Just like Brian Wilson did: Using allusion to teach imagery & theme

Beginning ENG I students are introduced to the general concepts of imagery (including symbolism) and theme in short literature in a lesson that features two contemporary pop songs and their lyrics. Serves as a useful attention getting exercise for low-level ENG I students who must become familiar with general literary concepts and terms for the ENG I EOC.

A lesson plan for grades 9–10 English Language Arts

By Jeffrey Weeks

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Related topics

• Learn more about allusions, imagery, language arts, literary devices, and theme.

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Learning outcomes

In the first part of the lesson, students will be exposed to imagery in short literature as used to express simple symbols & themes. In part two, students will practice recognizing these concepts while examining the larger concepts of literary allusion and reference at the same time.

Teacher planning

Time required for lesson

90 Minutes

Materials/resources

• Lyrics to “Fun, Fun, Fun” by Brian Wilson and a recording of the song
• Lyrics to “Brian Wilson” by Steven Page of the Barenaked Ladies and a recording of the song

Technology resources

CD player or another device to play recordings

Pre-activities

Students should make a short list of things that inspire them, and then briefly discuss or exchange them. The teacher should use random examples to point out the ways in which different people are affected/inspired by different things, and how the same things can inspire people differently.

Activities

1. The teacher will begin by presenting a short 10 minute review of the life of Brian Wilson, the singer/producer behind the 1960s success of the singing group the Beach Boys. Information for this presentation can be found at Brian Wilson - Official Web Site as well as many other sources. The teacher may want to use photographs as well. The focus should be on the similarities to the things that inspired Brian Wilson to write (girls, cars, surfing, the beach, being alone) and the things that affect the lives of the students. The teacher should also focus on the way Brian Wilson used creativity as a problem-solving method in his life, and the way he suffered through mental illness and depression when his creative period ended, including the time he spent as a recluse in his bed.
2. Students should read the lyrics of the song “Fun, Fun, Fun” out loud and then the teacher should lead them on a line by line discussion of the simple imagery in the song. Although the focus should be on images (symbols like cars) to express simple themes (like freedom) the teacher can, of course, also touch on alliteration, conflict, plot progression, and rhythm.
3. The students should listen to and then comment on the Beach Boys song “Fun, Fun, Fun.”
4. The students should be handed the lyrics of the 1990s Barenaked Ladies song “Brian Wilson” by Steven Page. The teacher may want to include a short vocabulary sheet explaining such minor allusions as “creative drought,” “Pavlov’s dog,” and “pedagogue.” The teacher should lead the students through a line by line reading of the song focusing on the way that simple allusions to Brian Wilson and his life/troubles help to relate the singer’s more contemporary problems and issues to the reader. The teacher can directly focus on the use of allusion to explain larger concepts and to make complex issues more accessible as simple themes and universal truths. Now that the students have the background to understand the allusions they can focus on the concepts! The teacher can, of course, move the discussion at points to a comparison of literary methods (alliteration, repetition, similes, etc.) between the songs.
5. The students should listen to and then comment on the Steven Page song “Brian Wilson.”
6. As a short activity after the lesson the teacher should ask each student to compose a short literary work (like a 10-line poem) on something that inspires them, and to try and include a metaphor, simile, or allusion.

Assessment

A short multiple choice assessment, modeled on the ENG I EOC should be given testing comprehension and application of the following terms & concepts: allusion, metaphor, alliteration, theme, repetition, rhythm, simile, plot, conflict, imagery. The literary work given should not be either of the songs chosen but should be very similar: short pieces of rhyming literature. Other songs by either writer could be used for this.

Supplemental information

Comments

The point of this lesson, as well as the ease of use once the materials are in place, is much more apparent if the teacher is FIRST familiar with the life history of Brian Wilson and the works associated with this lesson. This is a very useful exercise when first attempting to get low-level ENG I students to not only understand simple literary terms and techniques but to apply them in response to monitored reading and multiple choice questions.