Think about how certain instruments or musical pieces naturally build specific moods. For instance, calming melodies with soft, sustained notes can create a relaxed and focused environment, while rhythmic, energetic tunes may inspire enthusiasm and motivation. Let’s explore how teachers can integrate music into various subjects to enhance the learning experience.

3.3.1. Examples of integrating music across subjects

Music in mathematics/history

Topic: Pythagoras Theorem / Greek Civilization

Objective: To set the mood before discussing the Pythagoras Theorem and to reflect on the cultural influence of the Greek civilization.

Stepwise implementation:

1. Setting the scene: Begin the class by playing an ancient Greek musical piece like a soothing lyre composition (for about 2 minutes).
2. To listen to the ancient Greek audio track.
3. Storytelling: Narrate the story of Pythagoras and his contributions to mathematics while keeping the volume low.
4. Problem-Solving with Ambience: Maintain the background music at a subtle volume while learners work on numerical problems, fostering a calm and thoughtful atmosphere.
5. Intensifying the Mood: Gradually introduce a piece with a more dynamic, warlike rhythm while discussing the challenges and conflicts faced by Pythagoras.
6. Reflection and Closure: Conclude the lesson by discussing the hardships of Pythagoras while playing a melancholic tune, allowing learners to empathize with the historical context. The effect of music is seen in the comments on the YouTube video.

Interdisciplinary Approach: In a co-teaching setup, the History teacher can extend the discussion to include Greek political turmoil, integrating both mathematical and historical perspectives.

Note: There will be moments when music doesn’t quite fit, like when solving numericals or working through theorems. There may be learners who prefer to work without music, which is also fine. In such cases, look for the X factor, a story, an interesting incident, or an anecdote about the people and events behind the maths.

SEL Aspects: Empathy, Mindfulness, Critical Inquiry, and Compassion

• Empathy: As learners listen to melancholic music, they may connect emotionally with the struggles and achievements of Pythagoras. This has the potential to deepen their understanding of his perseverance and the historical context of his discoveries.
• Mindfulness: Learners become aware of how the mood of the music aligns with the historical narrative, allowing them to stay present and reflective during the lesson.
• Critical Inquiry: Learners critically analyse how the music complements the historical narrative, questioning why specific tempos or melodies evoke certain feelings.
• Compassion: Reflecting on the life of Pythagoras through music encourages learners to think about the personal challenges faced by historical figures, fostering a sense of respect and understanding.

Music in social sciences 

Music can play a pivotal role in fostering historical empathy. Joseph Adragna explains how songs from popular bands can be used to explore socio-political themes of a particular era and develop critical thinking and historical empathy.

To watch this video, click here.  Read the summary in Annexure C3.3.3.A.

By analysing the lyrics, learners were able to understand how music served as a medium for expressing public sentiment during significant events.

Music in Languages

Music, be it in songs or simple soundtracks offers a powerful gateway into language and emotions.

Songs: Songs combine rhythm, storytelling, imagery, and cultural references, making them a natural fit for both language study and SEL.  We have used ideas from Boiron’s pedagogical approach to songs and suggested step-by-step ways to use songs with lyrics and visuals.

Stepwise implementation for a music video:

1. Listen without visuals: Play the audio of a song without showing the video. Ask learners to focus only on the lyrics:
   • What emotions are being expressed?
   • What story is the singer telling us?
   • Which words or phrases stand out?
2. Discuss potential visuals:
   • Invite learners to imagine the visuals that could accompany the song.
   • If you were directing a music video, what scenes would you include?
   • How would you show the mood (joy, sorrow, nostalgia)?
3. Watch the Official Music Video:
   • Play the song again, this time with visuals.
   • Compare the official visuals with learners’ imagined ones.
   • Discuss how visuals enhance, change, or even contradict the lyrics.
4. Language Study (Linguistic Analysis):
   • Identify tenses and verb forms used in the song.
   • Examine choice of adjectives, imagery, and metaphors.
5. SEL Connections:
   • Mindfulness: Active listening to lyrics helps learners be present and reflective.
   • Empathy and Compassion: Song often express collective struggles, love, or loss, encouraging learners to connect emotionally with the experience of others.
   • Critical Inquiry: Analysing songs promotes questioning for example on the choice of words, and perspectives of the artist(s)?

Note: If only the lyrics and/or audio track is available without the visuals, then ignore step 3.

Listening between the lines: In addition, selected songs that reference literature or culture can be powerful entry points to explore intertextuality or the connections between different texts/mediums. For example, Taylor Swift’s “Love Story” references Shakespeare’s Romeo and Juliet, opening discussions on how classical texts can be  adapted into contemporary art.

Vocal for Local: Folk music, especially when sung in local languages, is another rich classroom resource. Using songs from learners’ own cultural contexts not only builds cultural awareness but also strengthens connections between identity, tradition, and learning. For instance, Goa’s Dekhni and Mando songs capture both joy and sorrow, while reflecting on local customs and social practices. Analysing Mando allows learners to see how language, culture, and emotions intertwine in everyday storytelling.

Soundtracks: Even in the absence of lyrics or visuals, soundtracks can be powerful resources in the language learning. They help set tone and ambience, just as illustrated in the example Pythagoras Theorem / Greek Civilization, as well as encourage learners to develop critical thinking, imagination, and emotional expression through storytelling.

Stepwise Implementation of using a Soundtrack for Story Writing

1. Set the context: Explain to learners that they will practice their language skills by creating a story inspired by a soundtrack. Highlight that the focus is on imagination, descriptive detail, and use of grammar structures.
2. Play the soundtrack: Encourage learners to listen attentively, noticing the shifts in tempo, rhythm, or tone. Choose an instrumental piece or a soundtrack  that evokes a clear mood (mysterious, joyful, suspenseful, etc.).
   • Option 1:Listen to this soundscape. To know details of sound effects in the audio track available in Annexure C3.3.3.B
   • Option 2:Listen to the instrumental piece by GoSoundtrack, Youtube CC licence. .
3. Brainstorm reactions: Invite learners to share immediate words, images, or emotions that come to mind as they listen. This helps build a shared vocabulary pool for writing.
4. Draft a story: Either individually or in pairs, learners write an original story based on the soundtrack. Note: Educators may add constraints to guide the activity, such as: use past tense to recount the events, include at least one dialogue exchange, describe the setting in vivid detail.
5. Share and reflect: Learners may read their stories aloud or in small groups. Encourage peer feedback, focusing on both language use and creativity. Discuss how the same soundtrack inspired different narratives.

3.3.2. Your Turn: Select your sounds

Now it’s your time to experiment with selecting music for a concept/topic. Follow these steps:

6-Step Approach 

Step 1: Select a Concept/Topic: Choose an academic topic that could benefit from a musical element.

Step 2: Plan your Soundscape/ Music

1.  Identify your Sounds/ Music: Visit open music repositories or select a track you find meaningful. Here are some useful resources for finding free and open-licensed music:
   • The Internet Archive,
   • ccMixter: Remixes of CC-licensed music
   • Free Music Archive: Library of high-quality, copyright-cleared music
   • Musopen: Copyright-free music (and sheet music)
   • Public Domain Music: Collection of music in the public domain
   • Wiki Songbook for Free Music: A songbook for free music and a collaborative songwriting space
   • WikiMedia Commons Audio: Audio files freely available for use
2. Listen to the chosen track(s) and note the emotions it evokes.

Step 3: Select your composition:

1. Make your final selection of sounds/music. You may choose one track, or a combination of tracks/sounds/music. Mark timestamps where the mood changes or intensifies. You may also select different sound clips as required and play them in a certain order.
2. Reflect on how these emotions relate to the concept you plan to teach.

Step 4: Evaluate your selected soundtracks

Once you’ve chosen your music, take a step back and reflect:

1. Does it create the desired ambience or accurately represent the soundscape of the period or concept?
2. Does it invite reflection, discussion, or a deeper emotional connection?

If the answer is yes, you’ve made a thoughtful choice!

Step 5: Implement in your teaching:

Think about how you could use the soundtrack/musical piece to

• introduce a concept, set a mood, begin a discussion, summarise a lesson etc.
• foster empathy, mindfulness, critical thinking, and/or compassion as shown in the above examples.
• get learners to interact with or extend this soundtrack/musical piece

Step 6: Share and Discuss:

Post your chosen music piece along with your observations.  Showcase your work here.

Template: Select your sounds

Step 1: Identify your Concept

Step 2: Plan your Soundscape/ Music

Step 3: Select your composition:

Step 4: Evaluate your selected soundtrack(s)

• Does the soundtrack(s) create the desired ambience or accurately represent the soundscape of the period or concept? ⭘ Yes ⭘ No
• Does it invite reflection, connection or discussion? ⭘ Yes ⭘ No

Based on your evaluation, you may re-examine the musical selection if required.

Step 5: Implementation Plan 

How will you use this soundtrack in your teaching? (Check all that apply)

⭘ Introduction to a new concept

⭘ Review activity

⭘ Discussion prompt

⭘ Others:

How would learners engage with or extend this soundtrack/music piece?

Step 6: Showcase your creation: You can upload it here.