Date of Award/Publication


Document Type


Degree Name

MS in Literacy Education



First Supervisor

Joellen Maples


This study aims to examine ways in which critical literacy strategies can be incorporated through music/lyric analysis in the social studies classroom to enhance instruction. Data was collected through field observation notes from created lesson plans, student work samples, teacher participant/student participant interviews and questionnaires. The study reveals that incorporating music disrupts the commonplace, using music can engage the reluctant learner, and using music provides students with different viewpoints on societal topics. Teachers must carefully select and analyze the song lyrics chosen as well as researching background information about the overall theme/time period of the song, and teachers need to incorporate a type of written reflection throughout the lesson to gauge if critical literacy practices are being implemented by students.

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