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Armstrong Students Learn Communcation Arts Lessons Trough Popular Music Hits
How do popular songs like “I’m Sorry Ms. Jackson” by Outkast or “Knock You Down” by Keri Hilson become lessons for students, as well for the teacher? They become lessons when the songs are examples of methods of culturally responsive teaching to help students learn in ways that are effective for them.
“I’m Sorry Ms. Jackson” was part of a persuasive writing activity taught by Rebecca McCarrison in her fifth grade communication arts classes at Armstrong Elementary School in the Hazelwood School District. The lesson involved identifying the main idea and reviewing the meaning of the song by code switching from what is referred to as home language to academic language. Basically, the students were translating.
“The first line says, ‘Yeah, this one right here goes out to…’” read McCarrison.
“What do you think Andre 3000 is saying?” she asked, and then directed the students, sitting in groups of four, to discuss their ideas and to code switch the lyrics from home language to academic language.
“This one is dedicated to…” replied one group. “This song is for…” replied another.
“Good,” said McCarrison. “Let’s finish the line…‘all the baby’s mamas, mamas.’” The class agreed that the line referred to “the grandmother.”
“OK, so in academic language, what is Andre 3000 saying?” McCarrison asked.
“This song is for all the grandmothers,” a girl stated confidently.
The class continued with the lesson for an hour, deciphering the lyrics, writing down their own thoughts on the meanings and sharing their thoughts in open discussion. The chatter in the room sounded like that of adults, not children.
“It’s chaos.” “…has a lot going on…” “She needs to do something for herself.”
Keshon Davis seemed to appreciate the activity. “I think it’s good,” he said.
“I think it’s kind of fun to learn the difference between home language and appropriate language. It’s something different than what we usually do,” said Aliyah Williams.
Izaiah Thompson said “It’s interesting to learn to change words around and understand the meaning.”
In a past lesson on poetry and idioms, the lyrics to “Knock You Down” were the focus of the activity. McCarrison had to modify the lyrics to edit out non-school appropriate words. Using an overhead projector, she read the lyrics aloud as she would a poem and the students “freaked out and started saying ‘I know this’ and recited the words with me.
“OMG, they had a blast,” she said.
McCarrison explained why she thinks culturally responsive teaching is useful for students.
“My students are constantly engaged in their learning. By using authentic assessments, and checking for understanding using multiple methods throughout the lesson, I know where my kids are in their learning and what I still need to do to help them. It also gives kids a chance to be more comfortable in sharing their thoughts and ideas during a lesson.
“To me, culturally responsive teaching means I use a variety of techniques on a daily basis to ensure all of my students feel comfortable in their learning environment,” she said. “I think a lot about the quote ‘If they can’t learn the way you teach, teach the way they learn.’ I have to be aware of all of the learning styles of my children and adapt myself to best meet their needs.”
McCarrison thinks culturally responsive teaching “is perfect when it comes to communication arts.”
“I think there is sometimes a misconception of culturally responsive teaching. It is not something to fear, but to embrace. If I were in a classroom where I was told that my home language was of no value, my effort would reflect my displeasure and hurt. Culturally responsive teaching is a constant reminder to embrace the home language of all my students. It is also an opportunity for them to recognize and appreciate that although all people may have unique home languages, we can all clearly communicate with one another using our academic language,” said McCarrison.
McCarrison is attending culturally responsive teaching training offered by the District and led by Dr. Sharroky Hollie of the Center for Culturally Responsive Teaching and Learning. (story courtesy of Hazelwood Communications Dept.)
