[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-597589-105":59,"doc-detail-597589-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-cea-forum-winterspring-2013-roundtable","THE CEA FORUM - Winter/Spring 2013 - Roundtable","","Roundtable proceedings from the 2012 College English Association Conference examine how popular music should be analyzed in the English studies classroom. The discussion critiques treating pop songs merely as “verse” focused on lyrics, arguing that historical understanding of musical style and form and the role of technology in production and reception are missing. It proposes a Popular Song Analysis approach emphasizing popularity as evidence of the cultural moment and reception, supported by music theory and research into songwriting and recording contexts.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":15,"@type":76,"position":81},"https://docshare.wps.com/document/literature/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-cea-forum-winterspring-2013-roundtable/597589/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-cea-forum-winterspring-2013-roundtable/597589.png","ImageObject",300,407,{"name":92,"@type":93},"pop out","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-24","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why did early English studies classrooms treat popular songs mainly as verse focused on lyrics?","Question",{"text":112,"@type":113},"Popular music was brought into classrooms as living, contemporary, and especially “relevant” poetry, so analysis often subordinated musical style and form to lyrical meaning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the speaker say is the key analytic question for a popular song?",{"text":117,"@type":113},"The key question is what the song’s popularity reveals about the cultural moment when it resonated with its public, rather than timeless or hidden meanings.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the Popular Song Analysis assignment differ from limiting analysis to lyrics?",{"text":121,"@type":113},"Students must consider musical style and sound and especially reception, and they may research production history, recording process, and songwriting context to support claims about commercial success within its cultural moment.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597589,1792656703,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":14,"category_name":15,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090760408,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","THE CEA FORUM  \nWinter/Spring 2013  \nRoundtable: Pedagogy Proceedings from 2012 College English Association Conference  \nA Conspicuous Gap in Cultural Studies: Popular Music in the English Studies Classroom  \nJim Knippling  \nUniversity of Cincinnati  \nThe question we ask most often—on one level or another—about a literary text is,“What does it mean?” Generalizing rather wildly, I would argue that when popular music was first brought into English studies classrooms during the 1960s (on vinyl LP records), it was treated as a living, contemporary, and (especially)“relevant” kind of verse that happened to be set to a melody. That is, the song lyrics of Dylan, Simon, Mitchell, and Lennon were treated as a form of literature tobe mimeographed in aniline purple ink, published in anthologies, and given the honorary distinction of being discussed right alongside good old Coleridge and Auden. Musical style and form were briefly noted but almost always subordinated to analysis of the lyrics. In short, the songs were colonized as verse. The key questions raised about that verse were What statement is being made? What does it mean?  \nIt is unsurprising that this phenomenon happened when it did, because popular music had become at that historical moment a force of such generational potency, political urgency, and unprecedented social impact that its “relevance” could no longer be ignored—certainly not by socially engaged young scholars of the written word. However, with all due respect to those  \nTHE CEA FORUM  \nWinter/Spring 2013  \npioneers who acknowledged a broader cultural landscape in the English studies classroom, the pop-song-as-a-slightly-lesser-poem approach to music turned out to be, in the long run, not the luckiest ray of academic limelight for songs within the discipline of English studies. Missing from the analysis was any historical understanding of musical style and form. Missing too was an account of how technological developments (multi-tracking, transistor radios, stereo sound, FM radio) had created new avenues of popular music’s production, dissemination, and consumption. The euphoria of acknowledging the brashly contemporary gave way to the slowly dawning realization that the professors were not always quite as strong on these lyrics as they were on Coleridge and Auden. In addition, pop songs were considered by some to represent a private area of experience, and the sometimes awkward practice of playing them and discussing them in the incongruous setting of the English classroom simply faded away at some point.  \nFor me, the key analytic question about a popular song is not “What does it mean?” or“What hidden or coded meaning does it express?” but “What does its popularity tell us about the cultural moment when it resonated with its public?” How did the song “create its audience,” soto speak? Obviously, a 1973 hit song, if it could time-travel, would meet with a different fate in 1943 or 2013. It’s not in a vacuum that a song makes a splash, pushes psychic buttons, rings abell, creates good vibrations, or bangs a gong in the public mind. It is a hit in the sense that contact is made with the hearts and minds of particular people at a particular moment in their history. It is the reception of a song that can be most productively analyzed—not timeless meanings. Songs are cultural artifacts that are uniquely and especially of their moment.  \nFor that reason, I’ve been experimenting with a Popular Song Analysis assignment in  \nadvanced composition courses—an assignment in which I try to steer students away from  \nTHE CEA FORUM  \nWinter/Spring 2013  \nlimiting their analysis strictly to lyrics. The lyrics are definitely fair game, on the table, one component of what’s being discussed. However, I ask students to attend to musical style and sound as well—and especially to consider question of reception, of how the song tapped into the cultural psyche of its historical moment. Students are welcome to do some research into the co","cbCaikunJkl0T15L","https://ap.wps.com/l/cbCaikunJkl0T15L","pdf",109910,"English","# A Conspicuous Gap in Cultural Studies: Popular Music in the English Studies Classroom\n## From lyrics-as-literature to reception and cultural moment\n## Popular Song Analysis assignment in advanced composition\n## Using music theory and targeted readings for students\n## What kind of student writing can the assignment elicit","[{\"question\":\"Why did early English studies classrooms treat popular songs mainly as verse focused on lyrics?\",\"answer\":\"Popular music was brought into classrooms as living, contemporary, and especially “relevant” poetry, so analysis often subordinated musical style and form to lyrical meaning.\"},{\"question\":\"What does the speaker say is the key analytic question for a popular song?\",\"answer\":\"The key question is what the song’s popularity reveals about the cultural moment when it resonated with its public, rather than timeless or hidden meanings.\"},{\"question\":\"How does the Popular Song Analysis assignment differ from limiting analysis to lyrics?\",\"answer\":\"Students must consider musical style and sound and especially reception, and they may research production history, recording process, and songwriting context to support claims about commercial success within its cultural moment.\"}]","THE CEA FORUM - Winter/Spring 2013 - Roundtable | PDF",1792085299,15]