Concept

When music gets turned on, the world gets turned off. As busy as college students are in trying to navigate and balance academic and social aspects of their lives to figure out who they are as individuals, it can become overwhelming at times. Sometimes, words are also hard to say, or words just aren’t always enough to help express how one is feeling or what one wants to say. I wanted my workshop to allow individuals to harness music's storytelling potential while enhancing their musical knowledge and nurturing their emotional health. Through a blend of interactive sessions and guided exercises, participants embark on a journey to craft individual playlists that narrate personal narratives and serve as cathartic outlets for self-expression and healing.

History & Distinction

My workshop draws inspiration from my extensive background in musical theater and daily immersion in Spotify playlists. Since its inception in the 19th century, musical theater has exemplified music's role as a storytelling medium, fostering audience connection and learning. Scholar insights like Kristin Harney's "The Playlist Project" inspired my workshop's design, challenging misconceptions about music in education and advocating for innovative approaches to student engagement and self-expression rather than solely using words. Ultimately, my workshop offers participants a transformative journey through music, storytelling, and self-discovery, building on a rich history of musical narrative and educational exploration, just like Harney did with her students. (what is the history of playlisting and why is it important for college students) 

Methods

My research was conducted through a literature review that explored how using music as an outlet benefits one’s mental health and overall well-being. I shared much of this information through mini-lectures and activities throughout my workshop so that my students were equipped with the knowledge while making their own playlists. I also created worksheets that went beyond simply compiling songs into a playlist. These worksheets encouraged critical thinking, prompting students to consider why they selected specific songs and to contemplate the sequence's potential impact on the overall perception of the playlist. Additionally, I emphasized the importance of journaling through music as a personal storytelling tool throughout the process.

Audience & Impact

The workshop is designed for those seeking a break from daily life, aiming to reconnect with the joy and emotional release that music can provide. Through playlist creation, participants explore personal narratives and share diverse musical experiences, fostering a sense of community and individual growth. Leading the workshop has strengthened my leadership skills and deepened my appreciation for the subjective nature of art, guiding me towards greater empathy and inclusivity as an artist and scholar.

References

Silverman, M. (2020). Music‑Based Affect Regulation and Unhealthy Music Use Explain Coping Strategies in Adults with Mental Health Condition. Community Mental Health Journal, 56(5), 939-946. https://doi.org/10.1007/s10597-020-00560-4Links to an external site.

Monteiro, R. P., Lins de Holanda Coelho, G., et al (2021). Indirect effects of preference for intense music on mental health through positive and negative affect. Psychology of Music, 49(6), 1737-1746. https://doi.org/10.1177/0305735620961827Links to an external site.

Galeyev, B. M. (2007).The Nature and Functions of Synesthesia in Music. Leonardo: Journal of the International Society for the Arts, Sciences and Technology, 40(3), 285-288. 

Svard, L. (2022). Music, Emotions, COVID–and the Brain. MTNA e-journal, 13(3), 2-9. 

Harney, Kristin. (2017). The playlist project: Exploring the experience of pre-service elementary teachers.Visions of research in music education, 30, 20. 

Acknowledgments

Firstly, I want to thank Heather, Harold, and Alex for their guidance and support in making my workshop possible. Thank you to my TA, Mark, for his assistance with students and thorough review of my slides and lesson plans before each workshop session. I am also immensely grateful to the other workshop leaders for their constructive feedback, which significantly contributed to refining my lesson plans for better engagement and execution. Most importantly, I appreciate my students', Henry, Libby, Morgan, Isabelle, Andrew, Jenna, Joseph, Joanne, Vanessa, Brooke, and Raniya, for their unwavering flexibility and engagement throughout our sessions, making my first experience as a workshop leader truly rewarding and fun!