Justin W. Lipp
Sucheta Bhatacharya
North Dakota State University
321 Minard Hall
Fargo, North Dakota 58105
Justin.Lipp@ndsu.edu
Sucheta.Bhattacharya@ndsu.edu
G.I.F.T.S. Presentation
National Communication Association Convention
Boston, MA
November 2005

Goal:
To help students create more effective, persuasive speeches by showing examples of social protest music an asking students to recall their own cases.

Rationale:
Students struggle greatly with the concept of how to use persuasive strategies effectively in their speeches. Specifically, the rhetorical appeals may be neglected or over-emphasized in a particular speech (i.e., ethos, pathos, and logos).

• By using popular music as a "case study," the instructor is able to employ a highly student-centered approach to teaching persuasion.

• By fusing technology, popular culture, and formal instruction, students gain a more thorough understanding of the concept of persuasive strategy.

• The main purpose of this exercise is to demonstrate the extensive use of persuasion in today's society as presented by overt and covert forms of media. This will reinforce the importance of being aware of persuasion techniques as well as integrating them in their own pubic speaking skills, in addition to the overall growth of the student.

Directions:
1. One will need some means of playing back music (e.g., CD or tape player, computer with speakers).

2. Before the activity, students should be assigned to read a selection of the instructor's choice, typically from the textbook, on persuasive strategy and/or rhetorical appeals. As such, they will have some basic understanding of the concepts. furthermore, the instructor should be prepared to take a few moment a the start of class briefly to explain the concept behind rhetorical appeals.

3. Next, the instructor should ask students to write a one-minute essay thinking of one instance of music, film, or print media that deals directly with persuasion and the rhetorical appeals. Does the media example deal with any or all types of appeal?

4. At the conclusion of this essay, the instructor should compile a list on the board of examples and should discuss what themes emerge from the lit by finding commonalities.

The second phase of the activity involves actually listening to examples of the music of social protest.

5. These are examples of songs that are loaded with persuasive connotations. The musical choices are at the instructor's discretion, but examples of popular, relevant artists include Bob Marley, Bob Dylan, Joni MItchell, Marshal Mathers, and Rage Against the Machine. Depending on the instructor's tolerance for and access to music, the individual selections will vary and do not matter so long as three or more examples are used.

6. A subsequent discussion of the selections should be conducted. Student should be asked to discuss the themes identified earlier as those themes apply to the new selections.

7.The instructor should take a passive function in discussion and play a facilitating role rather than leading the discussion. Students should be encouraged to explore how the music relates to them personally and whether they find it to be persuasive or not.

Explanation:
This approach is choosing to highlight theoretical approaches to teaching that deal with creating more effective learning environments. Students are more likely to retain and apply a concept from speech class if they are exposed simply one to one at a time and given ample time to digest the topic (Lucas, 1999). For this purpose, this activity is given a complete class period, so that students are really able to process the information.

Different individuals have diverse learning styles and indeed may have several preferences for learning (Kolb, 1984). This activity incorporates elements of discussion, emotional appeal in the music, and analysis of the content. Furthermore, this exercise engages students in various levels of loom's Taxonomy by having students engage in factual recall and application (Bloom, 1984).

Typical Results:
Students react quite positively to this exercise; they genuinely seem to like the fact that some of the actual music they might listen to or be familiar with is being incorporated into class.

Formative assessment indicates that they appreciate the ability to discuss the concept of persuasion in a way to which it is easier to understand and relate. The discussion ends up being quite rich in its depth and breadth of scope.

Students also seem to have a much better understanding of and usage of rhetorical appeals in persuasive speeches following this activity. .

References:
Bloom, B.S. (1984). Taxonomy of educational objectives. Boston: Allyn & Bacon.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development.Englewood Cliffs, NJ: Prentice Hall.

Lucas, S. E. (1999). Teaching public speaking. In A.L. Vangelisti, J.A. Daly, & G. W. Friedrich(Eds.), Teaching Communication (2nd ed.). (pp.75-84). Mahwah, NJ: Erlbaum.
 

Song List:
BORN IN THE USA by Bruce Springsteen
THE TIMES THEY ARE A-CHANGIN' by Bob Dylan
IMAGINE by John Lennon
GET UP, STAND UP by Bob Marley
ROCKIN' IN THE FREE WORLD by Neil Young

Formative Assessment Questions:
1. What is the one thing you feel went well with today's activity? Be as specific as possible.