Imagine a classroom where the rhythm of familiar beats brings Shakespeare to life. For Dr Denosha Maniraj, this is not just imagination – it is her reality.
In her PhD research, she explored how aligning popular music with prescribed poetry could transform Grade 10 learners’ understanding, engagement, and enjoyment of English. Her study, ‘Using Selected Popular Music to Teach and Learn Prescribed Poetry in a Grade 10 English Home Language Classroom’, revealed how music can act as a bridge between academic content and learners’ everyday experiences.
“I have always had a deep passion for teaching, inspired by the incredible educators who supported me throughout my schooling. From a young age, teaching was my first choice,” Maniraj said.
Alongside her love for teaching, she has a passion for language and literature. “I find literature to be a powerful tool for creativity and expression. It invites interpretation and allows individuals to connect with diverse perspectives and ideas. This blend of teaching and language studies continues to inspire and drive my journey as an educator and researcher.”
The spark for her innovative approach came from observing learners’ relationship with poetry and music. According to Maniraj, many learners see poetry as difficult, while music evokes excitement and connection. By incorporating popular music into lessons, she found a meaningful way to bridge this gap.
She adds that music shares many poetic elements – rhythm, rhyme, figurative language and emotion – creating a more relatable and enjoyable learning experience. She found that this approach helped learners see the relevance of poetry in their own lives and encouraged deeper engagement.
The influence of music on learners was immediate. “Many initially viewed poetry as something difficult, but when I introduced music, it created an instant sense of familiarity and relevance. They began to see that poetry isn’t limited to textbooks – it lives in the music they listen to every day. Music helped bridge the gap between academic content and learners’ lived experiences, making poetry more accessible and enjoyable.”
Maniraj aligned various genres of popular music with prescribed poems to highlight shared literary elements like figures of speech, tone, and theme. She was delighted to see learners respond with great enthusiasm. Seeing music analysed in the same way as poetry sparked excitement, encouraged critical thinking and inspired some of her students to write their own poetry.
The results were striking, both academically and personally. “Many learners improved in poetry analysis, understanding poetic devices more easily and applying them with greater confidence. Beyond academics, learners who previously found poetry intimidating began to enjoy the topic. They participated more actively in class discussions and developed confidence in expressing their interpretations. It created a more positive and inclusive learning environment where learners felt seen, heard, and connected to the content.”
Challenges were part of the journey. Some learners worried music might distract them and managing excitement in class required careful planning. Therefore, she aligned each lesson with curriculum objectives and established clear classroom rules while maintaining a firm but positive management style.
She is confident that her approach promotes inclusivity and accessibility. “Popular music and creative methods appeal to multiple learning styles and intelligences, engaging learners who might struggle with conventional teaching approaches. Rather than seeing pop culture as a distraction, educators can use it to bridge learning gaps and connect abstract academic concepts to real-life contexts.”
Reflecting on the future of English teaching, Maniraj sees a balance between tradition and innovation. She acknowledges that traditional methods remain important for building foundational skills but contends that today’s learners are deeply immersed in technology. As a result, she believes that teaching methods must evolve to capture their interest and make learning relevant.
“Meaningful learning happens when we make space for learners’ voices and experiences.”
One of her most rewarding moments came from witnessing learners’ transformation first-hand. Learners who were usually reserved became more engaged and confident, contributing actively to discussions. Many continued talking about the lessons afterwards, and students from other classes even asked to join in because they heard how fun and exciting they were. To Maniraj, it was a reminder that creativity can spark genuine interest and make learning accessible for everyone.’
Maniraj credits her journey to the support of key mentors and family. “My very knowledgeable and inspirational supervisor, Professor Ansurie Pillay, played a crucial role in guiding and challenging me to grow academically and professionally. I am also deeply thankful to my husband, my mum, and my mother-in-law.”
On a personal level, this PhD journey has been transformative. “As a teacher, it deepened my understanding of how creativity can unlock learners’ potential. As a researcher, it taught me the value of curiosity and persistence. As a South African woman, it strengthened my commitment to using education as a tool for empowerment and social justice.”