2. Break it Down with Steady Shelly Analyzing Song Lyrics Peter Ayala & Gavon Wong ETEC 613 Spring 2011 Dr. Catherine Fulford

3. Question 1 How many of you NEVER listen to music at all?

4. Question 2 What genre of music do you like?

5. Question 3 What makes a song a good song (beat, lyrics, marketing, hook, etc.)?

6. Reason for topic Everyone Listens to Music Relieves Stress Express Feelings Create Art Educate Individuals Develop Appreciation Develop Awareness

7. Content Analysis

8. Goal To provide adults with a structure for developing analytical skills for song lyrics.

9. 2 Important Aspects 1)Components 2)Content

10. Components What are the parts of the song? Intro Verse Chorus Bridge Outro

11. Content What is the song about and what is its purpose? Message Story Rhyme Scheme Call and Response Hook

13. Target Population Cognitive Limited or no knowledge of poetry, lyric and creative writing. Physiological Adults capable of reading and writing in English Social Enjoy listening to broadcast and live music with peers. May also enjoy jam sessions with friends.

14. Target Population Affective People who like and appreciate music. Individuals looking for a creative outlet. A general interest in music, creative writing, or developing a new hobby. The target population: NOT LIMITED TO MUSIC MAJORS

15. N=10 Demographics Cognitive 3 High School, 1 Associates 4 Bachelors and 2 with Master Degrees Physiological 5 Males and 5 Females, Average age 33.5 Youngest 26, Oldest 44 Social 4 Single Never Married, 3 Married 2 Separated and 1 Divorced Affective 8 Daily, 1 Weekly and 1 Sometimes 8 Sing and of those 1 also plays an instrument 3 Poetry, 2 Other and 1 Writes Lyrics

16. Test Pre-Test, Embedded Test, Post-Test 26 objectives split up into 6 chapters Point values totaling 100 pts – Measurable Self-Paced & Timed Data, Feedback, and Observations

17. Strategy Inform and maintain attention with song examples Designed a character storyline: Steady Shelly’s Concert to keep the learner engaged and entertained 6 Chapters –1) Define and Identify Song Lyric Components –2) Determine Lyrical Pattern of a Song –3) Determine Story & Message –4) Determine Lyrical Components of a Song –5) Determine Lyrical Content of a Song –6) Putting the learning into practice

18. Module & Test Design

19. Lets Take A Look!!!

20. Methodology

21. Challenges Adult learners tested at their convenience Problems with time and location Conducted several testing sessions Many factors could have affected results

22. Procedures 3 scenarios -1) 2 learners were in a one-on-one scenario at public restaurant while taking the tests. Unobtrusive observations. Feedback -2) 3 learners were in group study session together in an apartment. Unobtrusive observations. Feedback -3) 5 learners took the tests with them and completed the module at their own convenience, time and location unobserved.

23. Environment 1) 2 learners - one-on-one - Public Restaurant - Zippy’s - A lot of people passing through. Distractions and noises. Moderator available. Evening after 8pm. 2) 3 learners - group - Quiet Apartment - Focused on the module. Some talking story. Competition level higher with peers racing. Moderator available. Evening after 8pm. 3) 5 learners - alone - Self-Instructed learners. Unknown environment. No moderator. Based on honor.

24. Time Elapsed 1)2 One-on-One sessions - 2 hours 15 minutes to 3 hours 2)3 person group session - 1 hour 20 minutes to 2 hours 30 minutes 3)5 Self-instructed - 1 hour 40 minutes to 2 hours 20 minutes

25. Analysis & Results

26. N=10 Demographics Cognitive 3 High School, 1 Associates 4 Bachelors and 2 with Master Degrees Physiological 5 Males and 5 Females, Average age 33.5 Youngest 26, Oldest 44 Social 4 Single Never Married, 3 Married 2 Separated and 1 Divorced Affective 8 Daily, 1 Weekly and 1 Sometimes 8 Sing and of those 1 also plays an instrument 3 Poetry, 2 Other and 1 Writes Lyrics

27. Before & After

28. Question Comparison

29. Test Data by Objective

30. Attitude 1. Completed in 2 hours or less.6 < 2hr 2. Found the module very clear.3.8 3. Questions were appropriate to the topic.4.5 4. Questions seemed to follow a logical order.4.5 5. Found the answer forms easy to use.4.1 6. How would you grade this module?3.8 = B+ Q2-5, Strongly agree 5 4 3 2 1 Strongly disagree

31. Open Ended Responses “The directions on how to fill the charts need to better. I was confused by some of the instructions.” “I am not a professional musician. However, I do enjoy music a lot. This made the module fun to do. The character of Steady Shelly makes the module much more entertaining to go through.” “Keep up the good work. I can see this in a MUSIC 101 course in school” “The module assumed that I did not know things about music. But I was surprised to actually learn some new things as well about Rhyming and Call and Response. The chapter about Hook was interesting.”

32. Open Ended Responses “I hope you guys get an A. I think if there were more help examples on how to fill the charts and clearer directions.” “I sing in a choir so this interested me a lot. No wrong assumptions were made. I had an easy time on the first few chapters. Until they started talking about Hook, Rhyming, and Call and Response. Never heard of those terms much.” “Please make it shorter. I can’t think that much. It makes my head hurt. It was fun though” “Having more songs by female artists would have nice as examples.” “I write my own music and the first 3 chapters were to easy for me. But then it got harder. I had to change my own personal definitions”

33. Revisions

34. Problems Too many objectives Too long Directions confusing on some parts Subjective - arguments about terminology External factors affecting results

35. Revisions Deconstruct Non-Examples Move Questions Title Worksheet Columns Instruction & Questions, 12, 14, 25 and 26. Demonstrate Terminal Objective Different Post-Test Songs 2/3,1/3 Layout & Annotation

36. ACTIVITY

37. Insights

38. Gavon’s Insights Duet vs Trio - We busted okole Keep it simple We learned more as 2 people Content was good quality - Informative & Entertaining Content was too much quantity - Too much time Cut down the number of objectives Buy InDesign or Acrobat for layout purposes FUN!!!

39. Pete’s Insights Get Comfortable with Revision Limit Instructional Objectives Subject Matter and Audience Analysis Make Module Computer Based More Focus Groups

40. OUTRO!