This article reports on an experiment in a high school class in France that evaluated the relevance and effectiveness of the teacher's subjective reading when teaching literary text learning practices. To do this, the trainee developed a study protocol for her class of Boris Vian's Froth On The Daydream by respecting the artistic, literary, visual, and especially musical plurality of the work. This approach was largely based on the teacher’s training in the Master 2 program, which aims to introduce students to the concepts of reader-subject, reading subjectively, and reader text. The pedagogical experimentation focused particularly on the musical listening of jazz pieces in close connection with the novel and proved particularly productive in terms of student motivation and learning in reading and writing.