 “Sweet Dreams” while students respond to the prompt.
- Encourage students to share their dream interpretations with the class.
- Ask students to ponder which of the following issues or circumstances might have influenced their interpretations:
historical/experiential--students may have heard about other dream interpretationsfrom the past, or may have figured out their interpretations due to their prior knowledge of the situations that sparked such dreams. These may also be influenced by culture;
psychological--students have some background in dream interpretation through research or because they have taken Psychology classes;
Literary--students have prior knowledge of literary symbols, therefore applying those to their dreams;
spiritual/religious-students have certain principles that have influenced their exegesis.
- Explain how certain issues and experiences act as screens that influence our interpretations. For example, ask students to work with a partner for two minutes to offer interpretations of what the use of a river in a literary work might mean using all four screens.
- Invite volunteer pairs to share their responses. These should hopeftilly include the following:
historica1/experiential--travel, discovery, escape, personal experiences (these may vary widely);
psychological-exploration of the subconscious (as in repression or buried feeling)
spirituaI/religious-baptism, holiness (these may vary depending on the particular religious or spiritual persuasion)
- Explain how our interpretations of many things have been screened or filtered through these influences. We may indeed view the world, as well as literature and other media, through one or all of these screens, as well as others such as gender, race, socio-econontic conditions, etc.
- Ask students how the two versions of “Sweet Dreams” might have influenced their two prompt responses, especially noting the tone of the songs as the students’ prior knowledge and opinions of both musical groups (Eurhythrnics and Marilyn Manson).
- Following discussion, hand out lyrics for the song “Sweet Dreams”, asking students to pick one of the four screens to interpret the potential meaning of this song. Additionally, ask students to utihze the web as a resource if necessary. This interpretation should be at least one page long and specific examples should be used to prove the interpretation’s point. This activity should finish out the first class period of this lesson and will be due the following day.
- Ask students to respond in writing to the following prompt:
What would be your idea of a dream come true? Be as specific as possible.
- Play “Sweet Dreams” by La Bouche while students write.
- Ask students to share their prompt responses.
- Ask for volunteers to share their screened interpretations of yesterday’s lyrics to “Sweet Dreams” (Eurythmics/Marilyn Manson versions), making sure two from each screen are shared. While students present, write down responses on the overhead or the board. When students have finished sharing, note similarities and difference in these. Invite students to speculate as to why there are both alike and dissimilar versions.
- Display the lyrics to Iron Butterfly’s song In-a Gadda-Da-Vida” on the overhead. Be sure to note that this song was first released in 1968. Ask students to read these while the song is playing and to think of what the song might be about. (There are several versions of this song, including a radio-edit of less than five minutes, as well as a live version that is over fifteen minutes long.)
- Following the song, ask students to get into groups of three and discuss potential interpretations. Remind them to ponder which screen might best work for this song (three mixiutes).
- Invite each group to share its findings.
- Discuss the story of the song, reading from the liner notes of the CD In-A-Gadda-Da-Vida (reissued in 1995) how the lead singer of Iron Butterfly had consumed nearly a gallon of wine before he finished this song, whose chorus was supposed to be “In the Garden of Eden.” When asked by his drummer what the title 