Darla Hanley's Music Room
Creative Teaching for Students of Today (& Tomorrow) PK-8
Hi! I’m Darla, an experienced PK-12 music educator, college professor, and former Berklee College of Music Dean looking to connect with teachers, parents/caregivers, and others seeking to advance creative music making for today’s students—and their teachers. In Darla Hanley’s Music Room you will find teaching strategies, advice and teaching tips, playlists, and more.
The Thrill of Live Music—Let’s Score
© 2025 Darla S. Hanley
This is my 40th published Substack post to date! Thanks for reading and, if inclined, helping me spread the word about DHMR.
Today’s post is all about recognizing something that, in my view, is pretty important (lol)—the experience of live music for performers, audiences…and students!
Summer is the time of year for outdoor concerts and music being made by amateurs and professionals, alike. This music brings people together and creates a destination—and shared experience.
Just last week I heard a 10-piece blues band on a main stage by a river; a volunteer jazz ensemble AND a community swing band in a park; and a rock band at a local seafood grille. In addition to all of that I went to a summer block party at a neighbor’s house… and it was something!!! There were about 50 people sharing fun in the sun on a lazy afternoon with lots of children running around, food trucks parked out front—and a live band! What?
This was not a wedding or other formal gathering; it was a regular summer party with neighbors. I know, where do I live (lol). When I got home I started thinking about why this party was so great. Of course, it was the people and then the hang… but also the live music. The party really s-t-a-r-t-e-d when the music began.
The band created a setting and a vibe. They invited everyone to be present in the music and with each other. Additionally, this gig provided an opportunity for the musicians to show what they know and can do as artists. (Sound familiar? I use that phrase all the time when I talk about student learning and development in music.) This band read their audience and played mostly cover tunes of music that clearly resonated with the crowd. It was a lot of fun.
So why am I writing about this? And how does this link to music education? Consider these things:
Music Class is a Destination
Students enter our classrooms to learn music. True. Have you ever thought of music class as a destination? I hadn’t. Yet if we pause and frame it that way—it’s pretty cool. We have the opportunity every time students enter our space to start the educational party (lol)—and keep it going. Our work is 100% serious—don’t misunderstand me here. I’m talking about making music class something students look forward to attending, a space where they collaborate and engage with others while there, and an experience they thoroughly enjoy.
Let’s go back to the block party for a minute. We all came to the party expecting a good time; and we had one. Additionally, my neighbors (and I) changed when the live music was happening. Everywhere I looked I saw relaxed and free body language, you know the head bobs and bouncing shoulders that naturally occur in response to music. No one was instructed to groove (lol)!
I also saw band members smiling at each other during the set when someone took an impressive solo or when it was clear that the end of the tune was about to happen and it did with precision—and flair.
So what lessons can we learn as music teachers from a summer party that had live band playing cover hits from the 70s to today? I see these 5 things:
Musicians work together to make art.
There is something magical about the energy of live music.
Music is part of the human experience—and brings us together.
Music is for everyone to make and enjoy.
Music creates a destination (a place where people want to be).
Music class should be a place where students expect to experience the joys of music making (like we all expected to have fun at the party)—and do.
Fan Favorites in the Music Room
Music is personal. We all have musical preferences of artists, styles, timbres, instrumentations, etc. that speak to us on a deep level—while others do not resonate as much (lol).
At the party I noticed when “fan favorites” were played my neighbors (and I) upped our groove game. Our body language grew, sometimes we sang along and several people danced on the lawn. I think these fan favorites spoke to people due to their familiarity with a song, past connection to the music, OR it was simply a good song performed well.
In music, we have the opportunity to expose students to a variety of repertoire—and help them discover their musical preferences. This is so important! The music we choose needs to resonate with students, be relevant and representative, and elicit a “fan favorite” type response.
Here are a few thoughts about guiding students as they develop personal preferences in music.
Oftentimes we like what we know. Encourage students to resist making quick judgments about a piece of music until they’ve heard it a few times (or fully learned it).
Most people like to do things well—and feel good when they do (lol). In my experience, students often connect with challenging pieces of music that stretch them to learn and perform. And many times these pieces become fan favorites for them!
Peer influence is real. Students (particularly our upper elementary age and beyond) want to fit in AND stand out. This makes sharing opinions and preferences complicated; especially if the “cool kids” don’t like the music we chose.
We have the opportunity to foster “fan favorites” in class and in performance. My high school music teacher had us close every single chorus concert with “The Irish Blessing” (May the road rise to meet you…) and we loved it! It was our signature.
Repeat, repeat, repeat. Once you find music that your students love—let them sing it, play it, move to it, create with it, etc. And then, build on that music with other similar examples (or examples that complement it).
Final Thoughts
I say the music room is a destination for students during their school day and really during their full PK-12 school years. I also say that a music teacher has a unique ability to meet students where they are—with something they very likely already love: MUSIC.
Going back to the lessons learned from the party band, I wonder…
What happens when we make our classrooms places where students see themselves as musicians coming together to make art? Score!
What happens when students make music together—that sounds good—that they are proud of—and where they feel the energy of live music? Score!
What happens when students recognize that music is for everyone to make and enjoy? Score!
What happens when students view music class as a destination they look forward to experiencing? Score!
What happens when students discover their personal musical preferences? Score!
At the start of a new school year, it’s important to remember that live music is thrilling… And your music classes include live music!
And I needed to add music today. Check out these “live” tracks:
🎵 Delvon Lamarr Organ Trio “Move on Up” Link to Track on Spotify
🎵 Wynton Kelly & Wes Montgomery “Once I Loved” Link to Track on Spotify
🎵 George Harrison “Here Comes the Sun” Link to Track on Spotify
🎵 Chuck Mangione “Feel So Good” Link to Track on Spotify
[RIP Chuck Mangione (1940-2025)]
Yess! I love "musicians coming together to make art!"