Journal of Thematic Instruction
Abstract
Thematic instruction, which uses a central popular culture theme to bridge theoretical concepts and lived experience, is a powerful tool for engaging students in complex subject matter. This paper explores the design, structure, and outcomes of a Psychology of Musical Theater course that uses popular musicals as a lens for examining key psychological theories and themes. Utilizing a hybrid course design, students explored psychological themes in musicals (e.g., racism in Hairspray) through reflective writing, small and large group discussion, and a final project. Anecdotal evidence suggests that this approach enhanced engagement and promoted deeper learning, as students reported personal growth, increased empathy, and meaningful connections between psychology and real-world issues. Challenges included the need for explicit instruction on synthesis versus summary in student assignments and balancing breadth with depth across the curriculum. Ultimately, the course demonstrates that popular culture (in this case, musical theater) can serve as an effective, relatable platform for making psychology accessible and relevant, fostering both academic and personal transformation in students.
Recommended Citation
Swirsky, J. M. (2025). From the Stage to the Classroom: Reflections on a Psychology of Musical Theater Class. Journal of Thematic Instruction, 1(1). Retrieved from https://digitalcommons.buffalostate.edu/jti/vol1/iss1/2
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Curriculum and Instruction Commons, Instructional Media Design Commons, Psychology Commons