In 2013, her album, ARTPOP, solidified her a persona as a living, breathing piece of art. Her influence is so great that in 2010 the University of South Carolina offered the course “Lady Gaga and the Sociology of Fame” (Kaufman 2010). Lady Gaga became a pop culture icon because of her love for her fans, eccentric style, and complex lyrics. With respect to verbal behavior courses, one artist who might prove challenging, yet rewarding to study, is Lady Gaga. It makes sense that incorporating songs into coursework will be an accepted form of delivering lessons and likely to have a positive effect on student learning. Students from the song-based course scored significantly higher on equivalent exams.
Compared to a second course without song-based lectures and homework, these students produced significantly higher ratings on course evaluations in terms of the course being more stimulating, the instructor making better use of examples, and in finding the instructor to be more effective. Six homework assignments required students to identify additional songs addressing various course concepts. For example, Leck ( 2006) concluded lectures on personality theories by playing and discussing relevant songs (e.g., Stevie Wonder’s Superstition was played after an operant learning lecture to explore the concept of superstitious behavior). Popular songs have been used as a supplement or alternative to lectures to teach several topics in the psychological fields (e.g., Hughes 1984 Napoletano 1988 Potkay 1982). Similar sociological coursework has evolved from Walczak and Reuter (e.g., Ahlkvist 1999, 2001). While no data were presented on the effects of the packets on student performance, findings suggested strong social validity. Students in the course enjoyed the packets, stating that they found the exercise “…to be refreshing, relevant, entertaining, thought-provoking, and effective” (Walczak and Reuter 1994, p. Packets containing song lyrics required students to answer assigned questions prior to taking part in group discussions. Walczak and Reuter ( 1994) used collections of thematically related songs to aid in teaching sociological topics to an introductory sociology class. Other sciences, however, have successfully made use of songs as teaching aides. We do not know of any literature on using songs to teach behavior-analytic concepts, but we believe Skinner’s analysis of verbal behavior would be well suited for this purpose.
Using popular music as an instructional technique for verbal behavior might help teach this difficult subject and could be enjoyable for students (e.g., Ciarocco et al.
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