Listen to the Music

Schools must provide less rigorous data-driven classroom lessons and more vigorous emotion-filled community building experiences if we are to properly prepare our children to be self-directed lifetime learners and independent thinkers.

To be clear, effective teachers rely on actionable and meaningful data that is generated from a wide array of authentic, formative, and informal assessments and projects to inform classroom instruction on a daily basis and adjust learning activities accordingly. 

K-12 education programs are now focused primarily on preparing students for high stakes common standardardized tests, rather than cultivating student agency and preparing our children for the uncommon social and emotional “tests” of adulthood and employment.

College and career readiness is not simply about understanding a McGraw-Hill textbook or filling in the right bubble on a standardized test, but knowing how to behave and cooperate with people in the classroom and on the job.

Project-based learning, performance assessments, presentations, student portfolios are a more reliable, robust, and comprehensive means of documenting student achievement because they assess student performance and a collection of student works over an extended period of time.

Most importantly, an extended task generates valuable data regarding student agency and character development. The finished project provides evidence of planning and preparation as well as how carefully the student followed directions.

Projects and presentations help students to develop essential college and career skills including; persistence, resilience, public speaking, self-reliance, patience, resourcefulness, decision-making, creativity, time management, etc.

Despite David Coleman's infamous claim that students thoughts and feelings don't matter, after almost three decades teaching in the classroom, I know there is nothing more important than helping young people learn how to properly manage their thoughts and emotions.

Internationally known psychologist and author Daniel Goleman (not to be confused with David Coleman) has written extensively on the importance of emotional intelligence

"An inner focus lets us understand and handle our inner world, even when rocked by disturbing feelings. This is a life skill that keeps us on track throughout the years, and helps children become better learners. For instance, when children tune in to what engages them, they connect with the intrinsic motivation that drives them…

In our life and career this can blossom into “good work” – a potent combination of what engages us, what matters to us, and what we can accomplish successfully. In the school years, the equivalent is “good learning” – being engaged with what enthuses us and what feels important…”

Daniel Goleman, “The Case for Teaching Emotional Literacy in Schools” 8/10/14

For almost thirty years my focus has been on creating powerful learning experiences that stimulate both the hearts and minds of my students. While education reformers insist that lessons must be rigorous, my efforts have been devoted primarily to assuring that learning activities in my classroom are vigorous and relevant to my students.

Over the years I have turned to music and song lyrics to engage my students and cultivate empathy in the classsroom. Students can learn more from text that is unpretentious and emotive rather than complex and informational. Readings in the classroom should stimulate student feelings and stir up emotions rather than stifle student feelings and suppress emotional responses.

How can anyone claim that thoughts and feelings don't matter when our own nation was founded by brave leaders who were moved to rebellion because they felt betrayed, dishonored, and disrespected by the nation they loved.

"Men of passive tempers look somewhat lightly over the offences of Great Britain, and, still hoping for the best, are apt to call out, "Come, come, we shall be friends again for all this." But examine the passions and feelings of mankind: bring the doctrine of reconciliation to the touchstone of nature, and then tell me whether you can hereafter love, honour, and faithfully serve the power that hath carried fire and sword into your land?"

Thomas Paine, "Common Sense", 1776

 I often rely on music in my classroom to create an emotional link or bridge to the past and help my students empathize and understand the challenges and struggles faced by others, as they also come to better understand themselves. 

When we study Paine's "Crisis", I have challenged each student to write a personal statement that will provide motivation and help the students to persevere during difficult and challenging times in their own life.  One of my 7th graders responded...

"Never say “I can’t”

Trust yourself and face your fears

If you’re down

Get back up and start over

Go for your goals

When life feels like you are at a dead end road

Open your mind and be creative"

Another approach I often use is to study historic documents and events such as this Declaration of Independence constructed response activity that incorporates the Twisted Sister song, "We're Not Gonna Take It"

When my students study the period of exploration and Westward Expansion I will have them write an essay about the importance of healthy risk-taking and discuss lessons learned from Lewis and Clark along with Garth Brook's song, "Standing Outside The Fire" One 7th grader wrote...

"Risk-taking is a needed experience in life.  Daring to take a chance or daring to be different, no matter what the outcome, helps us grow and learn. There is a diversity of situations in life when we can take the risk.  For example if someone can’t decide whether or not they should apply for a job, they should apply because it is a positive risk.  Even if they do not get the job they will feel good about trying.  Attempting to learn a new skill, like skiing, may seem scary at first, but imagine how thrilling it would feel to make it down the mountain, even if you fell a few times.  Positive risks are everywhere and they are worth taking."

"Standing outside the fire
Standing outside the fire
Life is not tried, it is merely survived
If you're standing outside the fire"

When we study the impact of the Industrial Revolution I will play Bruce Springsteen's song "Factory" for my students and give them an opportunity to write an essay or draw a visual interpretation of the song. An 8th grader responded...

"The singer of the song would probably appreciate unions, which protected workers and improved working conditions. Safety levels were raised. So the "factory takes his hearing" no longer. Men wouldn't have to walk through the gates with "death in their eyes" because they wouldn't be so stressed anymore. The song talks about human rights. It tells that people's rights were being taken away and they were being forced to work dangerous jobs. It mentions difficult work environment when it talks about the "mansions of fear and pain". It talks about the culture, or way of life, of a factory worker, about how the stress could cause him to hurt someone or he might beat his child."

"End of the day, factory whistle cries,
Men walk through these gates with death in their eyes."

 Many music critics and historians consider "Biko" to be one of the most important and influential protest songs of the 1980's. Interestingly, Peter Gabriel downplayed the significance and importance of this song in a 1980 interview...

"I suppose; it is useful obviously if it does inform, so that now there are people who are aware of that when otherwise they would not have been...but I don't [think] that song will have much of an impact, a tangible impact, upon what happens in South Africa. But maybe it's part of a whole number of things which could increase external pressure from other countries on what goes on there...Books can be a much better source of social comment than rock songs, and yet rock songs get through to a much bigger audience..."

"You can blow out a candle
But you can't blow out a fire
Once the flames begin to catch
The wind will blow it higher"

The 1986 song, "The Way It Is" by Bruce Hornsby deals with the issue of racism and intolerance. John Hornsby explained in the Way It Is Songbook,

"The song is mainly about compassion, about understanding racial and social types, and beliefs and practices that are different from your own. It's about a status quo that's so complacent in its narrow-mindedness and bigotry that it seems it'll never change. That's why the line Ah, but don't you believe them is so important. One writer interestingly described the song as being about 'the narrow-minded underside of Southern hospitality'. But it's a universal problem, not just a Southern one."

"Well, they passed a law in '64
To give those who ain't got a little more
But it only goes so far
'Cause the law don't change another's mind"

When my students learned about the horrible details of the infamous Tulsa Massacre, I challenged them to write an essay about the power of forgiveness and the importance of empathy as they discuss lessons learned from the documentary, "The Tulsa Lynching of 1921: A Hidden Story" and the Don Henley song, "Heart of the Matter" An 8th grader explained...

"Everyday people talk about peace, and when they give peace signs you wonder if they truly know the meaning.  We don’t even know how lucky we are to have the things we do, that is why we need to forgive the things that people have done or else we will be living lives filled with hatred in our hearts.  Hate is a strong word and people don’t even know the power it has.  Hate can take over your life by feeling angry all the time you lose track of what is good in life.  Live and Love, keep the Peace, because there is “no room in our hearts for hatred”. 

 "There are people in your life
Who've come and gone
They let you down
You know they've hurt your pride
You better put it all behind you baby
'Cause life goes on
You keep carryin' that anger
It'll eat you up inside baby"

When we study the Civil Rights Movement I have asked my 8th graders to compose an essay about diversity and interdependence incorporating lessons learned from Martin Luther King's "What's Your Life's Blueprint" address and U2's song "One". An 8th grader wrote...

"It’s been said that, “Strength is not only in the similarities, but also in the differences.”  This quote means that because everyone is different, it can only make us stronger as a group.  The diverse amount of ideas that can come from everyone can help change the world.  When we come together, we have more power in numbers and that’s why we should stick together as a nation...To learn to act together as one, helps shape our future and gives us a better outline for a brighter future.  If someone wants justice for themselves, but not for others, then it really isn’t justice.  Everyone should have the same opportunities and we can share them with each other.  If we could all act as one, then we would have more power because there would be more ideas and ways to make us have a better future.  As we get older we need to know whether  this is what we believe or not. What will you believe?"

Bono explained in a 1993 interview, 

“It is a song about coming together, but it's not the old hippie idea of "Let's all live together."  It is, in fact, the opposite.  It's saying, "We are one, but we're not the same."  It's not saying we even want to get along, but that we have to get along together in this world if it is to survive.  It's a reminder that we have no choice.” 

"And I can't be holding on to what you got
When all you got is hurt
One love, one blood, one life
You got to do what you should
One life with each other
Sisters, brothers
One life but we're not the same
We get to carry each other, carry each other"

Songs are a powerful tool for introducing topics and teaching students about important events, ideas, and people. Music and lyrics cultivate empathy in the classroom as students are emotionally transported to moments in time. The Boomtown Rat's song, "I Don't Like Mondays" is a powerful commentary on the loss of innocence and senseless brutality of gun violence and active shooters. 

While touring the United States in 1979 singer and songwriter Bob Geldof heard a news report about 16 year-old Brenda Spencer who shot at students outside an elementary school, killing two adults and injuring several children. Shaken by this act of senseless violence Geldof wrote the lyrics, "...And school's out early and soon we'll be learning And the lesson today is how to die..."

Sadly, the title for the song is taken directly from a statement made by Brenda Spencer shortly after the shooting.  Asked why she had done this, Spencer cooly replied, "I Don't Like Mondays".

Song-based learning activities can also provide opportunties to collaborate with artists and share student work with an audience outside the classroom.

In 2007 my students listened to Buddy Mondlock’s song, “The Kid” and were challenged to write an essay discussing the meaning of the song, create a visual interpretation, or write an original poem/song about dreams and goals.

Entries were submitted to Lisa (Wiffledust) who shared the student works with Buddy Mondlock. She subsequently wrote to the students to thank them for the entries and explained in her letter...

"I went to where Buddy was having his sound check and showed the entries to him. We sat and read through each one together…. Right before his first song, I told the audience about our contest, and I read the beautiful winning entry about keeping dreams alive even when they don't always come true to the people. Everyone was teary and clapped so loud. And then I asked Buddy to sing "The Kid". It was so beautiful, and he was thinking of all of you through the whole song!!!”

You can view the student responses here including an essay by a 12th grader which explained...

“The Kid” shows so many aspects of dreaming. It shows that it can get you in trouble, but you can’t stop. To me “The Kid” shows the significance of dreams, it shows that without dreams of a better world, nothing would get started.

Whether a child is dreaming of a place where no one picks on him or a young woman is dreaming of a new company she would like to start, or an older man is dreaming of a world in which everyone stood together without complaining or criticizing others, this song shows that it is important to keep those dreams alive.

Because we all know that our world is full of hatred and lies, it is important to listen to a song like “The Kid”. It tells us to never stop dreaming, because that is when things stop happening. The song says that even though dreaming can get you into trouble, there is more trouble when dreams stop coming. 

The key to dreaming is to stay optimistic and know that there are no boundaries. Without all the dreams that have been put into action throughout history, who knows where we would be, therefore we need to keep dreaming and our future will be a bright one."

"I'm the kid who always looked out the windows

Failing tests in geography

But I've seen things far beyond just the school yard

Distant shores of exotic lands"

Songs can also be used for media projects that integrate technology and cultivate mindfulness, such as challenging students to create a PSA using a contemporary song as the soundtrack for the video.

Students will apply higher order thinking skills as they must reinterpret and repurpose the music and song lyrics in order to educate others. The video should raise awareness of a societal problem and encourage viewers to take action.

You can view a collection of these videos at our class YouTube page including this "How To Save A Life" bullying awareness PSA that I created as a sample and guide for students...

There is a dramatic “shift” underway with respect to longstanding beliefs in our nation regarding the role and purpose of a public education.

During the BC ( Before Core / Before Coleman) era of public education, parents and teachers believed in the power of individual curiosity and creativity to unleash each child’s unique gifts and abilities.

In the BC era of public education many learning activities were vigorous rather than rigorous, they were passion driven rather than data driven, and they focused on the diverse needs of the students rather than the standardized “needs” of the test.

In 2012, Jonathan Cohen, cofounder and president of the National School Climate Center commented on the purpose of K-12 education.

"I think that my view, and most people's view, is that the purpose of education is to support children in developing the skills, the knowledge, and the dispositions that will allow them to be responsible, contributing members of their community—their democratically-informed community. Meaning, to be a good friend, to be a good mate, to be able to work, and to contribute to the well-being of the community."

Not only should children learn civic knowledge—how the electoral college works, the history of political parties, and so on—but they also need to master civic skills, which include respecting others, working collaboratively, acting in a way that is fair and just, and being an active participant in the life of the community, Cohen says."

Willona M. Sloan, "What Is the Purpose of Education?" ASCD Education Update July, 2012

Today, students are spending countless hours in class trying to determine the meaning of informational text at the expense of other activities and experiences that help to develop their unique talents and skills providing for a life that has meaning and purpose.

Many education reformers claim students won't be successful in life if they are not trained to correctly answer text-dependent questions when success in school, work, and life is more about making character-dependent decisions.

The Common Core is focused on measuring a narrow set of math and literacy skills so we can compare student performance when we should be doubling our efforts to teach students how to collaborate with and care for others. 

Many reformers are obsessed with promoting measureable test-taking skills when we should be cultivating invaluable lifelong learning skills. 

Children have a boundless joy and passion for life. The purpose of school should be to help our students harness and focus that energy through vigorous learning activities that are relevant and meaningful to them.

We should guide and support our students so they become healthy risk-takers and good decision makers as they explore their interests and pursue their passions.

A student wrote about Meatloaf''s song, "Paradise By the Dashboard Light"...

"The lyrics of Meat Loaf's song "Paradise By the Dashboard Light" talk about being a teenager, making decisions, then growing older and having to live with the mistakes that you made when you were young...

The song includes the traditional metaphoric phrases of comparing sex and baseball. I think this is pretty comical how Meat Loaf does it. "...Third base line, the suicide squeeze is on..." But before the kid "makes it home", "Stop right there, I gotta know right now, before we go any further...Do you love me? Will you love me forever?" Being a teenager you know what his response would be. Testosterone clouding his mind...

This song is really good because it tells a story, includes some comedy yet, at the same time, it teaches people, mostly teenagers, about decisions you make now can effect you later in life and you should think about your future first."

K-12 programs are now preoccupied with preparing students for tests that will supposedly determine if they will be ready for college and careers, at a time when young people want to be engaged; cognitively, emotionally, and socially as they learn how to live...

"I ain't gonna be just a face in the crowd
You're gonna hear my voice
When I shout it out loud

It's my life
It's now or never
I ain't gonna live forever
I just want to live while I'm alive"

The Common Core discourages and dispirits many of our students as a belief in the ability of all learners to succeed has been replaced with a belief in the ability of the Common Core standards to “ensure” that every student graduates from high school “ready” for college and careers.

An education system that had previously honored the individual, and endeavored to fulfill the academic, artistic, athletic, and vocational desires and social/emotional needs of every student, is being replaced with a standardized system of learning that strives to fulfill the desires of employers and the demands of the learning standards.

Thankfully, growing numbers of parents, teachers, school leaders and defenders of public education are speaking out and teaching out in support of an equitably funded public education system that raises up every child and helps each student to discover his or her purpose and passion.

Despite the “sky is falling” rhetoric of education reformers our students will be ready for adulthood and employment as long as we “Don’t Stop Believin” in our public schools and the special talents and abilities of every child.

( Go to Learning From Lyrics web site to view a digital gallery of student projects, writings, and visuals inspired by songs. There is also a song directory referencing over 3,ooo songs for use in the classroom and another reference guide called, "The Story Behind the Song". The site has not been updated in some time, but is still a valuable resource for teachers interested in educational activities and projects that incorporate contemporay songs.)