1. Introducing Poetry and TPCASTT with Song Lyrics
Hollis Pearsall
8th Grade Language Arts
Norman, OK

2. Pop Culture’s Benefits
“Popular culture has an important place in the English classroom- as an object worthy of study and as a means for students to access and study literature successfully” (Evans 2004).
With this in mind, music allows students to obtain difficult tools for analysis using accessible, engaging material.

3. Bridging Young Adult to the Classics
Similar to the idea of bridging themes of young adult literature to classical literature in Hinton to Hamlet (Herz and Gallo 1996), the same can be linked to music and and the analysis of poetry.
For example, in order to address the theme of identity, freedom, and rebellion, one can look at songs such as “The Middle” or “Drive” (Evans).

4. What is TPCASTT?
TPCASTT is an Advanced Placement strategy designed to help readers analyze poetry (Vertical Teams Guide for English 2002).
This unfamiliar concept can be used within a familiar framework to the students, such as popular music (Evans).

5. T- Title
The first step in TPCASTT is to look at the title, if present.
The reader will then make predictions as to what the work might address.
If a title is not present, the reader should reflect on what effect it has on the work.

6. P- Paraphrasing
The next step is to actually translate, not summarize, the work.
This helps the reader understand the meaning of each line, as well as setting and diction (why the writer wrote it the way he/she did).

7. C- Connotation
This step consists of analyzing poetic devices within the work and looking at the effect each device has for the overall meaning.
This is where the writer would look for similes, metaphors, puns, idioms, rhythm, rhyme schemes, etc.

8. A- Attitude
In this stage, the reader should look at the tone of the speaker/writer.
This will help determine the mood of the poem.

9. S- Shift
This step asks the reader to look for any shifts in the speaker’s/writer’s tone and attitude.
This can be triggered by stanza breaks and key words, such as but, however, and although.

10. T- Title Again
The reader should now go back to the title and original predictions he/she made in the beginning.
After looking at predictions, the reader should interpret the title to see how it affects the rest of the poem and tone.

11. T- Theme
In this stage, the reader looks at the plot, subjects, and tone of the poem to determine the meaning of the poem.
Key Questions:
What is the central message?
What is he/she trying to say about this subject?

12. And they can do this with their music?
Yes! “Students find it pretty easy to provide specific evidentiary support from the text of the song, at least in part because they have better familiarity with popular songs” (Evans).
These skills can be transferred and bridged to the classics at a later time, or simultaneously (Evans).

13. Objectives to Song Analysis
Students will learn and apply the TPCASTT process for analyzing song lyrics.
Students will understand and communicate the theme of a song.
Students will be exposed to a variety of poems and be able share ones that are personal to themselves.
After mastery of TPCASTT, the students will apply it to classical poetry.

14. Assignment Outline
Students will get into groups of three to four and choose a song with meaningful lyrics.
They will then print out the lyrics and analyze the song using the TP-CASTT strategy. Each student will do their own TP-CASTT.
Next, students will prepare a presentation (as a group) and teach the class their song.

15. Reflections from the Students:
“I’ve learned to really listen to the lyrics and think about them instead of just hearing the music.”
“I was able to put what I learned with the music assignment towards other poetry and understood the poems more.”
“I’ve learned that what I was listening to was crap (superficial) and I now I like better, more meaningful songs.”

16. Example: Pachuca Sunrise
Midnight on the beach in the Mediterranean
And I miss you,
Even here taking it all in.
The sand’s silvered carries the moon on its shoulders,
Is it possible to put this night to tune and move it to you?
Don’t cry, I’ll bring this home to you,
If I can make this night light enough to move,
Don’t cry, I’ll bring this home to you.

17. Pachuca Sunrise Cont’d
Cargo ships move by, tracing on the horizon line,
There’s a luster from the city light on the waves that kiss our feet.
And we’re thinking of going in… the time’s getting thin.
This is a city for not sleeping, the clocks are set by feel.
At this moment from where I sit, nothing here seems real.

18. Pachuca Sunrise Cont’d
T- Pachuca Sunrise might be a sunrise at a tropical location?
P- (presented verbally)
C- “Sand’s silvered carries the moon on its shoulder”- personification and alliteration.
“Time is getting thin”- personification, idiom (figure of speech).
“Put this night to tune and move it to you”- Personification
“Waves that kiss our feet”- Personification
A- Attitude is that the speaker is missing someone.
S- Shift is the “This is a city for not sleeping”- describes the author’s atmosphere not feeling real because the person he loves is not with him.
T- Pachuca Sunrise is the new day where he is and he is reflecting his time there.
T- The theme of the song is that no matter how special a place seems, it is not special unless you are with someone special.

19. References:
The AP Vertical Teams Guide for English The College Board Pre-AP.
Evans, Jerome. From Sheryl Crow to Homer Simpson: Literature and Composition through Pop Culture. English Journal. Vol. 93. No. 3. January, 2004.
Gallo, Donald, and Herz, Sarah. From Hinton to Hamlet. Greenwood Press: Westport, CT