• How music promotes peaceful outcomes in society...

• No matter the genre, Justice is upon ya...

• Music is the remedy for peaceful outcomes..

SDG 16 connects with music in many different ways including unity with others, promoting peace through song and dance, and creating a society where the musical language is also the peace language.

THE WHAT: SDG 16 was chosen because peace and positivity is promoted in my music classroom daily. This SDG promotes "a light" and harmony for ALL. No matter the age, race, demographic background, or nationality, ALL students must know that they're important. Michael Jackson's "We are the World," "One Love" by Bob Marley, and "Come Together" by the Beatles are popular hits that definitely promote SDG 16. Different genres and styles of music sometimes cause friction, but also sometimes help smooth problems out. Some students may be considered weird or odd because of their preferred type of music, but ALL students are assured of their coolness in music class at Hamburg Middle School. Students are allowed to give appropriate song requests on Fridays, and all must listen, respect, and acknowledge the person and their song. Criticizing or belittling anyone or their choice of music automatically results in doing extra assignments. We're building rapport and respect for one another while learning to truly accept differences.

THE WHY: When introducing Arkansas' standard CR1.7.2, Explore Music by Creating Choreography for Performance to my students they immediately got excited! Students were asked to research #1 music hits of past decades (from 1950s- present) and see if they could create a collaborated dance performance with their peers. This assignment, also known as "Blast from the Past" promoted students to ask parents, teachers, and other adults what type of music they enjoyed dancing to during those particular decades. Students discovered hits that were by artists of different cultures, nationalities, and ethnicities and have been in total shock! They were so amazed at the songs they didn't know made it to #1 on the Billboard Charts. Together, they've created some awesome to various genres including "All Shook Up" by Elvis for the 1950s, "Stayin' Alive" by the Bee Gees for the 1970s, "This is How We Do It" by Montell Jordan for the 1990s, and "Waka Waka" by Shakira for the 2010s just to name a few. I'm so proud of the teamwork and effort they've put in.  

THE HOW: To incorporate this fun- filled, "get your groove on" activity into your classroom, students need a device to research #1 hits, an open mind, and awesome dance moves! If only it were that easy... yeah right! 

• First, l ask students to list their 2 favorite hits from research, then we simply take a vote as a class. 

• Once the class has agreed upon a particular song for that decade, I move to the next decade until we have a completed showcase of songs. 

• Then, the teacher will ask students to stand anywhere in the room. Always have an ice breaker dance (line or freeze dance depending on age group) so students won't be as nervous (ex: cha cha slide, macarena). 

• After the ice breaker, the real fun begins! Students will group themselves into 4 equal lines (shier kids usually migrate to the back of the line while the more outgoing storm to the front) to get the dance started. 

• The teacher will begin by doing a simple step from side to side to one of their chosen songs, making sure ALL students are capable and engaged. (teacher or other students can help those who have trouble).

•  Start doing standard dance moves and let the students determine if they want or can do them. Usually a child will do a move or even a slight movement that catches your eye, IMMEDIATELY incorporate the dance and praise the student! 

• Practice the dance move with the class, then go on to the next move. Continue watching, learning, incorporating, and praising! (Something as simple as a shoulder shrug have been used as dance moves)

TIME ALOTTED: I guarantee within 15 minutes, you'll have at least half of your selected song full of dance moves that YOUR STUDENTS created (unless it's break dancing). It usually takes about 2-3 days to complete a full dance, but it won't be perfected. Practice as much as possible doing the dances with students so they feel comfortable.  Students will also come to you sharing thoughts about the song/dance moves and they are subject to change. Once your students have mastered the dance moves with you, try seeing if they can do it without you! Students can present the "Blast from the Past" project to other classes, their families, or even their school. This activity has built confidence in so many ways, rapport with parents and other students, and an overall love for music.

MATERIALS USED: Computer, YouTube, or any other music platform (Spotify, Apple Music, etc.), space to dance, and bodies to dance!

RECOMMENDATIONS: Give your students grace (especially middle-schoolers), never laugh at instead laugh with (unless they're laughing at you), practice dance moves over and over, give yourself 2 months of practice time if students are performing for others, and PRAISE, PRAISE, PRAISE YOUR STUDENTS! Also, allow that 1 super shy child (you'll know who) to be your DJ or sound person to make practices easier on you, but wait to pick them after about 2-3 weeks of practice. You may have to set up a recording device to remember some of the correct steps, but nevertheless, your class will definitely enjoy! 

REFLECTIONS: The comments from pupils regarding this project are always phenomenal. Students have shared how they have overcome stage fright when performing for peers and how they're proud of themselves. It's always a joy when students request the project. Children begin to understand that confidence is key, and as an educator, you will feel successful! Have fun with your students and create the global music classroom that you've always wanted. 

At Hamburg Middle School, in music class, we recently had a "Blast from the Past" performance in class. Students dressed up in their favorite decade's attire, gathered their caps and sunglasses, and awaited to perform for their peers who were in other classes whom they invited. Children were encouraged to invite family members too. Students grew nervous as other classes entered to watch them dance. Although they'd practiced their dances over and over again, they still shook in excitement and timidness. After our guest sat down, the show began! Rules were covered, a welcome was given, and a gentleman with a gold cardboard guitar playing Elvis came in the door. "You ain't nothin but a hound dog" busted out of the speakers and our audience rooted for him as he danced in the room accompanied by his peers. Mothers and teachers immediately reached for their phones and began recording. Dances to songs such as "Night Fever," "Thriller," "Hit Me Baby One More Time," and "Suavemente" were performed. Students were able to thank everyone for their support and wanted to perform for other classes the next day. Parents also showed their appreciation by buying gifts and being thankful that they were able to be present during this project. "Blast from the Past" has become a tradition in music class at HMS and I hope you and your students try it out!

UN SDG ALIGHNMENT: SDG 16 is definitely in alignment with this strategy, but there are a few more that fits well too. SDG 3, good health and well being play a significant role with the strategy at hand. Students are able to get up and move around which improves focus, retention, creativity and mood. (Farmer, Kris, 2021) I love seeing my students get out of their comfort zone and create greatness! It's especially a joy to see them proud of themselves and striving for more. SDG 4, quality education, stands out too! This strategy requires ALL to think outside of the box. In my opinion, that's when you truly find your niche. I've had so many students thank me for that push. They've also explained how they would've never accomplished dancing in front if peers if it weren't done in a fun way (quality of the lesson).

MUSIC STANDARDS: 

• CR1.7.2 Explore Music by Creating Choreography for Performance

• MU:Cr6.1.E.IIIa Demonstrate an understanding and mastery of the technical demands and expressive qualities of the music through prepared and improvised performances of a varied repertoire representing diverse cultures, styles, genres, and historical periods in multiple types of ensembles. 

• MU:Cn10.0.H.IIa Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music. 

PONDER ON THIS: Music allows students to truly be themselves. Freedom happens when students are in a non-judgmental setting and that's what I strive for daily. Whether Classical, Hard Rock, or African drumming is your genre of choice, it won't matter in the world of music. Acceptance is key when establishing a non-judgmental classroom. From day 1, students know that we respect ourselves, our peers, and our teachers. Respecting includes accepting even if we don't fully understand. Although, we as humans question the unknown, we can still accept it!

• The study of schools with music programs have an estimated 90.2% graduation rate compared to schools without are at 72.9% graduation rate.(Music Education Statistics.com)

• 71% of Americans surveyed by the Gallop Poll believe that teenagers who play an instrument are less likely to have disciplinary problems. -Gallop Poll, American Attitudes Toward Music

• "Music is a wonderful medium to raise awareness about our collective quest for peace, justice, equality, and dignity; It is a powerful, unifying language that can help build bridges and advance social justice in all of its forms." -Dr. Natalia Kanem, Executive Director of the United Nations Population Fund

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