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 Language of Teaching

Today’s post is all about strategically using language as music teachers and students.

We use language as we go about daily life and work… but do we really ever stop and think about the words we use, their power and impact, or how they can frame a situation and provide context and meaning? Better yet, as music teachers, do we consider our use of language (words) to empower students to navigate their developing command of the language of music?

I believe most of us improvise and respond with words (and sometimes music) spontaneously in the moment. We riff. What would happen in our classrooms if we were a bit more strategic?

So, what am I talking about? And what do you have to do? Try these 3 things:

1. Use “full” (not “empty”) language

• We learn by observation, following guidelines and instructions, and by doing. If you’re like me, when I think back to my childhood, I can recall my parents using words to encourage me to do something—or telling me what I did wrong. They showed me the way.

• Their use of “full” language specifically illustrated how I should behave and do. They said things like “Darla, you did a great job setting the table.” Or “Darla, don’t leave the bread in the toaster that long, you’re burning it” (lol). If they only said, “Good job!” or “don’t do that” (empty language) I wouldn’t know as much.

• What does “full” language look like in the music classroom? In my view, it’s all about being specific and offering constructive feedback. Here are a few examples to show you what I mean:

  • “I like the way you played the introduction beginning with soft dynamics and building to mezzo-forte at the start of the tune.”

  • “Your arrangement is so creative. I would have never thought of adding a percussion break.”

  • “Did you hear that? Our ensemble just performed with beautiful balance and blend—we sounded like one awesome unified voice.”

  • “Your tone is lush, but take your time, you’re rushing your solo.”

• In each of these examples you see reference to something specific plus praise OR constructive criticism.

• Using “full” language takes more effort… but, in my view, it’s a game changer.

2. Create with language

• Write something! A note, a card, a song, a poem (lol).

• I recently attended a cool poetry writing workshop that my friend hosted. I’m a writer, and *have* written lots of chants for children, but I don’t really identify as a poet (lol) writing free verse, tanka, acrostic, hayn(a)ku, or cinquain, for example.

• Because of the way the teacher led us, we were creative with language—writing in real time—as we explored 10+ poetic forms. And it was fun!

• Our poems were personal, humorous, frivolous, and at times bawdy (lol). They told stories of lives lived and lost, and of things beyond reality. Wow.

• Acrostic is the form of poetry where you write a word or series of words vertically and then write lines of text beginning with each letter. This one seemed the most approachable with an opportunity to pick your own word and describe it. (Note: Our teacher shared acrostic examples that she wrote using the names of her grandchildren where she described their personalities and interests. Such special family poems.)

• Here’s one I wrote to show you what this is using the word SPRING (and don’t judge lol):

Garden Magic

Summer is almost here
Past winter’s long anticipation
Rising flowers appear in brilliant color
Inviting me to go outside where I find
Nests filled with songs of hope—and future
Garden magic.

• I also wrote a limerick in the workshop. I think I was 12 the last time I wrote one of these! Following the workshop I surprised myself when I came home and reworked my limerick from the session. My original “green dog” is now a cat wearing accessories and living in my dreams (lol) And with the help of AI, it came to life with an image I created in Grok. (I know you were thinking: What’s up with the cat pic at the top of this post? ha!)

The Curious Feline

There once was a cat that was green
The most curious you've ever seen
Tiara and pearls
That shimmer and swirl
A feline* who lives in my dreams.

*alternate word choice = kitty

• Take my challenge and write an acrostic or limerick. You may end up with something you can use in your teaching! Like this…

3. Add an opportunity for students to create (and make music) with language

• Make space for students to add language to an existing song, chant, poem, or game.

  • Example:

    • Ask students to name 1-syllable animals (e.g., dog, pig) and then vote to select one to use in my limerick in place of “cat”. Distribute rhythm sticks and invite students to play the steady beat while performing “The Curious Feline” with the new animal.

    • ProTIP: Use “puppy” or “piggy” on the last line unless you want to teach canine and porcine (lol).

• Make space for students to write.

  • Example:

    • Invite students to write new song lyrics to a familiar melody or piece they are learning, or get them started using a “finish-the-lyrics” worksheet.

• Make space for students to link grammar and music.

  • Example:

    • Ask middle school students to write nouns, verbs, and adjectives on post-it notes and display them on the wall by category. Invite individual students to put words in a sequence (an arrangement) to create a word chain for everyone to perform with body percussion. Then change it up by adding an instrumental track to anchor the performance.

Final Thoughts

As teachers we use “full” and creative language to engage students and invite them to try something in our classrooms by applying prior knowledge and skills in new ways. I know, I say this all the time…With our words we set a stage and welcome students to show what they know. Our framing can either motivate students to participate or discourage them from even trying. Our words, when chosen strategically, inform students with specificity and make space for them to explore and discover music.

Our words are currency that connect students to content while supporting educational progress and celebrating achievement. I love the language of teaching… Do you?

Thanks for checking this out. Be sure to leave a comment to let me know what resonates with you and your students. On this one, I’d also love to see your poems!