Right or wrong, my song is strong: a practitioner inquiry study of elementary school students' experiences in a songwriting class centered in critical pedagogy
OA Version
Citation
Abstract
As a songwriter and elementary general music teacher, I have observed the potential of songwriting to foster critical thinking among young people. Therefore, in this study, I examine the teaching of songwriting to fifth-grade students through the lens of critical pedagogy. I argue for the inclusion of songwriting in the elementary school curriculum and explain its alignment with critical pedagogy as a theoretical lens. Using a practitioner inquiry design, I investigated how a songwriting class rooted in critical pedagogy might enhance learners’ critical literacy and foster conscientization; help learners identify real-world issues, engage in problem posing, problem solving, and reflective practices; and foster learners’ commitment to cultural relevance, social activism, and advocacy for social justice. Rather than acting as a neutral observer, I assumed the role of teacher-researcher and engaged alongside students as a facilitator and co-learner. While the entirety of the fifth grade received songwriting instruction over 15 one-hour classes, I selected 13 students as the participants for this study. I collected data from their exit slips, occasional assignments and quizzes, and the students’ original songs, and I supplemented these with my reflective journals and observations. I used the data to compare outcomes with the characteristics of young composers described by Kaschub and Smith (2016), and to address my research questions. My findings indicated that students relied heavily on predictable structures and created compositions strongly connected to their lives. Although they engaged with the functional aspects of songwriting, the students showed limited progress in mastering lesson content and in developing critical literacy, conscientization, or engagement with real-world issues. The goals of fostering a commitment to cultural relevance, social activism, and advocacy in the students were only partially realized. I conclude that future iterations of the curriculum should include more explicit scaffolding for advocacy and social critique to help students challenge injustice within their communities.
Description
2026