Points out that song lyrics are poetry that has moved people to love, march to war, march against war, and respond to religious impulses. Suggests that studying the lyrics of popular songs can help students develop an awareness of language and the power of poetry. (TJ)

Discusses a short course using commercial films that explores popular views of the elderly. Explains the primary goal of the course as enhancing student ability to critically examine the images of older people presented in the mass media. Includes discussions of articles, films, and written assignments. (DK)

Describes ways teachers can exploit student knowledge and interest in pop music by drawing examples from it to illustrate music theory and appreciation concepts. The author contends that, when students receive a broad exposure to all kinds of musical types, they develop their own valid standards for good music. (AM)

Describes the use of popular song lyrics as a method of improving the reading skills of teenagers in remedial classes. (MKM)

Eight music educators offer their views on the pros and cons of including pop/rock music in the curriculum. Some participants describe methods they've developed to highlight or to integrate contemporary music in their courses. This article is part of a theme issue on popular music. (SJL)

Discusses the role of popular music choirs in secondary schools and colleges. Their extensive repertoires, including folk music, jazz and show-tune medleys, and variety music, make pop choirs an excellent method for teaching singing skills and music theory. Information on starting a pop choir is included. (AM)

Music can be a powerful force in the language arts classroom and an important vehicle for teachers who want to lead students into literature. The paper discusses the power of popular music to first attract students, notes how to use other musical genres, describes guided listening, and explains important parallels between poetry and song. (SM)

Examining popular song lyrics can help adolescent students improve their understanding of society and their place it it. An annotated discography of popular songs which may be useful for this purpose is included. (AM)

Lists 101 ways to use television, radio, film, and other media-related processes and products in the English classroom. (JL)

Describes a technique which requires beginning students in an interpersonal communication course to analyze and evaluate the advice given on interpersonal relations as stated in the lyrics of popular songs. (PD)

Suggests the comparative use of Hawthorne's story, "The Minister's Black Veil," and the Johnny Cash song, "The Man in Black," for helping students learn to judge texts, explore symbolism, and discover the differences between different kinds of literature. (TJ)

Describes a ten-category evaluation list designed to allow students to make an educated guess on whether a new television program or series will be successful or why a program has become popular. Student predictions are compared with what actually happens at the three television networks. (JMF)

Written for teachers, researchers, and theorists who have grown up in a world radically different from that of the students they teach and study, this book addresses the importance of developing within children and adolescents a critical awareness of the social, political, and economic messages emanating from the different forms of popular…

This booklet relates ways to communicate with preschoolers about such phenomena as Ninja Turtles. Ninja Turtles are likeable, fun-loving creatures that have captured the imagination of children because they have a great deal of energy, strength, and power. However, because the turtles model language and engage in violence that negatively affects…

Although they are normally ignored by schools, popular television shows can provide valuable opportunities for instruction. Ideas for making educational use of television include instruction in critical viewing, teaching with television, and history lessons from reruns. (TE)