Anyone that has been to a college or professional sport game should be able to tell you at least one song that perked up their ears. Some teams even have their own music traditions …cue “Sweet Caroline” my fellow Bostonians.
A few of us even use cheeky plays on music titles for our written pieces. Music brings us together and helps us process, heal, and cope.[1] Music also helps us learn.[2] So why not use music to introduce yourself and your students?
A traditional introduction exercise usually includes a name, pronouns, and a “tell me a little about yourself” activity or prompt. These introductions are sometimes discussed amongst the class (assuming you have a smaller group), or completed on a note card for the instructor, or sometimes done remotely as an assignment.
But if music brings people together and you are working to create opportunities for connection, try a music playlist exercise instead.
I will be teaching a fully asynchronous, four credit Property course this spring. I want my students to feel connected, and the students in the program already know each other from the fall. A traditional introduction exercise will not land and will waste time. I want the introduction to be personal but also connect them to property law. The group will have already completed their first reading chapter, so they do have some context for property.
What do I do? REMIXXXX! (Check the volume on your speakers and click the link for some added fun.)
For anyone else in need of a remix, here are the assignment instructions. Please remix as you wish, and I share eternal credit to anyone that already does something like this in their course. It feels new to me but that does not mean this is a new idea.
____________________________________________________________________________________
“For your intro exercise, I want us to create our own class playlist. Using music to connect to the law helps us envision legal connections and engage in contextualized learning.
Use this class playlist as a way to get to know each other and also feel free to turn it on when you are preparing for study sessions or getting ready to be in “deep work” mode.
There are a couple of requirements to successfully create this list.
The purpose of this exercise is to use music as a creative way to connect with each other, and the legal concepts in Property Law to popular culture. You will create a playlist and explain how each song relates to a property law topic, doctrine, or case. Each of you will select and contribute one song.
Here are my expectations for Song Selection:
- Relevance to Property Law
- Each song must be accompanied by a brief explanation connecting the lyrics, title, theme, or message to a property law concept covered in the course.
- Creativity is encouraged, but the connection should be thoughtful and supported by legal reasoning.
- Respect for the Learning Environment
- Song selections should contribute to a professional, respectful, and inclusive classroom environment.
- Students should be mindful that classmates may have diverse backgrounds, experiences, and perspectives.
- Appropriate Content
- Avoid songs that contain discriminatory, hateful, harassing, or inflammatory language directed at individuals or groups based on race, ethnicity, nationality, religion, sex, gender identity, sexual orientation, disability, or other protected characteristics.
- Avoid songs whose primary message promotes violence, intimidation, or hostility toward others.
- Professional Judgment
- Songs may address difficult social issues, but students should exercise sound judgment regarding whether the content is appropriate for academic discussion.
- If a song contains isolated mature language but is otherwise highly relevant to the assignment, students should note this in their submission and focus their analysis on the legal connection.
- Respectful Explanations
- Written explanations should focus on the legal concepts illustrated by the song and avoid personal attacks, stereotyping, or disparaging commentary.
- Students should engage with property law concepts in a manner consistent with classroom professionalism and mutual respect.
- Academic Integrity
- Students must provide their own analysis and explanations.
Instructor Discretion
I will review your submission and reserve the right to require an alternative song selection if a submission is inconsistent with these guidelines or is otherwise inappropriate for the educational objectives of the course.
Remember: The goal is to demonstrate your understanding of property law through creativity, critical thinking, and respectful engagement with course concepts. It’s designed to be a fun exercise and allows you to get to know each other in a different way.
Once I’ve reviewed the submissions, I will post the playlist, attribute the songs to each student that submitted the song and open an informal discussion board for more entertainment.
____________________________________________________________________________________
The students do not know it yet but I, too, will add a song to this course playlist: “Rhythm Nation” by Janet Jackson.
My sister played Janet on our television every day growing up. The sentimental value of “things” is also something we discuss as the personhood theory in judicial decision making. This song also echoes the challenges of the world and the justice system. The song provides an upbeat tune for the growth mindset that I hope students carry with them throughout the course.
Happy singing, folks.
(Amy Vaughan-Thomas)
[1] Dunbar RI, Kaskatis K, MacDonald I, Barra V. Performance of music elevates pain threshold and positive affect: implications for the evolutionary function of music. Evol Psychol. 2012 Oct 22;10(4):688-702. doi: 10.1177/147470491201000403. PMID: 23089077; PMCID: PMC10426978.
[2] T Zaatar M, Alhakim K, Enayeh M, Tamer R. The transformative power of music: Insights into neuroplasticity, health, and disease. Brain Behav Immun Health. 2023 Dec 12;35:100716. doi: 10.1016/j.bbih.2023.100716. PMID: 38178844; PMCID: PMC10765015.
