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Analyzing a Song – So Simple Every Student Can Do It

December 13, 2022 //  by  Lindsay Ann //   2 Comments

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English teachers, teaching your students how to analyze song lyrics needs to be a “go-to” strategy, a step toward deeper analysis of more complex texts .

Whether you’re teaching poetry, persuasive essays, or some other writing unit, analyzing song lyrics will give your students an opportunity to look at the different ways that language can be used to capture emotions and tell stories .

This close reading process will also help improve their vocabulary and grammar skills while they are having fun!

Here are some tips on how to teach students to analyze song lyrics so that they can gain valuable writing knowledge through a familiar medium they love!

Analysis of Song Lyrics

Taylor Swift makes analyzing song lyrics in the classroom easy peasy. Like her or not, you can count on her to write songs that tell a story, are layered in deep meaning, and littered with Easter eggs that are fun to try and collect (even for the non-Swifties). 

Taylor Swift’s “ Anti Hero” is a fun student-friendly song to bring into the classroom to practice analysis skills.

With callbacks to songs on other albums in lines like “I have this thing where I get older but just never wiser,” you can challenge students to analyze the development of a theme across multiple texts (helloooo higher level DOK and those really tricky to meet standards!).

Lyrics like “I’m the problem; it’s me” coupled with the title setup an opportunity to teach the concept of anti-hero (I especially like the idea of teaching about anti-heroes after teaching about the hero’s journey) and challenging students to analyze how Swift herself could be seen as this archetype by analyzing other songs and conducting online research.

“Anti Hero” also has what appear to be two references to pop culture ( 30 Rock and Knives Out ) that had even the swiftest of Swifties stumped online. These references are an accessible way to introduce the idea of allegory. 

Taylor has really teed up the song analysis practice in English classrooms to be endless with so many rabbit holes to go down at every turn! 

Song Meaning “Hallelujah”

Leonard Cohen’s “Hallelujah” has a deep meaning making it a popular choice for teaching song analysis.  The meaning of Hallelujah is about someone who was deeply in love and is mourning the guilt of the loss of that love .

The song can teach students how to analyze lyrics by pointing out that even though it doesn’t say so explicitly, this is a song about a break-up .

They can also learn other aspects of reading literature, like examining tone and form. Analyzing song lyrics enables students to apply what they’ve learned as they read other texts or songs.

After reading a poem or listening to a song’s lyrics, students should be able to answer questions like: 

• Who is speaking? 
• How do you know? 
• What do you think the speaker’s feelings are?
•  What does this tell you about their personality? 
• Do these feelings make sense for the situation?

Good Songs to Analyze

When choosing good songs to analyze remember these three things:

• Choose a song that tells a story
• A song with a deep meaning or theme that challenges students’ inferential thinking skills works best
• Pick songs that students will know and be excited to listen to (that means that while “We Didn’t Start the Fire” is technically a great song for analysis, it might not be the most engaging for your students)

Here are some songs for teaching song analysis that will not only help you teach important analysis skills but also engage and delight your students:

• “ Pray for Me ” by the Weeknd ft. Kendrick Lamar
• “ Thunder ” by Imagine Dragons 
• “ Bohemian Rhapsody ” by Queen (this one is suitable for older students)
• “ Born This Way ” by Lady Gaga
• “ Getting Older ” by Billie Eilish 
• “ Drivers License ” by Olivia Rodrigo 
• “ This is America ” by Childish Gambino/Donald Glover
• “ Matilda ” by Harry Styles
• “ Victoria’s Secret ” by Jax (does have some profanity – I’ve linked the “clean” version)
• “ Vacation ” by The Dirty Heads (does say “shit”)

How to Analyze a Song

Teaching students how to analyze a song is similar to teaching poetry or literary analysis, but using songs disguises the learning as a fun activity making it really engaging and accessible for all learners.

Start by having students listen to their song twice .

• Instruct them to listen through for the first time just for enjoyment and to follow along with the printed lyrics (or digital if you have a way for students to access the lyrics online).
• Then have them listen a second time but this time have them highlight and circle words and phrases that they think are important and interesting. 

Challenge students to consider the following questions during their second time listening and to annotate the lyrics as they go:

• Who’s telling the story? What’s their perspective? How do they feel? What’s making them feel that way?
• What’s the mood of the song? Do the lyrics or the music contribute more to the mood?
• What figurative language do you notice in the lyrics? Why might the songwriter have chosen to include that figurative language?
• What could the songwriter be saying about human nature or society through their lyrics? How could you write a theme statement about these lyrics?

Once you’ve gotten your students started with the analysis process, make sure to involve your students. Ask them what they notice and use their insights to build discussion. Have them write a summary of the song or write a detailed analysis or work on a more creative, visual response.

Song & Poem Analysis Paired Text Lesson Plans

Make close reading, textual analysis and literary analysis of songs (and poems)  less intimidating  with these detailed, CCSS-aligned  close reading song analysis lesson plans for paired texts . Integrated close reading, text-based writing, speaking, listening, and inquiry skills, make these lessons both  engaging and worthwhile.

To help you save prep time, I’ve put together some awesome lessons for you HERE , including:

• Carrie Underwood’s song “Cry Pretty” & Macklemore & Ryan Lewis’ song “Growing Up”
• William Ernest Henley’s poem “Invictus” & Imagine Dragons’ song “Whatever it Takes”
• Maya Angelou’s poem “Still I Rise” and Tupac’s song “Still I Rise”
• Stephen Dobyns’ poem “Loud Music” and Incubus’ song “Dig”
• “Anti-Hero” by Taylor Swift
• “Boulevard of Broken Dreams” by Green Day and “Brick by Boring Brick” by Paramore
• “Hotel California” by the Eagles and “Stairway to Heaven” by Led Zeppelin
• Protest Songs
• “Mad World” by Tears for Fears and “A Million Dreams” sung by Pink / The Greatest Showman

Wrapping Up

When students analyze songs, they think about its overall impact.

What makes this song great, and why do you like it? What is it about this song that makes it stand out?

Thinking through these ideas with easily-accessible texts makes transferring their skills and knowledge to literature (ya know, the kind with the capital L ) easier.

They’ll have practice analyzing craft moves like figurative language and allegory, but they’ll also have practice with those more complex reading strategies like making inferences and connections .

Have a song you think would be perfect to analyze in the classroom? I’d love to hear about it! Drop me a comment below to share! 

Hey, if you loved this post, you’ll want to download a  FREE copy of my guide to streamlined grading .

I know how hard it is to do all the things as an English teacher, so I’m excited to share some of my best strategies for reducing the grading overwhelm. 

About Lindsay Ann

Lindsay has been teaching high school English in the burbs of Chicago for 19 years. She is passionate about helping English teachers find balance in their lives and teaching practice through practical feedback strategies and student-led learning strategies. She also geeks out about literary analysis, inquiry-based learning, and classroom technology integration. When Lindsay is not teaching, she enjoys playing with her two kids, running, and getting lost in a good book.

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Song Lyric Analysis Assignment EXAMPLE

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Song Meanings and Facts

• How To Analyze A Song

How to Write a Song Analysis

by SMF · Published January 8, 2023 · Updated January 12, 2023

English class can be boring sometimes, even for those of us who actually enjoy reading and writing. But occasionally or at least ideally, we will be given assignments that are actually exciting and interesting to work on. One of those can be in the form of analyzing a song.

One of the cool things about songs, as compared to other pieces of literature, is that first of all they tend to be relatively short. Secondly, there is usually a type of universal interest in song meanings (depending on the artist). And third, both classics and contemporary pieces can be enjoyable to research.

For instance, there’s a good possibility that with a song you’re already familiar with, even if it’s one of your favorites, there’s something about its history and composition that you will not be aware of until actually researching it. And yes, research is an important part of song analysis, which is something we will get to later.

Contemporary pieces may not be as historically-rich, but they can be more stimulating to work on since they tend to deal with trending topics, ideas and musicians. Moreover, if your teacher were to assign you a contemporary piece, chances are it’ll be via one of the more-profound artists out there. So in such cases, there can be a lot more to dissect than you initially take for granted. Or in any event, the writing should go smoother since you’re likely already dealing with a celebrity you’re already familiar with.

So with all of that said, here are some proven tips when it comes to successfully writing a song analysis for English class.

1. ADHERE TO THE PRESCRIBED GUIDELINES

You may have heard the old adage about the student who wrote the perfect paper but still received an F because he or she didn’t properly follow the teacher’s guidelines. 

Musicians are amongst the freest artists out there, and when analyzing their works we may be compelled to emulate their carefree styles. But if you are in fact analyzing a song for a class project, then there will inevitably be certain rules to follow in the process. As a formal author, you should remain mindful of these throughout. Your failure to do so, may end up in your penning of a really-dope analysis but one that has to be rewritten or even rejected due to not following the necessary procedure.

2.  CHOOSING THE RIGHT SONG

Perhaps your English teacher is liberal enough to allow you to choose the song of your choice to analyze. It would of course be tempting to work on one by your favorite musician, i.e. an artist you’re already familiar with and have a sound understanding of what their lyrics mean. 

But doing so may not always be the best choice, especially if you have an affinity for musicians who tend to harp on trivial and/or redundant concepts or are under pressure to have the analysis comply to an intimidating word minimum.

In other words, even if you do decide to go with your favorite artist, try to choose one of their deeper, more-substantive tracks to work on. Or even better yet, you may opt to go with certain acts, such as U2 or Nas for instance, whose works are known to be more profound than that of their peers.

Another option is going with a really-popular historical musician whose song may not necessarily be profound per se but has an interesting history behind it. 

“Wanna Be Startin’ Somethin”

One track that comes to mind in that regard is the likes of Michael Jackson’s “ Wanna Be Startin’ Somethin “. On the surface it may not really sound like much is going on, but in reality or at least in theory its lyrics are based on serious familial beef the Jacksons were going through at the time. Moreover, since there’s so much historical information available about Michael himself, that type of info can also be used to flesh the analysis out.

That said, you wouldn’t necessarily want to choose a song that’s too complicated. For instance, you may have a hair-pulling experience attempting to make sense out of a Bob Dylan track, as classic as it may be. And if your teacher assigns you one of such songs by force, that’s something we will get to a bit later.

3.  RESEARCH

One of the biggest mistakes a person can make when analyzing a song is failing to conduct adequate research. Even if the song is by an artist you know like the back of your hand, not taking the time to research it is a big mistake. Research! More Research! Research is one of the main keys.

In some instances, especially when dealing with tracks by less-popular artists or songs that are not considered classics or fan favorites, there may not be any pertinent information out there to be had to begin with. But in many cases, you’d be surprised what can be discovered or theorized about a song if you’re willing to do some digging.

4.  HAVE CONFIDENCE IN YOUR ANALYTICAL SKILLS

In other instances, such as with the aforementioned Bob Dylan, you may find yourself in a situation where there isn’t any pertinent information – or sometimes even theories – to fall back on. There can be other analysts and scholars out there who have speculated on the meaning of the same song, though with none of those ideas having been verified by the artist or other authoritative sources. This may even happen with a track you’re already quite familiar with. 

You go into the analysis thinking you already have the meaning figured out but come out surprised to discover that there’s nothing verifiable out there to back up your conclusions.

Under such circumstances, the analysis must be written nonetheless. This is what we may sometimes refer to as “going out on a limb”. In other words, your understanding of the song, lack of a verifiable meaning considered, may be a little far out and/or such that some people will not agree with your conclusion. 

But then again, so it often is with the artists who write these songs. Therefore, so long as you can form a concise argument, you shouldn’t be afraid to put your own ideas, as unorthodox as it may be, out there, unless the artist or some other authoritative source has stated otherwise. That is to say that in the world of song analyses, the artist’s own explanation always trumps all other interpretations.

5.  SEARCH OUT A NARRATIVE

Not all songs have a distinguishable storyline, but many do, especially when it comes to certain genres, such as country music. And sometimes, even confusing pieces can be made understandable if you are able to detect a narrative that permeates throughout the lyrics – even if not consistently so – and then focus on that particular aspect of the song.

6.  CONTEXT

This goes back to actually researching the background of a track. Oftentimes, there will be a particular event, person, reality or what you that inspired the songwriter(s) to pen the piece. And if you are able to ascertain the context in which the song was written, that will undoubtedly grant you a better understanding of the lyrics’ meaning.

7.  SONG STRUCTURE

Not all parts of a song are equal. Or rather, let’s say that different parts also serve their own respective purposes. Therefore, it is important to be able to differentiate between the likes of the following:

For instance, the main point of a song is usually relayed through its chorus. And if, via the chorus, you are still unable to ascertain exactly what the track is about, it is in the bridge where you usually find the thesis sentiment reiterated in some way, shape or form.

If you’re tasked with analyzing songs regularly, i.e. if the entire class is based on such assignments, then as time progresses you should be able to distinguish the different parts yourself (if you don’t know how to already). If not, then it is a good idea to resort to websites such as Genius which usually name the different segments.

8.  MAKE SENSE OF POETIC DEVICES

Musicians of all genres (though some more than others) rely quite heavily on metaphors, allegories, abstractions, symbolisms – so on and so forth. Most of the songs out there revolve around topics, such as being in love, which musicians/poets had already worn out even before most of us were born. 

So the challenge of today’s artists isn’t necessarily to say anything new as it is to relay the same old ideas in refreshing ways.

That would be the logical reason why they rely so heavily on poetic lingo as opposed to just stating their sentiments forthrightly. And sometimes, making sense out of these metaphors can be the most-challenging aspect of song analysis, though one that has to be taken seriously rather than ignored or neglected.

8.  ONLY FOCUS ON THE INSTRUMENTAL IF NECESSARY

When it comes to ascertaining a song’s actual meaning, of course the lyrics tend to be exponentially more important than the instrumental. In fact these days, artists are increasingly using this strategy in which for instance they’d drop melancholic wording against an upbeat music.

So perhaps if you have a minimum-word requirement which hasn’t been met after analyzing the lyrics, you may decide to harp on the instrumentals also. Or in some (rare) cases, it may actually be that the music noticeably contributes to the overall meaning, thus necessitating granting the instrumental its appropriate attention.

It is also imperative, at the very least, to make note of the track’s producer. Yes, the instrumental is important to the sound and overall success of the song. But analysts should not make the mistake of thinking that it is on par with the lyrics in terms of understanding what’s being put forth.

Analyzing songs can be one of the more exciting activities you engage in as an English student or perhaps as a writer in general. Music is an art we all have an affinity for, and popular musicians rank amongst the best-known celebrities in the world. So this is a topic that everyone tends to be interested in.

But on the flipside of that equation is the acknowledgement that with universal interest in music comes respective individuals with their own understandings and takes of different artists and songs. 

In fact these days, even the musicians themselves aren’t safe from incessant critiques. So analyzing tracks, as cool as it may be, requires serious research and hard thinking nonetheless. 

Songs may be such that we usually listen to them for entertainment or to take a load off. But making sense of them and presenting our conclusions in an analysis that will be subject to criticism (and grading) can be a weighty scholarly endeavor.

Example of a Song Analysis: “Nothing Else Matters” by Metallica

It has been put forth that “Nothing Else Matters” was originally penned with the addressee being a girlfriend of James Hetfield. But James himself has described it as being “about missing friends at home, being out [on tour] for such a long time”. 

With that in mind, the lyrics of this piece are quite tender, to the point where he further went on to explain that he never meant for them to be made public. But the rest of Metallica was feeling the tune and urged him to record and drop Nothing Else Matters, which proved to be sound advice, considering that this is arguably the biggest hit single in their catalog.

But the easiest way to understand what’s being put forth is to presume that the addressee is a romantic interest. So maybe when Hetfield was missing his people back home, at the top of the list was someone whom he had that type of relationship with.

So the first verse, to some degree, sounds as if he’s missing someone in general, as if their relationship can be one of a number of different types. But the vocalist closes out the passage by saying “forever trusting who we are”, which isn’t necessarily the kind of statement one would make to their mother for instance.  But still, it’s like what he’s generally speaking to is their association being such that it cannot be destroyed by distance.

The second verse maybe can be taken the same way, as in having a general applicability. The vocalist comes off as someone who, up until now, was never able to fully express how he feels about the addressee. And again, making a statement like “[I] never opened myself this way” may not be the type you’d make towards a parent for instance. But that would depend on what type of relationship you had with them beforehand.

In the third verse, James speaks to how edifying his association with the addressee is. In this particular instance, he doesn’t allude to the two of them being separated or anything like that. And again, there isn’t anything like overt-romantic lingo utilized. But with Hetfield dropping lines like “trust I seek, and I find in you”, and “every day for us something new”, it would be hard to imagine that he’s like singing to his bestie.

And with all of that said, it’s really the refrain and chorus which drive home the postulation that this piece may be romantic in nature. In terms of his relationship with the addressee, the vocalist puts forth that “nothing else matters” and goes on to further expound that he “never cared for what they say” or “games they play”. And those are definitely the types of assertions that we most commonly come across in love songs.

In Conclusion

To note, Lars Ulrich is also credited as a writer of this track. So it may very well be that in its original incarnation, “Nothing Else Matters” did speak more to the idea of missing loved ones in general. But a common phenomenon we come across in the music industry is a piece being universal upon conception, but by the time the final product comes out, it does so more as a love song. And that may well be what transpired here, because half of the lyrics read as if the addressee could fall into one of a number of relationship categories and is someone whom the vocalist is missing due to their absence.  Indeed,  Hetfield was surprised  to discover that some people have even this as a bereavement song, with both the mourners and the deceased being males.

Part of aforenoted Hetfield’s astonishment was due to the fact that he even understands that this song is usually interpreted as being about the singer ‘missing his chick’. And as for the actual thesis being relayed, it’s as if the relationship between the vocalist and addressee is a persecuted one, with the former resolving to stay committed regardless (and with no allusions to their being distance between them). That is the type of storyline you will more commonly come across in a romance-based piece.

Top Songs with Deep Meanings

Below is a handful of songs with very deep meanings. These tracks also happen to be members of the list of the most-analyzed songs in history.

• Aretha Franklin’s “Respect”
• Bob Dylan’s “Like a Rolling Stone”
• Elvis Presley’s “Heartbreak Hotel”
• Guns N’ Roses’ “Sweet Child O’Mine”
• John Lennon’s “Imagine”
• Marvin Gaye’s “What’s Goin’ On”
• Michael Jean’s “Billie Jeans”
• Nirvana’s “Smells Like Teen Spirit”
• Oasis’ “Live Forever”
• Queen’s “Bohemian Rhapsody”
• Radiohead’s “Creep”
• Leonard Cohen’s “Hallelujah”
• Sex Pistols’ “God Save the Queen”
• Simon & Garfunkel’s “Bridge Over Troubled Water”
• The Beach Boys’ “Good Vibrations”
• The Beatles’ “Hey Jude”
• Bob Marley’s “No Woman No Cry”
• The Beatles’ “Yesterday”
• The Clash’ “London Calling”
• Prince’s “When Doves Cry”
• The Eagles’ “Hotel California”
• Ray Charles’ “What’d I Say”
• Dire Straits’ “Sultans of Swing”
• The Who’s “My Generation”
• System of a Down’s “Chop Suey!”
• Sia’s “Chandelier”
• Semisonic’s “Closing Time”
• Foster the People’s “Pumped Up Kicks”
• The Beatles’ “Let It Be”
• The Beatles’ “Blackbird”
• Green Day’s “American Idiot”
• Bruce Springsteen’s “Born in the USA”
• Bob Marley’s “I Shot the Sheriff”
• The Smiths’ “There is a Light That Never Goes Out”
• Third Eye Blind’s “Semi-Charmed Life”
• Phil Collins’ “In the Air Tonight”
• ABBA’s “Dancing Queen”
• 2Pac’s “Changes”
• Eminem’s “Lose Yourself”
• Eminem’s “The Way I Am”
• The Smiths’ “How Soon Is Now”
• Joy Division’s “Love Will Tear Us Apart”

It is important to state that there are literally thousands of more songs equally as deep or even deeper than the ones mentioned above. The list is therefore not exhaustive.

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Tags: Analyzing a Song How to Analyze a Song How to Write a Song Analysis Songs with Deep Meanings

Song Meanings & Facts

• Terms and Conditions

Learn How to Analyze a Song by Mastering of Song Analysis

Various authors hired by Lyreka to write interesting and engaging articles related to songs and…

Analyzing a song involves unpacking various layers that create the fabric of music, much like peeling back the layers of an elaborate tapestry. It’s a deep dive into not just the melodic aspects but also the structural, lyrical, and emotional components that give a piece its unique identity.

Key Takeaways

• Song analysis encompasses the study of structure, lyrics, vocals, and instrumentation.
• Lyrics enhance the emotional resonance and message of a song.
• Identifying genre and style is fundamental to understanding a song’s musical context.

Understanding the building blocks of song structure is crucial; it is the skeleton that holds a song together, dictating the flow and progression of musical ideas. From the repetitive hooks of a chorus to the narrative development in a verse, each section plays a pivotal role in the overall experience of the song.

Table of Contents

Understanding song structure.

To thoroughly analyze a song, one must grasp its song structure, the blueprint that outlines its various parts. This includes understanding form, the chorus, and how these elements interact to create the song’s overall architecture.

Exploring Musical Form

Song structure, or musical form, is fundamental in shaping how a listener experiences a piece. Form refers to the overall layout or plan of a musical piece, usually involving a combination of different sections. A typical form in popular music is the verse-chorus form, which alternates between verses that tell a story and a chorus that encapsulates the song’s main theme.

Analyzing Chorus and Verses

The chorus is a song’s centerpiece, usually the most memorable and repeated section, often contrasting with the verses in both melody and lyrics. Verses, on the other hand, build the narrative, contain various lyrical content, and often change with each iteration to add depth to the story or message. Songs often follow a pattern where the tension built in the verses is released in the chorus .

• Verse : A narrative unfolds, often with different lyrics each time.
• Chorus : Repeats the main theme, typically with the same words.

What is the Bridge of a Song?

A song bridge is a contrasting section that adds a new dimension to the song. It may introduce new melodies or lyrical ideas.

Recognizing Bridge Sections

A bridge offers a departure from the cyclical pattern of verses and choruses, usually residing towards the song’s end. It often provides a contrast in terms of chords, melody, and lyrics, serving as a tool to keep the listener’s interest.

Recognizing bridge sections is crucial as they can introduce a new perspective or lead to the climax of the song before resolving back to familiar sections.

Understanding how these parts interact within the song’s structure allows for a deeper comprehension of music and its components.

The Role of Lyrics and Language

An effective song analysis carefully considers the role of lyrics and the nuances of language. Through these elements, one may listen and unravel the themes and stories woven into the musicscape and appreciate the depth of metaphors.

Interpreting Themes and Stories

Song lyrics are the narrative backbone of a song, providing insights into its theme. When analyzing, one should seek to understand the storyline—does it unveil a personal experience, a historical event, or a fictional tale?

For instance, the song “Hotel California” by the Eagles has intrigued audiences with its allegorical lyrics hinting at the excess and complexities of the music industry, symbolizing the broader theme of the loss of innocence.

Examining Language and Metaphors

The linguistic choices an artist makes—the metaphors , similes, and idiomatic expressions—add layers of meaning to a song. The use of metaphor in Simon & Garfunkel’s “The Sound of Silence,” for example, illustrates their commentary on communication breakdown in society. They employ language that both paints a picture and evokes emotion, a technique that enriches the listener’s experience and interpretation.

Dissecting Musical Elements

Analyzing a song involves a thorough examination of its musical components. Each element contributes uniquely to the piece’s overall effect, from the way chords merge to create harmony to the vibrancy of its rhythm.

Harmony and Melody

Harmony in music refers to the vertical aspect, where multiple notes or chords are played simultaneously to support the melody —the sequence of notes that is perceived as a single entity. When one dissects harmony , one listens for chord progressions and how they transition between tension and release, providing the framework within which the melody operates. In analyzing melody, it is crucial to consider the pitch contour and the thematic material that recurs throughout the piece.

Rhythm and Tempo

Rhythm is the pattern of beats in time, a fundamental aspect that drives a song forward. Breaking down rhythm involves examining the division of longer notes into shorter ones and how these groupings contribute to the song’s feel.

Tempo refers to the speed at which a piece of music is played. It is measured in beats per minute (BPM) and has a profound impact on the energy and mood of a musical piece. Understanding the interplay between rhythm and tempo is critical for grasping the song’s pacing and flow.

Dynamics and Tone

Dynamics are variations in loudness or intensity in a musical performance. They are key in conveying emotion and can change dramatically through a song, from soft (piano) to loud (forte). Meanwhile, tone signifies the quality or color of the music, shaped by the instruments and techniques used. Dissecting dynamics and tone gives insight into the expressive quality of the song and how it affects the listener’s emotional response.

Evaluating Vocal and Instrumentation

When analyzing a song, it is crucial to dissect two of its fundamental components—vocal performance and instrumentation. The evaluation of these elements reveals the technical and emotional depth of the music.

Vocals Analysis

When assessing the vocals , one should pay attention to their technical proficiency, including pitch, range, and dynamics. A listener might note whether the singer stays on key throughout the performance and how effectively they navigates the melodic contours of the song. The expressiveness of the vocals is equally important; it encompasses the singer’s ability to convey emotion and connect with the audience through phrasing and tonal color.

• Pitch Accuracy : Is the singer hitting the notes precisely?
• Range : Does the singer utilize a broad spectrum of their vocal range?
• Dynamics : Are there variations in loudness that enhance the song’s emotional impact?
• Emotional Delivery : How effectively does the singer express the song’s emotional content?

Instrumentation Techniques

For instrumentation , the listener’s focus should shift to how the arrangement supports or enhances the vocal line. The complexity and balance of the instrumental composition should be assessed, as well as the quality of the performance. Are the instruments in tune and in time with each other? Does the instrumentation bring a unique texture or layer to the song without overwhelming the vocals?

• Arrangement : How do the instruments interact with each other?
• Complexity : Is the instrumental part enhancing the song’s depth?
• Balance : Does any one instrument dominate at the expense of others?
• Texture : What specific sounds or timbres do the instruments contribute?

By carefully evaluating both the vocals and instrumentation, one gains a fuller appreciation of the song’s structure and the musicians’ skill.

Understanding Genre and Style

Identifying a song’s genre and style is essential in music analysis as it provides context for its creation and reception. These elements define the framework within which a song operates, influencing everything from the instrumentation to the cultural impact it may have.

Differentiating by Genre

Genre classifies music into different categories that share common conventions and traditions. Common genres include:

• Pop : Characterized by a mainstream appeal, catchy hooks, and often a verse-chorus structure.
• Rock : Known for its use of electric guitars, bass, drums, and powerful vocals.
• Hip-Hop : Features rhythmic and rhyming speech called rapping and beats derived from sampling.

When analyzing a song, one should consider how the track adheres to or diverts from the typical genre conventions . For instance, a song in the rock genre might deviate by incorporating symphonic elements, which could indicate a fusion of rock with classical music trends.

Exploring Style and Trends

Style is about the specifics—the distinctive approach that an artist or a group brings into a genre. It could include:

• Instrumentation : The choice of instruments can affect the style significantly, such as acoustic guitar for folk or synthesizers in electronic music.
• Production techniques : The way a song is produced, like the use of autotune or distortion, can be a stylistic choice.
• Vocal delivery : A unique singing style can set an artist apart even within a crowded genre.

Trends, on the other hand, reflect the dynamic nature of music, showing how genres evolve over time or how a particular style gains prevalence. For example, the rise of auto-tune in hip-hop production has become a notable trend, influencing how the genre sounds today. Understanding style, therefore, involves recognizing both the historical context and the contemporary influences that inform a song’s creation.

Analyzing Emotional and Expressive Content

The crux of analyzing a song’s emotional and expressive content lies in interpreting how the music and lyrics work together to evoke feelings and convey the songwriter’s intention.

Connecting Emotions and Music

Music inherently possesses the power to elicit a broad range of emotions. The key to connecting emotions and music is to examine the interplay between melodic structures, harmonic progressions, and rhythmic patterns. For instance, minor chords often suggest sadness or melancholy, while a lively tempo can convey joy or excitement. Recognizing these elements guides the listener to understand the emotional impact of a song.

Expressing Intention and Emotional Impact

A songwriter’s intention is reflected in their choice of song lyrics and musical composition . Expressing intention is about creating a channel for the artist to express themselves , sometimes subtly and at other times overtly. Emotional impact is achieved when the listener feels the intended love , anger, joy, or another emotion being communicated. It is important to identify notations and dynamics in the music that align with the emotive words, painting a complete emotional picture.

Technical Aspects of Song Analysis

Analyzing a song requires meticulous attention to its technical components, which provide vital insights into the song’s structure and emotional impact. These technical aspects include the chords and harmony, as well as the tempo indicated by beats per minute (BPM) and the pitch.

Chords and Harmony

Understanding the key and chords of a song is essential for analyzing its harmonic structure. The key of a song determines the scale that it is based on and can set a mood or emotion for the listener. Chords , which are sets of notes that are played in unison, define the progression and create tension and release within the key. An analysis might, for instance, note a song’s transition from major to minor chords, which can significantly alter the song’s tone.

• Key Examples : C Major, G Minor
• Chord Progressions : I-IV-V, ii-V-I

The Importance of BPM and Pitch

The BPM , or beats per minute, measures how fast a song is played and can affect how the song is perceived, from a slow, somber ballad to an energetic dance track. A song’s pitch , which refers to the frequency of the song’s notes, can influence the emotional response of the person listening. The interplay between BPM and pitch can define genres and sub-genres within music.

• BPM Range : 60-200 BPM
• Pitch : Influences the song’s register (higher or lower notes)

By dissecting these technical aspects, one gains a deeper understanding of how a song’s elements work together to produce a cohesive piece.

Incorporating Music Theory and Research

Incorporating music theory into song analysis enhances understanding of a piece’s structure, while thorough research provides context that can deepen appreciation and insight. This combined approach allows one to dissect and appreciate the nuances of a song.

Applying Music Theory

When it comes to music analysis , music theory serves as a fundamental tool. It allows an analyst to dissect a song’s harmony, melody, rhythm, and form. For instance, understanding chord progressions and scale modes can reveal the emotional tone of a song. Utilizing knowledge of melodic intervals and rhythmic patterns also sheds light on the song’s communicative intent.

• Harmony: Identify the chord progressions and their contribution to the song’s mood.
• Melody: Examine the contour and intervals, which can indicate the song’s emotional quality.
• Rhythm: Analyze the tempo and time signature, along with syncopation and grooves that propel the song forward.
• Form: Understanding the structure (e.g., verse-chorus-bridge) clarifies how the composition unfolds.

A practical application of music theory in song analysis could be charting out the song’s structure to visualize its form and the role each section plays in contributing to the whole experience.

Conducting Research and Analysis

A dedicated research process adds depth to a music analysis . This involves reviewing the song’s historical context, its place within a genre, the artist’s influences, and the reception by both critics and the public. One should also consider how the production techniques influence the listener’s experience and perception of the song.

• Historical Context: Place the song within its time. Understand how the era influenced its creation.
• Cultural Impact: Research reactions to the song and its long-term influence on the genre.
• Production Analysis: Investigate the recording, mixing, and mastering processes to comprehend their effects on the final piece.

By incorporating aspects like the reception of Nora Jones’ recordings in the analysis, one gains a more holistic view of her musical impact. When assessing sound quality, tools like headphones or studio monitors can be instrumental in identifying nuanced production details. It’s essential to listen critically to differentiate and understand how various elements come together in the final mix.

Beyond structure, a song’s impact is heavily influenced by its lyrics and the use of language, which can convey a wide spectrum of emotions and stories. Lyrics can be a powerful vehicle for expression, intertwining with melody to amplify the intended message and emotional weight.

Meanwhile, the interplay of vocals and instrumentation further colors the music, adding depth and texture. Evaluating these elements helps one gauge the song’s mood and the artistic nuances intended by its creator.

Moreover, recognizing the genre and style is essential—each comes with its own set of conventions and traditions that inform analysis. Understanding these musical genres contributes to a more informed and nuanced appreciation of the work.

Frequently Asked Questions

When delving into song analysis, it’s crucial to consider lyrical content, musical structure, and theoretical elements. This section addresses common inquiries that help unpack the layers of a song.

What are the critical elements to consider when analyzing song lyrics?

To thoroughly analyze song lyrics, one must examine aspects such as themes, word choice, and the narrator’s perspective. Lyrics often offer insight into the songwriter’s emotions and intended messages.

How can you break down the structure of a song during analysis?

The structure of a song can be broken down into components such as intro, verses, choruses, bridges, and outros. Identifying these sections reveals the song’s blueprint and how the narrative unfolds musically.

Can we interpret the meaning behind a song’s notes and chords?

The notes and chords of a song contribute to its emotional tone and can be guides for interpreting song lyrics . For instance, major chords may evoke a happy feel, while minor chords can elicit a somber mood.

What resources can enhance a lesson focused on analyzing songs?

Resources like annotated lyric sheets, chord charts, and audio recordings are beneficial. They provide a multisensory approach to engage students in lyric analysis and musical interpretation.

What makes a song analysis template effective for music students?

An effective song analysis template prompts students to consider various musical aspects systematically. It ensures a structured approach, encouraging critical thinking and attention to detail across multiple dimensions of the song.

Since you have reached the end of this article, that means you want more! Well we got you… Here is Jacob Collier answering some musical questions.

• https://www.choices.edu/wp-content/uploads/2017/08/br_analyzingsong.pdf
• https://en.wikipedia.org/wiki/Musical_analysis

Categories: Music Education

Tags: song analyzer, recommended posts.

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Song Analysis (Shaughnessy 1030:0067): Song Analysis Resources

• Song Analysis Resources
• Citation Help

This guide was created with the intention to help you locate resources, including scholarly articles, magazine articles, images, textual analysis, and other cultural artifacts for your assignment rhetorically analyzing a song of your choice. 

Themes & Keywords

To begin research for this assignment first think about the themes represented in your song. You'll also want to consider what are the main ideas and concepts of your song. Themes like women empowerment, female agency, or gender roles can be used to locate articles or textual analysis. You'll find themes, ideas, and concepts are very much alike. 

The other thing is to think about specific themes or ideas and turn these into "keywords" or the main, important words that are heavily mentioned or explored. Once you've decided on the main themes and keywords associated with your song, then you can start the research process to locate articles or cultural artifacts.

Cultural artifacts can range from pictures, interviews in articles, magazine covers, articles found in magazines, and many others that were created within or close to the timeframe your song was written or produced. 

Visit The Perch

Visit  The Perch  and read print materials - magazines, newspapers, literary reviews, and popular publications - to find cultural artifacts, articles representing themes, magazine covers, etc. You may read and enjoy these materials, but cannot check them out. If you find something you like, you can scan the original and print off a copy. 

What if I can't find or access back issues of a magazine?  

A . We have back issues for all of our magazines located on the 3rd floor of the Main Library in our periodicals section.

For select magazines, such as Vogue, Variety, or Billboard or more, we have older issues in our digital collections. To find these you can search by title in InfoHawk+ Advanced search OR you can also browse by publication title in ProQuest or Academic Search Elite  to view more issues.

Music & History databases

• Academic Search Elite This database is good for finding scholarly articles on every subject or discipline. Most majors and students from all over generally use this database.
• Access World News Provides full-text articles of over 600 U.S. and over 700 international newspapers. Includes the Chicago Tribune, and some Iowa newspapers. Search by broadly by topic or geographical region or refine your search by selecting "more search options".
• Alt-Press Watch Full-text database indexes over 250 alternative, radical and left periodicals, newspapers and magazines.
• American Song American Song is a history database that will contain 50,000 tracks that allows people to hear and feel the music from America's past. The database will include songs by and about American Indians, miners, immigrants, slaves, children, pioneers, and cowboys. Included in the database are the songs of Civil Rights, political campaigns, Prohibition, the Revolutionary War, the Civil War, anti-war protests and more.
• Bloomsbury Popular Music An invaluable resource for a broad range of Arts and Humanities subjects, Bloomsbury Popular Music provides comprehensive and authoritative information about all genres of popular music worldwide, from the early 20th century to the present day. PLEASE NOTE: You must login with HawkID and password.
• Popular Culture in Britain and America, 1950 - 1975: Rock and Roll, Counterculture, Peace and Protest Rock and Roll explores the dynamic period of social, political and cultural change between 1950 and 1975. The resource offers thousands of colour images of manuscript and rare printed material as well as photographs, ephemera and memorabilia from this exciting period in our recent history. Topics include student protests, civil rights, consumerism, and the Vietnam War.
• Sixties: Primary Documents and Personal Narratives, 1960 to 1974 The Sixties brings the 1960s alive through diaries, letters, autobiographies and other memoirs, written and oral histories, manifestos, memorabilia, and scholarly commentary. With 150,000 pages of material at completion, this searchable collection is the definitive electronic resource for students and scholars researching this important period in American history, culture, and politics. The database currently has over 34,000 pages.

Song Analysis & Lyric websites

• Genius Search lyrics, songs, or artists. Read public critiques & analysis of songs and find articles that have discussed the song.
• SongFacts Browse songs, artists, albums, and more. Read facts about the artists and songs.
• SongMeanings Find lyrics and read public comments about songs.

National Newspapers

Regional Newspapers

The  Annals of Iowa  is hosted on Iowa Research Online (IRO), The University of Iowa's Institutional Repository. The IRO preserves and provides access to the research and creative scholarship created by the University's faculty, students, and staff.   

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• Last Updated: Oct 18, 2023 9:45 AM
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How to write a song analysis.

Writing a song analysis is tricky, particularly if you’re not very familiar with music theory. Luckily, we have someone special here today!

Songwriter and musician Sam Lian knows his stuff when it comes to writing songs. He has shared some of his secrets in our recent giveaway competition !

In this article, he will show you how to write a song analysis for your own songs. You can pick any song, anywhere at any length – even one minute long !

Sam will go into detail about what parts of the song are important, what themes the song explores, and whether these themes develop or shift tone. He will also talk about how the song fits together as a whole and how well the lyrics fit the melody.

He is assuming here that you already know what notes make up a chord and how to read basic musical symbols like treble , bass, and note names. If you don't, check out our beginner's guide to music notes.

Make a list of what you like about the song

one of the great things about writing your own songs is that you get to choose how you want to write music and lyrics. You can be as experimental as possible or keep it very formal!

The first thing we need to do in analyzing a new song is make a note of all the features of the song. What does the song start with? Does it have an intro, verse, chorus, etc.? Is there anything mentioned in the lyric that represents another part of the song?

After having determined the parts of the song, make a list of everything you love about the song. These could include:

the instruments

If you are able to take notes while listening to the song, then doing this step ahead of time will help you organize the analysis process.

Now, once you have done both of these steps, it’s time to brainstorm why each element of the song works. For example, if you notice the main chord for the song is A major, what reasons might you give as to why this chord works well with the song?

Some possibilities are:

It fits the mood of the song.

It gives the feeling of security.

It complements the other chords.

Once you have some theories, look up those ideas and see if they apply to the song. If so, add them into your original reason and stick to that.

Make a list of what you don’t like about the song

The first thing we must do is make a list of all the things that we don’t like about the song. I know it sounds really tedious , but this will help shape how the song is written.

It's very important to be honest with yourself when doing this! No one else can tell if something is true for you or not, only you can.

I recommend writing down as many things as possible without sounding too harsh. That way, your writing will reflect more from you and not someone else .

When listing these things, try to identify why the thing doesn't feel good. Is it because there are too many references to that element in the song? Or is it just because the element itself is poorly done ?

By thinking about why something isn't working, you'll get some insights into how to fix the problem.

Look at the lyrics

When writing your own song, there are two main things you must consider before diving in and trying to write your first verse. The first is what part of the song structure you will be using as your guide. There are three major parts to a song: chorus, bridge, and second half (or verse).

The chorus is usually an catchy melody or sequence of notes that sounds like it’s telling someone something important , or asking them something directly. This is typically where most songs begin their journey, and therefore, this part of the song gets copied and pasted into new pieces. Some writers call this the refrain.

A bridge is anything other than the chorus and pre-chorus which leads up to the chorus. A bridge can be thought of as an extended crescendo, leading up to the next section. For example, after the introverse and back-to-back verses, the bridge comes with a long held note followed by the chorus.

The second part is the rest of the song. This is whatever content the writer adds onto the pre-chorus, and is typically focused more on the story of the song.

All these sections should connect and contribute to the overall theme of the song; they all have their place. Once those basics are covered, then you can start playing with music and poetry styles, modes, rhyme schemes, etc.

Listen to the song again

After you have listened to your new song enough, it is time to analyze it! The first thing you should do is listen to the song once more and see what parts you can identify. There are three main components of a song that most people recognize – lyrics , melody, and rhythm.

It is very important to know how well you hear music before you start analyzing songs . Some people may be able to tell if a note is higher or lower than another one, but many people cannot. It does not matter too much unless you want to play guitar or learn how to sing!

The reason this matters is because some of the concepts in writing a song analysis don’t apply to everyone. For example, the term tritone (also known as augmented second) applies to only certain musicians. A tritone is a slightly sharper tone than a major third, and there are only twelve examples of them in all western music.

This article will go over some basic terms such as meter, tempo, and cadence, but it would be best for you to read somewhere with more specific information about these things so you can better understand why some pieces use them and which ones they relate to.

Figure out the key

A song is either in major, natural, or harmonic minor mode. The main difference between these modes is how the notes are shaped. In major, the top note is an example, the second highest note is the third lowest (the b-note). For a perfect tone, you need at least a b-, then c-, then d-. This sequence is called a root position.

The chord structure of most songs use this tonal center typically as a motif. For instance, the first line of Kanye’s Famous begins with a root position chord followed by a half step down to create a flatted fifth. Then his verse starts!

In harmonic minor, the opposite happens. Rather than having a fully drawn out scale, there is a drop off of a whole step and a half step creating an augmented sixth and flattened fifth. These chords sound more melancholy and dramatic.

There are some rules when writing music in harmonic minor though. You have to remember that it will never truly resolve into a full major chord. It always has a tiny bit of flatness left over that reminds listeners they were still traveling in harmony.

Knowing which keys your lyrics refer to can help determine what tonality your song should be. If the words “I wish I could take back my life” refer to thoughts about wishing you had done things differently, a melodic resolution would fit very well.

Find the chords

A good way to start writing your song analysis is by finding the main chord patterns in the lyrics. There are many online resources that can help you do this, so make sure to look around!

Some of these sites have the music already embedded into their pages, which makes it easy to copy and paste directly from there. Others will let you upload your own songs, or use an app that has a free option for creating chord charts .

Having determined the main chords in the lyrics, now write some notes about them. These can be things like the key they belong to, the root note (the one under the middle line of the bass), what chords go with it, any related lyrics, and how well the melody fits.

The hardest part is probably deciding where to begin writing – sometimes writers get stuck here. No matter who you are, if you’re looking to develop your songwriting skills, you should try giving yourself more time to create and organize thoughts.

Figure out the rhythm

In music, the rhythm is what gives the song its structure and how it’s organized. It can be clearly seen when listening to the song, there are instances where the rhythm changes or breaks down. For example, in the first verse of Taylor Swift’s hit song “I Wish I Could Breakdown,” she sings, “And if you could start from zero/ Then you would see/ What all the broken pieces mean.”

The rhythm here does not remain consistent throughout the whole song-it shifts slightly at times. The second half of this line contains a different rhythmic pattern than the first half. This demonstrates that the rhythm is something that shifts and supplements other parts of the song.

When writing your own songs, the easiest way to pick up the rhythm is by using a drum machine. Many software programs have pre-made rhythms that anyone can use as inspiration for their song.

Is it a chorus?

The first thing you need to do is determine if this part of the song is a full-fledged chorus or not! A good way to identify a chorus is by how many times the vocals are repeated in the song.

The vocal line can be either an individual note, a word (like in most songs with lyrics that say “And I’m coming for you”), or both at the same time (like in almost every song). When there are several instances where the same element is said very close together, then we have our mark – a full-blown chorus!

Another helpful tip is to see how long each instance of the voice tone lasts . For example, when the main vocalist says their verse twice, they may sound like two separate pieces but they seem to blend into one longer piece .

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A Quick Reference Guide to Lyric Analysis

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AMTA-Pro Podcast April, 2019

Karen Miller, MM, MT-BC

1. Introduction

2. Rationale for developing the quick reference guide as a tool for music therapists

3. Common psychosocial music therapy techniques, including lyric analysis

4. Best practice components: theory, research, practice

5. Process for developing the quick reference guide as a tool for music therapists

6. 3-stage process of lyric analysis: explore, relate, apply

7. An overview of the Quick Reference Guide (see below)

Quick Reference Guide to Solution-focused Lyric Analysis  in Psychosocial Music Therapy Treatment

Recommendations and Procedural Menu

Introduction

The Quick Reference Guide to Solution-Focused Lyric Analysis in Psychosocial Music Therapy Treatment  is a procedural guideline for the use of lyric analysis as a tool within psychosocial music therapy treatment. The tool is intended for use by professional music therapists as well as music therapy students and educators. While lyric analysis is widely accepted as a method used to assist music therapy clients in identifying personal issues, exploring emotions, and relating to the experiences of others, the present tool is intended to pool information gained from research and clinical experience that will inform best practice by providing an easily accessible system for clinical decision-making. The tool is also intended to assist therapists and their clients in moving from the identification and expression of therapeutic material to positive action, thereby facilitating practical steps toward problem solving.

The Quick Reference Guide was built within the theoretical framework of cognitive behavior therapy (CBT). Resulting recommendations are consistent with CBT principles as well as informed by both research and practice, intentionally providing a solid foundation of theory, research, and practice upon which to base clinical decisions.

The tool may be useful when clinical goals are centered on the amelioration of various forms of distress. It is intended for work with clients exhibiting psychosocial needs who demonstrate verbal skills and reality-based cognitive processes sufficient to complete the steps involved. Emotional, social, cognitive, and communication ability should be considered carefully in the decision-making process along with other factors outlined in the guide.

Guidelines presented were gathered from existing peer-reviewed publications as well as from extensive clinical practice. Those recommendations found in published research are referenced throughout the document. The Quick Reference Guide to Solution-Focused Lyric Analysis in Psychosocial Music Therapy Treatment was developed by Karen Miller, MM, MT-BC, while Professor of Music Therapy at Sam Houston State University, with research assistance from the following graduate students:

Mary Kate Becnel, MM, MT-BC Alexandra Brickley, MM, MT-BC Joyce Chun, MM, MT-BC Marcus Hughes, MM, MT-BC Karina Melara, MM, MT-BC Chen Peng, MM, Zachary Pollard, MM, MT-BC Nicole Rogers
Sarah Rossi, MM, MT-BC Hannah Sopher, MT-BC
Annie Vandervoort, MM, MT-BC Michael Way, MM, MT-BC

NOTE: ( ) denotes research reference throughout the document.

Song Choice Recommendations

Consider client’s choice vs. therapist’s choice of song and the benefits of each (2,6,8,9,10,11,21,22)

Be aware of client’s potential associations (4,6,8,11,15)

Identify positive and negative messages in songs before choosing – consider the usefulness of each (6,8,15)

Choose music and lyrics that are relatable to clients in their current state (2,4,5,6,8,15,18,19,20)

Pay attention to music style and characteristics; impact of the music as well as lyrics (2,4,5,6)

Consider the impact of repetition in lyrics (6,14)

Realize the power of both music and poetry (lyrics) to elicit emotion (2,4,5,15)

Choose songs that address specific topics and/or cognitive distortions related to the client’s goals (2,4,5,6,8,9,10,11,15,20,21,22,23)

Consult team members on appropriate topics (3)

Song Presentation Recommenadations

Use the Three Stage Procedural Menu as a guide in preparation, being mindful that it may be necessary or beneficial to skip Stage 1 or move in and out of stages in a different order.

Allow ample time, typically 30 minutes or more, for a complete process leading to specific problem-solving (20,21,22,23)

Consider the benefits of live vs. recorded music (7,8,9,10,11,18,19,22,23)

Ensure high quality music and sound to maximize attention and impact (19)

Stress that there are no right or wrong answers when interpreting songs (4,19)

Adapt for varying levels of functioning, including verbal, sensory, and cognitive abilities and medication effects
Give individual copies of lyrics to clients before beginning
 (4,6,8,9,10,11,18,19,20,21,22,23)

Use large, bold font and easy reading format and consider numbering lines (4,19)

Instruct clients to mark lyrics that particularly stand out to them or give other assignment to actively engage clients with the lyrics (10,19)

Have clients re-read lyrics following song presentation (8)

Remain empathetic and use active listening skills to determine direction of discussion (3,4,6)

In a group setting, hear from everyone, and prompt clients to relate to and support one another (4)

Consider use of other modalities (illustration, art, movement, dance) to process the song prior to verbal processing (2)

Unless otherwise indicated, re-play song after the analysis (8)

As appropriate, encourage clients to share song with family, caregivers (11)

Assign specific homework related to discussion – consider use of worksheets as visual cues and structure for homework (1,8,19,22)

Always work within the boundaries of your training and ability; collaborate with team members, and refer clients to other therapists and health professionals when needed; maintain client’s emotional and physical safety as your top priority (4)

Three Stage Procedural Menu for Lyric Analysis Following Song Presentation

General Probes for Any Stage

Tell me more about that.

How did that make you feel? (8,9,11)

What does that remind you of? (8,9,11)

You seem (fill in emotion).

Stage 1: Explore (focus on the song)

~ Create probes directly from lyric content (e.g., Let’s talk about lines ________, What does the singer mean when he says ______? ) (2,4,5,6,18,20)

~ Other sample probes: (1,4,5,6,8,10,11,15,22)

Talk to me about this song.

What images were going through mind as you listened?

Tell me about the lyrics you highlighted/underlined.

What was the singer/songwriter experiencing?

What is the overall mood or message of the song?

Which lyrics represent thoughts or ideas that are rational or healthy?

Which lyrics represent thoughts or ideas that are distorted, irrational, or unhealthy?

What specific cognitive distortions can you identify in the lyrics?

What does this person do when he or she experiences difficult feelings?

How does that work for him/her?


How can he/she cope?

What would you tell this person?

What is this person most afraid of/angry about/happy about, etc.? (Follow up with, What are YOU most afraid of/angry about/happy about, etc.? then continue at Stage 2.)

Who can this person depend upon, and for what? (Follow up with, Who can you depend upon, and for what? then continue at Stage 2.)

Stage 2: Relate (focus on the client, including the client’s identification with the song, connection to the songwriter, client’s own thoughts, feelings, and behaviors)

~ Create probes directly from lyric content (e.g., How do you relate to the line ______? )
 (2,4,5,20,21,22)

~ Other sample probes: (1,2,4,5,6,8,9,10,11,21,23)

In what ways is your life like this person’s life?

What would you like to be different?

How does the song connect with what you are going through?

How do you relate to that?

Which of those thoughts or feelings have you experienced? When?

Which lyrics stand out most to you?

What makes them stand out?

What emotions or personal experiences/memories are triggered by those lyrics?

When have you felt that way?


What was, or is, going on in your life that causes you to relate?


What was going through your mind when you heard this?


What was going through your mind when you felt that way?

What makes you feel that way now?

What needs to change?

Describe what a better future would look like.

What is going through your mind now?


What is the quick, passing thought that triggers/triggered that emotion?

On a scale of 1-100, how much did you believe that thought?

How much do you believe it now?

 What evidence can we find for that thought being true?

What evidence can we find for that thought being false?

If that thought is likely false, what true statement can we make to replace it?

Stage 3: Apply (focus on coping and follow through)

~ Sample probes: (1,4,6,8,9,11,20,23)

When you have felt that way, how did you cope?

What coping strategies have you tried?

How did they work? What happened? And then what? And then what? And then what?

What are your options?

What will be the consequences of that option? And then what?

(repeat for other options)

What would you tell a close friend or family member in a similar situation?

Next time you feel that way, what will you tell yourself?

What seems to be the best direction or choice?

What is the first step?

What will you do today to get started?

May I follow up with you to see how it went? (Assign specific homework related to discussion.)

References


1. Beck, Judith S. Cognitive Behavior Therapy: Basics and beyond . New York: Guilford, 2011. Print.

2. Bednarz, L. F., & Nikkel, B. (1992). The Role of Music Therapy in the Treatment of Young Adults Diagnosed with Mental Illness and Substance Abuse. Music Therapy Perspectives, 10 (1), 21-26. doi:10.1093/mtp/10.1.21.

3. Boenheim, C. (1966). Music and Group Psychotherapy. Journal of Music Therapy , 3 (2), 49-52. doi:10.1093/jmt/3.2.49.

4. Dvorak, A. L. (2017). A Conceptual Framework for Group Processing of Lyric Analysis Interventions in Music Therapy Mental Health Practice. Music Therapy Perspectives , 35 (2), 190-198.

5. Edgar, K. (1979). A case of poetry therapy. Psychotherapy: Theory, Research & Practice, 16 (1), 104-106. doi:10.1037/h0085863.

6. Heimlich, E. P., & Mark, A. J. (1990). Metaphoric Lyrics as a Bridge to the Adolescentâ € TMs World. Paraverbal Communication with Children , 159-173. doi:10.1007/978-1-4613-0643-6_10.

7. Hilliard, R. E. (2006). The effect of music therapy sessions on compassion fatigue and team building of professional hospice caregivers. The Arts in Psychotherapy , 33 (5), 395-401. doi:10.1016/j.aip.2006.06.002.

8. Ho, M. K. (1984). The Use of Popular Music in Family Therapy. Social Work, 29 (1), 65-67. Retrieved January 21, 2017, from http://www.jstor.org/stable/10.2307/23714274?ref=search- gateway:1ef22f67741f6661fe52abdffd94003b.

9. James, M. R. (1988). Music Therapy Values Clarification: A Positive Influence on Perceived Locus of Control. Journal of Music Therapy , 25 (4), 206-215. doi:10.1093/jmt/25.4.206.

10. Jones, J. D. (2005). A Comparison of Songwriting and Lyric Analysis Techniques to Evoke Emotional Change in a Single Session with People Who are Chemically Dependent. Journal of Music Therapy , 42 (2), 94-110. doi:10.1093/jmt/42.2.94.

11. Lelieuvre, R. B. (1998). “Goodnight Saigon”: Music, fiction, poetry, and film in readjustment group counseling. Professional Psychology: Research and Practice , 29 (1), 74-78. doi:10.1037//0735-7028.29.1.74.

12. Maultsby, M. C. (1977). Combining Music Therapy and Rational Behavior Therapy. Journal of Music Therapy, 14 (2), 89-97. doi:10.1093/jmt/14.2.89.

13. Montello, L., & Coons, E. E. (1998). Effects of Active Versus Passive Group Music Therapy on Preadolescents with Emotional, Learning, and Behavioral Disorders. Journal of Music Therapy, 35 (1), 49-67. doi:10.1093/jmt/35.1.49.

14. Nunes, J. C., Ordanini, A., & Valsesia, F. (2015). The power of repetition: Repetitive lyrics in a song increase processing fluency and drive market success. Journal of Consumer Psychology , 25 (2), 187-199. doi:10.1016/j.jcps.2014.12.004.

15. Sargent, L. (1979). Poetry in Therapy. Social Work , 24 (2), 157-159. Retrieved January 21, 2017, from http://www.jstor.org/stable/10.2307/23713665?ref=search-gateway:912083b6ff7392e3266b89282b21ef4f

16. Silverman, M. J., & Leonard, J. (2012). Effects of active music therapy interventions on attendance in people with severe mental illnesses: Two pilot studies. The Arts in Psychotherapy, 39 (5), 390-396. doi:10.1016/j.aip.2012.06.005

17. Silverman, M. J. (2007). Evaluating Current Trends in Psychiatric Music Therapy: A Descriptive Analysis. Journal of Music Therapy, 44 (4), 388-414. doi:10.1093/jmt/44.4.388

18. Silverman, M. J. (2009). The Effect of Lyric Analysis on Treatment Eagerness and Working Alliance in Consumers Who Are in Detoxification: A Randomized Clinical Effectiveness Study. Music Therapy Perspectives, 27 (2), 115-121. doi:10.1093/mtp/27.2.115

19. Silverman, M. J. (2009). The Use of Lyric Analysis Interventions in Contemporary Psychiatric Music Therapy: Descriptive Results of Songs and Objectives for Clinical Practice. Music Therapy Perspectives, 27 (1), 55-61. doi:10.1093/mtp/27.1.55

20. Silverman, M. J. (2010). The effect of a lyric analysis intervention on withdrawal symptoms and locus of control in patients on a detoxification unit: A randomized effectiveness study. The Arts in Psychotherapy, 37 (3), 197-201. doi:10.1016/j.aip.2010.04.001

21. Silverman, M. J. (2015). Effects of educational music therapy on illness management knowledge and mood state in acute psychiatric inpatients: A randomized three group effectiveness study. Nordic Journal of Music Therapy, 25 (1), 57-75. doi:10.1080/08098131.2015.1008559

22. Silverman, M. J. (2015). Effects of Lyric Analysis Interventions on Treatment Motivation in Patients on a Detoxification Unit: A Randomized Effectiveness Study. Journal of Music Therapy, 52 (1), 117-134. doi:10.1093/jmt/thu057

23. Silverman, M. J. (2016). Effects of a Single Lyric Analysis Intervention on Withdrawal and Craving With Inpatients on a Detoxification Unit: A Cluster-Randomized Effectiveness Study. Substance Use & Misuse, 51 (2), 241-249. doi:10.3109/10826084.2015.1092990

About the Podcast Speaker

Ms. Miller has presented clinical and research material regionally, nationally, and internationally. Her research is published in the  Journal of Music Therapy  and  Music Therapy Perspectives . She is a Past-President of the American Music Therapy Association’s Southwestern Region (SWAMTA) and has served the American Music Therapy Association (AMTA) as a long-standing Assembly Delegate and as co-chair of the organization’s Academic Program Approval Committee.

As Director of Music Therapy at SHSU, Professor Miller contributed to both qualitative and quantitative growth of music therapy programs through endeavors such as overseeing the development of graduate programs in music therapy, developing the on-campus SHSU Music Therapy Clinic, and establishing a wide variety of practicum and internship programs. Professor Miller gained prior university teaching experience at both the University of the Pacific in Stockton, California, and The Florida State University in Tallahassee, Florida.

Ms. Miller is also a singer/songwriter and has produced two CD’s of original songs.

Her music education and music therapy studies were completed at Oklahoma Baptist University (B.M.E.) and The Florida State University (M.M.).

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Playlist for Holden: Character Analysis With Music and Lyrics

• Resources & Preparation
• Instructional Plan
• Related Resources

Compiling a playlist for a friend or a special occasion is a familiar activity for most students. This minilesson invites students to think of a literary character as a peer, creating an authentic connection between literature and life. While the lesson uses The Catcher in the Rye as an example, the activities could be centered on the primary character of any novel. Students choose a perspective on the character (from options suggested by the teacher) and work in small groups to identify scenes in the novel that reflect their view. They then select songs appropriate for the character and write a rationale for each song chosen, including supporting evidence from the text. When students present their completed playlists in class, their classmates inevitably make observations that increase everyone's insights into the character and the novel.

Featured Resources

• Playlist for Holden Assignment : This handout outlines the assignment: selecting a playlist, writing a personal letter, and writing a one-paragraph rationale for each song included on the playlist

From Theory to Practice

• Asking students to critically analyze popular music in light of character and themes from a novel requires sophisticated skills, including the ability to understand literary figures in the context of contemporary life.
• Viewing literature through contemporary culture and current events can help reframe the literary experience for students.
• Probing the identity of a literary character in terms of popular songs and popular culture may help students understand their own motivation and identity.
• Music and identity are closely intertwined among many adolescents.

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
• 2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
• 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
• 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

Materials and Technology

• Computers with Internet access and media player application installed (optional)
• iPods or other media players (optional)
• List of suggested popular songs with lyrics (optional)
• Playlist for Holden Assignment
• Assessment for Playlist for Holden: The Songs
• Assessment for Playlist for Holden: The Letter

Note: The LitTunes website links classical literature and poetry with popular songs. It is listed here as a source of ideas and inspiration for teachers, rather than as a resource for students. Although the site makes some very nice correlations, “classic rock” is overrepresented in comparison with other musical genres. Also, be forewarned that many of the links to YouTube videos may be dead.

Preparation

• Choose a fictional character familiar to students to be the focus of the lesson. The lesson will be most effective if the students are studying a novel that is focused on a single primary character. The example used here is Holden Caulfield from J.D. Salinger’s novel Catcher in the Rye , a universally recognized iconic character, but the lesson activities would be equally effective with a major character from any novel.
• If students will be choosing their playlists in class, make sure they can access the suggested websites on their computers. Note that for access to iTunes, each computer must have the iTunes software installed.
• Make a copy for each student of the Playlist for Holden Assignment .
• Decide whether you are going to devote time to the playlist in class or have students complete it as homework. Schedule access to school computers and/or set due dates for assignments accordingly.
• Statement 1: Holden Caulfield is an insightful, wise adolescent who points out and analyzes many of the flaws of our society.
• Statement 2: Holden Caulfield is more hypocritical than insightful. He says one thing and then does another, and he relies upon cynicism and sarcasm in addressing the flaws of society.

Student Objectives

Students will

• Analyze a fictional character (through dialogue, plot, conflict, and resolution)
• Evaluate lyrics and music of popular songs for appropriate thematic connections with the character
• Apply evidence from the text to support their selections
• Ask students to think about each statement on the board and to decide which they feel is the more accurate assessment of Holden Caulfield (see Preparation, Step 5). Have them write a short list of reasons for their choice.
• Under their list of reasons for choosing Statement 1 or Statement 2, ask students to compile a list of two or three scenes from the book that support their choice, making note of the page number for each scene.
• After students have worked individually to write rationales and identify scenes from the book (with their corresponding page numbers), ask them to announce their perspective (siding with either Statement 1 or Statement 2) and form a group with two to three other students (four students maximum per group) who share the same view.
• Have each group select a group leader and then have students share their rationales with their group. The group leader compiles the lists of reasons and scenes into a single list, ferreting out weak choices and adding any new ones suggested during the discussion.
• When all groups are ready, each group’s list is presented to the class by the group leader. Encourage students to comment upon the relative merits of the evidence provided. Note: This is a good introduction to the project, as it allows students a chance to develop individual opinions of Holden, as well as to think of the moments within the novel that may have shaped those opinions. Once students have discussed their thoughts about Holden in their groups and you are comfortable with their understanding of the character, move on to the larger project.
• Have students move back to their original seats. Distribute the Playlist for Holden Assignment handout and go over the instructions.
• Discuss the handout step by step to clarify expectations.
• Have students begin brainstorming for songs they may wish to use; ask students to write down lists of songs and some possible related scenes.

Note: Session 2 may follow directly after Session 1.

• Have students return to their groups from Session 1. Students will work together to create the rationale, the letter, and the playlist, with one student acting as the leader for each assignment. The group leader begins by describing the overall process and explaining possible difficulties or differences of opinion within the group. The group leader then compiles a playlist agreed upon by group members and ensures that the correlations for each song are well-substantiated through textual evidence.
• A second member of the group leads the letter writing, and a third member of the group crafts the rationale. (The fourth member of the group, if there is one, helps with the rationale or the letter.)
• When all groups have finished their playlists, rationales, and letters, have each group present their work to the rest of the class. The student in charge of the rationale presents Holden’s playlist, along with evidence from the book for each song selected. The student in charge of writing the letter reads it to class.
• After each presentation, invite students from other groups to evaluate the strengths and weaknesses of songs on the playlist, citing compatible or contrary evidence from the book. Also invite students to comment upon the suitability of the letter to Holden.

Students who are more visual may prefer to tell Holden’s story in graphic novel format. See Holden Caulfield—The Graphic Novel handout for a description of this project. Assessment for Holden Caulfield—The Graphic Novel can be used to evaluate this project.

Student Assessment / Reflections

Use the rubrics Assessment for Playlist for Holden: The Songs and Assessment for Playlist for Holden: The Letter to evaluate the projects. You can either evaluate the projects as a whole, with each member of the group receiving the same grade, or, if you prefer, assign individual grades based upon the primary responsibilities of each student during the project.

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