• Memories linked to emotion are the easiest for the brain to retrieve.
• Research is showing that the mere act of singing engages the brain in a more efficient way.
• Music makes ANYTHING approachable and fun. Lower defenses and anticipation of fun are good for brain chemicals !
• It provides an entry point for “the musically intelligent” AND “the musically sensitive”.
• It is novel. The brain loves novelty .
• Sitting quietly LISTENING to music gives students time to REFLECT and connect.
• The lesson seems relevant (to kids) if you play radio music. The brain loves relevance. (With the “association hook” our science can ride on a magic carpet into their brains). Over and over students tell me that they students the songs in other venues (which surprises them) and immediately think of my class and what we were doing with the song..
• It turns their thoughts toward your class. If you can even get ONE LINE of a song hooked in their minds, they will think about science. ASSOCIATION! And, students appreciate when you go to the extra trouble to make class interesting.
• Music is magic. We don’t know exactly how or why it works….but it does !

1) Establish set: Play to introduce an activity. This builds anticipation for what could be next. It "hooks" their attention.

2) As the "main event" one-time play whole song: You focus students' full attention on the song. Go over the words (which are printed out or put on the overhead) and meaning of the song either before or after (I prefer before) they have heard it. Show them or let them find theconnections. Make a powerpoint slide that has the album cover or some other visual of the music and connections to what they are studying. Let them write about and/or discuss the connections to your curriculum.

3) As the "main event" one-time play part of a song: If only part of a song is relevant or appropriate, I may only play a line or two of it, and turn the song down until it is barely audible and talk over it...or fast forward to a later part of the song.

4) As the "main event" with repetition: This is a song that has BIG IDEAS (addresses essential questions) or has information you want students to memorize. I like to teach them the song ahead of time--either by singing the melody for them first, or just going over the words. It takes about four times before they can really sing it boldly. Kids like songs (even if the songs aren't their "style") if they are FAMILIAR with them.

My students never have to sing alone...but I do try to encourage every student to sing by telling them, "research shows that the mere act of singing engages the brain. Let's get the most out of your mind! This IS the lesson."

Another trick I employ often is the random use of the "mute" key on the remote control. This lets me know just how much they are singing and how much they are hiding behind the song. They always sing louder once the mute key is pushed and they realize they are slacking.

One last thing: I teach the students the song first. When they are familiar with the words and meaning of the song, I introduce the powerpoint (if I have one). This is a great way to start class, especially on Monday or after a break! It pulls forward all that they have done and associated with the song in previous classes.

I print out the lyrics or put them on the overhead projector when first introducing each son

5) In the background, add texture: After setting up an activity or task, I gently put the song on in the background. I love to see the smiles as they figure out the connection to the topic as they work.

6) Student performance / karaoke: Students make up the verses to a karaoke song or else perform them with their own instruments.

7) Critical thinking opportunities: Most of these songs were not written for the science classroom, therefore they may have inaccuracies in them. So...use it as a thinking opportunity! These songs (including my own songs) have lines that are either scientifically wrong or could be interpreted wrongly and contribute to misconceptions. Use these songs as an opportunity for critical thinking! Ask students, "what is wrong with this line?" It is powerful for them to realize that there could be wrong ideas published musically! Critical thinking leads to more critical thinking!

You can have students make PowerPoint or other presentations for any of my songs. Have each group take a different verse...then put the verses together to make the song.

At the beginning, middle or end of a unit, use one of my songs to have students do a KWL (Know, Want to Know, Learn) chart.

Use the songs as "time pieces" to get a task accomplished. Give them a task, play the song and require them to be in their seats as soon as the song is over.

Note: I have intentionally left off a discussion of having students write their own science lyrics for "Row, Row, Row Your Boat", etc. This is a good activity. But doesn't engage the sophisticated music lover.

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