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.
Go Ahead, Plant the Seeds
© 2026 Darla S. Hanley
The other day I bought several packets of seeds with the intent of planting an herb garden this spring… I think I’ll get to it (lol) but wonder why I’m unsure that it will really happen? Perhaps because I’ve talked about doing this for years without any action (ugh). Why do things like this always occur?
We all know it’s human nature to dream and plan and want to make things happen. We also know that we sometimes need inspiration, motivation, and support to jumpstart a situation and move from thinking and wanting to action.
In music we plant seeds every day as we give students new information and create meaningful learning experiences for them. We plant seeds when we show students how to access music; support their music making and illustrate what it means to be a musician; underscore the importance of personal expression and creativity; and model the concept of dedication and doing work to get better at something. Each of these seeds requires planting, nurturing, and celebrating growth and blossoming.
We try to plant SO many seeds in the music classroom! Yet, like my herb garden, sometimes they are never planted or don’t take even when the are. Why not? Let me frame this in 4 ways:
1. Accessing Music and Music Making
Music is all around us…literally it’s hard to spend a whole day not hearing music somewhere (lol). Yet, I posit that accessing music requires more than exposure.
When we fully access music we can name it; label its parts and elements; recognize its style/genre; associate it with a time and place; etc. All of this requires musical knowledge, command of music vocabulary, the ability to make connections, and much more.
As music teachers we sometimes present music to students without giving them the opportunity to access it themselves. We access it as the sage from the stage and then wonder why students cannot name, label, identify, describe, or connect music and/or musical concepts. I’ve even observed teachers who seemed completely puzzled when their students couldn’t answer questions about a musical example—without realizing that they didn’t prepare students to independently access these details.
Beyond being able to access descriptions of music, this rings true for making music. Students need to access music making at an entry point that works for them. Here we need to invite students to make music that sounds good (lol), is relevant, and meets them where they are developmentally, socially, and artistically. The manner in which we share information and expectations with students equals how they access music and music making. I know, this sounds obvious… but it’s critical to think about it this way in order to challenge—and not frustrate—students (or us in the process!). Over their heads and they may feel defeated. Too easy and they may think the learning experience is for younger students (i.e., they feel more mature and/or sophisticated for what we are asking).
2. Identify as a Musician
Start reinforcing student identity as musicians from the moment they enter the classroom and keep it going throughout your instructional time. —i.e., Greet them with something like, “It’s always great to welcome another group of musicians to my music room!” And then let them know when something was particularly musical (e.g., “Wow, that was your best performance of the song so far. Only skilled musicians can sing like that"). This type of language absolutely influences how students view themselves in music.
Going a bit further, do you remember the first time someone told you you were good at something? Exceptionally good? Maybe you painted a picture or ran fast—or played a song on the piano? The person informing you of your success very likely changed how you felt about the action. They told you you were a painter, athlete, or musician probably without using those labels. And probably encouraged you to do more of that (lol).
As teachers we have the opportunity to help students see themselves as musicians—literally planting the seed that they are every time they come to class. I am a musician because I can sing, play, create, compose, and arrange, etc. Additionally, I am a musician because it’s great to make art with sounds. Our students need to do these things, and see themselves in this manner.
3. Give Permission to Create
Creativity is defined in so many ways (lol)… but here I’m talking about giving students access to musical exploration (and creation) using instruments, voices, found sounds, technology, etc. I made that! I did that! Listen to that!
Without permission to try and create, students may simply “parrot” information back to us; telling us what we want to hear without full ownership (access) to their original voice and music making capabilities. Unfortunately, this type of response (i.e., students mechanically repeating something exactly as they heard it—without understanding, analyzing, or processing the information) happens all the time.
I know, finding time for students to create may seem challenging when we need to address our list of learning targets or prep for a concert, but this informal learning will pay off for students. They will be able to draw upon what they learned while creating and apply ideas to individual and/or group music making.
4. Make (Real) Music in Groups
Collaboration is a natural component of music making, and sure, students come to music and get to play or sing together… but are they accessing musical performance with nuance and expression or are they doing what is asked until the class period is over? “Let’s sing it again!” Why?
The concept of “real” music is vague but I’m using it here to elevate music making as an experience that goes beyond “do it again”. I believe that all music made by humans is real, but I also believe that students need to access the highest levels of music making (however that is defined in your teaching setting). Good enough isn’t good enough (lol). Further, accessing music that is relevant to students, suits your school community, challenges but doesn’t frustrate students, and results in a meaningful musical outcome is the ultimate goal.
Final Thoughts
Fully accessing music requires teachers to plant seeds that students know, can, and do. This access supports students seeing themselves as musicians, which is a critical step in the process of musical development. It also makes possible the ability to go beyond imitation and empowers students to make music “their way” as a group that comes together in one class period, ensemble, or concert.
In my mind, when the seeds we plant don’t take with students we need to look at if and how we are planting them.
Are we setting students up for musical success with inspiration, motivation, and support?
Do they see themselves as musicians who can sing, play, and create?
Are they feeling the electric charge of performing with others in a way that is a one-of-a-kind expression that only happens in a music classroom or on stage?
If your answer to any of those questions was “no” “maybe” “I hope so!” or “I don’t know” now is the time to honestly reflect and consider ways to reach a “yes” “yes” “yes” outcome. Accessing music fully is for everyone. Go ahead, plant the seeds.
Thanks for checking out Darla Hanley’s Music Room!
Playlist For You!
Here are tracks about Teaching, Giving, Growing, and Showing (TGGS)… Enjoy! Link to full “TGS” Playlist
🎵 Guitar Dreamers “Teach Your Children Well — Instrumental” (2016) Link to Track on Spotify
🎵 Midnite String Quartet “Gimme! Gimme! Gimme! (A Man After Midnight)” (2019) Link to Track on Spotify
🎵 Nickel Creek “Pastures New” (2000) Link to Track on Spotify
🎵 Elephant Revival “The Pasture” (2013) Link to Track on Spotify
🎵 Shelly Manne and His Friends “Show Me” (1956) Link to Track on Spotify