The Hills are Alive…With the Sound of Psychology
When the sweeping hills and iconic opening notes of “The Sound of Music” fill the screen during Dr. Jill Swirsky’s Psychology of Musical Theater class at Holy Family University, students aren’t just watching a beloved film — they’re engaging in a deep psychological analysis. The class discussion quickly moves beyond melody and lyrics into topics such as risk-taking, parenting styles, adolescent development, and the power of social norms. For Swirsky, an assistant professor of psychology in the School of Arts and Sciences, musicals are more than entertainment — they’re vibrant, relatable case studies that bring psychological concepts to life.
Her popular course invites students to analyze characters, themes, and story arcs through multiple psychological lenses. From racism in “Hairspray” to intimate partner violence in “Waitress: the Musical” to substance abuse in “Dream Girls,” this course doesn’t shy away from the big issues. One recent standout? “The Sound of Music.”
“This musical is packed with psychological depth,” Swirsky explained. “And students get it. These are themes they know from their own lives, but seeing them play out on screen makes it click.”
Take, for example, Captain von Trapp’s authoritarian parenting style – high in control but low in warmth – or Liesl’s naive rebellion in “Sixteen Going on Seventeen,” an example of adolescent risk-taking as teens begin to assert independence. Students don’t just learn the terminology—they feel it, see it, and debate it in real time.
Swirsky recently shared these insights on the CinemaPsych Podcast, where she was invited as a guest to explore the psychological undercurrents of “The Sound of Music.” The episode dives deep into developmental theory, different ways to conceptualize loss and grief, and the power of music to express emotional growth.
She also explored these themes in an article for the Pop Culture Corner, a blog she edits for Psi Chi, the International Honor Society in Psychology. Many of the blog’s entries are written by her students, showcasing how pop culture can serve as a powerful teaching tool.
Although her background is in adolescent social development, Swirsky’s most recent line of research – including an article in the Journal on Excellence in College Teaching – focuses on the intersection of psychology and pop culture. In it, she explores how instructors across disciplines use popular culture to engage students and re-energize their teaching. “Courses like this are fun, yes—but they’re also deeply rigorous,” Swirsky said. “And they have the capacity to reach students in ways that textbooks alone can’t.”
As for her students? They’re all in. “As an avid lover of both the fine arts and psychology, I really enjoy getting to watch a new musical film each week and applying psychological concepts to the media I consume,” said Paige Veneziale ‘26, a psychology major. “Pop culture is a unifying force in our modern age, so I think that integrating musical theater into the classroom creates an extremely engaging seminar and educational experience for all parties.”
“We’ve covered a comprehensive list of themes,” added senior Isabella Destefano, “including development, social media, ostracism, social isolation, social class, othering, in-group/out-group bias, motivation, collective trauma, resilience, grit, and much more.”
Their reflections underscore what Swirsky’s course is all about: making psychology tangible, relatable, and relevant. By meeting students where their interests lie — she’s not just teaching psychology. She’s changing how students see the world around them.