Date of Award
12-2020
Document Type
Thesis
Degree Name
Master of Arts in English Composition
Department
English
First Reader/Committee Chair
Jessica Luck
Abstract
This thesis posits that treating lyrics (particularly R&B lyrics) as texts in a literature analysis or first-year composition class is one-way teachers can integrate the works of marginalized writers into their lesson plans. That is, I assert that as higher education continues to take action toward academic equity and inclusion, current and future teachers must do so as well. I explain how examining and analyzing the different textual features of song lyrics can be used to illustrate different approaches to writing. This transformative pedagogical practice would foster a more inclusive and diverse classroom experience for minority students. When teachers consistently integrate the works of marginalized writers into their lessons, the lessons become relevant and the classroom environment will become a more welcoming learning environment for today’s multicultural students. Finally, I aver that recognizing how songwriters communicate their ideas to their audiences will motivate students to reflect on their writing processes and encourage them to consider new ways to approach how they communicate in their own writing. When teachers consistently integrate the works of marginalized writers into their lessons, the lessons become relevant and the classroom environment will become a more welcoming learning environment for today’s multicultural students.
Recommended Citation
Jackson, Shelly, "R&B SONG LYRICS AS A PEDAGOGICAL TOOL: TOWARD A PEDAGOGY FOR TWENTY-FIRST CENTURY MULTICULTURAL STUDENTS" (2020). Electronic Theses, Projects, and Dissertations. 1161.
https://scholarworks.lib.csusb.edu/etd/1161