Date of Award
Fall 2019
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Teaching & Learning
Program/Concentration
Curriculum and Instruction
Committee Director
Judith Dunkerly-Bean
Committee Member
Helen Crompton
Committee Member
Thomas W. Bean
Abstract
The purposes of this qualitative phenomenological case study were to investigate multiple student experiences in a general elective introduction to literature course when music was added as an autonomously structured assignment. Music and song lyrics are no strangers to the classroom setting, but there is a gap in the literature examining the space where students can create meaningful links between music they enjoy and assigned course readings in college English. Informed by social constructivism and English studies theories this study was designed to investigate any impact that autonomously driven music-link assignments may have on students. The structured assignments were called music-link assignments. The music-link assignments were designed to encourage student criticality while interacting with an assigned reading and locating a link to a song of their choosing. Study documents included semi-structured and informal interviews, artifacts including music-link assignments that include an experiential portion for student reflection, and reflections taken in class during small group class discussions. Data and findings from this study indicated that many students cited positive affects in their experience, a greater feeling of agency in the class, and relatability to the assigned readings. Also, some students noted difficulty in completing the assignments. Overall, this study demonstrates the need for further research in combining facets of popular culture, such as music, in different content areas, and settings.
Rights
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DOI
10.25777/6na1-8q73
ISBN
9781392376881
Recommended Citation
Frank, Jennifer E..
"I Had to Do the Reading: A Phenomenological Case Study of College English Students"
(2019). Doctor of Philosophy (PhD), Dissertation, Teaching & Learning, Old Dominion University, DOI: 10.25777/6na1-8q73
https://digitalcommons.odu.edu/teachinglearning_etds/59
ORCID
0000-0002-9835-153
Included in
Curriculum and Instruction Commons, English Language and Literature Commons, Higher Education Commons