Devan Boatner
June 29, 2009
Teaching Strategy: Music, Rhythm, Rhyme, and Rap
There are various teaching strategies that can be used to aid in successful methods of teaching.
One strategy I have never done research on is music, rhythm, rhyme, and rap. I think this is a great
strategy for students to easily learn new materials. The generation of students today loves music.
According to McPherson, “studies support the view that sung lyrics are better remembered than spoken
lyrics” (2006). McPherson also stated that “there is evidence that melody not only provides effective
recall cues, but also can facilitate initial learning” (2006). In addition to these claims, music makes
learning more fun, enhancing the opportunities of teaching and learning (Brewer, 1995).
Some scenarios that exhibit how music affects students were observed during summer school at
a university. In the first scenario, two different classrooms were observed. In one room, music was
played while the students were waiting for class to begin. In the other room, no music was played. In
the room where music was played, most of the students were interacting with each other. The students
in the other classroom were sitting quietly while waiting for the teachers to begin class. The second
scenario involved one classroom of students at two different times of the day. At 10:30 AM, the
students were instructed to move chairs and tables against the walls. Music was played while
completing this task. The students quickly moved the tables and chairs as they anxiously waited for
their next task to begin. Later on that day, students were instructed to the same task, but with no
music. The students moved slowly but successfully completed it. When it was time to move on to the
next task, the students were uninterested and were hard to keep on task (Allen, 2006).
This strategy would work best for Unit 1: Competency 7(Practice the responsible use of
technology systems, information, and software. The teacher can come up with a song or a rap to help
students become familiar with terms and parts to the computer and its use.
Bibliography
Allen, R. H. (2009). Songs for Teaching. Retrieved June 25, 2009, from
www.songsforteaching.com/richallen/strategies.htm
Brewer, C. B. (1995). New Horizons for Learning. Retrieved June 25, 2009, from
www.newhorizons.org/strategies/arts/brewer.htm
Fujioka T,Trainor LJ, Ross B, Kakigi R & Pantev C.2004. Musical training enhances automatic encoding of
melodic contour and interval structure. Journal of Cognitive Neuroscience, 16(6), 1010-21.
McPherson, F. (2006). Memory Key. Retrieved June 27, 2009, from www.memory-
key.com/strategies/music.htm
Peretz I, Radeau M & Arguin M. 2004. Two-way interactions between music and language: evidence
from printing recognition of tune and lyrics in familiar songs. Memory and Cognition, 32(1), 142-52.