![]() ![]() Discussing their reactions to each song provokes interesting commentary that incorporates emotions as well as memories. Thus, although the students all hear the same music, their reactions vary widely. Something as basic as playing a variety of music genres underscores that the same sensation (i.e., hearing) produces differing, even opposing, perceptions of what is heard. In other social studies classes, such as psychology, music illuminates key concepts such as sensation and perception. ![]() In these instances, music encourages students to examine their own viewpoints on these issues, which may or may not coincide with those of the songs, as well as to compare and contrast war and civil rights then and now. Similarly, protest songs of the 1960s, from “Blowin’ in the Wind,” Bob Dylan’s ode to civil rights, to Edwin Starr’s “War” and Freda Payne’s “Bring the Boys Home"-both strong anti-Vietnam War songs-reflect movements that impacted society then and still have significance now. Having students interpret the lyrics against the backdrop of their prior knowledge about that period makes the anguish of the time readily apparent. Likewise, “Brother Can You Spare a Dime?” a depression-era song that poignantly expresses a man’s despair amid the poverty resulting from the Great Depression, lends itself to debate, discussion, and genuine empathy, effectively merging music, social studies, and SEL (social and emotional learning). Meanwhile, allowing students to decipher the code in each song makes both the music and the subject matter even more engaging. These experiences as well as the mechanics of the Underground Railroad resonate with students when music is the tool. For example, playing the songs that Harriet Tubman used as code for escaping slaves-"Steal Away,” “Wade in the Water,” “Sweet Chariot,” and “Follow the Drinking Gourd"-provokes discussion of the ways music was so integrated into daily slave life as to make it unobtrusive to slave owners when used as code. history class, for instance, music can evoke the emotions, sensibilities, values, and social issues of a past time, fostering discussions and providing insight into that society. In short, music makes social studies more relevant to students. Discussions, debates, empathy, and self-reflection are among a wide range of results. Music is a great element in social studies classes, bringing the past alive for history students, for example, or making intangible concepts more concrete for psychology students. ![]()
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