“Why Do Fools Fall in Love” (1956)
Frankie Lymon and the Teenagers
DISCUSSION QUESTIONS
Frankie Lymon was just 13 years old when “Why Do Fools Fall in Love” became a #1 R&B hit in 1956, making
Lymon rock and roll’s first black teenaged star. Teenagers fueled the rock and roll economy of the 1950s –
buying records, attending concerts, going to rock and roll movies, and purchasing merchandise associated
with their favorite acts. Promoters and advertisers looked to the baby-boomer generation for inspiration,
but also actively courted teenagers as key consumers. Teenagers weren’t just consumers, however.
Performers like Frankie Lymon and the Teenagers were creators of the rock and roll product as well. Simply
put, rock and roll was youth culture – on stage, in the audience, and at the cash register.
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How was American culture changed as a direct result of World War II? How did youth culture benefit
from the economic security afforded to Americans after the war? How did this buying power
translate to rock and roll?
How did average teens in the 1950s spend their money? How did average teens spend their time?
How did this compare to their parents’ generation? How does this compare to teenage culture
today?
Research ads marketed to teens in the 950s. (Use the advertisements showcased on our website as
a guide.) How would you describe the marketing strategy? Who is the intended audience? What is
the tone? Is there a theme? Where would you expect to find ads like these?
ACTIVITY: Teen Culture and Rock and Roll
This activity is designed to help students understand how rock and roll promoted a new respect for
the youth culture – through its fans and many of its key performers.
1) Allow students to search online for advertisements targeting teenage consumers in the 1950s, or
provide examples for the class. (You can use the ads showcased on our website as a guide.) Discuss
what you see. What is the product being sold? Who is the targeted consumer? Where would you
expect to find these ads? Allow students to analyze the overall aesthetic of the advertisements.
What is the imagery presented? What is the language used? What is the overall tone?
2) Have students create their own advertisements. They can choose a product seen in the example
ads, or use another product historically appropriate to the 1950s. Students can use the artistic
medium that they’re most comfortable with – drawing/painting, collage, photography, computer
design, etc. Make sure students consider both the images presented and the language used.
Students can work in teams, pairs, or individually.
3) Ask students to present their ads to the class. Students should treat their presentations like a
marketing pitch – the class is a potential client. Students should explain their design choices and
their overall marketing strategy. How would this advertisement get a 1950s teenager to buy their
product?
Visit www.rockhall.com/education for more resources.
©2014 Rock and Roll Hall of Fame and Museum, Inc. All rights reserved.
“Why Do Fools Fall in Love” (1956)
Frankie Lymon and the Teenagers
4) As an extension activity, ask students to consider the advertisements marketed to teenagers today.
How frequently are teenagers targeted as consumers? How are teenagers depicted? Where do we
see these ads (billboards, magazines, online, TV, radio, etc.)? Compare these ads to what was
discussed from the 1950s. What is different? What remains the same? You can also revisit the
previous art/advertising activity with a modern example. How would you create an advertisement
for today’s teenage market?
Visit www.rockhall.com/education for more resources.
©2014 Rock and Roll Hall of Fame and Museum, Inc. All rights reserved.