Boys & Girls Club in East Los Angeles Embraces WURRLYedu

Boys & Girls Club in East Los Angeles Embraces WURRLYedu

Talk about Inspiring!

This summer, the WURRLYedu team packed up some iPads and headed down to the Boys & Girls Club in East Los Angeles for some workshops with their fabulous campers.  Luckily, we also brought along a couple cameras to document the experience!

We discussed the power of theme songs in sports, movies and brands and then invited the kids to write their own theme songs!

The amazing transformation we witnessed was much more than we could ever have anticipated. Though shy at first, the curiosity in the kids quickly took over as they brainstormed ideas, explored different forms of self-expression, and worked together to express themselves through music.

Watching their confidence grow in just a matter of hours left us highly inspired and excited about the power of performing arts. It is obvious that this exercise developed more than musical skill: it developed critical thinking, communication skills, collaboration skills, confidence, stage presence just to mention a few.

 

A huge thank you to the Boys and Girls Club of West San Gabriel Valley for hosting us!


WURRLYedu visited the Boy's & Girl's Club of West San Gabriel Valley at Estrada Courts. The students got to engage with WURRLYedu and see how much fun music education can be when used with relevant content that appeals to the student.

INSPIRE:

Play your students a collection of famous theme songs like: Star Wars / Batman / Superman etc.


PRACTICE:

Have students make a list of their positive attributes (or provide them with some ideas), and connect those attributes to musical ideas such as instrumentation, volume, meter, speed, etc.

Play a drum beat backing track using the WURRLYedu app, and allow students to describe their theme song to peers, and then work together to create it. Do this for each student.

If students have specific songs that relate to them as a theme song, have them conduct the group in playing along with the backing track of that song in the app.

RECORD:

Record students playing their theme songs.

REFLECT:

View the recording of the theme songs. Do students feel that the theme song represents them well? What elements of the song did they like? What would they change?

TAKE IT FURTHER:

Have students work in groups to create a group theme song.

MATERIALS NEEDED:

Instruments
iOS, Android, or Chromebook device

DIFFERNTIATIONS:

For differently abled students, provide more prompting about the elements of music, what emotive feelings they provide, and how that relates to the character. For example, the Moana song not only contains lyrics that express what she is feeling, but also uses musical elements such as dynamics and instrumentation to go from a feeling of confusion to a feeling of determination.

Provide choice cards for positive qualities, or program them into an AAC device.

SUGGESTED ASSIGNMENTS

Students can find a pre-existing song that they feel represents them as a theme song and share it with the class.

ACTIVITY:

Students will note positive qualities about themselves and create a musical representation of those qualities in the form of a personal theme song.

SKILLS:

Musical Skills:

  • Expression

Extramusical Skills:

  • Critical Reflection

  • Decision Making

  • Emotional Recognition & Empathy

  • Effective Communication

  • Self-Awareness & Confidence

What’s So Spooky About the Addams Family Theme Song?

What’s So Spooky About the Addams Family Theme Song?

Three-Person Body Percussion Rhythms

Three-Person Body Percussion Rhythms