Shadow of a doubt farah lyrics10/4/2023 ![]() My reasons for using music in the composition classroom are similar to those that have been described by other writers. Heather Aldridge and Diana Carlin perform a rhetorical analysis of rapper KRS-One to in part elucidate the shortcomings of rhetorical theory when it fails to take cultural differences into account. Some writers look at the connections between the composition of music and the composition of an essay ( Bernstein and Strychacz), while others bring music into the classroom to expose students to other worlds ( Sirc Brown). In 1964's Stages of Composition, William Jones includes a section of essays on music designed to heighten students' awareness of "levels of diction" ( viii). Here, Frantz seems to be using music to encourage students to think about the constructed nature of belief, and to think critically about how cultural value is assigned. I ask next the class to consider these questions for writing: No matter what the musical worth of folk songs may be, what irrational factors probably contributed to form this attitude?" ( 109). Frantz explains to his students that "songs like those, songs made for the common people by anonymous singers from their own ranks, for more than a hundred years were considered unworthy of attention. Frantz uses music to make "the analogy of good music and good writing," and also includes an analysis of folk music, music that in 1952, according to Frantz, was just becoming respectable. Music has been used in the writing classroom at least since 1952, when Donald Frantz used classical music to begin a class discussion about "the chaos of life being made orderly and meaningful by music as by the arts generally" ( 108). As one student notes in his essay, "hen was mentioned in class the first thing that came to mind was your typical Sunday worship songs, so I was thrown off a little" ( Robert). ![]() ![]() At the same time, however, the articulation of faith and popular music recontextualizes those knowledges and experiences, and can serve as a catalyst for new knowledges. The subject matter of religion or faith invites many students, both religious and non-religious, into the classroom and academic discourse in a way that values their insider knowledges and experiences. ![]() Music and Defamiliarization Music and Defamiliarization ![]()
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