(This is for the Slice of Life challenge, hosted by Two Writing Teachers. We write on Tuesdays about the small moments in the larger perspective … or is that the larger perspective in the smaller moments? You write, too.)
It wasn’t a disaster, but still, a lesson I had envisioned as a multimedia way to connect my sixth graders to characters in Watsons Go to Birmingham novel didn’t go the way I wanted, and now I am pondering how I might change things next time.
In the book, as the family gears up to head south, the father buys an Ultra-glide record player (a whole discussion about vinyl records ensued in class) and they listen to a few songs in the days before their journey south. Each year, I pull out the songs that Kenny, the narrator, loved — Yakety Yak — and mom loves — Under the Boardwalk.
Listening to the songs gives an audio connection to the story, and helps establish setting and character.
So yesterday, I thought: why don’t I have my students create a “mix tape” on Google Slides, finding songs to represent the other three members of the family on the road trip, and have students choose their own “travel song” for the mix tape. I even added a song of my own in there – Life is a Highway by Tom Cochran (the kids all knew the Rascal Flatts version from the Cars movie).
We dug into the project, and students were definitely engaged — but they seemed to be more engaged in the “search” for music than the connection to the characters. In my mind, I wanted them to really find songs that represented the characters as know them, and perhaps I missed a step in my lesson. Perhaps a writing piece before the search would have helped. Or they needed our character trait chart in front of them.
Many students were just … well … listening to songs. Some had trouble with the search engine itself. What keywords should they use? What songs? Were modern songs OK or did they have to be “old songs”? None of them finished the assignment and I’m not sure that audio/music connection to the book really happened as I wanted it to happen.
And I admit I got a bit nervous when they were searching for songs to represent themselves. “Do we need to use the clean version of the song?” a few asked. “Yes,” I said, rather quickly, now looking closer at the screens near me.
Still, as one class was leaving, one student said to me, “That was so fun, Mr. H. I found a rebel song for Byron (the other brother whose troublemaking is the catalyst for the journey). When can we use music again?”
So, maybe the hook was there, after all.
Peace (in the music),