Viralizing culture in the classroom with songs and video clips

Rubén Cristóbal Hornillos


This paper proposes the didactic, linguistic and cultural exploitation of songs and video clips. On the one hand, this methodology (Cristóbal, 2017 and Cristóbal, Sanjuán, and Villanueva 2019) allows to introduce the literary contents of classical Spanish poetry through the songs that students listen to (metric, rhyme, schemes, themes, literary topics, vocabulary and literary resources). On the other hand, the semiotic codes of their music videos increase the connotation of the songs with new implications, nuances and cultural references. This way, it creates a new text that we are going to decompose, reinterpret and recreate in the classroom. In order to this, we suggest the transposition of film analysis techniques (Herrero, 2018 and Herrero, Sánchez-Requena and Escobar, 2018).


Songs, music video, literature, linguistic, sociocultural, didactic exploitation

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