Poesía, canciones y análisis literario de Taylor Swift
Qué está incluido
1 reunión en vivo
50 minutos horas de clase por semanaExperiencia de clase
Nivel de inglés: desconocido
🎵 𝗗𝗶𝘃𝗲 𝗶𝗻𝘁𝗼 𝘁𝗵𝗲 𝗿𝗶𝗰𝗵 𝘁𝗮𝗽𝗲𝘀𝘁𝗿𝘆 𝗼𝗳 𝘀𝘁𝗼𝗿𝘆𝘁𝗲𝗹𝗹𝗶𝗻𝗴, 𝗺𝗲𝘁𝗮𝗽𝗵𝗼𝗿, 𝗮𝗻𝗱 𝗲𝗺𝗼𝘁𝗶𝗼𝗻 𝗮𝘀 𝘄𝗲 𝗯𝗿𝗲𝗮𝗸 𝗱𝗼𝘄𝗻, 𝗱𝗶𝘀𝗰𝘂𝘀𝘀, 𝗮𝗻𝗱 𝗮𝗻𝗮𝗹𝘆𝘇𝗲 𝗮 𝗻𝗲𝘄 𝗧𝗮𝘆𝗹𝗼𝗿 𝗦𝘄𝗶𝗳𝘁 𝘀𝗼𝗻𝗴 𝗲𝗮𝗰𝗵 𝘄𝗲𝗲𝗸. 🎵 *𝘛𝘩𝘪𝘴 𝘪𝘴 𝘢𝘯 𝘰𝘯𝘨𝘰𝘪𝘯𝘨, 𝘴𝘶𝘣𝘴𝘤𝘳𝘪𝘱𝘵𝘪𝘰𝘯 𝘴𝘵𝘺𝘭𝘦 𝘤𝘭𝘢𝘴𝘴-- 𝘴𝘵𝘶𝘥𝘦𝘯𝘵𝘴 𝘮𝘢𝘺 𝘫𝘰𝘪𝘯 𝘰𝘳 𝘥𝘳𝘰𝘱 𝘢𝘵 𝘢𝘯𝘺 𝘵𝘪𝘮𝘦, 𝘢𝘴 𝘮𝘢𝘵𝘦𝘳𝘪𝘢𝘭 𝘥𝘰𝘦𝘴 𝘯𝘰𝘵 𝘴𝘱𝘦𝘤𝘪𝘧𝘪𝘤𝘢𝘭𝘭𝘺 𝘣𝘶𝘪𝘭𝘥 𝘸𝘦𝘦𝘬-𝘵𝘰-𝘸𝘦𝘦𝘬!* In this class we'll analyze the intricate songwriting skills of one of pop music's most influential artists. Students will explore the evolution of Taylor Swift's musical and lyrical style, from her country roots to her pop and indie-folk reinventions. Each week, the class will focus on a different song, examining its poetic devices, narrative techniques, and thematic elements to understand the depth and breadth of Swift's work as a modern-day poet and songwriter. While we're diving deep into literary devices, this class is still a great fit for learners new to poetry analysis-- we'll take the time to review each literary device before discussing it's role in the given song! Week of September 30: "The Bolter" Analyze themes of running away from one's problems or identity, possibly inspired by historical or literary figures known for escaping social norms. Examine the narrative technique and how Swift crafts a complex character through lyrics Week of October 7: "Slut!" Discuss the critique of gendered insults and the reclamation of derogatory terms. Explore the defiant tone and how Swift uses irony and empowerment to address societal expectations. Week of October 14: "Champagne Problems" Discuss the narrative of a rejected marriage proposal intertwined with themes of mental health and personal struggles. Analyze the use of piano to convey a melancholic yet beautiful atmosphere. Week of October 21: "So Long London" AND "London Boy" Discuss Swift's exploration of cultural identity and romantic nostalgia in "So Long London" and the cheerful depiction of romance in "London Boy." Compare the narrative perspectives and musical styles that reflect different aspects of her experience in London. Week of October 28: "Suburban Legends" Explore the contrast between the idealized version of suburban life and its underlying complexities. Examine the storytelling elements that reveal deeper truths behind the facade. Week of November 4: "Is It Over Now?" - Uncertainty and Resolution Explore the themes of uncertainty in relationships and the quest for closure. Analyze the song's emotional tension, and how the arrangement conveys a sense of longing and finality. Week of November 11: "Would’ve Could’ve Should’ve" - Regret and Lost Opportunities Discuss the emotional impact of reflecting on past decisions with regret. Examine how the song uses intense lyrical imagery and a dynamic build-up to portray the weight of hindsight. Week of November 18: "False God" - Blending Sacred and Secular Analyze the use of religious imagery to discuss the sanctity and trials of a relationship. Discuss the integration of jazz elements to enhance the song’s intimate and reflective tone. Week of November 25: "Gold Rush" - Envy and Idealization Explore the psychological impact of idealization and the envy it can generate. Examine the lyrical pace and how it mimics the overwhelming and intoxicating effect of a "gold rush." Week of December 2: "All The Girls You’ve Loved Before" - Reflective Nostalgia Discuss the influence of past relationships on personal growth and current identity. Analyze how the song’s contemplative mood is enhanced by its melodic simplicity. Week of December 9: "The Alchemy" - Transformation and Change Explore the concept of alchemy as a metaphor for personal transformation and growth. Discuss how the song uses mystical imagery to convey changes within personal relationships and self-perception. Week of December 16: "Invisible String" - Fate and Serendipity Analyze the idea of an invisible string that connects disparate events in life, suggesting destiny or fate. Examine the gentle acoustic arrangement that underscores the theme of interconnectedness. NO CLASS WEEK OF DECEMBER 23 Week of December 30: "Karma" - Retribution and Fate Explore the theme of karma as a force of cosmic justice, reflecting on past actions and their consequences. Discuss the playful and vindictive tone, analyzing how the music supports this narrative stance. Week of January 6: "Dorothea" - Yearning and Remembrance Analyze the theme of reminiscing about a person from the past, exploring their impact and the longing for reconnection. Examine the nostalgic and tender musical arrangement that complements the wistful lyrics. Week of January 13: "So High School" - Nostalgia and Moving On Explore the themes of looking back at high school experiences with a mixture of fondness and relief at having moved on. Discuss the energetic and possibly cathartic musical elements that reflect on youthful experiences. Week of January 20: "Don’t You" - Unspoken Words and Regret Explore the complexities of unspoken feelings and the regrets about what wasn’t said. Examine the haunting melody and the use of silence to underscore the theme of missed opportunities. Week of January 27: "The Prophecy" - Destiny and Self-Fulfillment Analyze how the song discusses the concept of destiny and self-fulfilling prophecies within the context of personal ambition and relationships. Discuss the use of prophetic and grandiose imagery to elevate the narrative. Week of February 3: "The Great War" - Conflict and Resolution Explore themes of enduring love through trials, using war as a metaphor for relationship struggles. Discuss the emotional depth conveyed through military-like percussion and solemn tones. Week of February 10: "Paris" - Romantic Idealization Examine the romanticization of a city and its effect on a relationship’s portrayal. Discuss the lyrical imagery that conjures an idealized backdrop for a love story, and how the light, airy musical arrangement enhances this theme. This class has no set end date-- additional songs/dates will be added to this list as we move through the year!
Metas de aprendizaje
Students will learn how to conduct a literary analysis through the lens of Taylor Swift's music.
Students will learn to identify literary devices like metaphor, symbolism, allusion, foreshadowing, and theme.
Otros detalles
Orientación para padres
Please note that some Taylor Swift songs do contain mature themes or language. In this class, we will always defer to the album version of the song (which may have expletives) rather than radio edits (which generally do not have expletives). We also may compare and contrast the album version feels compared to the radio edit, diving deep into how the use of expletives effects the impact of the song.
Below are my general classroom rules and policies. These will also be explained to students when we begin class!
-For everyone's safety, and to ensure an engaging and social experience, students are required to have working microphones and video for the entirety of this class, positioned such that we can both hear and see them. Please be sure to prepare your student for this requirement before class begins!
-Students are asked not to use filters or virtual backgrounds-- though if there is an important reason to use a virtual background, please just let me know ahead of time that your student will be using one (no questions asked!).
-Students will be asked to introduce themselves by sharing their name, pronoun, and a favorite book.
-The Zoom text chat is set to "host only", meaning students can chat with me, but not to one another or the entire classroom.
Previous lessons:
Week of December 11: The Early Narrative ("Tim McGraw")
-Examining narrative perspective and imagery
-The role of allusion in connecting with listeners' experiences
Week of December 18: Satirical Voices ("Blank Space")
-Understanding the use of satire and dramatic monologue
-The power of antithesis in storytelling
-No class the week of December 25 (families are not charged for this skipped week)
Week of January 1 : Metaphor and Imagery ("New Years Day")
-The use of imagery and metaphor to create emotional connection.
-Analyzing themes of love, loyalty, and the ephemeral nature of time.
Week of January 8: The Epic Ballad ("All Too Well")
-Exploring the extended metaphor and its emotional impact
-The art of storytelling through dynamic shifts in tone
Week of January 15: Tension and Release ("Out of the Woods")
-Structural analysis of chorus and bridge to build tension
-The role of anaphora and refrain in musical storytelling
Week of January 22: Intimate Acoustics ("Lover")
-The interplay of meter and rhythm in creating intimacy
-Symbolism and its role in evoking nostalgia
Week of January 29: Narrative World-Building ("Cardigan")
-The creation of a narrative universe through symbolic language
-Personification as a tool for emotional connection
Week of February 5: Voice of a Generation ("Only The Young")
-Analyzing synecdoche and metonymy in political commentary
-The use of imperative mood as a rhetorical device
Week of February 12: The Art of Reflection ("Mirrorball")
-The use of similes and metaphors in reflecting self-image
-The crafting of complex internal rhyme schemes
Week of February 19: Genre Fusion ("I Bet You Think About Me (Taylor’s Version) [From The Vault]")
-The juxtaposition of colloquial language with sophisticated storytelling
-Use of irony and humor in lyrical narrative
Week of February 26: Romantic Reimaginings ("Love Story")
-The use of allegory and allusion to classical romance
-Analyzing anachronism and its effect in modern music
Week of March 4: Legacy and Memory ("Marjorie")
-Exploring personal history and memory in songwriting.
-Use of vocal layering and archival audio for emotional depth.
Week of March 11: Social Commentary Through Lyrics ("The Man")
Sociopolitical commentary using satire and role reversal.
Gender stereotypes and industry double standards.
Week of March 18: Fairytale Narratives ("Enchanted")
Fairytale metaphors to express romance.
Power of metaphor in conveying emotions.
Week of March 25: Personal Redemption and Resilience ("Call It What You Want")
Exploration of themes of redemption and resilience.
Use of metaphors to depict personal growth and love.
Week of April 1: Satire and Exaggeration ("This Is Why We Can't Have Nice Things")
The use of satire and hyperbole in addressing conflict.
Study of narrative voice and tone shifts for dramatic effect.
Week of April 8: The Power of Imagery and Symbolism ("This Love")
Week of April 15: Storytelling Through Characters ("Cowboy Like Me")
Exploring character-driven storytelling and the romanticization of the outlaw trope.
Use of narrative perspective to craft a compelling, cinematic story.
Week of April 22: Metaphor and Hyperbole ("Fortnight")
Discussing the metaphor and imagery of neighborhoods, neighbors, and homes.
Exploring the use of hyperbole in comparison to other songs.
Week of April 29: "Florida!!!"
Discussing the use of a location as a symbol of a mindset or state of being.
The use of irony to create a sense of alienation and disappointment.
Week of May 6: "Clara Bow"
Week of May 13: "thanK you aIMee"
Exploring the use of high school as a metaphor in this and other Taylor Swift songs.
Discussion of character development and growth.
Week of May 20: "Getaway Car"
Analysis of Swift's use of a narrative escape plot to discuss the start and end of a relationship.
Study of metaphorical imagery related to speed and travel as mechanisms for emotional transition.
Week of May 27: "Clean"
Examination of the metaphors used to describe recovery and new beginnings.
Discussion on the collaboration with Imogen Heap and its influence on the song's style.
Week of June 3: "Maroon"
Delve into the deep emotional symbolism of the color maroon, reflecting on past loves and deep wounds.
Study the lyric structure and how vivid imagery enhances the sensory experience of the listener.
Week of June 10: "I Did Something Bad"
Analyze how Swift uses this song to challenge traditional perceptions of morality and reputation.
Discuss the use of repetition and anthemic choruses to empower the narrative of taking control over one’s story.
Week of June 17: "You're Losing Me"
Dissecting the use of subtlety and nuanced emotion in conveying the sense of loss.
Analyzing lyrical ambiguity and its role in expressing unresolved feelings.
Week of June 24: "You're on Your Own, Kid"
Reflect on the themes of growth and independence, examining how Swift narrates her journey from reliance on others to self-empowerment.
Discuss the use of storytelling to chart personal development and the resolve to face life's challenges.
Week of July 1: "No Body, No Crime"
Examine the song's narrative of betrayal, murder, and justice, comparing it to traditional murder ballads.
Discuss the use of country elements and storytelling techniques to engage listeners in the plot.
Week of July 8: "Red"
Explore how Taylor Swift uses the color red as a central metaphor to express intense emotions associated with love and heartbreak.
Analyze the use of vivid imagery and sensory details to enhance the listener's emotional experience.
Week of July 15: "But Daddy I Love Him"
Discuss the duel purpose of narrative and symbolism throughout the song.
Explore thematic elements of fame, control, and self-actualization.
Week of July 22: "Betty"
Analyze the song from the perspective of a teenage boy, exploring the implications of narrative reliability.
Discuss the use of harmonica and acoustic elements to support the nostalgic and reflective tone.
Week of July 29: "loml"
Explore the themes of enduring love and the different facets love can take over time.
Analyze the lyrical depth and the variety of metaphorical language used to describe the complexities of a deep and evolving relationship.
Week of August 5: "Tied Together With A Smile"
Discuss how the song addresses themes of hidden struggles and the pressures of maintaining appearances.
Examine the use of metaphor and symbolism in the lyrics to convey the weight of unspoken pain.
Week of August 12: "Electric Touch"
Explore the electrifying nature of a powerful connection between two people through the metaphor of an 'electric touch.'
Examine the song's dynamic rhythm and how it enhances the lyrical content to convey intensity and excitement.
Week of August 19: "Anti-Hero"
Explore themes of self-criticism and existential dread as Swift examines her flaws and fears in a brutally honest way.
Analyze the ironic and satirical elements of the lyrics, and discuss how the upbeat melody contrasts with the somber themes.
Week of August 26: "Death by a Thousand Cuts"
Explore the use of rapid, cutting lyrics to convey the pain of a slow, gradual breakup.
Analyze the song's structure and use of metaphor to illustrate the feeling of being slowly worn down emotionally.
Week of September 2: "Wildest Dreams"
Discuss the use of cinematic imagery to create an idealized narrative of a doomed romance.
Analyze the atmospheric production that enhances the sense of yearning and ephemeral romance.
Week of September 9: "Castles Crumbling"
Analyze how Swift uses imagery of falling castles to symbolize the sudden and dramatic changes or losses in life.
Discuss the narrative technique and the themes of instability and transformation.
Week of September 16: "Long Story Short"
Explore the theme of overcoming past mistakes and personal growth.
Analyze how Swift uses a conversational tone and quick-paced lyrics to narrate her journey through adversity.
Week of September 23: "Peter"
Discuss the song’s portrayal of longing for simpler times or an idealized version of a person.
Explore the use of childhood imagery and fairy tale references to evoke a sense of innocence and nostalgia.
Idioma en el que se imparte la clase
Inglés
Recursos externos
Los estudiantes no necesitarán utilizar ninguna aplicación o sitio web más allá de las herramientas estándar de Outschool.
Experiencia y certificaciones del docente
1 el maestro tiene un certificado de enseñanza
Georgia Certificado de Docencia en Educación Secundaria
1 el profesor tiene un título de posgrado
Maestría en Educación desde Lehigh University
4 los profesores tienen título de licenciatura
Licenciatura en Lengua Inglesa y Literatura desde Davidson College
Licenciatura en Inglés desde The University of Georgia
Licenciatura en Lengua Inglesa y Literatura desde Purdue University
Licenciatura en Inglés desde Agnes Scott College
Hello! My name is Jackson Pearce, and I'm the founder of WordPlay Writing Co.-- an organization that connects real authors with kids and teens in amazing creative writing classes.
At a glance info:
-All classes are taught by award-winning published authors.
-We do not use AI to generate lessons or content-- ever!
-We offer classes for reluctant writers, casual writers, pre-professional writers, and everything in-between!
-We strive to create an inclusive, welcoming, and supportive learning environment.
-We pride ourselves on classroom management and ensuring all voices are heard.
-Between us, our teachers have over 55 published books, 9 advanced degrees, and 10,000 students taught!
Our teachers:
𝗝𝗮𝗰𝗸𝘀𝗼𝗻 𝗣𝗲𝗮𝗿𝗰𝗲 (founder and teacher):
I'm the author of sixteen books for tweens and teens, including the 𝘗𝘪𝘱 𝘉𝘢𝘳𝘵𝘭𝘦𝘵𝘵'𝘴 𝘎𝘶𝘪𝘥𝘦 𝘵𝘰 𝘔𝘢𝘨𝘪𝘤𝘢𝘭 𝘊𝘳𝘦𝘢𝘵𝘶𝘳𝘦𝘴 series (Scholastic), the 𝘌𝘭𝘭𝘪𝘦, 𝘌𝘯𝘨𝘪𝘯𝘦𝘦𝘳 series (Bloomsbury), and the 𝘋𝘰𝘶𝘣𝘭𝘦𝘤𝘳𝘰𝘴𝘴 series (Bloomsbury). My books are published in twenty-three languages around the world, and have won multiple state and national awards. I have taught creative writing classes across the country at schools, libraries, colleges, and camps, and have taught over 7000 online students! I also have a bachelor's in English from the University of Georgia.
I have taught creative writing classes, camps, and seminars for kids for over ten years. My approach is to teach creative writing as play— something that is to be enjoyed, experimented with, and shared. Too often I find that students are their own worst critics; I aim to remind them that there’s value and fun to be had in everything you write, whether it’s good, bad, or in-between.
My classes are fun, informative, and engaging, and I genuinely love helping students uncover or hone their writing talents. Students are encouraged to speak and ask questions during class, and I do my best to relate the material to their likes, dislikes, and interests so they connect better with the coursework. I love teaching Wings of Fire classes, as well as book club classes!
𝗧𝗶𝗳𝗳𝗮𝗻𝘆 𝗦𝗰𝗵𝗺𝗶𝗱𝘁:
In addition to spending seven years as a sixth grade teacher, I’ve taught kindergarten, preschool, and worked extensively with middle and high school writers as a tutor. I have a Master’s in Elementary Education and a B.A. in English, both from Lehigh University.
Oh yeah, and I’m the author of nine novels for teens and tweens, as well as the momma of three impish Schmidtlets. I’m looking forward to connecting with young writers and readers. My goal for my students is always for them to Grow and Glow—knowing it’s safe to try hard and take risks, while feeling good about what they accomplish. My teaching style is dynamic optimism and I can’t wait to write together!
𝗧𝗿𝗮𝗰𝘆 𝗕𝗮𝗻𝗴𝗵𝗮𝗿𝘁:
Hi! I'm the author of several young adult books, including the Grace and Fury series (Little, Brown), and the forthcoming Perfect Girl (Feiwel & Friends). I also write picture books, including the forthcoming Love Like Chocolate (Little, Brown).
I have a BA in English from Davidson College and an MA in Publishing from Oxford Brookes University. I love creative writing and can't wait to share with you all that I've learned over the years.
I'm also an avid journal writer, traveler, Girl Scout leader, Army wife, knitter, stained glass artist, and mom to two kiddos and three pets. I'm looking forward to writing with you!
𝗦𝗮𝘂𝗻𝗱𝗿𝗮 𝗠𝗶𝘁𝗰𝗵𝗲𝗹𝗹:
Saundra Mitchell is an award-winning and critically-acclaimed author of twelve novels and two non-fiction history books, and an editor of four anthologies—all for young people. She primarily writes for tweens and teens, and has spent the last fifteen years of her career fighting for the reading rights of young people, especially those from marginalized groups and backgrounds. For almost twenty years, Mitchell was also the head screenwriter and an executive producer for Fresh Films, the largest filmmaking program for teens in the world. During her tenure, she wrote more than four hundred short films, half of which competed at film festivals all around the world. Ten earned Academy Award eligibility. Mitchell also teaches creative writing and screenwriting to students of all ages, and enjoys reading, studying history, playing ttrpgs and video games, and spending time with her wife and daughters. After a lifetime in the midwest, she now resides in Maryland. Her pronouns are she/they.
𝗘𝗺𝗺𝗮 𝗞. 𝗢𝗵𝗹𝗮𝗻𝗱
Emma K. Ohland has been telling stories since before she knew how to write them down. She grew up in the middle of a cornfield in Indiana, but her imagination often carried her away to other worlds. When she’s not writing, reading, or smelling books, she enjoys traveling, crocheting, D&D, and snuggling with her rescue greyhound. She is the award-winning author of FUNERAL GIRL as well as her upcoming novel HERE GOES NOTHING, and her work is featured in the short story anthology OUT THERE. Before publishing, she was an admissions officer of a top 50 university where she read and made decisions on over 5,000 student applications. Along with writing, she is also a private college counselor where she helps students gain admission by crafting strong personal narratives utilizing storytelling techniques. Her students have been accepted into top schools such as the UCs, Columbia, Johns Hopkins, University of Michigan, UT Austin, Northeastern, and more.
𝗔𝗻𝗻𝗮 𝗗𝗼𝗱𝗱𝘀:
Anna Dodds is a published media scholar and award-winning creative writer with a bachelor's degree in Creative Writing and Film Studies. She has spent her whole life telling stories, and has experience with a variety of storytelling mediums, including but not limited to: prose, screenplays, Dungeons and Dragons campaigns, YouTube Videos, essays, and stop-motion animation.
𝗡𝗲𝗹𝘀𝗼𝗻 𝗗𝗲𝗮𝗻:
I have been a high school music teacher for fifteen years, and a high school history and English teacher for the last eleven years. In that time, I have taught a wide variety of classes including Percussion Methods, Geography, U.S. History, AP World History, AP European History, AP Art History, and AP English Language. I also serve as a College Board reader in AP European History, so the arts and humanities are a passion as well as my professional field of expertise. During the last decade, I have been my school's teacher of the year and a semi-finalist for county teacher of the year as well. I hold a B.A. in History with a minor in French and a Master of Education degree, all from the University of Georgia.
As an educator, I love to cultivate curiosity, and focus on educating in a way that is both entertaining and connective to other learning and life experiences we have - learning does us much more good when it is something that we can use and share with others! For that reason, I really believe in making learning a dialogue, and something that is shared.
In addition to teaching language arts classes in Jackson’s organization, I also teach a variety of history classes on Outschool! Find more information on those here: https://outschool.com/teachers/Nelson-Dean
Reseñas
Clase grupal
19 US$
semanalmente1x por semana
50 min
Completado por 100 alumnos
Videoconferencias en vivo
Edades: 12-17
5-12 alumnos por clase
Asistencia financiera
Tutoría
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