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Spring 2013
ISSN 0890-913X
Volume 28, Number 2

Using Popular Music to Teach Principles of Economics: Beyoncé’s Take on Demand and Quantity Demanded

Leonid A. Krasnozhon, Loyola University New Orleans
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TheJournalofPrivateEnterprise28(2),2013,139149UsingPopularMusictoTeachPrinciplesofEconomics:BeyoncésTakeonDemandandQuantityDemandedLeonidA.Krasnozhon*LoyolaUniversityNewOrleansAbstractAcademiceconomistsmustteachstudentsinprinciples-levelclassesthefundamentalconceptsofeconomicssothatstudentsbecomeinformedparticipantswithinthedemocraticprocessofcollectivechoiceoverpublicpolicy(Boettke,2011,2012).Anygoodstudentofeconomicsmustknowthedistinctionbetweendemandandquantitydemanded(Hayne,Boettke,andPrychitko,2010).Economicsisasocialsciencethatarrivesatknowledgethroughdifferentepistemologicalprocedures.ThispaperproposesanactivelearningexercisethatusesthelyricsofthepopularsongIrreplaceable,”performedbyAmericanR&BsingerBeyonceKnowles,toteachstudentsthefundamentalconceptsofdemandandquantitydemanded.JELCodes:A20,A22Keywords:Economicseducation;Teachingofeconomics;Demandcurve;QuantitydemandedI.IntroductionEconomicsisadismalsciencethatconstantlydealswiththeproblemofoptimaluseofresourcesgivenconstraints.Thedistinctionbetweendemandandquantitydemandedcanbeconfusingevenforanadeptstudentbecausetheseconceptsaredrasticallydifferentfrominthepublicdiscourse.Generaldiscourseoneconomiceventsoftenusesthetermdemandasashorthandtermforquantitydemanded.Anygoodstudentofeconomicsmustbeawareofthesedifferences(Hayne,Boettke,andPrychitko,2010,p.59).Students,however,struggletograspthedifferencebetweenquantitydemandedanddemand.Thedistinctionbetweenachangein*IthankDanielDAmico,NicholasSnow,andclassparticipantsattheUniversityofTexasatArlingtonandGeorgeMasonUniversityforvaluablecomments.139
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