Mapping Song Lyrics in an Introduction to Geographic Information Systems Course: A Lesson Using ArcGIS Online

Abstract

Using geographic information systems (GIS), spatial data, and web mapping tools to enrich teaching and learning in geography courses is an effective way to integrate critical thinking and spatial analysis into the classroom (or virtual classroom). GIS incorporation into instruction has evolved in recent years through in-person techniques and online and remote teaching strategies (Allen, Thompson, and Hansen 2013; Mann 2018; Kerski 2019; Schnitzler 2020). This piece builds on the Software-as-a-Service concept in GIS teaching (Kerski 2020). Cloud-based GIS for instruction has many implications. The ability to use any device (computer, phone, tablet) at any time to map, analyze, visualize, and present data and results instantly eliminates the need for file storage and transfer via physical media, email, or virtual storage mediums. Maps, data, and results can be saved and shared from the web portal cloud and enable a collaborative and convenient learning environment (Manson et al. 2014). Expenses associated with computer labs, software, and licensure operations are mitigated. A bring-your-own-device model, a one-computer-per-student model, or a shared computer cart among a department are all feasible options for cloud-based GIS instruction. Web and cloud-based GIS also support the post–COVID-19 instructional environment that exists for many instructors and students. The pandemic greatly accelerated the development and deployment of web-based GIS into courses (Quinn 2021). The benefits of free and open-source GIS platforms are multifaceted. In a time of financial instability for universities and their students, free-to-use programs like ArcGIS Online are invaluable. An additional benefit is the ability of students to follow along with live demonstrations in real time or to watch recordings of the demonstrations at their own pace. Pausing and replaying the recordings as needed is an advantage that cannot be offered in face-to-face class meetings. Additionally, the ability to update data sets in real time provides a temporal element that can help students understand some foundational themes of geography. Earth and its population are changing spatially and temporally, at different scales, and the relationship between Earth and people can be explored through analyzing topics such as weather, climate, landforms, land use, population, economics, and trade using GIS. Maps can be modified through changing symbology, scale, or classification schemes. Through doing this, students learn how powerful maps are as mediums of information communication. All of these components are brought together in this lesson of mapping song lyrics through ArcGIS Online. This lesson was inspired by a colleague who discussed a map he was making for an associate that involved mapping out song lyrics to Keith Urban songs. The concept of finding the songs, analyzing the lyrics for place names, creating the data set, mapping, and visualizing the song lyrics caught my attention. In addition, I was tasked with creating a new general education GIS course for my department, and this lesson is included in the syllabus for that class. The incorporation of songs into geography curriculum has been explored (Lenderman et al. 2015; Mazzocca et al. 2015). However, investigating the geography of song lyrics using web-based GIS provides an innovative instructional experience for instructors and a stimulating lesson for students as they get to bring to life the lyrics of their favorite music artists. This lesson is built for a geography classroom, but the procedures and concepts of the lesson extend to other disciplines. For example, creating and defining a metric spatial representation of something that is non-metric at its core (i.e., song lyrics) is a concept that can be applied to other artistic, cultural, or seemingly non-spatial entities.