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Poetry in Pop

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Michelle Kowalewski

on 8 April 2013

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Transcript of Poetry in Pop

Poetry in Pop "Firework"
Katy Perry "Firework"
Katy Perry Connection to Standards Example Activity 2 Activity 1 Video Genre: Pop Music

"Firework" is the third single from the album Teenage Dream that was released October 2010.

"Firework" won 2011 MTV Video Music Awards, Video of the Year. NC Core Standards In the first activity, students will analyze music lyrics to “determine the meaning of words and phrases as they are used in a text, including figurative meanings” to gain a deeper understanding of the multilayered meanings of words and phrases in a song (CCSS.ELA.RL7.4). Students will receive a copy of the lyrics for their poetry journal. Students will then identify, underline, highlight, label and explain figures of speech and poetic devices using the song’s lyrics: Using the literary terms & imagery devices. Do you ever feel like a plastic bag
Drifting through the wind
Wanting to start again Students have already read the lyrics next step will be to listen to the song, and watch the video with and without sound. Students will then analyze each medium and discuss techniques (sound, camera angles, images, etc.) used that impacted content. CCSS.ELA.-Literacy RL.7.4
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds.

Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject. Simile Metaphors hyperbole alliteration onomatopoeia Rhyme Principles of Media Literacy NMSA's
This We Believe The repetition of the of the "a" sound in plastic and bag is an example of assonance. Simile You and plastic bag Music is Poetry
"Firework" contains poetic devices and figurative language. Students will be looking for the following poetic terms: alliteration, anaphora, simile, metaphor, hyperbole, personification, onomatopoeia, rhyme, internal rhyme, and assonance. The "W's" are alliteration Connections to 2nd Standard Students will also “compare and contrast a text to an audio and video” of “Firework” (CCSS.ELA.RL.7.7). As described in Activity Two students will gain an understanding of how the delivery and the medium in which the song is presented can impact meaning of the content. Listen Students will listen to the song and analyze the delivery medium of the song.
What impact does the music make on the lyrics?
Does this delivery change anything? If so what? Watch Then students will watch the music video and analyze the impact of the audio & visual elements and the affect or impact they make on the meaning of the words.
Does it change the meaning?
What if any difference does the music video make?
What message is Perry sending?
How might different people interrupt her message?
Would the meaning being different for someone older or younger, different nationality, different socioeconomic status or perhaps different peer group? In the area of cognitive development, middle level learners “may show disinterest in conventional academic subjects but are intellectually curious about the world and themselves” (NMSA). pop music to teach poetry is a great instructional resource to “spark” interest in a subject that most adolescents perceive as boring and mundane, poetry. “Firework”, a song that many students are familiar with, will allow teachers to engage students in a familiar medium while exploring poetic expression and identifying poetic devices and figurative language. In the area of psychological development, young adolescents often “believe that personal problems, feelings, and experiences are unique to themselves” (NMSA). Students will analyze both audio and video for the meaning and impact. Katy Perry’s award winning and inspirational music video will allow students an opportunity to explore concerns which have personal and deep meaning to them. Her message portrays that everyone is special and that they are ready to explode like a firework is metaphorically inspiring for young adolescents. “Audiences negotiate media messages and are involved in the process of creating meaning.” What a viewer makes of a piece of media depends on his or her past experiences, viewing skill, and current state of mind. Different students will view “Firework” differently. Students will record their finding in their poetry journal. Students will be asked to critically view and analyze the video for its purpose and message and answer prompting question to fully negotiate the video’s message and meaning. “Media communicate values and ideology.”
All media products contain implicit and explicit value messages and assumed truths about the nature of human beings and the world in which we live. Media has the potential to affect our behavior as individuals and citizens in a variety of ways. “Firework” is a very positive empowering piece of media.
Students will be analyzing Perry’s lyrics for these messages and truths.
Students will look beyond the entertainment value and critically analyze the video by noting the images, point of view, and setting. Students will examine why real people not actors were used to portray the characters in her video. Activity II goes more into depth with questions.
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