Taylor Swift’s impact on poetry appreciation is gaining recognition in higher education, with some college students studying her lyrics for their literary value. Now, Elizabeth Scala, a professor at the University of Texas at Austin, believes that Taylor Swift’s songs should be incorporated into the English/language arts curriculum in high schools and middle schools as well. Scala, who taught a course on the literary significance of Swift’s songwriting, is set to lead a webinar for secondary ELA teachers in Texas on how they can integrate the pop star’s songs into their instruction in a standards-aligned manner.
Many of Taylor Swift’s songs contain motifs, metaphors, allusions, and other literary and poetic devices. Additionally, Swift references several classic texts commonly taught in middle and high school, such as “The Great Gatsby” and “Romeo and Juliet.” Scala emphasizes that by introducing students to older love poetry alongside Swift’s work, they can better appreciate the similarities and techniques used by the pop star in her songwriting.
Scala highlights the challenges that both college and high school teachers face in engaging students who may struggle with traditional forms of reading and writing, especially in the digital age where attention spans are shorter. She acknowledges that many students have a strong interest in Taylor Swift and believes that leveraging this interest can enhance their engagement with literary analysis and poetry.
When it comes to selecting Taylor Swift songs for analysis in the classroom, Scala recommends focusing on tracks that are suitable for younger audiences, considering the constraints teachers may feel in presenting explicit or mature content. She suggests songs like “Clara Bow” from Swift’s latest album as a starting point for discussions on female representation in music and film industries. By delving into the language, themes, and structures of Swift’s songs, teachers can help students develop a deeper understanding of literary terms and concepts.
While Taylor Swift often incorporates foreshadowing and allusions in her work to engage fans and create intrigue, Scala prefers to emphasize the self-conscious nature of literary language. She encourages teachers to explore how Swift’s use of metaphorical language and complex word choices adds layers of meaning to her songs, challenging listeners to decipher her messages and uncover hidden references.
For ELA teachers unfamiliar with Taylor Swift’s music, Scala suggests exploring songs from her “folklore” album, such as “betty,” “cardigan,” and “august,” which tell a teenage love triangle story. These songs offer a narrative structure that can be analyzed at different levels of complexity, from basic storytelling elements to more nuanced discussions on perspective and time in literature.
In conclusion, Taylor Swift’s songwriting presents a valuable opportunity for educators to engage students in literary analysis and poetry appreciation. By incorporating Swift’s songs into the curriculum, teachers can tap into students’ existing interests, foster critical thinking skills, and deepen their appreciation for the art of storytelling through music. Elizabeth Scala’s approach to integrating Taylor Swift’s work into the classroom provides a blueprint for educators looking to enhance their ELA instruction with contemporary cultural references.
