A new course at the University of California, San Diego is using pop star Taylor Swift as a lens to study music, fandom, and cultural impact. The class, titled “Reading and Writing Taylor Swift,” was offered in the spring quarter by Nancy Guy, professor in the Department of Music and holder of the Chiu-Shan and Rufina Chen Chancellor’s Endowed Chair in Taiwan Studies.
The seminar attracted 16 students from diverse fields such as mathematics, engineering, and psychology. According to Guy, her interest in fandom and how audiences connect with artists inspired her to develop the course. “I’ve long been interested in fandom — why we love the artists we do and how those connections are formed. My 2015 book on American opera singer Beverly Sills looked at relatability and fan devotion, and while watching a documentary about Taylor on a long flight from Taiwan, the parallels clicked for me. I wanted students to think critically about her artistry and the ways she’s received in the media — especially around politics.”
Students engaged with topics ranging from sexual identity within Swift’s fanbase to public controversies involving the artist. Coursework included journal reflections on weekly readings and major essays on themes found throughout Swift’s discography. The class also analyzed Swift’s political activism through viewing her 2020 documentary “Miss Americana.”
Ethan Arnn, a third-year math major who took part in the seminar, said: “Our group focused on themes across her discography. I wrote about how fame has affected her love life and how that theme grows as she grows as an artist and public figure.” Angel Yan, a second-year chemical engineering major, explored narrative structures in Swift’s songwriting: “I looked at the triangular relationships she creates in her music — like the story of a love triangle told from three different perspectives in the songs ‘August,’ ‘Betty’ and ‘Cardigan’ on the album ‘Folklore’ (2020) — and how that kind of writing shows up earlier in her career too.”
The class examined elements such as “Easter eggs” left by Swift for fans to decode—a practice that has become central to her relationship with listeners. Guy explained: “We read about Easter-egg culture and parasocial connection, and students presented songs to the class — tying lyrics to clues, to who songs might be about, to other eras. It’s fascinating how that web builds.” Arnn added: “The Easter eggs are a big part of what ties the fandom together. She started with secret booklet messages on her debut album and built a whole culture of decoding. It connects fans to her personal life and creates that bond where people feel like they truly know her and know her story.” Yan noted: “It’s fun to discuss the Easter eggs together, though sometimes fans overthink them. Still, it keeps people talking and makes you feel connected to the fan community.”
Swift’s approach of sharing personal stories through music was another topic discussed during class sessions. Arnn said: “It ties into the parasocial aspect. You basically have her diary entries in song…it feels like you have a friend in her even though that’s ridiculous — you don’t know her.” Guy drew comparisons between Swift’s appeal today with that of opera singer Beverly Sills: “Not only all of the things that you see in text, but you hear them in her voice too…People feel the same way with Taylor.”
Reflecting on teaching methods used during this seminar-style course format, Guy said: “I don’t always leave the classroom feeling energized, but this one was different…As an ethnomusicologist…this felt like doing research.” Students echoed positive experiences; Arnn described attending each session as a highlight of his week while Yan appreciated engaging with classmates from different academic backgrounds.
The university plans to offer “Reading and Writing Taylor Swift” again next spring.
