This post will be in reference to “Integrating Music in History Education,” by Cameron White. In this article, he states: “If we are truly interested in providing meaning to kids’ lives as we engage in teaching and learning, why don’t we do a better job of integrating popular media into education? Our children’s natural desire to make sense of their world can be enhanced through the appreciation and application of popular media as a pedagogical tool” (White). Although I already believed that popular music should be integrated into the classroom, this article simply intensified that belief.
Going “back to the basics” to improve test scores makes me feel as though I’m being transported to a previous era, where popular music was considered evil and unrelated to academia. Thinking about this happening causes a myriad of negative emotions and panic that spread throughout my body, mind, and soul. Integrating popular music into my classroom not only stimulates and engages my students, but it excites me as well. I do not consider myself a music guru, but I know enough about it to make it relevant to my teaching. I have used it in multiple lessons, and every single one has been a success in terms of engaging the students and deepening their understanding of the unit being discussed.
As mentioned in the article, students are already interested in popular music; it is easy for them to relate to and identify with. Within some lyrics, students are exposed to social commentary, facts, opinions, emotions, history, and a myriad of other issues. Because they are interested in music, they are more eager to understand the issues, as well as retain the information. As you know, disciplines within schools are required to meet the plethora of standards associated with each grade. Along with that, teachers are required to teach some specifics. More often than not, teachers pour all of the knowledge into the students’ minds and HOPE that they have the ability to make sense of it all. The problem with this is that students, more than likely, do not care about the material being thrown at them. Therefore, they memorize it until they need it, then casually dispose of it to make room for things that actually interest them, such as popular music.
By building a connection between academia and things that students are actually interested in, we can increase the chance that they will understand AND retain the information/material that they are learning; this, in turn, will benefit them during the standardized tests. In my creative writing class, we were learning about the ode and how one goes about writing one. On the second day, I brought in the song, “Ode to Billy Joe” by Bobbie Gentry. Students were originally under the impression that odes HAD to praise something. This showed them otherwise. Not only did we discuss the “structure” of the song, but the background story as well. Students were so intrigued by this song and its story that they wanted to watch a film adaptation of the song. Needless to say, they grew to love the ode when they initially hated it. This experience, along with many others that have occurred in my classroom with popular music, is a great way for students to actually RETAIN material at hand.
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Jamie: You highlight something important in your blog, you point out that many students don't care about the material being taught. "Caring" creates a deeper connection than interests even do. If someone cares about the material being taught they become more invested in it which in turn will have a greater impact for the student.
ReplyDeleteYour example of "Ode to Billy Joe" was inspiring. It provides evidence for the positive impact and potential using pop music in the classroom can have. By bringing in this song you not only created a greater understanding, you changed the student's perspective and they themselves became interested in broadening this learning experience by requested to view the film. That sounds like a successful lesson/learning experience to me!