Identifying Thesis Statements in Music (In Class: 20-40 minutes, by instructor’s decision)
Objective: To build upon rhetorical transfer skills and to provide application of thesis building skills to a new context, where ideas already exist but require direction and cohesion.
Materials: Projector, YouTube links, completed homework write up
Session 1:
1.)Choose 3 songs with complex messages. Provide students with links to the YouTube versions of these songs, as well as a handout with lyrics to each.
2.)For homework, direct students to listen to the songs and analyze the lyrics. Ask them to write a brief response, in which they analyze the complex message of each song (employing the active reading tools from the first unit) and list all the components of each song’s argument. While students shouldn’t delve into music theory to complete this activity, they could examine, in addition to the written lyrics, the tone of the vocals, the mood of the music at certain moments, etc. For example, are the spoken lyrics meant to be taken seriously or are they sarcastic? Or playful? How is the audience supposed to interpret the lyrics and the changes in melody. What is the real meaning of the song? Once students have an idea about all the real and subtle arguments of the piece, they should create a list of them. Next, they should examine this list and construct an overall argument, in just 1 or 2 sentences, which capture everything in the list. From this assortment of ideas, what would be a fair and representative thesis?
Session 2:
1.)Divide students into groups of 3, assigning students an A, B, and C designation in addition to their group number. Have the groups arrange themselves in a somewhat circular fashion in the room.
2.)Give students 10 minutes to share their thesis statements for the first song with their groups. Students should provide textual justifications for why their thesis best captures the song’s argument.
3.)Then instruct the A group students to rotate counter clockwise, while the C students should rotate clockwise. Give students another 10 minutes to discuss the next song.
4.)Rotate (A counter clockwise and C clockwise) once more.
5.)How did their thesis statements match up with those of their group members? Have students reflect on the activity in a journal entry. Did their thesis statement miss some key idea in the song? Should it have been broader or more specific? More qualified?