A new course at the University of California, San Diego has examined the cultural and artistic impact of Taylor Swift, reflecting a growing academic interest in contemporary pop culture figures. The class, titled “Reading and Writing Taylor Swift,” was taught by Nancy Guy, professor in the Department of Music and inaugural holder of the Chiu-Shan and Rufina Chen Chancellor’s Endowed Chair in Taiwan Studies.
The seminar drew 16 students from various disciplines including mathematics, engineering, and psychology. It focused on Swift’s artistry, her relationship with fans, and her influence on music and culture. The course structure included weekly journal reflections on topics such as sexual identity within Swift’s fandom and her public disputes with other artists. Students also completed two major essays and analyzed the documentary “Miss Americana,” which explores Swift’s political activism.
Nancy Guy explained her motivation for creating 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 Ethan Arnn, a third-year math major, and Angel Yan, a second-year chemical engineering major—both self-identified fans—shared their experiences. Arnn said his project focused on how fame affected Swift’s personal life as reflected in her lyrics: “I wrote about how fame has affected her love life and how that theme grows as she grows as an artist and public figure.” Yan explored narrative structures within Swift’s music: “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 course also discussed themes such as Easter eggs—a hallmark of Swift’s engagement with fans—and parasocial relationships between artists and listeners. Guy noted: “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 observed that while fans sometimes overanalyze these clues, it contributes to community engagement.
Reflecting on Swift’s ability to connect through songwriting, Arnn commented: “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 compared this connection to experiences reported by fans of opera singer Beverly Sills.
Both students described changes in their listening habits after taking part in academic discussions about pop music; they now pay more attention to lyrics’ meaning beyond surface-level enjoyment.
Guy found teaching this seminar rewarding: “I don’t always leave the classroom feeling energized but this one was different…As an ethnomusicologist I often interview people; in many ways this felt like doing research.”
The university plans to offer “Reading & Writing Taylor Swift” again next spring quarter.
