The paper titled “Understanding Themes in Poetry Classes through Songs” by Tanzina Halim and Shanjida Halim focuses on the integration of songs into poetry classes to enhance students' understanding of literary themes. The primary research question investigates how incorporating songs can help students grasp and appreciate common themes in poetry, particularly those related to war and racism.
The purpose of the study is to propose a pedagogical strategy that utilizes songs to make the themes in poetry more accessible and engaging for students. The study specifically examines how themes in two selected poems—“Ballad of Birmingham” by Dudley Randall and “The Man He Killed” by Thomas Hardy—can be reinforced through corresponding themes found in the songs “They Don’t Care About Us” by Michael Jackson and “Imagine” by John Lennon.
The methodology involves a thematic analysis of the selected poems and songs, drawing parallels between their content to demonstrate how the themes of war and racism can be more effectively taught. The analysis is qualitative, focusing on the lyrical and thematic content of both poems and songs to show their interconnectedness.
The key findings of the study suggest that songs, due to their rhythm, repetition, and emotional appeal, can serve as powerful tools to help students better understand and appreciate the themes in poetry. The study highlights that the thematic similarities between the selected poems and songs make the complex ideas in the poems more relatable and easier to comprehend for students. For instance, the theme of racism in “Ballad of Birmingham” is echoed in Jackson’s “They Don’t Care About Us,” while the anti-war sentiments in “The Man He Killed” are reflected in Lennon’s “Imagine.”
The study concludes that incorporating songs into poetry lessons can significantly enhance students' engagement and understanding of literary themes. This approach not only makes the themes more accessible but also deepens students' appreciation of poetry by connecting it to contemporary cultural expressions through music. The authors suggest that this method can be an effective way to bridge the gap between students' everyday experiences and the often abstract themes presented in poetry, thereby enriching their overall learning experience.