Integrating music into classroom activities can make learning more immersive and stimulate creativity, empathy, mindfulness, and critical thinking. The goal is not to rigidly follow a lesson plan, but to create a space for learners’ ideas to flourish by encouraging them to explore and create their own musical expressions. Use the following outline as a flexible framework, allowing the class to evolve organically.

3.4.1. 6-Step Approach 

Select a topic or concept from your subject specialization and the duration of your class. Pick a concept that could benefit from musical integration.

Step 1: Identify the goals and objectives for integrating music into your subject. Think about how music can make concepts more vivid and emotionally resonant, while also providing learners with opportunities to express their understanding creatively.

Restrict to a couple of ‘do-able’ and relevant objectives. Specify only integration objectives related to music. Note the materials that you would require for this class.

Step 2: Plan your introduction and/or initial instructions before introduction of the music/sounds activity. This can include introduction of new concepts, revision of previously taught concepts.

Step 3: Design your instructions for getting your learners to listen to music/sounds:  

• Make these as clear as possible. Learners may not be used to analysing music, hence it may also be essential to show them how to analyse music.
• You may choose to make this an individual or group activity.

Step 4: Describe integration of SEL: Indicate how learners would interact with the music to develop, hone and/or showcase empathy, mindfulness, critical thinking and compassion.

Step 5:Evaluate and implement your plan. 

• Is the music activity aligned with the course content?
• Can the music-related activity be completed by the learners in the given time period?
• Does the music-related activity help the learners to be mindful and empathize with concepts/characters, engage in Critical thinking and be compassionate?

Further, you may use this single-point rubric added in Annexure I to note your strengths or areas to improve through self or peer feedback.

Implement your plan and monitor learner participation:

• Are only a few learners involved, or is there broad participation?
• Are learners hesitant or confused?
• How does the music affect their understanding and engagement?

Record observations and adapt accordingly for the next session.

Step 6: Share and Discuss: Feel free to share your plan with colleagues to inspire more creative approaches. You may also share your plans to the online community of educators.

Note:

• Don’t worry if initial reactions seem forced or hesitant. Learners need time to adapt.
• Make it a group project to encourage collaboration.
• Be mindful of the music’s message and relevance to the concept.
• Creativity has no bounds. Let the learners explore and express!

3.4.2. Sample Plan

This plan can also be adapted for Geography (rivers), Science (water bodies), Economics (economic uses of rivers), or History (river valley civilizations).

Title: Rivers of India

Learning Objective: Learners will be able to: [Only Music integration outcomes are specified here]

• Identify folk music associated with rivers or water bodies.
• Map various types of folk music/songs along river systems.
• Recreate, remix, or perform the identified folk music or songs.
• Discuss the ethos and cultural significance of the music.
• Narrate stories of boatmen or other river-related folk tales.

Materials:

• Devices to access music/sounds online.
• Audio recording equipment (optional).
• Audio/video editing tools (e.g., Audacity) for creating and remixing sounds.

Steps of Integration:

1. Introduction:
   • Start the class with a soundscape of flowing rivers or water bodies. Engage learners by discussing how rivers are portrayed through sound and music.
   • Introduce the river systems as per the syllabus, focusing on cultural aspects.
   • Play relevant folk songs, classical music, instrumental music or songs related to films associated with rivers.
2. Activity for getting learners to use music
   • Divide learners into groups using the Jigsaw method of cooperative learning. Assign each group a specific river system to study and present.
   • Encourage learners to map different folk music styles associated with their assigned river. Learners can create or remix folk songs to reflect the identified river’s cultural impact.
   • Ask learners to reflect on their selected soundtracks:
     • What emotions does the music evoke? Why did you choose this particular piece of music?
     • How does the music enhance the understanding of the river system?
   • Incorporate boatmen’s stories or oral narratives within the musical presentations.
3. Use of SEL components :
   • Empathy: Understand the lives and emotions of people living by the rivers.
   • Mindfulness: Observe how music/sounds reflect river characteristics (flow, turbulence).
   • Critical Inquiry: Explore connections between river systems and local musical traditions.
   • Compassion: Create a collaborative music piece reflecting the river’s story and human connection.

3.4.3. Template: Plan for your learners to use Music

Step 1: State the learning objectives. [Restrict to a couple of ‘do-able’ and relevant objectives. Specify only integration objectives related to Music]

Step 2: Introduction

Step 3: Activity for getting learners to use music:

Step 4: State the use of (at least one): Empathy, Mindfulness, Critical Inquiry, Compassion

Step 5: Pause and evaluate your plan before you share.

1. Is the music activity aligned with the course content?
2. Can the music activity be completed by the learners in the given time period?
3. Does the music activity help the learners to be mindful and empathize with concepts/characters, engage in Critical thinking and be compassionate?

You may use the single-point rubric in Annexure I.

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