analysis of 3 Songs) – 250 pts.
Each Song 80 points; up to 10 extra points may be added to
round off the score to 250.
Please refer to the note below regarding the 10 extra points.
Analysis of
the Lyrics
25 Excellent 21 Good 18 Adequate 15 Poor
Lyrical analysis is
expressed with
excellent clarity,
demonstrating a
deeper level of
personal
engagement, and
superior
understanding of the
song’s lyrics and the
impact they have on
one’s imagination,
as evidenced by

strong, original
interpretive ideas.
Lyrical analysis is
conveyed with good
clarity, showing an
above average
song’s lyrics and
engagement with
them leading to an
expression of some
original ideas, but
lacks some insight
into the lyric’s more
specific attributes.
The paper would
benefit from some
revision, which
would make it clearer
and more focused.
Lyrical analysis is
expressed with
average clarity,
demonstrating a basic
engagement with and
adequate
song’s lyrics, but lacks
strong original insight
into the lyric’s
attributes beyond the
ideas of others. The
paper would benefit

from revision, which
would make it clearer
and more focused.
Analysis is
unclear, or
completely absent,
demonstrating a
lack of original
ideas,
understanding of
or engagement
with the song’s
lyrics (beyond the
ideas of others).
Connections to the
song’s main
concepts are
inadequate and
ambiguous. The
paper would
benefit from
extensive revision.
Musical
Analysis
An analysis with
excellent content,
demonstrating a
deeper level of
personal
engagement, and
superior

song’s musical
aspects and the
impact they have on
one’s imagination,
as evidenced by
strong, original
interpretive ideas
An analysis with
good content. It
reveals an
engagement with and
an above average
song’s musical
aspects, leading to an
expression of some
original ideas, but
lacks some insight
into the music’s more
specific attributes.
The paper would
benefit from revision,
which would make it
clearer and more
focused.
The paper would also
benefit from more
An analysis with
average content. It
demonstrates a
minimal engagement
and command of the
song’s musical

aspects. While it
reveals a basic
connection to these, it
shows minimal
discussion of them and
little creativity or risk
taking; in other words,
the idea behind the
analysis is too literal
or is too dependent
upon the ideas of
others. The paper
would benefit from
thinking outside the
An analysis with
poor content. It
reveals an
inadequate
command of the
song’s musical
aspects. No
engagement with
or discussion of
them at all; it also
lacks creativity
and risk taking.
The paper would
benefit from
revisiting the
assignment
guidelines and
expectations, along
with a substantial
rethinking of the

creativity and risk
taking, pushing the
limits of what the
topic entails and how
it can be transformed
to reflect the writer’s
views.
box and exploring the
topic in more depth.
topic, in order to
produce an
acceptable paper.
Interaction
of the
words and
music
Narrative shows a
thorough and
extensive
examination of the
interaction of the
song’s lyrics and
music. It shows
personal engagement
and provides in-

depth original ideas
about how these
aspects of the song
work with each other
to enhance its
meaning,
strengthening the
quality of the
narrative and
enriching the writing
with knowledgeable,
diverse, and
cohesive outlooks
and original
thoughts, making
the narrative
engaging and
informative.
Narrative shows a
competent
examination of the
interaction of the
song’s lyrics and
music, with some
original thought
given to the topic
beyond any inclusion
of ideas from others.
It provides a fair
amount of
information,
enhancing the quality
of the narrative. The
paper would benefit
from looking into

more specifics that
would make it
stronger, by thinking
about how these
aspects of the song
work with each other
to enhance its
meaning.
Narrative shows a
minimally adequate
examination of the
interaction of the
song’s lyrics and
music. It provides only
basic information,
such as from the
course’s Web site or
from additional
sources, but does not
exhibit any original
ideas. While this may
render the narrative
acceptable, it lacks
true personal
engagement. The
paper would benefit
from dedicating more
time to thinking about
how these aspects of
the song work with
each other to enhance
its meaning.
Narrative
demonstrates an

unsatisfactory
examination of the
interaction of the
song’s lyrics and
music—in essence,
no discussion of
this aspect of the
song at all. The
paper would
benefit from
investing more
time into the topic
that would make
this paper more
knowledgeable
and complete.
Vocabulary 10 Excellent 8 Good 6 Adequate 4 Poor
Excellent use of the
course’s vocabulary
(musical terms),
demonstrates an
ability to effectively
incorporate it into
the narrative. The
vocabulary is
integrated into the
text in such a way
that it proves the
student’s exceptional
Good use of the
(musical terms),
demonstrates an

ability to incorporate
this information into
the narrative. The
vocabulary is
successfully
integrated into the
text, showing the
student’s
Average use of the
(musical terms),
demonstrates an
ability to adequately
incorporate some basic
musical information
into the narrative. The
vocabulary is
integrated into the
text, but either is there
solely due to the ideas
Poor use of the
course’s
vocabulary
(musical terms),
demonstrates a
lack of knowledge
and inability to
effectively
integrate this
information into
the narrative.
Terms that may be

meaning and
function of the
course’s terms and
concepts.
meaning and function
of the course’s terms
and concepts. The
paper would benefit
from more specific
and detailed
descriptions.
of others, or just
sounds plugged in and
doesn’t always work
well with the rest of
the writing (perhaps
indicating a lack of
understanding). The
paper would benefit
from providing
detailed and specific
examples that explain
the meaning of the
terms and how they
relate to the topic
being discussed.
present are not
supported with
good examples. To
improve the

quality of the
vocabulary use,
the writer must
review course
materials, integrate
important terms
and concepts into
the paper, and
provide specific
and detailed
examples.
Additional considerations:
• Be careful to avoid substantial errors of spelling, grammar,
agreement, usage, and
clarity. Much of this can be corrected by asking a friend to
proofread it for you, as it is
sometimes difficult to see one’s own errors.
• Late papers will not be accepted. If (for a legitimate reason)
you need to turn in your
creative paper early, please contact the instructor well in
advance of the drop box open
period.
• DO NOT turn in a paper that utilizes even partial or
paraphrased text from (or even a
complete paper by) someone else. This is plagiarism, and could

result in a grade of
zero.
• DO NOT make the Beatles’ career trajectory the focus of your
paper! If you do not
mindfully listen to the songs and reflect, but just compile
information (especially from
the Internet), your grade will be lowered.
• NOTE: The extra 10 points are not automatically granted.
Reasons why all or part of
these extra points may not be granted include (but are not
limited to) the following: (1)
not following the guidelines regarding paper format or minimum
page length of text,
(2) choosing more than one song that was discussed in the
course, (3) choosing a song
or songs not by the Beatles or by one of them as a solo artist
after the group broke up,
(4) writing on more than 3 songs, (4) lack of substantive
engagement with the song’s
lyrics and/or music, (5) lack of source citations when use of
outside information
requires them, and (6) more than a few errors in spelling,
grammar, usage, agreement,
missing and/or inappropriate words, incorrect punctuation, etc.
Note: If you happen to have some background in music and
have some understanding of music
beyond the average person, it would be very good to mention
that briefly in your paper.

Muhannad Al Sinani
the Music of the beatles
The music career of the Beatles began when John Lennon met a
talented 15-year-old Paul McCartney at a church service where
Lennon’s band, the Quarrymen, was performing. Lennon was
impressed by McCartney’s prowess in playing the guitar; and
thus, he requested him to join the band. Later, George Harrison
and Stuart Sutcliffe were recruited. Allan Williams, a manager
and owner of a local club “The Jacaranda,” organized residence
for the group in Hamburg, where they staged a string of
performances (Wright, 1996). The band established itself
progressively and revolutionized not only the rock genre but
also music entirely. The Beatles have a voluminous number of
albums that contain infinite single thrillers. Their songs became
so popular because of the richness of the stylistic techniques
employed (Beatles, 1996). This essay provides a detailed
analysis of three masterpieces from the Beatles. Specifically, an
emphasis will be on the interaction between words and music as
well as how different musical techniques help convey the
message in the singles “Got to Get You into MyLife”, “Girl”,
and “Let it Be”.
“Got to Get You into My Life”
The single was released in 1966 and is contained in the
Revolver album. It was composed by Paul McCartney moments
after his introduction to abusing pot. The artist reveals in
interviews that his composition has an extended meaning. Paul
confesses that:
"…when I had first been introduced to pot.… So “Got to Get
You into My Life” is really a song about that, it's not to a
person."
From the onset, one may be duped to think of “Got to Get You
into My Life” as a love song.

Paul personifies pot to express his intimacy for it. He presents
Marijuana as an attractive female who offers him solace during
his low moments. He further says that he does not know whether
he would survive without it meaning that he does not think it is
harmful for human consumption (Sanders & Deitch Projects,
2007).
I was alone, I took a ride … I didn't know what I would find
there … Another road where maybe I could see another kind of
mind there.
Although Paul would have talked about the drug blatantly,
he chose to disguise it as something that is widely acceptable in
the society for two primary reasons. First, advocating for
consumption of pot blatantly would lead to a negative
perception of his song; and consequently, it would have
experienced decreased reception and sales. Secondly, he would
run short of descriptions to show his opinion and love for pot
(Quantick, 2002).
The hit has a rather sharp tune characterized by numerous wide
jumps over a broad range. Further, the tune of the bridge can be
described as bluesy. The vocal line is somewhat fragmented
though it elides effortlessly with the subsequent musical
instrumental responses. The tune had a seductive effect such
that it makes the entire song difficult to break. Once an
individual begins humming the song, they are surprised to find
that they have done it all. On the other hand, the harmony is
highly flexible and changeable (Beatles, 2000). It varies across
different verses; for instance, the harmony in the first half of
the verse is moderately static, the second half exhibits a
chromatic bass line, and at the bridge, we encounter plenty of
time for the plain old one, four, and five.
“Let it Be”
“Let it Be” is a famous hit song from the final album by the
Beatles. The classic was released in May 1970. It was almost a
month after the group broke up. The song did well both in the
U.S and U.K. The genesis of the idea behind the song is not
clear, although it is heavily linked to making a biblical

reference (Wonfor & Smeaton, 2003). At the time of its
production, the group was entangled in a grave managerial
crisis that threatened its collapse.
“Let it Be” has a great rhythm because of its rich use of sound
pattern devices. The composer chose his words keenly in such a
way that they reflect alliteration, internal and external rhyme,
and assonance among other devices. Rhythm enhances the
musicality of the single significantly. Consequently, the
audience can easily memorize and remember the song.
Rhyme - Verse 1
When I find myself in times of trouble … Mother Mary comes
to me …Speaking words of wisdom … Let it be … And in my
hour of darkness … She is standing right in front of me …
Speaking words of wisdom … Let it be
Internal rhyme is used in the words “she” and “me” while
external rhyme manifests itself in the words “be” and “me.”
On the other hand, the lyrics are highly alliterative. Below is an
example,
Mother Mary comes to me … Whisper words of wisdom
The Beatles also utilize assonance widely:
When I find myself in times of … There is still a light that
shines on
The clever integration of diverse sound pattern techniques gives
the song an exceptional rhythm making it an irresistible piece.
The point of view used by a composer reveals whether the song
is narrating personal experiences of the singer or is a general
comment about a social, political, or economic aspect. Thus, the
choice of personal pronouns is imperative. At other times,
musicians do not want to limit their pieces by voice; they leave
it moderately open so that the audience can interpret it their
own way. In “Let it Be,” the voice could either be that of Paul
or any other Christian. Just before the song, Paul’s mother who
shares a similar name with the mother of the biblical Christ had
experienced a dream of her mother comforting him (MacDonald,
1994). From the way he uses words, Paul does not wish to be
specific but wants to give the listeners the freedom to fix an

appropriate context to the composition.
Lastly, the meaning of the lexica used should be consistent with
the central theme in a literary work. For instance, “Let it Be”
expresses hope and optimism during hard times. Paul’s diction
resonates excellently with his thematic concern. The song
includes phrases like:
There is still a chance … There will be an answer … A light
that shines on me.
Light has a positive connotation and is, more often than not,
associated with hope and optimism. Again, the words also set
the tone of the singer. In “Let it Be”, the tone and theme of the
composition are consistent. The repetition of the phrase “Let it
Be” underscores the main idea of the composer (Let It Be,
2009).
“Girl”
The pre-psychedelic phase revolutionized the Beatles’
compositions in numerous ways. Lennon, in particular, focused
more on his choice of words as he felt pressed by the need to
communicate an important message to his listeners. In his song
“Girl”, Lennon speaks of a troubled yet optimistic girl. He tends
to sympathize with her although he strongly feels that the girl is
living in a world of illusion. He chooses his words carefully so
that they set the tone and the mood of the poem in an explicit
manner. Consequently, he is able to express his opinion on
religion without sounding overly critical.
Lennon is a religious critic for he feels that it gives false hope
or rather an imprecise definition of the journey to success. He
alludes to the Bible by referring to Jesus Christ’s life. In his
opinion, he thinks that most Christians tend to parallel their
lives with that of Christ; and therefore, they believe that
sufferings in life are a sign of better days ahead (McKeown et
al., 2001). He carefully places his central message in the last
verse in such a way that the listeners are left to ponder over it.
Was she told when she was young that pain … Would lead to
pleasure? … Did she understand it when they said … That a
man must break his back to earn his … Day of leisure, … Will

she still believe it when he’s dead?
The words in the first verse are impeccable. The writer
expresses a tone of uncertainty, yet he is compelling enough.
The initial line of the verse is presented in the form of a
question. Lennon expresses doubt wondering if anybody will get
his message. He is aware that his listeners may not receive the
theme kindly, especially if they are staunch believers in
religion. Therefore, he does not state openly his opposition to
religion but begins by preparing his audience psychologically.
The first line depicts that Lennon has something for the
listeners, but he is not sure whether they will accept it.
Is there anybody going to listen to my story … All about the
girl who came to stay? … She's the kind of girl you want so
much it makes you sorry … Still, you do not regret a single day
Again, the use of words can determine the mood of a song. As
so, Lennon wishes to be subtle; and therefore, he models his
message to resemble a love song. It is somewhat symbolic to
avoid a direct attack. Artists have a crafty way of expressing
sensitive information. They want to communicate without
hurting their fans (Creasy, 2010). Thus, they disguise their
message in a palatable form, and the Beatles have mastered the
art perfectly. They can talk about anything without it explicitly.
The “Girl” and “Got to Get You Into My Life” are an
embodiment of the same.
Music communicates through words. Thus, the success of a
composition depends largely on the choice of words. Again,
there are numerous musical and stylistic devices that interact
with the words to add meaning to the song. The Beatles were a
legendary group that revolutionized pop music in the 1960s.
Most importantly, the group’s ingenuity helped the members
penetrate the US markets where Britain’s pop was unpopular
(Cole, 2003). Although the band was composed of different
members, Paul McCartney and John Lennon dominated in
composing tracks. The two songwriters had distinct ideologies;
and hence, the message of their compositions was equally
different. However, when it came to the use of words, both stars

demonstrate unrivaled prowess. The tracks “Got to Get You into
My Life,” “Girl.” and “Let it Be” prove that words and their
interaction with other musical techniques are imperative in
attaching meaning and relevance to a song.
References
Beatles. (1996). The Beatles lyrics.
Beatles. (2000). The Beatles: A-I. Milwaukie WI: Leonard.
Cole, D. E. (2003). Got to get you into my life: The influence of
the Beatles' music on a post-Beatles generation. Texas State
University, University Archives.
Creasy, M. (2010). Beatlemania: The real story of the Beatles
UK tours 1963-1965. London: Omnibus Press.
MacDonald, I. (1994). Revolution in the head: The Beatles'
records and the sixties. New York: H. Holt.
McKeown, C., O'Hara, M., Carson, D., McQuillan, P.,
McGowan, D., Rice-Oxley, M., Glover, J.... Studio Home
Entertainment (Firm). (2001). In his life: The John Lennon
story. United States: Studio Home Entertainment.
Quantick, D. (2002). Revolution: The making of the Beatles'
White album. Chicago: A Cappella Books.
Sanders, M., & Deitch Projects. (2007). With the artists/meet
the artists: Jake Chapman, George Condo, Paul McCarthy and
Dinos Chapman. New York, N.Y: Deitch Projects.)
Wonfor, G., & Smeaton, B. (2003). The Beatles anthology: 3 &
4. S.l.: Apple.

Wright, D. K. (1996). John Lennon: The Beatles and beyond.
Springfield, NJ: Enslow Publishers.
The Beatles Creative Paper
Music 109
The Beatle were an amazing group of artist with talent and
sense of music that was so unique at that time that contributed
to their uprising and world domination in a music sense, from
1960 to 1970. During the groups unstoppable domination, they
produced so many songs and albums and one of the albums they
recorded, is still regarded as the best album of all time, which is
the “Sgt Peppers Lonely Hearts Club Band.” The Beatles as a
group have made so many songs that it is hard for casual
listeners or a student learning about the Beatles, like myself, to
really learn them all, with some songs having multiple versions,
demo tracks and unreleased songs. Due to this fact, we did not
get to learn a lot of the Beatles songs, especially the lesser
known ones. I believe, by getting this chance to write a creative
paper on 3 songs that we didn’t learn, would let me to learn in-
depth at least 3 more of this iconic group’s songs.
The first song that I would like that I would like to analyze is
the often mistaken and often criticized song, “Yellow
Submarine.” This song was release on the album “Yellow
Submarine” and the album “Revolver.” The Beatles are known
to compose songs that have deep meaning and are very
reflective to their era and address the controversies of the time.
Such as songs like “Elenor Rigby,” which remains one of the
songs, in my opinion, to has the deepest meaning and is able to
struck many lonely hearts with its powerful message, thus
becoming an instant classic Beatle song. However, “Yellow
Submarine” was not one of these type of songs. Rather it was
the opposite type of song as “Elenor Rigby.” It was very
confusing to most lyric analyst at the time as they couldn’t
understand the meaning behind this song.

Before I move on actually analyzing the lyrics of this song, I
would like to share my train of thought when deciding to write
about this interesting song. This song was written by Paul
McCartney and sang by Ringo Starr and recorded in 1966 and
released for the first time in the album “Revolver.” Oddly
enough that this song was released as a double a-side with
“Eleanor Rigby,” which I would consider a polar opposite to
“Yellow Submarine.” Shortly after this song was released, Paul
McCartney explained that “Yellow Submarine” was intended to
be different. It was supposed to be just a song about kids going
on a yellow submarine just to have fun. He said the idea to
write this song came while he was lying on the bed, before
going to sleep, thinking about if they had a children’s song
about being with friends in a yellow submarine. He claimed that
he purposely used short words in the lyrics of this song because
he wanted kids to pick it up early and sing along.
The words that was used in the lyrics of this song is short and
simple. Kids would have easier time singing along as Paul
McCartney intended. By just reading and listening to the lyrics I
would say that this song was about having fun in a yellow
submarine with friends. There is no other way to interpret this
song. One of the part that I like the most from the lyric is how it
starts off. It felt as if an old grandfather wants to tell his stories
when he was young to his grandchildren and the tone how they
started off also solidify this feeling. The instrument used for
this song was the guitar, bass, tambourine and bass drum. The
other thing I found that this song has a lot of repetition in their
chorus. For example, “We all live in a yellow submarine,
Yellow submarine, yellow submarine, We all live in a yellow
submarine, Yellow submarine, yellow submarine.” This chorus
was repeated three time in the duration of this song. I feel that
this repetition, is the attraction factor of this song as it gives off
this catchy feeling and appealing for their young audience. It
makes me remember a song used in a show I used to watch as a
kid, which was called “Bear in the Big Blue House” (1997-
2009). The pace of the beat and the melody was perfect for a

children’s song as it wasn’t too fast and the melody was easy to
hum to. This song uses a 4/4 as the meter. One thing about the
melody that stood out for me was Ringo’s ponding on the bass
drum on every even quarter note was the key to create the
feeling that a story is being told.
The next song I would like to analyze is “I Want You (She’s So
Heavy).” This was the last song for “Abbey Road” and was the
last song all four members of the Beatles worked on together
before their disbandment in 1970. This song was written by
John Lennon. I would say that this song may have an effect and
meaning as deep as “Elenor Rigby.” The lyrics to this song is
very simple and composed of only 14 different words that is
repeated over and over again. Lyrics like, “I want you so bad,
It's driving me mad,” was repeated over and over. By hearing
this, most people would assume that it would be a very boring
and lazy song. However, when listened, the emotions of John
Lennon were so apparent, to the point that it was so powerful.
The meaning of this song is so simple, it’s about a man who
loves a woman so bad that it was hurting him so much, almost
to a point of obsession. Seeing that John Lennon had written
this song about his newly wedded wife at the time, Yuki Ono,
we couldn’t help but feel how much he loves her. From my
point of view, “I Want You (She’s So Heavy)” is a great song
and the powerful message would leave a strong impression on
anyone who listens to it.
From the musical aspect, “I Want You (She’s So Heavy)” can be
categorized as hard rock with a hint of bluesy feeling to it. The
instruments used for this song are the guitar, organ, bass, drums
and congas. This song has a meter of 6/8 alternating with 4/4.
The main focus in this song would be the powerful guitar that
gave this song heavy, bluesy feeling. The guitar plays the same
chords over and over again for the duration of the song, which
is close to eight minutes long. However, the same phrases that
are being sung over and over again in a number of different
rhythmic, tempo and time signature. Listening to this song I
could hear the usage of massively overdubbed guitar, and

towards the end, George Harrison’s new moog synthesizer and
also white noise. If you listen carefully you could hear a wind-
like sound in the background which was caused by George
Harrison’s new moog synthesizer. We can also hear John
Lennon let out a primal scream towards the end of the song
which reinforce the feeling of basic human emotion being laid
bare. One part that I particularly liked was dramatic outro. The
outro was unique as it felt like the tape was cut-off abruptly.
Overall the melody and tone of the music really suits the lyrics
well as you could feel the burden, pain and heavy feeling of
loving someone too much, almost to the point of obsessive.
The last song that I am going to analyze is a song regarded by
many the best Beatles song and ranked 1st by Rolling Stones
Magazine in their, 100 Greatest Beatles Song ranking which is
“A Day in the Life.” This historic song was the best Lennon-
McCartney collaborations and was released on 1967 in the best
album ever, “Sgt Pepper's Lonely Hearts Club Band.” For the
lyrical analysis, I would say that the overall song is about a
gloomy first-person view on the world when witnessing
cruelties and absurdities of the everyday boring world and
observing them as if the person was emotionally detached. For a
more detailed, analysis I will be dividing them in to verses. The
first verse is about the death of an heir who happens to be a
friend of the Beatles, Tara Browne, who was killed in a car
crash. The second verse is about is about the film “How I Won
the War”, in which John Lennon had acted. The third verse of
this song implies that it was just a dream as the first-person
narrator was abruptly, woken up and has to rush to catch the
bus. Then the last verse implies that the person returns to his
dreams and reads about the poor road conditions in Blackburn,
Lancashire with a lot of small holes and yet they had to count
them all. The first and second verse implies that the first-
person narrator was in a dream world where the world is always
cruel and unpleasant but still more interesting than the real
world. Then in the third verse the first-person narrator was
woken up by the sound of his alarm and had fallen out of bed.

This verse indicates how the real world is, which is dull and
boring, where you have to rush to catch the bus so you won’t be
late. The first-person narrator returns to his dream world as he
fell asleep on the bus in the final verse and again starts to
dream unpleasant dreams again just to escape the dull real
world.
For the musical analysis, I would say that this song has a
ternary structure (A-B-A1) just as we learned in lesson 10. The
outer sections were written by John Lennon are in G major but
the middle section was written by Paul McCartney is in E major.
The difference between scale gives the illusion of two different
realities, one was the dream world and the other the reality
world which was being separate by the different scale. There is
also an orchestra playing dissonant orchestral crescendo that is
simultaneously nightmarish and exhilarating, which separates
the first and the second verse and the fourth verse with the third
verse. These aspects would give the listener the ability to feel
being sucked into the dream world that the first-person narrator
wants to withdraw to or out to the real world that the first-
person narrator wants to escape from. This song shows that the
world could be so dull, that we as human being are hungry for
some excitement. The dull world would make us to want to
retreat to our dream world and dream of something interesting
would happen even that something is a sad thing. This song
would relate to many of us who are bored with doing the same
activity over and over again every day.
Reference
· http://www.songfacts.com/facts-the_beatles.php
· http://www.beatlesbible.com
· http://www.allmusic.com/song/a-day-in-the-life-
mt0010100290

· http://www.rollingstone.com/music/lists/100-greatest-beatles-
songs-20110919/a-day-in-the-life-19691231
·
http://www.icce.rug.nl/~soundscapes/DATABASES/AWP/iwyss
h.shtml

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