Potent Pedagogy for Critical Engagement: Music Videos as Texts in Secondary English Classrooms
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| Title: | Potent Pedagogy for Critical Engagement: Music Videos as Texts in Secondary English Classrooms |
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| Language: | English |
| Authors: | Caitlin Donovan, Janell Miller, Hannah Moehrke |
| Source: | Contemporary Issues in Technology and Teacher Education (CITE Journal). 2026 26(1). |
| Availability: | Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: https://citejournal.org/ |
| Peer Reviewed: | Y |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Secondary School Students, Language Arts, Music, Video Technology, Multisensory Learning, Multimedia Materials, English Curriculum, Cultural Relevance, Media Selection |
| ISSN: | 1528-5804 |
| Abstract: | This article explores the pedagogical potential of music videos as both tools and rich texts for analysis in the secondary English classroom. Music videos, as a hybrid genre combining visual, auditory, and narrative elements that are deeply rooted in both online and offline spaces, offer unique opportunities for student-centered critical engagement and complex meaning-making. While current English education research (i.e., Grater & Johnson, 2013) framed music videos in the context of student cultural relevance and as a form of popular culture, the authors suggest deeper potential for intentionally incorporating music videos into the classrooms as digitally networked, interdisciplinary texts and tools for analysis. The work, grounded in critical literacy theories and a commitment to culturally sustaining pedagogies, asked the question, "What are the affordances of music videos as multimodal, digital texts in the secondary ELA classroom?" Through engagement in reflective practice on the authors' work with students, teachers, and teacher educators, they analyzed how music videos can serve as critical digital tools for students and teachers. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Access URL: | https://citejournal.org/volume-26/issue-1-26/english-language-arts/potent-pedagogy-for-critical-engagement-music-videos-as-texts-in-secondary-english-classrooms/ |
| Accession Number: | EJ1500139 |
| Database: | ERIC |
| Abstract: | This article explores the pedagogical potential of music videos as both tools and rich texts for analysis in the secondary English classroom. Music videos, as a hybrid genre combining visual, auditory, and narrative elements that are deeply rooted in both online and offline spaces, offer unique opportunities for student-centered critical engagement and complex meaning-making. While current English education research (i.e., Grater & Johnson, 2013) framed music videos in the context of student cultural relevance and as a form of popular culture, the authors suggest deeper potential for intentionally incorporating music videos into the classrooms as digitally networked, interdisciplinary texts and tools for analysis. The work, grounded in critical literacy theories and a commitment to culturally sustaining pedagogies, asked the question, "What are the affordances of music videos as multimodal, digital texts in the secondary ELA classroom?" Through engagement in reflective practice on the authors' work with students, teachers, and teacher educators, they analyzed how music videos can serve as critical digital tools for students and teachers. |
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| ISSN: | 1528-5804 |
