How About We Write a Song? Collaborative Songwriting as a Dialogic Space for Literary Discussion

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Traditional literary discussion often relies on structured prompts and formal analysis, which may limit student engagement. This article explores collaborative songwriting as a dynamic, dialogic space for literary discussion in secondary English classrooms. The research emerges from an experience where students transformed their understanding of A Separate Peace by John Knowles into a parody song set to Bob Dylan’s Like a Rolling Stone. The article examines how collaborative songwriting fosters literary discussion, deepens textual comprehension, and enhances student engagement. It also investigates the pedagogical implications of integrating music into literature studies. Through qualitative analysis of student discussions, lyrics, and reflections, the study captures the ways in which students engaged with literary themes, character development, and textual interpretation through songwriting. The teacher-researcher’s observations and student feedback provide additional insights into the effectiveness of this approach. The article reveals that collaborative songwriting encouraged deeper literary engagement, creativity, and critical thinking. Students demonstrated nuanced interpretations of the text while fostering a collaborative learning environment. This research highlights the potential of integrating music into English instruction to enhance student participation and literary comprehension, and it suggests that creative, student-driven approaches can enrich traditional literary analysis and discussion practices.