Using Popular Songs to Teach Sociology

The Use of Music as a Pedagogical Tool in Higher Education Sociology Courses: Faculty Member Perspectives and Potential Barriers

“…In higher education sociology courses, faculty members have used music to illustrate important sociological concepts (Walczak and Reuter 1994), to foster group discussion and question assumptions about the students themselves and others (Martinez 1994), to promote active learning (Ahlkvist 1999), to aid in teaching students how to apply concepts and theories (Ahlkvist 2001, Elterman 1983, Hinds-Aldrich 2012 This study will choose to focus solely on pedagogy and how music as a pedagogical tool is viewed in relation to student engagement and learning by higher education sociology faculty members; while acknowledging that both curriculum and pedagogy are highly important in higher education sociology courses. 8 That is, the logical and analytical left hemisphere processes rhythm and lyrics, while the non-verbal and creative right hemisphere processes the melody, sounds, and harmonic relationships of music.…”

“…Martinez 1993, Walczak and Reuter 1994, Schneider 2011, to break student civil inattention and signal the beginning of class (Albers and Bach 2003, Dean 2012, and Palmer 2011, to illustrate societal inequalities Albers 2010, Munkres 2010), to demonstrate contrasting viewpoints on a particular issue (Boggs 1993) or between different generations (Walczak et al 1989), and as a way to humanize the professor while creating a shared meaning between students and faculty members (Albers and Bach 2003). Self-reported data suggested that music can be used to help engage sociology students, while increasing interest and aiding in the comprehension of course material (Ahlkvist 1999, 2001, Albers and Bach 2003, Elterman 1983, Hinds-Aldrich 2012, Martinez 1998, Reuter 1993, Walczak and Reuter 1994. While song lyrics have been generally incorporated into the discussion when faculty members have used music in their courses, lyrics have also been used by themselves to teach sociological content in higher education sociology courses; such as in teaching Marx's conflict theory (Walczak 1993), or content analysis methodology Albers 2010, Shea 1993).…”

“…Numerous studies suggested that music is an effective pedagogical tool for engaging students in higher education sociology courses (Ahlkvist 1999/2001, Boggs 1993, Bowman 1993, Dean 2012, Elterman 1983, Hinds-Aldrich 2012, Martinez 1993/1994, Palmer 2011, Shae 1993, Walczak 1993, and Walczak and Reuter 1994. Some of these studies specifically mentioned how music can be "engaging" for students, or serve as a "catalyst for learning," while others discussed other aspects associated with the active learning approach.…”

“…Multiple studies found that music can effectively increase student interest in sociology (Ahlkvist 1999, Elterman 1983, Hinds-Aldrich 2012, make the material more enjoyable (Ahlkvist 2001, Walczak andReuter 1994) and facilitate discussion and student participation in higher education sociology courses (Ahlkvist 2001, Elterman 1983). As Walczak and Reuter (1994:267) stated; "In general, [students] found the use of music in the classroom to be a refreshing, relevant, entertaining, thought-provoking, and effective way to learn sociology."…”

“…Multiple studies found support for the usefulness of music in developing the sociological imagination of students (Boggs 1993, Dean 2012, Elterman 1983, Martinez 1998, Walczak and Reuter 1993 while helping to connect concepts to the individual lives of students and their existing knowledge base (Bach and Albers 2010, Boggs 1993, Elterman 1983, Martinez 1995, Munkres 2010, Walczak 1993, Walczak et al 1989). Burns and Martinez (1993:117) argued that the use of examples from popular culture in the social theory classroom can stimulate the "sociological imagination 17 of the student by underscoring the relevance of social theory in everyday life."…”