Music and Society, an upper-level course offered by Level Up Village, can most definitely get your intermediate Spanish class moving and grooving, as they connect with other students abroad and practice their language skills while talking about one of their favorite art forms! In this awesome course, they’ll dive into how music makes our hearts sing and brings us together.
They’ll share the tunes that make them feel all the feels, chat about why music is a big deal in their world, and discover how it jazzes up our celebrations and traditions. Plus, through their videos with classmates from different geographical locations, they’ll show off and learn about each other’s musical vibes and cultural quirks. To get the most out of this course, let’s dive into its structure and see how best to make it jive with your Spanish class!
DJ, play my song!
Aside from the typical LUV bookends, introductory videos, and reflections, the meat of the course takes place during weeks 3-6, where your students will talk about the Influence of Music and its relationship to Culture and Society; they’ll have to pick music that reflects their interests, and that provides enough depth to expound upon in their videos, and tunes that are indicative of cultural trends. This is where your first challenge may arise, and with a little forethought on the matter, you might have no problems getting your students to march to the beat of your drums!
When I was growing up, we used to advertise the music we listened to loudly and proudly so that we could connect with people of the same tastes. While it was a relatively accepting time for most genres, (recall the 90’s typical aphorism: “I listen to everything….except country!), where a boy band ballad could be followed by nu-metal mosh pit anthem, and then segue through a Latin bop, a rap song, and finally a teeny-bopper former Disney star dance number. And we made sure to publicize our favorite artists on our T-shirts, band stickers, and posters on the wall.
However, it’s important to note that in just a few decades, the way we experience music has changed significantly: no longer do we excitedly force friends to hear a new undiscovered artist, or see an opening act that we immediately love, catch the latest earworm on our favorite radio station, or even watch music videos to find new music. Instead, most of us are served a healthy portion of algorithmically selected tunes that largely perpetuate our listening habits, or venture to stream a track that everybody’s talking about, or everyone’s using in their TikTok videos. And that’s exactly what your students are doing at this point.
So, if they need to select a song, an artist, or a playlist on which to base their virtual exchange videos, it may be very easy for them, or it may actually prove challenging. Because, unlike the days of old, listening to music has become a very personal experience between an individual and their streaming service. While struggling artists might certainly enjoy it, most listeners don’t wear merch advertising their music interests, and even our loyalty to a particular band might be because of one song on a playlist instead of enjoying a full album’s worth of music.
To avoid this hang-up with your students, when beginning preliminary discussions, reviewing your music vocabulary, and preparing for the heart of the virtual exchange, I recommend the following exercises:
- Open up a class discussion on some of the big hits of the summer—this will jive the memory of students who don’t necessarily listen often to music, and it will also generate a list of “acceptable” songs that everyone probably
- Review songs they’ve listened to in class this year, or in earlier levels—language classes often rely on music to illustrate culture and engage students in listening comprehension of words spoken (or sung) in native cadence. We know that understanding lyrics is a challenge even for native speakers. What songs have they heard in class that they might know?
- In preparation for the cultural aspect of music discussion, begin a list of timeless songs that they feel represent their culture, their age group, or their community—this will not only jump-start the later conversations, but it will help your students see what kinds of songs will be useful for their presentations.
- Are there any local artists that have risen to fame from your community, or songs that feature or mention your corner of the world? This is another good way to reverse engineer the meaning you want them to take from their song analysis.
Planning for any of these above exercises, whether as a discussion, a pair and share, or a short in-class writing activity, will not only help warm up your students’ lexicon on music—it will help crowdsource a list of viable options if selecting a song is too personal or too difficult for any particular student.
“Of Thee I Sing”
The second half of the Level Up Village virtual exchange Music and Society deals with—as its name suggests—society; and, while your students might be rock stars when it comes to talking about the tunes they stream on repeat, that second bit might be a little out of their range. So, getting ahead of the beat a little so they don’t screw up the words or commit a faux pas might be worthwhile.
When it comes to talking about their own culture, sometimes kids shine as ambassadors of their community—but just as often, they may spout off a load of well-intentioned nonsense and be none the wiser! Thus, a quick check-in with the class about music as a reflection of its cultural environment might be useful. Here are some ways I’d go about it:
- Compare how different Spanish-speaking countries promote the arts. Have students research and present on government arts initiatives in countries like Spain, Mexico, and Argentina. This will spark a discussion on similarities and differences.
- If possible, invite a local artist or government official to speak to the class (in person or via video call) about their experiences with government support for the arts. This provides a real-world connection to the topic.
- Organize a debate on the topic “Should the government spend money on the arts?” This encourages students to articulate their opinions and practice persuasive language in Spanish.
- Present local music in their area. Have students find out how their town selects and compensates live musical entertainment for their cultural celebrations. This is especially useful after the summer since that’s when most municipalities provide music for families during events on holidays such as Memorial Day, Flag Day, Independence Day, and Labor Day in the United States.
These topics might wax more abstract than simply talking about music that they like, so your students will definitely appreciate these warm-ups before needing to sound somewhat knowledgeable on the subject…in front of their peers abroad…in another language!
Play it Again, Sam
And there you have it! By diving into these preparatory activities and warm-ups, your students will be well on their way to mastering the finer points of how the government promotes the arts, all while flexing their Spanish skills. Remember, the goal is to make these discussions as engaging and relatable as possible, ensuring your students feel comfortable and confident sharing their insights.
With the right mix of structured activities and open discussions, you’ll create a dynamic learning environment that not only enhances their language proficiency but also broadens their understanding of cultural influences on music. So, get ready to see your students shine as they explore the intersection of music, society, and government support, all through the vibrant lens of the Spanish language. Let’s make this summer jam session a hit!
