Many students seem frustrated with poetry interpretation because oftentimes, their own suggestions are discounted by former teachers who have been solely in favor of what the textbook says is the “true interpretation”. Because of this, students are hesitant to speak out with their own explications on literature for fear of not being in complete cahoots with the classroom text’s interpretation. However, students usually have no qualms when asked to offer interpretations of popular musical lyrics. In fact, they seem quite eager to defend a lyrical explanation and will readily point out symbols, images, and allusions as ammunition to prove their points. Therefore, it benefits to use musical lyrics as a stepping stone into poetic interpretations. By analyzing the words in a song, as well as understanding the screen through which we develop our analysis, students will be able to have greater confidence in supporting their own interpretations of poetry.
The student will be able to:
- apply historical/experiential, psychological, literary, and spiritual/religious screens when interpreting Samuel Coleridge’s poem “Kubla Khan”;
- analyze and interpret poetic and lyrical symbols;
- apply a specific screen to finishing a lyrical or poetic interpretation;
- connect personal and/or screened interpretations to canonical ones;
- offer interpretations of other poems and popular musical lyrics using interpretative screens;
- connect the interpretive screen to literary criticism.
12th grade English IV students (British literature/college writing)
British literature book (we use McDougal, Littell Literature: English Literature), CD/tape player, CD’s, lyrics to selected songs, respective handouts, overhead projector and appropriate transparencies, and student access to the Internet
My students begin each class with a writing prompt which is always accompanied by music that relates to the theme of the writing. They also enjoy sharing their prompts with fellow classmates as we bridge prior knowledge to the day’s objectives.
Additionally, this lesson will come in the middle of a unit on Romanticism, so students will be familiar with that particular literary era’s political, socio-cultural, economic, and literary backdrop: Student will also have working knowledge of literary devices such as irregular rhyme, symbol, theme, alliteration, assonance, onomatopoeia, tone, theme, imagery’, and plot mapping, although a review of these may be called for. They also will be familiar with surfing the web for credible sources.
- From the overhead (or the board), read the following prompt to students, asking them to respond in wnting while the music plays:
Describe one of your most vivid dreams or nightmares, especially one that truly upset or perplexed you. Be sure to go into detail, using details to not only recreate this nocturnal vision, but also to explain your reaction to it.
- Play “Sweet Dreams” by the Eurythmics while students are writing. I usually ask students to write for the duration of the song only, quickly putting their thoughts on paper.
- Invite students to share their writings with the class.
- After students discuss their dreams and reactions, ask them to add to their prompts their own personal interpretations of what their dreams might mean. (For example, I would share my own dreams that reoccur every August since I was in high school. These usually involve my need to get an important piece of paper out of my locker but being unable to remember the combination, or about being handed a final exit exam for graduation and being unable to read any of the words on the paper. I would also offer my own interpretation of these dreams, focusing on the enormous anxiety that accompanies the anticipation of a new school year. I would share that I still have these dreams, even though I am in my forties and arn now in my fourth &ear of teaching! I interpret these dreams as being symbolic of the feelings of powerlessness and helplessness that come with starting anything new, as well as the uncertainty of its fliture.)
- Play Marilyn Manson’s version of