Lesson Plan: Teaching Horror Tropes Through Mitski’s 'Where’s My Phone?' Video

Hook: Turn student anxiety about vague, pop-culture analysis into structured critical skills

Teachers and instructors often face the same pain point: students can feel lost when asked to analyze a short, emotionally charged music video without a clear method. They either recount plot beats or offer surface impressions. This lesson plan uses Mitski’s anxiety-inducing video for “Where’s My Phone?” (promo material released Jan 2026) to teach high-school and university students how to identify horror tropes, decode visual symbolism, and build rigorous arguments in film studies. It’s practical, step-by-step, and updated for 2026 classroom realities—AI-assisted annotation tools, media-literacy mandates, and trauma-informed teaching practices.

Why this lesson matters in 2026

Late 2025 and early 2026 saw educators doubled-down on media literacy because of the explosion of AI-generated media and misinformation. Simultaneously, the popularity of “elevated horror” continues to make horror a useful vehicle for cultural critique. Mitski’s promo for her 2026 album, which leaned on a Shirley Jackson quote and a deliberately unnerving music video, is a timely primary text that fuses literature influence, visual design, and marketing tactics—perfect for teaching critical thinking about audio-visual texts.

"No live organism can continue for long to exist sanely under conditions of absolute reality." — quote from Shirley Jackson featured in Mitski’s promo (Rolling Stone, Jan 16, 2026)

Learning objectives (measurable)

• Students will identify at least five horror tropes in the video and explain their function in 2–3 sentences.
• Students will analyze visual symbolism (mise-en-scène, color, framing, props) and connect each symbol to a thematic reading.
• Students will produce a 750–1,000 word analytical paragraph or a 3–4 minute video response demonstrating evidence-based interpretation.
• Students will practice media-literacy verification by tracing the promo’s intertextual references (e.g., Shirley Jackson, Hill House) and documenting sources.

Materials and tech (prep checklist)

• Class set of the Mitski “Where’s My Phone?” video (streaming link or offline copy, ensure copyright compliance)
• Short clip extracts (30–90 seconds) prepped for repeat viewing
• Projector/smartboard and individual devices for annotation (laptop/tablet/phone)
• Annotation tool: Hypothesis, VideoAnt, Perusall, or PlayPosit (2026 classrooms increasingly use collaborative video annotation)
• Handouts: tropes checklist, visual-symbolism worksheet, rubric
• Accessibility supports: captions, transcript, image descriptions

Estimated timing

Designed for a single 60–90 minute class or split across two 45–50 minute lessons. Each activity has optional extensions for longer seminars or university labs.

Before class (teacher prep — 30–60 minutes)

1. Watch the full video several times and time-stamp key moments you want students to analyze.
2. Create 30–90 second clips showing distinct devices (sound, lighting, camera move, prop close-up).
3. Upload the video to your annotation tool and add 4–6 instructor prompts for students to respond to during viewing.
4. Prepare a printed or digital worksheet listing common horror tropes (e.g., the uncanny, isolation, unreliable perception, haunting domestic space, distorted sound) with examples.
5. Check school policy for showing music videos and acquire necessary permissions.

Lesson plan — step-by-step (60–90 minutes)

Part 1: Warm-up (10–15 minutes)

1. Quick write (5 minutes): Prompt students—"List three moments in the last film or music video you felt unsettled. What caused the feeling?" Share two responses.
2. Mini-lecture (5–10 minutes): Introduce the idea of horror tropes and visual symbolism. Give 3 quick examples: mise-en-scène creating claustrophobia, diegetic vs. non-diegetic sound creating unease, and prop-as-metaphor (e.g., phone as lifeline).

Part 2: First viewing + quick annotations (10–15 minutes)

1. Play the full video straight through without interruption. Ask students to note one image, one sound, and one unanswered question.
2. In pairs, students share notes for 3 minutes and add items to a shared T-chart: Visual / Aural / Narrative Questions.

Part 3: Focused analysis in stations (25–35 minutes)

Set up 3–4 stations (or breakout rooms online). Each station focuses on one analytical lens. Rotate groups every 8–12 minutes.

1. Station A — Mise-en-scène & Framing: Students examine framing, set dressing, color palette. Prompt: "How does the domestic setting function as a character?"
2. Station B — Sound & Editing: Analyze silence, ambient noise, cuts, and tempo. Prompt: "Where does sound create uncertainty about what is real?"
3. Station C — Symbol & Prop Analysis: Focus on the phone, doors, mirrors, tables. Prompt: "Choose a prop and map how it appears and changes meaning across the video."
4. Optional Station D — Intertextuality & Context: Trace references to Shirley Jackson, Hill House vibes, and promotional choices (e.g., phone number campaign). Prompt: "How does intertextuality add layers to the video’s horror?"

Part 4: Synthesis & mini presentations (10–15 minutes)

1. Each group makes a 90-second presentation: claim, evidence (timestamped), and one interpretive sentence.
2. Class votes on the strongest use of evidence (use anonymous sticky notes or a poll).

Homework / Extended assignment (choice of outputs)

Choose one:

1. Analytical Essay (750–1,000 words): Argue how Mitski uses three horror tropes to develop a theme (e.g., isolation, identity, the uncanny). Cite timestamps and one external source (e.g., Rolling Stone review referencing Shirley Jackson).
2. Multimodal Response (3–4 mins): Produce a short video or narrated slideshow mapping one symbol across the video and offering interpretive claims.
3. Creative Re-Storyboard: Redesign one scene to subvert a horror trope and write a 300-word director’s note explaining the change.

Assessment rubric (scaffolded for fairness)

Use a 4-point scale (4 = Exceeds, 3 = Meets, 2 = Developing, 1 = Beginning). Criteria:

• Evidence: Uses precise timestamps and descriptive details from the video.
• Interpretation: Moves beyond summary to explain *how* techniques produce meaning.
• Context & Sources: Effectively integrates at least one external text/reference (e.g., Shirley Jackson influence, Rolling Stone note about the promo).
• Craft & Citation: Clear organization and correct multimedia citation; accessibility considerations included for multimodal work.

Sample teacher notes — close-reading answers

Below are instructor-level interpretations you can share selectively to model analysis:

• Phone as lifeline and identity object: The repeated focus on the phone (ringing, searching) works as both literal device and symbol for connection/validation. In a horror framing, losing this object intensifies isolation and unreliable perception.
• Domestic space as both sanctuary and trap: Mise-en-scène that shows clutter, low lighting, and closed doors makes the home feel simultaneously intimate and claustrophobic—echoing Shirley Jackson’s domestic uncanny.
• Sound design: The interplay of denotative diegetic sounds (ringing, footsteps) with strategic silence creates expectation loops—students should map where silence precedes a reveal.
• Intertextuality: The explicit use of a Shirley Jackson quote in promotional material primes viewers for psychological horror rather than jump-scare horror; this can guide thematic analysis about sanity and perception.

Classroom adaptations and inclusivity

Horror can be triggering. Use these 2026 best practices:

• Trigger warning before showing the full video and provide an opt-out alternative assignment (e.g., textual analysis of a lyric or lyric video).
• Provide captions and text transcripts. In 2026, many districts mandate accessible materials—use automatic captioning but verify for accuracy.
• Allow multimodal submissions for diverse learners (audio summaries, visual maps, or bullet-point essays).
• Offer shorter, scaffolded tasks for students with processing needs—e.g., analyze just one 30-sec clip.

Remote and hybrid teaching tips (2026 tech-forward)

• Use collaborative annotation tools (Perusall / Hypothesis / VideoAnt) so students can leave timed comments. These platforms now integrate AI-summaries—ask students to verify AI suggestions, teaching verification skills.
• Host synchronous breakout discussions and require one timestamped post per student to hold everyone accountable.
• Record your mini-lecture and provide it asynchronously; include a transcript and quick quiz to encourage engagement.

Extensions for deeper inquiry (university seminar or advanced high-school class)

• Compare Mitski’s video to a scene from The Haunting of Hill House or another Shirley Jackson adaptation—create a comparative essay on how domestic space is framed in each.
• Conduct a short research project on how contemporary musicians use horror aesthetics in promotion—analyze social media campaigns (e.g., phone number, ARG, microsites) as part of intertextual marketing strategies.
• Invite students to research the evolution of the “domestic uncanny” trope from Shirley Jackson (1959) to contemporary music videos—include sources from film studies journals (2020–2025) and credible media outlets like Rolling Stone (Jan 16, 2026 coverage of Mitski’s promo).

Common challenges and teacher fixes

• Students offer only plot summary: Use a “claim-evidence-explain” protocol—require each comment to include a claim, a timestamp, and explanation of technique.
• Students can’t see symbolism: Model one close-reading live and deconstruct your thought process aloud—show how to move from description to interpretation.
• Time constraints: Assign focused clips for homework and use class time for synthesis and discussion.

Assessment examples — ready-made rubric snippet

Paste into your LMS or print:

• Evidence (40%): Accurate timestamps and description of visuals/sounds.
• Analysis (30%): Makes an interpretive claim about the function of the trope/symbol.
• Context & Research (15%): Integrates at least one credible external reference.
• Presentation & Accessibility (15%): Clear organization, accessible media, correct citations.

Links to trends & further reading (teacher resources)

Use these as starting points for deeper context (inform students which are required vs optional):

• Rolling Stone (Jan 16, 2026) coverage that describes Mitski’s use of Shirley Jackson — useful for discussing explicit intertextuality in promotion.
• Recent film studies on the “domestic uncanny” and “elevated horror” (scholarship 2020–2025); local university databases can provide peer-reviewed articles.
• EdTech reviews (2025–2026) for video annotation tools and AI caption accuracy—helpful when selecting platforms.

Sample student prompts for assessments and exams

1. Short answer: Identify two visual motifs from the video and explain how they contribute to mood (3–4 sentences).
2. Long answer: In 600–800 words, argue how Mitski’s video repurposes horror tropes to critique or reflect a contemporary social condition (use at least one outside source).
3. Project prompt: Produce a 3-minute visual response mapping a single trope across three media texts (the Mitski video + two others of your choice).

Why this lesson strengthens critical thinking

Students learn to move from subjective reaction to evidence-based interpretation. They practice timestamped observation, contextual research, and multimodal argument—core skills for any modern media-literate citizen in 2026. The lesson also scaffolds how to treat promotional materials (like a phone-number ARG) as texts with rhetorical goals, not just marketing fluff.

Quick takeaway checklist for teachers

• Prepare short clips and annotation prompts before class.
• Use station rotations to focus analysis by lens (sound, mise-en-scène, prop analysis, intertext).
• Require timestamped evidence in all student work.
• Include accessibility and opt-out options.
• Build a rubric that values evidence and interpretation over opinion.

Final notes and classroom-ready handout text

Below is a short handout you can copy into a slide or print for students:

Handout: How to analyze a horror-influenced music video

1. Describe (what you see/hear). Timestamp everything.
2. Identify (name the trope or technique: uncanny, isolation, unreliable perception).
3. Explain (how does this technique create mood or meaning?).
4. Contextualize (what outside references or history deepens this reading?).
5. Argue (what broader claim about the text or society can you make?).

Call to action

Try this lesson in your next class and adapt the station topics to your course level. Want the printable worksheets, rubric PDF, and timestamped clip suggestions? Download the free lesson pack from our resource page or message us with your class level and we’ll email a customized version. Share student work or adaptations back—your examples help other teachers turn pop-culture moments into rigorous learning. Ready to teach horror tropes with Mitski? Start by previewing the video, prepping one 30-second clip, and writing three instructor prompts today.

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