SCHOOLHOUSE ROCK An innovative learning technique uses music to keep students from tuning out during class New York Daily News; New York, N.Y.; Aug 19, 2001; MICHELLE MEGNA;

Abstract:
Social studies teacher John Chase says history gets a bad rap - so he's using rap, along with rock, pop, folk and country, to change that. By incorporating contemporary song lyrics and a Web site (www.wpe.com/~musici) into his lesson plan, Chase is inspiring students to learn about history, government and social issues. "The reason I began the program was student apathy. Most students don't naturally gravitate toward history, yet they love their Walkmans," says Chase. "It's ironic because they're not even aware of the loads of references to history and social issues in songs. So I started to think about using songs to teach - instead of just books."

Chase's brainstorm led to the creation of a technique he now calls "Learning With Lyrics." Soon after Chase began using his new approach with seventh- and eighth-graders in the K-12 Edmeston Central School - just outside Cooperstown, New York - health teacher and colleague Brian Burgess began implementing the program in his 10th-grade classes.

Full Text:
Copyright Daily News, L.P. Aug 19, 2001

Social studies teacher John Chase says history gets a bad rap - so he's using rap, along with rock, pop, folk and country, to change that. By incorporating contemporary song lyrics and a Web site (www.wpe.com/~musici) into his lesson plan, Chase is inspiring students to learn about history, government and social issues. "The reason I began the program was student apathy. Most students don't naturally gravitate toward history, yet they love their Walkmans," says Chase. "It's ironic because they're not even aware of the loads of references to history and social issues in songs. So I started to think about using songs to teach - instead of just books."

Chase's brainstorm led to the creation of a technique he now calls "Learning With Lyrics." Soon after Chase began using his new approach with seventh- and eighth-graders in the K-12 Edmeston Central School - just outside Cooperstown, New York - health teacher and colleague Brian Burgess began implementing the program in his 10th-grade classes.

So how does one make the leap from Limp Bizkit to Shakespeare? Students begin by picking a song that is related to a significant historical person, place or event. The song can also refer to health issues such as suicide, teen pregnancy, self-respect or alcoholism. It should convey a bias, position or point of view about the topic. Students must then research three written sources about the topic, analyze the relationship between the song and the topic and write an essay or create a visual interpretation with an oral report that the author presents to the class.

For example, one student essay compares the message of "Re- arranged" by Limp Bizkit to the message of Shakespeare's Macbeth: "He has trouble trusting, communicating and liking other people ... Macbeth realized that 'Heavy is the head that wears the crown.' His life is 'through and rearranged.' In the song 'Re-arranged' the singer has the same problems as Macbeth."

Musical genres used in class are diverse and include everything from "Aces High" by Iron Maiden, which begins with a speech by Winston Churchill, to Public Enemy, who also use samples of historical speeches. Bridging the chasm

For those that need a springboard to get started, Chase's Web site has step-by-step instructions for teachers and students. It includes a message board, a directory of 2,100 songs and 5,000 links. Though Chase created a nonprofit organization (Musicians United for Songs in the Classroom, or MUSIC) that publishes a workbook outlining the course, the Internet is a valuable resource.

Here's what the Internet does that the workbook can't do. If you have the lyrics of "Sunday Bloody Sunday" by U2, about conflict in Northern Ireland, and a teacher says this would be good for studying religious conflict, you can then link to a dozen Web sites with pertinent information on the topic.

Entering his 13th year teaching, Chase says the advantage of "Learning with Lyrics" is that it sharpens skills needed to meet the new Regents standards, such as critical thinking, the use of symbolism, essay writing and the mastering of abstract relationships. Additionally, he says the option to create a visual interpretation allows students who struggle with writing to shine. Admittedly, though, he says the real cornerstone is that students are thrilled by the opportunity to play their chosen song for the class during the presentation.

"A big challenge with teaching is making it relevant while covering the curriculum. Music bridges that chasm," says Chase, a classic rock fan and father of two.

Apparently, the idea works. Since creating "Learning with Lyrics" six years ago, Chase has been on tour, so to speak, earning "gigs" as a lecturer at state conferences and teacher-education centers - and even as an education speaker at Cleveland's Rock 'n' Roll Hall of Fame.

But then again, what would you expect from a guy who grew up in Rockland County?