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Science Songs for Teaching

Astronomy, biology, botany, physical science and earth science.

These science song lyrics are available from a variety of albums:

General Science Songs 2 Scientific Method Songs – Jack Hartmann The Bar Graph Dance – Science Maniacs Evidence and Inference – Science Maniacs The History of Scientific Discoveries – Science Maniacs I Can Do What Scientists Do – Jack Hartmann I Can Spell My Science Words 1 &2 – Jack Hartmann Nature of Science – Musically Aligned Nature of Science – Professor Boggs Physical Property Sense – Musically Aligned Science – Roy Moye, III of STEMusic Science Is – Tickle Tune Typhoon Science or Fiction? – Grin Brigade Science, Science, Science – Dan Crow Scientific Inquiry Rap – Allendale's Got Talent Scientific Method – Music with Mar. Scientific Method Blues – Kathleen Carroll The Scientific Method Blues – J.P. Taylor The Scientific Process – Jim Thompson Try Again – Ken Whiteley Life Science Songs:  Biology & Zoology -- See more Biology Songs A Habitat – Learning by Song Adaptations – Musically Aligned All Around the Pond – Sam Jones Animal Shop (Vertebrates & Invertebrates) – Music with Mar. Animalia – J.P. Taylor Arachnids – Tickle Tune Typhoon Arthropods – Science in Song Bats – Lyrical Life Science Bacteria – Lyrical Life Science Biomes – Lyrical Life Science Cell Castle – Professor Boggs The Cell Song – Science in Song Cellular Physiology – Science Maniacs Classify It – Science in Song Echinoderms – Science in Song Ecology II – Lyrical Life Science Ecosystems – Science Maniacs Energy Roles (Producers and Consumers) – Science Maniacs Environment Change – Musically Aligned Food Chain – Kathleen Carroll Frog's Life Cycle – Jack Hartmann The Food Chain Song – Science in Song Genetics – Lyrical Life Science Habitat – Bill Oliver/Jeff Schroeder Habitat – Bill Oliver/Stan Slaughter Habitat Scat – Music with Mar. Home Is a Habitat – Judy Leonard Ichthyology – Tickle Tune Typhoon I'm A Plant – Jack Hartmann Living Things – Jack Hartmann Metamorphosis – Jack Hartmann Mammals – Lyrical Life Science I'm A Plant – Jack Hartmann The Mitosis Square Dance – Science in Song Mr. Frog - You Just Think You're Smart! – Dianne Baker Nature Vs. Nurture – Science Maniacs No Backbone Backbeat (Invertebrates) – Tickle Tune Typhoon Non-Living Things – Jack Hartmann Pirates on the Dichotomous Sea – Professor Boggs Plant and Animal Needs – Musically Aligned Pretty Paper, Pretty Trees – Bill Oliver Save the Frogs! – Dianne Baker Teeth – Musically Aligned Toothless Mammals – Lyrical Life Science Ungulates – Lyrical Life Science The Virus Song – Science in Song Water Cycle Song – Science in Song Worm Poop - Birdsong and the Eco-Wonders You Can Tell It's a Cell – J.P. Taylor Botany Songs A Plant Will Grow – Lauren Mayer Algae, Fingi, and Nonvascular Plants – Lyrical Life Science I'm A Plant – Jack Hartmann My Favorite Apple Tree – Fred Gee Plant a Tree for Tomorrow – Dianne Baker Plant and Animal Needs – Musically Aligned Plant A Habitat – Birdsong and the Eco-Wonders Roots, A Stem and Some Leaves – J.P. Taylor Sacred Trees – Lorraine Bayes Tree Song – Robin Walling Up In A Tree – Frank Bruen Vascular Plants – Lyrical Life Science What A Plant Needs to Stay Alive – Jack Hartmann Human Physiology Songs: How the Body Works The Bones Song – Kathleen Wiley The Bones Song – Science in Song Brains – Dennis Westphall The Circulatory System – Science in Song The Digestive System Song – Science in Song The Endocrine System – Lyrical Life Science Fanfare for the Brain – Music with Mar. Identifying Bones – Jack Hartmann Immune and Lymph Systems – Lyrical Life Science Intoduction to the Human Body – Lyrical Life Science The Muscles Song – Science in Song The Muscular System – Lyrical Life Science Ologies (The Study Of) – Lyrical Life Science The Senses Boogie – Mark and Morgan Kasmer The Skeletal System – Lyrical Life Science Skin – Dennis Westphall See our pages on:     My Body, Health, and Illness and Food and Nutrition

Science Musical Plays Biomes: Animals and Plants in their Habitats - Bad Wolf Press CURIOUS: Think Outside the Pipeline!  – Ants on a Log Environmental Show - Bad Wolf Press The Garden Show - Bad Wolf Press Geology ROCKS! - Bad Wolf Press It's Electrifying - Bad Wolf Press Life Cycles: How Plants and Animals Change - Bad Wolf Press Matter and Its Properties: The Science of Stuff - Bad Wolf Press Name that Internal Organ - Bad Wolf Press The Nutrition Show - Bad Wolf Press The Oceanography Show: Tide Pool Condos - Bad Wolf Press The Rumpus in the Rainforest - Bad Wolf Press Vacation On Mars - Bad Wolf Press

Astronomy Day Sky, Night Sky – Jack Hartmann Energy from the Sun – Jack Hartmann Fireball – Earth Mama - Joyce Rouse Fireball Dance Mix – Earth Mama - Joyce Rouse Hey oh, Galileo – J.P. Taylor I'm the Moon – Kathleen Wiley Kepler Said – Professor Boggs The Little Bear –Jim Thorne Our Solar System – Music Movement & Magination Planet Jive – Tickle Tune Typhoon Planet Placement Dance – Music with Mar. Planet Rap – Ron Brown Sky Objects – Musically Aligned Solar System – Musically Aligned The Stars Go By –Jim Thorne To Follow Apollo –Jim Thorne Voices from the Sky –Jim Thorne

Chemistry Songs Atom Matter – Tickle Tune Typhoon Electrons Flowing – Science in Song The Elements – Tickle Tune Typhoon The Elements Song – Science in Song E-VAP-O-RATE – Musically Aligned Get Your Molecules Movin' – J.P. Taylor Hey, Avogadro – Professor Boggs Matter Is Everywhere! – J.P. Taylor Molecules – Ron Brown Move Like Molecules Move – Jack Hartmann Physical Property Sense – Musically Aligned Pillar of Sound – Story by Frank Bruen Solid, Liquid or Gas? – Ron Brown Solid, Liquid or Gas Groove – Musically Aligned That's Matter – Lauren Mayer What's the Matter? – Jack Hartmann

Earth Science and Geology Songs - see more of our Geology Songs Air – Frank Bruen Air is Everywhere – Jack Hartmann Compass Construction – Musically Aligned Conservation Nation – J. P. Taylor Every Little Drop of Water – Fred Gee Folding, Faulting, and Intrusion – Lyrical Earth Science Garbage Blues – Dennis Westphall The Good Earth – Jack Hartmann Gravity – Professor Boggs The Green Revolution – Judy Leonard Interdependence Day – J. P. Taylor Introduction to Geology – Lyrical Earth Science Keep Your World Clean – Marilyn M. Linford Let's Take Care of the Earth – Debbie Clement Living on a Layer Cake – Chris Rawlings Mass Movement – Lyrical Earth Science MOHS Rock Hardness Scale – Kathleen Wiley Oceanography – Roy Moye, III of STEMusic Plate Tectonics – Lyrical Earth Science Pollution – Kathleen Wiley Rain, Snow, Hail or Sleet – Ron Brown Recycle – Judy Leonard Reduce, Reuse and Recycle – Jack Hartmann Rock Cycle – Professor Boggs The Rock Cycle – J.P. Taylor Rock Cycle Rock – Chris Rawlings Rock Cycle Rap – Allendale's Got Talent Rocks: Igneous, Sedimentary and Metamorphic – Jim Thompson Saturated Zone – Chris Rawlings Save the Earth! – Dianne Baker Sedimentary, Metamorphic, Igneous – Kathleen Wiley Sedimentary Rock – Marla Lewis Solar Energy – Ron Brown Some Mountains – Chris Rawlings That's the Earth (Earth’s Physical Features) – Music Movement & Magination Topographic Maps – Lyrical Earth Science Water in the Air – Skip West The Water Cycle – Lauren Mayer Water Cycle Song – Foster Brown Water Cycle Song – Jim Thompson Water is So Amazing – Jack Hartmann Weathering of Rocks – Lyrical Earth Science We’ve Got the Power – J. P. Taylor Why Rivers Flow – Frank Bruen

Physics Songs See all of our Physics Songs

Metric Songs King Henry Died By Drinking Chocolate Milk – Science Maniacs The Metric Song – Kathleen Carroll The Metric System: Units of Length – Tim Pacific The Metric System Rap – Earth Tone Productions Metric Unit Conversions (An acronym song) – Middle School Math Music Use Metrics — Street Style – Christina DeSanto

See more of our Science Songs for Young Children , Fruit , Vegetable , Gardening , Oceans , Ponds , Arctic , Rainforest , Safari , Farm , Pirates and Outer Space Song Lyrics

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The Element Song Lyrics

The Element Song lists the chemical elements of the periodic table. Tom Lehrer set the names of the elements to the tune of  “I Am The Very Model Of A Modern Major-General” from the Gilbert and Sullivan opera buffa “The Pirates of Penzance.”

Learning the lyrics is a fun way to memorize the elements:

There’s antimony, arsenic, aluminum, selenium,  And hydrogen and oxygen and nitrogen and rhenium  And nickel, neodymium, neptunium, germanium,  And iron, americium, ruthenium, uranium,  Europium, zirconium, lutetium, vanadium  And lanthanum and osmium and astatine and radium  And gold, protactinium and indium and gallium And iodine and thorium and thulium and thallium. There’s yttrium, ytterbium, actinium, rubidium  And boron, gadolinium, niobium, iridium  And strontium and silicon and silver and samarium,  And bismuth, bromine, lithium, beryllium and barium. There’s holmium and helium and hafnium and erbium  And phosphorus and francium and fluorine and terbium  And manganese and mercury, molybdenum, magnesium,  Dysprosium and scandium and cerium and cesium And lead, praseodymium, and platinum, plutonium, Palladium, promethium, potassium, polonium, and Tantalum, technetium, titanium, tellurium, And cadmium and calcium and chromium and curium.

There’s sulfur, californium and fermium, berkelium  And also mendelevium, einsteinium and nobelium  And argon, krypton, neon, radon, xenon, zinc and rhodium  And chlorine, carbon, cobalt, copper,  Tungsten, tin and sodium. These are the only ones of which the news has come to Harvard, And there may be many others, but they haven’t been discovered.

Ready to sing along?

Element Song VIdeo

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October 2021

Best Study Playlists - Study Music, Focus Music

• Online Learning Community

Everybody has their own routine for how to study for exams, do homework, read or focus on a particular task. Listening to a study playlist is a great way to center your attention and lift your mood. Listening to music can also reduce stress, which is a plus when it comes to balancing a busy schedule of work, school and family!

Music Therapy has proven that you can process a wide range of emotions from excitement to thoughtfulness depending on what type of music you listen to. When we’re studying, we’re probably aiming for thoughtfulness. Research has also shown music has the potential to boost memory, which can be a huge plus.  However, complex and distracting music might not be the way to go when choosing the right studying playlist for you.

We have found that the best genres of music to listen to while studying, reading or writing include minimalist, classical, piano and low-fi music. We’ve compiled some of the best lyric-free playlists that will act as brain food while keeping your attention on your studies so you can ace that test and earn that A.

Best Study Playlists on Spotify

This more than 24-hour playlist is full of piano and classical songs to help you focus.

Lofi Girl curates some of the most relaxing and engaging playlists. Her use of lo-fi tracks mixed with ambient pieces will keep you relaxed but never bored.

This playlist is all instrumental all the time!

Best Youtube Study Playlists

This is a deep-focus playlist so you know you’ll finish what you need to get done!

This Bossa Nova & Jazz playlist is a MOOD. It will transport you to a lovely cafe, on a rainy day.

This extra ambient playlist describes itself as “brain power, focus concentration music.” You’ll feel like you’re in a sound bath.

Music is just one way to improve your mental health. See more tips on how to improve your mental health as an online student.

* Arizona Online does not endorse playlist creators. Music is not guaranteed to boost academic performance.

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What is chrome music lab.

Chrome Music Lab is a website that makes learning music more accessible through fun, hands-on experiments.

What can it be used for?

Many teachers have been using Chrome Music Lab as a tool in their classrooms to explore music and its connections to science , math , art , and more. They’ve been combining it with dance and live instruments . Here’s a collection of some uses we’ve found on Twitter.

Can I use it to make my own songs?

Yes. Check out the Song Maker experiment, which lets you make and share your own songs.

Do I need to make an account?

Nope. Just open any experiment and start playing.

How were these built?

All our experiments are all built with freely accessible web technology such as Web Audio API , WebMIDI , Tone.js , and more. These tools make it easier for coders to build new interactive music experiences. You can get the open-source code to lots of these experiments here on Github .

What devices do these work on?

You can play with these experiments across devices – phones, tablets, laptops – just by opening the site on a web browser such as Chrome .

What's next for Chrome Music Lab?

We always get inspired by new, unexpected ways that people use these experiments. If you’d like to share something with us, post it with #chromemusiclab or drop us a line .

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Best music for studying: 17 spotify playlists for effective learning.

Music is something we do regardless of whether we are happy or sad, working out, traveling, or relaxing. We believe that our mood, emotions, cognitive performance, and mental health , in general, can be affected by it.

Many students listen to music while studying because they believe it helps them concentrate, remember, or comprehend the material better.

However, is music truly beneficial for studying? And if so, what music is best for studying?

Is Music Good for Studying?

What music is best for studying, scientifically best music for studying, classical music for studying, instrumental music for studying, lofi music for studying, jazz music for studying, baroque music for studying, calming music for studying, music for studying and concentration, cafe music for studying, soothing music for studying.

It’s not easy to answer these questions, as different studies have shown different results. Some have found that music can improve learning, creativity, and productivity, while others imply that music can distract, impair, or interfere with these processes. However, it may not work for everyone in the same way.

Here are some of the main findings from the studies:

• Music can reduce stress and promote a more positive mindset, which can improve your learning outcomes .
• Classical music helps older adults perform better on memory and processing tasks .
• Music can activate the reward centers in your brain, which can provide motivation to study harder.
• Music can improve cognitive function and brain stimulation by engaging different brain regions and networks.

However, music can also have some drawbacks for studying:

• Music with lyrics can be distracting .
• Too fast and loud music can impair concentration and performance.
• Music preference and personal factors can influence how music affects you.

Therefore, the best music for studying may depend on the type of task, the individual’s preference, and the characteristics of the music.

Therefore, if you want to listen to music while studying, it’s important to choose the right kind:

• Choose relaxing and calming music , as it can help reduce stress and anxiety. Avoid music that is too loud or fast, as it can have the opposite effect.
• Instrumental music is a great option because it can help you focus on your task without distracting you with lyrics or meanings.
• Select familiar and enjoyable music , as it can make you feel more comfortable while studying. Unfamiliar or unpleasant music can make you feel bored or annoyed.
• Consider the task you are working on and choose music that matches its type and difficulty level . It can enhance your cognitive abilities and help you perform better. Avoid music that doesn’t match the task.

Some studies suggest that listening to Mozart’s music can temporarily enhance spatial reasoning and intelligence, a phenomenon known as the Mozart Effect . So, choosing something from Mozart for study can be a possible answer to the question, “ What is scientifically best music for studying? ”

Best Music for Studying

So, based on what we’ve already covered, some genres of music may be more suitable for studying than others. Here are some examples we would recommend for studying:

Classical music is one of the most recommended genres for studying as it not only stimulates your brain waves but also enhances your cognitive functions.

Instrumental music is another popular genre of music for studying. It can create a pleasant background noise that blocks out other distractions.

• Piano music is one of the most soothing types of music that can enhance your mood and creativity. Here are a few good piano artists and albums for studying: Yiruma , Ludovico Einaudi , and The Piano Guys .
• Guitar music is one of the most versatile and expressive types that can also improve your focus and attention. Try Estas Tonne , Tommy Emmanuel , or Acoustic Alchemy .
• Ambient music is one of the most minimalistic and atmospheric types of music that will help you reduce stress and anxiety. Check Brian Eno and Stars of the Lid for a change.

If you’re looking for a calming soundtrack to help you focus while studying, you might want to check out Lofi. This trendy and popular music genre has a low-fidelity sound that creates a nostalgic atmosphere, perfect for creating a cozy and relaxing vibe. Check out the following Lofi genres and artists that are great for studying.

Lofi hip hop : ChilledCow , Chillhop Music , Lofi Girl

Lofi jazz : Jazz Hop Cafe , Cafe Music BGM Channel , Relax Cafe Music

Lofi beats : Idealism , Jinsang , Study Beats Playlist

Jazz is one of the most sophisticated and diverse genres of music for studying. It has a wide range of styles and sub-genres, including swing, bebop, fusion, and many others. Jazz is known for its rich, complex sound that often involves improvisation and experimentation. Listening to jazz music has been shown to have many benefits, including improving cognitive skills such as memory, focus, and creativity. Jazz can also produce a calming effect on the body, reducing stress and anxiety.

Smooth jazz blends elements of pop, rock, and R&B to create a soft and relaxing sound. For example, check out Dave Koz:

Cool jazz has a calm sound, featuring muted instruments, complex harmonies, and modal scales. It can help with clear thinking and concentration, especially when listening to Miles Davis’ albums.

Chet Baker is one of the most popular and charismatic jazz musicians, renowned for his smooth and lyrical trumpet playing, as well as his soft and romantic singing voice. If you’re looking for some music to accompany you on those long study nights, you might want to give one of his albums a try.

Stan Getz is one of the most versatile and expressive jazz musicians. He was known for his warm and melodic saxophone playing and his collaborations with other musicians from different genres. If you’re in the mood to listen to a master of the tenor saxophone, choose Stan Getz’s music for your study night.

Baroque music is one of the most classical and elegant genres of music for studying. Its steady tempo, complex harmony, and structured form can help you concentrate and think more clearly. It’s also known for its calming effect, which can help alleviate stress and anxiety.

Calming music is one of the most relaxing and peaceful genres of music for studying. It can help you study better by improving your mood and well-being and creating a pleasant background noise that blocks out other distractions. We recommend incorporating calming music into your study routine to get a more productive and effective learning experience.

There are plenty of playlists with so-called music for studying and concentration. It’s believed that such music makes you more effective and productive in your studies and helps you focus and memorize better, as it has a moderate tempo, simple melody, and minimal lyrics and motivates you to work harder. Check an example from Spotify:

Another trend in the list of the best music for studying is cafe music—a list with cozy and enjoyable compositions perfect for studying that creates a comfortable and relaxing atmosphere and makes you feel happy and cheerful.

Finally, soothing music can help you study better by reducing stress and anxiety. It can also help you sleep better— Spotify is a compilation of pleasant and relaxing compositions like this one:

Final Thoughts

When it comes to studying, we all have our personal preferences for music. There’s no right or wrong choice, but there are some tips that can help you get the most out of listening to tunes while you study.

It’s best to choose instrumental music that is familiar to you and matches the task at hand.

If you’re looking for some relaxing tunes, you might want to avoid anything with distracting vocals or unfamiliar sounds .

Don’t be afraid to experiment with different types of music until you find what works best for you.

Remember, music can either make studying a great experience or a terrible one, so use it wisely, and good luck with your studies!

Natalie Meyers

Natalie Meyers is a freelance writer and editor with more than 15 years of experience. As an English major and a psychology graduate, she worked as a teacher and a counselor. As a writer, she's covered a diverse range of topics from technology to publishing. She is an avid reader who believes that books help us become more authentic versions of ourselves. At BookScouter, she's a smart writer and an expert in all things books.

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Using Science Songs to Enhance Learning: An Interdisciplinary Approach

Music is recognized as an effective mode of teaching young children but is rarely used in university-level science courses. This article reviews the somewhat limited evidence on whether and how content-rich music might affect college students' understanding of science and offers practical suggestions for incorporating music into courses. Aside from aiding memorization, songs may potentially improve learning by helping students feel relaxed and welcome in stressful settings, engaging students through multiple modes (verbal vs. nonverbal) and modalities (auditory vs. visual vs. kinesthetic) simultaneously, challenging students to integrate and “own” the material through the medium of song lyrics, and increasing students' time on task outside of class through enjoyable listening or songwriting assignments. Students may produce content-rich songs of good quality if given sufficient assistance and encouragement by instructors and peers. The challenges ahead include 1) defining the circumstances in which music is most likely to promote learning and 2) developing rubrics for evaluating the quality of songs.

INTRODUCTION

While teaching with music is rare in college classrooms, it has been tried by people such as National Institutes of Health Director Francis Collins, who occasionally sang to students at the University of Michigan “to break up the monotony” ( Anonymous, 2011 ). I myself have used songs for educational purposes since 2002, when I started sharing content-rich songs at strategic points in undergraduate biology classes (cell biology, comparative animal physiology, and biology for engineers; 15–60 students per class). In this essay, I reflect on what I have learned and what remains to be learned about supplementing science curricula with music.

MECHANISMS BY WHICH MUSIC MIGHT IMPACT LEARNING

The idea that music might enhance learning in advanced science courses, while unproven, is plausible, because there are several overlapping mechanisms through which songs could work, at least in theory.

Enhancement of Recall

Mnemonic devices have been defined as “strateg[ies] for organizing and/or encoding information with the sole purpose of making it more memorable” ( Bellezza, 1981 ). While most songs do not fulfill the “sole purpose” criterion, they often act like mnemonic devices in that they seem to increase memorability. Songs generally can be considered organizational mnemonic devices in the sense of structuring information according to meter and rhyme, limiting the possible lyrics that would fit and thus making recall easier ( Bower and Bolton, 1969 ). Some songs may also operate as encoding mnemonic devices, in which hard-to-remember words are paired with more easily remembered words, images, or sounds ( Bellezza, 1981 ). A recent review article questions the notion that music offers unique benefits over nonmusical stimuli in facilitating recall of words, yet it concludes, “musical memory is special precisely because musical stimuli (typically) are structured differently from other kinds of stimuli” ( Schulkind, 2009 ). A related point is that music can evoke strong emotions, which can enhance some aspects of memory ( Levine and Edelstein, 2009 ). Music therefore may help students memorize key lists, formulas, definitions, and relationships.

Reduction of Stress

Given that many students feel out of place in science classes ( Osborne et al. , 2003 ), enjoyable music could help these students perceive the science classroom as a friendly environment in which they belong. This idea has some support in physiological and behavioral studies of how music affects students. Certain pieces reliably reduce blood pressure, heart rate, and body temperature in students ( Savan, 1999 ), and these changes may correspond to reductions in anxiety ( Russell, 1992 ). In one survey, 75% of college sociology students reported that lecture-related songs preceding lectures made them feel more comfortable in the classroom ( Albers and Bach, 2003 ).

Multi-Modality Delivery

Some students prefer to learn through distinct sensory modalities; for example, one common taxonomy characterizes people as visual, read–write, auditory, kinesthetic, or mixed-modality learners ( Baykan and Nacar, 2007 ). Songs accompanied by visuals and/or movement (e.g., dancing) therefore have the potential to reach students through multiple modalities simultaneously. The concept of music as a “whole-brain” experience is also underpinned by neurological studies showing that many different regions of the brain can be recruited in processing musical stimuli ( Janata, 2009 ).

Increased Enjoyment

To the extent that music makes homework more fun, it may cause students to devote more time to this homework ( Wolters and Rosenthal, 2000 ). For example, students who are unwilling to read a textbook chapter in preparation for class might nevertheless listen to a related song, perhaps repeatedly. Many students exposed to science songs in class report enjoying them ( Pye, 2004 ; Crowther, 2006 ; McLachlin, 2009 ), although this observation is not universal ( Winter et al. , 2009 ).

In-Depth Exploration of Content

A doctoral dissertation on the use of science songs in middle school classes ( Governor, 2011 ) suggests that revisiting lecture content in an alternative form (i.e., song lyrics) tests students' understanding in a way that simply rehashing the lecture does not. Students may encounter and address points of confusion when challenged to analyze scientific lyrics. Similar learning opportunities may arise when students create their own science songs and, in doing so, make a number of decisions on how to express their ideas concisely and accurately. This is analogous to the concept of “writing to learn,” in which explaining the material in one's own words is considered part of the learning process, rather than a mere reporting of what has been learned previously ( Balgopal and Wallace, 2009 ).

ARE THE THEORETICAL BENEFITS OF MUSIC ACHIEVABLE IN PRACTICE?

A few small-scale studies suggest that some of the hypothetical benefits listed above may be achievable in classroom situations ( Table 1 ). For example, a study of high school food-safety classes found that certain subgroups of students performed significantly better on song-related test questions than students who had not heard the songs ( McCurdy et al. , 2008 ). However, the collective evidence summarized in Table 1 is best thought of as preliminary data awaiting more rigorous follow-up studies. The central question, of course, is whether musical interventions can be shown to cause significant gains in student learning. To start to address this question, some stances must be taken on which types of interventions are most likely to yield gains and which types of learning should be measured. Regarding the latter, for instance, proof that songs can improve memorization of scientific words might come relatively easily; a more ambitious study attempting to show that songs improve conceptual understanding beyond verbatim recall would be more interesting to educators but also more likely to fail. Many other projects could also yield interesting data. The “active learning” paradigm, already validated in several contexts ( Michael, 2006 ; Haak et al. , 2011 ), could be explored further via a comparison of passive and active music experiences (e.g., listening to songs vs. writing them). Analyses of the relative importance of the possible mechanisms discussed above would be of interest, as would attempts to correlate music's impact with student traits, such as musical aptitude and preferred learning style. The possibility that songs alter long-term retention well beyond a given course's final exam is also worth exploring. (I can still recall a 1993 lecture from my own undergraduate days, in which my cognitive psychology professor explained pharmacological desensitization by referencing the Guns N' Roses song “Mr. Brownstone.”) In terms of methodology, hypotheses should be tested in multiple courses and semesters taught by different instructors (most studies published thus far are single-instructor, single-course reports); study designs should be adequate (e.g., in terms of randomization of students, statistical power, and assessment techniques) for detecting possible music-related gains in student learning; and musical interventions should be carefully designed (e.g., exposure to a heterogeneous set of songs may not have a clear impact).

Preliminary tests of music's usefulness in science and/or college-level classes

PRACTICAL IDEAS ON TEACHING WITH MUSIC

Instructors who choose to integrate music into their courses have several options. From least to most radical, these include posting song links for students to explore on their own time, preceding class with a prerecorded song (or inserting it into a mid-lab break), performing and discussing a song during class, and assigning students the task of writing and performing songs. Prewritten and prerecorded songs appropriate for specific courses can be found with the aid of online tools, such as the SingAboutScience.org database ( Crowther, 2012 ). However, teachers may also find valuable examples in mainstream songs that were not created specifically for educational use ( Lesser, 2000 ; Last, 2009 ).

One may ask whether certain biological topics are especially conducive to a musical approach. My own opinion is that songs can be particularly useful for countering two types of student problems: conceptual misunderstandings and failures to grasp hierarchical layers of information. Prewritten songs may explain concepts in new ways that clash with students' mental models and force revision of those models, or may organize information for improved clarity (e.g., general principles in the chorus, key details in the verses, other details omitted). Songwriting assignments could have similar benefits by forcing students to do the work of concisely restating concepts in their own words and organizing the information in a musical format. As an example of using music to counter misconceptions, I once team-taught a “biology for engineers” course in which my coinstructor complained that many students failed to internalize the difference between genotype and phenotype. I wrote and performed a song to drive home this distinction, the chorus being, “Genotype, ooh… It's the genes you possess—nothing more, nothing less! Versus phenotype, ooh… Your appearance and health and reproductive success!”

Teaching with Preprepared Music

Good advice on teaching with prewritten or prerecorded music has been offered elsewhere ( Lesser, 2000 ; Dickson and Grant, 2003 ; Pye, 2004 ; Crowther, 2006 ); I will summarize it here by noting a few of my instructional objectives that seem to be well supported by preprepared music. When my goal is to demonstrate enthusiasm for the course content, few maneuvers do this as vividly as singing about that content. Likewise, when I wish to burn a specific point into students' memories, unexpectedly bursting into song all but guarantees that they will remember that particular moment of class for weeks to come. Another of my general goals is to express support for and solidarity with students; whole-class sing-alongs and/or recruitment of students to provide musical accompaniment may convey a sense that the students and I are working together toward common goals. Finally, to maintain high levels of student attendance and promptness, I have started classes with songs that students will not want to miss.

Student Learning through Song Composition

Tips for facilitating student compositions can be found in sources such as a video by Tom McFadden ( McFadden, 2011 ), known for teaching biology through hip-hop at Stanford. McFadden encourages students to come up with rhymes based on the “freestyle method” (saying whatever comes to mind) and the “alphabet method” (substituting each letter of the alphabet for the first letter or consonant cluster of a target word). Additionally, he notes the value of imperfect rhymes or slant rhymes for expanding students' lyrical options.

An especially interesting aspect of composing science songs is the matching of lyrics to music. While awkward pairings can be humorous, students should be encouraged to reinforce scientific messages with complementary music whenever possible. Some instructive examples of this can be heard in the children's CD Here Comes Science by They Might Be Giants ( Flansburgh and Linnell, 2009 ). The old song “The Ballad of Davy Crockett” is used as a template for a new version about an astronaut, implicitly underlining the concept of space as a “wild frontier” (a phrase from the chorus of the original). In the song “Solid Liquid Gas,” the tempo changes to convey the relative speed of molecular movements in solids (slow), liquids (faster), and gases (fastest). And in “Bloodmobile,” each verse is sung by a different voice representing a function of the cardiovascular system (delivery of oxygen and food, delivery of hormonal messages, counteraction of infections, and disposal of waste), clearly delineating these diverse roles.

While student compositions are not likely to attain the musical virtuosity of They Might Be Giants, they may nonetheless reveal hidden talents and sophisticated understanding. Four of my former cell biology students summarized the work of R. D. Allen and his Dartmouth coworkers on organelle transport in squid axons ( Brady et al. , 1982 ) by singing “Your Axon Is a Wonderland,” an adaption of the 2002 John Mayer hit “Your Body Is a Wonderland.” The students' version began, “They've got the giant axon/ It has no membrane on/ And one thing that's left to do/ Discover that the particles move…” The first two lines concisely summarize the experimental preparation (cytoplasm removed from squid axons), and the next two lines indicate the central topic of the study (transport along the axons). Other lines included “I'll use my microscope” (instead of “I'll use my hands”), a reference to Allen et al. 's use of video-enhanced contrast–differential interference contrast microscopy. These sorts of encapsulations are, quite literally, “take-home messages”: the students can take them home and sing or hum them again.

Challenges of Teaching with Music

The example in the preceding paragraph, along with others in the literature ( Dickson and Grant, 2003 ; Pye, 2004 ; Winter et al. , 2009 ), illustrates the temptation to use popular tunes as scaffolds upon which to hang new science-based lyrics. The United States Copyright Act of 1976 allows “the fair use of a copyrighted work…. for purposes such as criticism, comment, news reporting, teaching (including multiple copies for classroom use), scholarship, or research.” The act specifies that judgments as to whether a particular use constitutes fair use depend on four factors: “(1) the purpose and character of the use, including whether such use is of a commercial nature or is for nonprofit educational purposes; (2) the nature of the copyrighted work; (3) the amount and substantiality of the portion used in relation to the copyrighted work as a whole; and (4) the effect of the use upon the potential market for or value of the copyrighted work.” While factors one and four appear favorable to educational versions of songs, it has been argued that “Educators … cannot lean only on the idea that what they are doing is for educational purposes; all four factors need to be considered…. An egregious violation of just one of the four factors can be enough for a fair use claim to fail” ( Leary and Parker, 2011 ). Likewise, one cannot assume that rewriting song lyrics is a form of parody and therefore is protected free speech, both because parodies are defined as works that comment upon the works upon which they are based (which is not generally true of science songs) and because parodies are judged according to the same four factors as other derivative works ( Keller and Tushnet, 2004 ). As a practical guideline, creating new versions of copyrighted songs should generally be acceptable in the context of a class lecture or assignment, but sharing these songs outside of the classroom is not risk-free.

Copyright issues aside, several other concerns consistently arise in discussions of educating with music. The diversity of students' musical tastes poses practical challenges, for instance. If no individual song about transcriptional regulation will appeal to all students, does one need to offer a hip-hop version, a techno version, a country version, and a hard rock version? Previewing prewritten songs and selecting those in one or more preferred genres is possible via the SingAboutScience.org database ( Crowther, 2012 ). For student songwriting projects, I suggest that each student or group be permitted to create a song in their preferred genre(s), as long as the science is well covered.

Another frequent concern is the feasibility of getting nonmusician students to write songs. Several strategies can be applied here. First, tell the students why you created this assignment, so they understand the rationale behind it ( Felder, 2007 ). Second, have the students work in groups, allowing them to specialize according to their abilities and comfort zones; for example, those who do not like to sing might lead the writing of lyrics or creation of visuals to accompany the song. Third, model the behavior expected of the students ( Lesser, 2000 )—for example, be willing to sing for the students, demonstrating that imperfect pitch is acceptable—and, more generally, create a trusting environment in which creative risk-taking is supported and students can receive advice on their songwriting as well as their science. Enlistment of teaching assistants who can provide this support (and help grade songs) is especially important in larger-sized classes (W. Silk, personal communication). Finally, clearly establish the criteria for grading in advance; students may be relieved to know that they are not being scored on the quality of their singing (unless they are). An example of a simple assignment and rubric, provided by Linda Martin-Morris of the University of Washington, is shown in Table 2 . Other examples of rubrics for grading scientific songs and poems have been published previously ( Waters and Straits, 2008 ; Marcum-Dietrich et al. , 2009 ).

A sample college-level songwriting assignment and grading rubric a

a The assignment was as follows: The song will be your opportunity to choose anything from our list of topics that we cover for the other drugs (side effects, metabolism, administration, and others) about your chosen drug that you want to highlight (that has a biological connection). It could be about natural sources of the drug or about how individual experience varies. It need not be a comprehensive analysis of the drug. You do not need to perform your song, nor write out the score (you could just tell me to imagine it is sung to the melody of “The Star-Spangled Banner,” for instance). Your song will be graded according to the standards noted.

Yet another prevalent worry is that the successful use of songs by a few charismatic, music-savvy teachers may be difficult for others to replicate. This too is a legitimate uncertainty, but, in light of the many ways in which music may be added to curricula, many “normal” instructors may find at least one of these options to be viable. In addition, a multi-case study of middle school teachers found that several were able to integrate songs into classes with few difficulties on their first attempt ( Governor, 2011 ). While music may not become part of every life science teacher's toolkit anytime soon, its potential applications are intriguing.

Acknowledgments

University of Washington colleagues Wayne Jacobson (now at the University of Iowa) and Mary Lidstrom provided guidance during my early years of teaching with music. More recently, ideas presented here have been developed in collaboration with Wendy Silk of the University of California, Davis and her teaching assistant Anthony Dumas, Kate Clark of Bio-Rad, and Merryl Goldberg of California State University, San Marcos. These collaborations have been supported in part by National Science Foundation grant 0956196 (Wendy Silk, principal investigator). I also thank Linda Martin-Morris of the University of Washington for providing Table 2 , Karen Freisem of the University of Washington for comments on the manuscript, and Jan Carmikle of University of California, Davis for discussions of copyright issues.

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