Reflection: Student Ownership Rhetorical Analysis of Pop Music Day 4: Group Presentations Cont. - Section 2: Group Presentations Continued


After finishing the last two presentations (one of which ended up being a complete group analysis, since only one of three group members was in class), the students introduced me to the viral video "What Does the Fox Say", which was fun, because we also got to analyze why it is, in fact, so entertaining.  

We talked specifically about how serious the singers are, both in their vocal style, phrasing, and in the video--that they seem to be mocking over-dramatic pop music.  Additionally, we talked some about how the lyrics are along the bottom and how that enhances the absurdity. So, the last half of the class was pretty much led by the students.  After this video, we watched a couple others by the same artist and compared the devices they use to create the humor--and laughed a lot.  It was a good way to go into the break.

  Introduced to "What Does the Fox Say?"
  Student Ownership: Introduced to "What Does the Fox Say?"
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Rhetorical Analysis of Pop Music Day 4: Group Presentations Cont.

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

Objective: SWBAT analyze 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.

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