Reflection: Discourse and Questioning Rhetorical Analysis of Pop Music Day 3: Group Presentations - Section 2: Group Preparation and Presentations

 

The two presentations we did today ended up being really good discussions that reinforced the conceptual understanding of analyzing songs.  For the presentations the students walked through the bullet points of the assignment sheet, which provided a good structure for them to focus on particular portions of the text.  The songs they chose escape me at the moment, but they shared the characteristic of the narratives and central ideas being somewhat ambiguous, requiring some thoughtful analysis of word choices, structure, and music use to establish.  For one of the two songs there was some debate among group members of whether the girl in the narrative died, which led to a discussion of the word "could" in the lyrics and how that word helped to answer the question.  Additionally, the group debated some religious symbolism (also connecting to the question of a death) by use of the word "gate."  We actually ended up listening to the song again to hear how they sang it to establish whether the train he talks about was literal or figurative.  

This same kind of group analysis happened with both groups--since I'd never analyzed the songs myself, I was really just a more informed participant, sharing my own thoughts, and also making sure to agree that other possible interpretations were valid, given the evidence (so the students don't think there is one right answer--mine).  As a whole, the discussions were great, rigorous, and reinforced the concepts well--much better than I anticipated from listening to the groups yesterday.

  Lots of Strong Discussion
  Discourse and Questioning: Lots of Strong Discussion
Loading resource...
 

Rhetorical Analysis of Pop Music Day 3: Group Presentations

Unit 8: Thematic Unit: Popular Culture
Lesson 7 of 16

Objective: SWBAT explain a song writer's use of language devices and music devices for developing their central ideas, purpose, and tone for a specific audience.

Big Idea: Pop music writers use a variety of rhetorical tools in creating catchy songs.

  Print Lesson
1 teacher likes this lesson
pop music 2
 
1
2
Similar Lessons
 
Introduction to Identity
11th Grade ELA » Exploring Identity
Big Idea: Identifying the details that truly make up who we are helps students understand the concept of identity
  Favorites(22)
  Resources(14)
Los Angeles, CA
Environment: Urban
Martha Soto
 
Gatsby's Review: Themes, Dreams, and Schemes
11th Grade ELA » The Great Gatsby
Big Idea: Boats against the current: Delving into The Great Gatsby to glean theme.
  Favorites(16)
  Resources(12)
Taunton, MA
Environment: Suburban
Julie Ferreira
 
A Hero's Death...What Next?
12th Grade ELA » Beowulf
Big Idea: What does it mean to die a hero's death? How do the responsibilities of a hero differ from those of a king?
  Favorites(7)
  Resources(13)
Whitehall, MT
Environment: Rural
Caitlin  Chiller
 
Something went wrong. See details for more info
Nothing to upload
details
close