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Analysing Bjork?
I recently attended a county meeting looking at teaching the skills of analytical writing. This was an enlightening workshop as I have noted how often my students struggle with writing about texts in a critical way. Even my year 13s can ask ‘What does analyse mean again?’
One of the suggestions for extending students’ skills in analysis and interpretation was to present them with a set of song lyrics and ask them to work out what the lyricist was ‘on about’. They had to be able to support their ideas with evidence from the text and argue their case to the rest of the class. The skills they used could then be unpacked and transferred to a text they were studying.
I liked this idea so much that I decided to inflict it upon my year 11 class, using Bjork’s ‘Violently Happy.’ Now, as much as this lesson amused me (29 bemused 16 years olds listening to this blast of early 90s dance music for four long minutes, trying desperately to work out (a) what this lesson was going to be about, and (b) what Miss was on today), it also impressed me. I went head-to-head with a group in the class, comparing our interpretations and the rest of the class voted on which one they found the most convincing. The important part of this was not which one was ‘right’ but which techniques we use to create a convincing argument: using precise evidence; considering alternatives; making links between our ideas and the overall significance of the text.
This was certainly a memorable lesson for my pupils (and for me) and our next step will be to transfer these skills to ‘Lord of the Flies’. I am really looking forward to seeing how these students will begin to present their own exciting ideas about their reading in a more structured and compelling way.
Naomi Hursthouse
Advanced Skills Teacher
Steyning Grammar School | 
