Musicals and

Literature: Can
Musicals Support
the Teaching of
Literature?
Lect. Daniel HIZAR
ARUCAD
Arkın University of Creative Arts and
Design
 Outline

INTRODUCTION PROBLEM SOLUTION WHAT’S NEXT?

INTRODUCTION
For many university teachers of English as a foreign language (EFL), the study of
literature is indispensable because it exposes students to meaningful contexts that
are replete with descriptive language and interesting characters. (Van, 2009)

Structuring lessons around the reading of literature introduces a profound range of

vocabulary, dialogues, and prose.

In addition to developing students’ English language skills, teaching literature also

appeals to their imagination, develops cultural awareness, and encourages critical
thinking about plots, themes, and characters.
PROBLEM
• In many classrooms, the teaching of literature has remained traditional with
emphasis on teacher text-centred approaches like lectures, literary surveys,
biographical summaries, and text analyses with occasional discussions. In such
cases “literary texts continue to be taught as finished products, to be unilaterally
decoded, analyzed and explained”.
• While such approaches may be appropriate and effective at the advanced or
graduate level as part of a student’s professional training, and important to a
complete understanding of literature, they may result in frustration and a lack of
response and interest on the part of the non-specialist.
• As Scher observes: ”Most of our undergraduates do not really know how to read
literature as a work of art and lack not only the prerequisites of literary experience
but also the technical vocabulary and critical concepts with which to define that
experience.” Thus, she asserts, “we unfairly blame our students for difficulties that
essentially stem from our own methodological weaknesses and unrealistic
expectations.”
• In a study which was conducted in the context of Junior Secondary Schools in
Botwana found that the teachers of literature identified “the negative attitudes of
students / general lack of interest” as the most important challenge of teaching
literature. (Adeyemi, )
 SOLUTION
Musicals as supplementary materials
Musicals
• Musical theatre is a form
of theatrical performance that
combines songs, spoken dialogue,
acting and dance.
• Although musical theatre overlaps
with other theatrical forms
like opera and dance, it may be
distinguished by the equal importance
given to the music as compared with
the dialogue, movement and other
elements.
• (Wikipedia – Musical Theatre)
Music in ELT
• MI theory
• Cultural ties
• Expression of emotions, stories, memories etc.
• Recitability
• Repetition
• Accessibility
• Pronunciation (sounds and stresses)
Tick Tick Boom
• Tick, Tick... Boom! (styled as tick, tick... BOOM!) is a musical by
Jonathan Larson. It tells the story of an aspiring composer named Jon,
who lives in New York City in 1990. Jon is worried he has made the wrong
career choice to be part of the performing arts.
• A film adaptation, directed by Lin-Manuel Miranda and starring Andrew
Garfield in the lead role, was released by Netflix in November 2021. It was
generally well received by critics with Garfield receiving an Academy
Award nomination for his performance.
• Debuted in 1990
• Film in 2021
 Why do we play wi̇ th fire?
Why do we run our finger through the flame?
Why do we leave our hand on the stove
Although we know we're i̇ n for some pain?
***
Oh, why do we refuse to hang a light
When the streets are dangerous?
Why does i̇ t take an accident
Before the truth gets through to us?
Louder than
***
Cages or wings? Which do you prefer?
Ask the birds
words
Fear or love, baby?
Don't say the answer
Actions speak louder than words
***
Why should we try to be our best
When we can just get by and still gain?
Why do we nod our heads?
Although we know the boss i̇ s wrong as rain?
***
Why should we blaze a trail
When the well-worn path seems safe and so inviting?
How as we travel, can we see the dismay
And keep from fighting?
***
Cages or wings? (cages or wings?)
Which do you prefer?
Ask the birds
Fear or love, baby?
Don't say the answer
Actions speak louder than words
***
What does i̇ t take to wake up a generation?
How can you make someone take off and fly?
If we don't wake up and shake up the nation
We'll eat the dust of the world wondering why
***
Why do we stay wi̇ th lovers
Who we know, down deep
Just aren't ri̇ ght?
Why would we rather
Put ourselves through hell
Than sleep alone at ni̇ ght?
***
Why do we follow leaders who never lead?
Why does i̇ t take catastrophe to start a revolution?
If we're so free, tell me why?
Someone tell me why so many people bleed?
 Methodology

NEW-GSL ENGLISH VOCABULARY LITERARY DEVICES

PROFILE
 Category Numbers and Percentages of
Words
First 500 words 236 (69,00%)
Second 500 words 30 (8,77%)
New-GSL Remaining 1500 32 (9,36%)
words
Not included 44 (12,87%)
Total 342 (100%)
 Level Numbers and Percentages of Lexical
Items
A1 131 (43,81%)
A2 35 (11,71%)
English B1 66 (22,07%)
Vocabulary B2 19 (6,35%)
Profile C1 1 (0,33%)
C2 8 (2,68%)
Unlisted 39 (13,04%)
Total 299 (100%)
Literary Devices
• Idioms
• Why do we play with fire?
• Actions speak louder than words.
• Why do we nod our heads although we know
the boss is wrong as rain.
Literary Devices Number of Literary
• Juxtapositions devices
• Why should we blaze a trail when the well worn
path seems safe and so inviting? Idioms 3
• Why does it take catastrophe to start a
revolution? Juxtapositions 7
• Cages or wings, which do you prefer?
Oxymorons 1
• Oxymorons
• Why do we follow leaders who never lead?
WHAT’S NEXT?
2 possible courses of action
 Next Steps

MORE COMPREHENSIVE THEORETICAL ACTION RESEARCH TO SEE

RESEARCH INCLUDING MORE SONGS CLASSROOM IMPLICATIONS
 THANK YOU
FOR
LISTENING
Lect. Daniel HIZAR
ARUCAD
Arkın University of Creative Arts and Design