• Popular Music Lyrics and the Music Classroom

    When prompted, my students jump at the opportunity to hear their favorite song in class. Students will request songs to be played in the background during class or request a song to learn on the piano or guitar.  When playing or learning these songs, students become more engaged in ensemble playing and even more engaged in self-directed activities. Without a doubt, the use of popular music is a major motivating factor for students in my classroom. As evident in research and my own classroom, popular music allows for students to make meaningful connections to music learning and create a more inclusive/responsive environment. Simply put in in their words, ‘music becomes fun’.

    Unlike the subscribed songs we see in band, choir, orchestra, and jazz band, popular music requires the teacher to screen songs for explicit language and messaging. Songs that do contain explicit language and/or messages are rejected or replaced with ‘clean’ versions. However, this ‘system’ is not always black and white. Each song falls on a spectrum of “explicit-ness”. Those that border the line between acceptable and not acceptable can be hard to navigate. While I tend to caution on the safe side and steer clear of potentially explicit songs, I constantly question how I consider songs to be explicit.

    Lets consider a song that is in the current top ten: Look Alive by BlocBoy JB. I have include excerpts of the lyrics of the left and the ‘translations’ on the right:

    1. N***** came up on this side, now they on the other side (word, word, word)

    2. I get racks to go outside and I split it with the guys (outside)

    3. Dr—Dr—Drizzy get the loot (the loot)

    Pu—pu—pull up with that Draco (huh?)

    Play with Drake and I’ma shoot (that’s on my mama)

    My—my—my weapon be a instrument

    I’ll blow you like a flute (rrah)

    Ni—ni-n**** play so he feelin’ it (feelin’ it)

    4. Pu—pull up broad day with a K, now he shiverin’ (he shiverin’)

    Drop a n**** like he litterin’ (huh?)

    5. He not a plug, he middle man (middle man)

    6. Shot to the chest have you gaspin’ for oxygen (shots)

    I’ma spray ’em, just like Febreze (huh, like Febreze)

    		 1. People switch teams and their allegiance.

    2. Making money and splitting it with his team, friends and family.

    3. BlocBoy is also talking to the opposition, both in the “rap game” and real life: saying that he could fire back, with lyrics or bullets.

    4. referring to an AK-47. he’d pull up in broad daylight with his gun and make someone shake out of fear.

    5. A plug refers to a person who produces drugs.

    6. BlockBoy JB is comparing this to the firing of a gun which he also describes as ‘spraying’ bullets.

    Clearly, the language used in this song is inappropriate for any school setting. However if the explicit words were removed, would this song be inappropriate? I would argue that this song falls just outside the realm of school appropriate; the reason being the statements of violence and use of weapons to promote harm to others. Mentions of gun violence is not the issue, the issue is promotes the harm of others. And perhaps this is where I often draw the line: songs that promote violence or other delinquent behaviors such as substance abuse, theft, sexual violence or other illegal activities. Added to that, while not illegal per se, sexual behavior that goes beyond the descriptions of public affection can promote risky sexual behavior.

    Negotiating where songs fall on the spectrum of school appropriateness can be tricky, however, I believe the biggest factors in navigating this is to know your students, the school environment, and most importantly the implications (obvious or hidden) of the lyrics. Labeling songs (especially rap/hip-hop) as inappropriate either based on assumptions can result in negative outcome, as the students either believes you do not take their music seriously or that you haven’t taken the time understanding the meaning and context of the song. In my situation, a few explicit words are not enough exclude a song, given the ‘clean’ version is available.  Taking the time to understand the lyrics of a song are not only important to screening lyrics, it allows you to understand more about a particular culture and your students.