Using Songs to Help Teach the Civil War

Waller, Lynn; Edgington, William D.

doi:10.1080/00377990109603993

Cited by 3 publications

(4 citation statements)

References 2 publications

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“…In a study, Rozinski (2015) argued that song selection is important in achieving four goals such as introducing concepts that may be difficult for students to understand, exhibiting the application areas for these concepts, leading the students to critical thinking through songs about the problems, and obtaining biographical information about the theoretician they read. Waller and Edgington (2001), on the other hand, reported that songs were beneficial in history education, the transfer of emotions led to the acquisition of insight by the students about the period of study, which is very important in history education. In the study, they concluded that the students developed an understanding and appreciation of the people who experienced great historical conflicts through the investigation of the purpose and content of civil war music.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Certain participants stated that they did not have the time, resources, or training to integrate music into social studies courses. Similarly, certain studies have been conducted on the integration and availability of music in the classroom environment (Brewer, 1995;Chilcoat & Ligon, 1992;Cohen, 2005;Crowther, et al, 2015;DeLorenzo, 2003;Epstein & Shiller, 2005;Gülüm & Ulusoy, 2008;Hailat, et al, 2008;Harris, 2004;Johnson, 1969;Kabapinar & Sargin, 2018;Mangram & Weber, 2012;Pellegrino & Lee, 2012;Smiley & Post, 2014;Waller & Edgington, 2001;White & McCormack, 2006). It is clear that these studies could be a practical guide for the use of educational music in social studies.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The analysis of the study findings demonstrated that pre-service teachers wrote historical lyrics the most. While these songs would be beneficial in history instruction, they also supported students in gaining awareness about their own thoughts, emotions, and behavior over a period of time (Waller & Edgington, 2001). Palmer and Burroughs (2002) also suggested that the songs could be an important resource for social studies classes, especially on historical topics since the songs include information about the period they are about.…”

Section: The Views On the Instruction Of The Social Studies Course Wi...mentioning

confidence: 99%

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Social Studies Instruction With Educational Music: Write, Compose, and Apply

Egüz

2022

Sage Open

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The present study aimed to assist pre-service social studies teachers in the production of song lyrics adequate for the curriculum, composition of songs that would be of interest for secondary school students to construct functional educational music in social studies courses and determine the impact of this music on academic achievements and learning processes of the students. In the present study, exploratory sequential design, a mixed research method, was employed. In the first stage, song lyrics were written by 55 pre-service teachers attending the education department in a public university in Malatya province, Turkey, and songs were composed with these lyrics by a music teacher, and two music department students. The second stage (application phase) was conducted with 48 secondary school students. In the final stage, the views on the use of educational songs in the classroom were obtained. The study data were analyzed with quantitative and qualitative analysis techniques. The study findings demonstrated that the songs created by pre-service teachers improved the achievements of secondary school students in the social studies course, supported learning by fun, provided better comprehension of the course topics, and were effective in maintaining the student motivation and attention.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: The Views On the Instruction Of The Social Studies Course Wi...mentioning

confidence: 99%

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Social Studies Instruction With Educational Music: Write, Compose, and Apply

Egüz

2022

Sage Open

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“…In classroom research, music has been shown to engender the humanizing potential of history (DeLorenzo, 2003; White & McCormack, 2006; Wineburg, 2001). Waller and Edgington (2001) used songs from the U.S. Civil War era to demonstrate how the people viewed the conflict, noting that “what students do retain is information that is meaningful, authentic, and relevant to their lives, and music helps to emphasize that relevance” (Waller & Edgington, 2001, p. 148). Baker (2011) investigated the use of music in secondary history classrooms in North Alabama.…”

Section: Introductionmentioning

confidence: 99%

“From a Vibrant City to a Warzone”: Shostakovich's 7th Symphony as a means to foster historical understanding through empathy

Pellegrino

d'Erizans

Adragna

2018

The Journal of Social Studies Research

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Scholars have long pointed to the power of music as a primary source in instruction for bringing past actors into sharper view and engender deeper connections with the past. By employing Dimitri Shostakovich's 7th Symphony, composed amidst the Nazi siege of Leningrad during the Second World War, we sought to explore, more precisely, the nature of how music, as a primary source, enhances the study of history among students. Through the formulation, execution, and assessment of a two-day lesson with students in five secondary history classes, three of which listened to the symphony and two of which did not, we found that the incorporation of the symphony resulted in students’ enhanced empathetic understanding of the past. Implications include details regarding profound opportunities for, as well as challenges to, cultivating historical empathy through the use of music as a primary source.

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The Use of Popular Songs and Cartoons in Teaching Introduction to International Relations and Comparative Politics

Asal

Miller

Vítek

2023

International Studies Perspectives

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The use of popular culture as a teaching tool is often overlooked in teaching introductory-level political science courses. In recent years, advocacy for the inclusion of popular culture in the classroom has increased due to studies that highlight the benefits of such application in combination with other teaching methods. This paper argues that the incorporation of popular music and cartoons as a combined auxiliary teaching tool is an efficient way to increase students’ understanding of theoretical concepts at multiple levels and to encourage them to think unconventionally. Relating political science paradigms and theories to popular culture makes them accessible to a broad spectrum of students and ensures that students become more engaged in the classroom. Students may also be more likely to apply theoretical concepts to real-life events. In this paper, we share our observations of using popular songs and cartoons as supplementary teaching materials and methods to explain theories of international relations and comparative politics.

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Using Songs to Help Teach the Civil War

Cited by 3 publications

References 2 publications

Social Studies Instruction With Educational Music: Write, Compose, and Apply

Social Studies Instruction With Educational Music: Write, Compose, and Apply

“From a Vibrant City to a Warzone”: Shostakovich's 7th Symphony as a means to foster historical understanding through empathy

The Use of Popular Songs and Cartoons in Teaching Introduction to International Relations and Comparative Politics

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