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Music is widely studied and enjoyed around the world. Here are six tips for teachers trying to inspire students to put music to original poetry, using the Mexican song style or form called the corrido.
Use a musical instrument that is suitable for the task.
Two of the top choices are: the acoustic guitar (steel or nylon string) or a keyboard instrument. Any instrument that is properly tuned and is easy for a student to play may be used.
Guitars work well, and traditionally have been the instrument of choice for accompanying corridos. The drawbacks to
using a guitar in the classroom are: the teacher and/or students must have basic knowledge of the instrument and must be able
to play and teach basic chords to and for others.
A small keyboard is also a good choice since keyboards are commonly used to play corridos, especially in recordings
of modern corridos. Students usually find keyboards very easy to play, especially beginners, and tuning is never a
problem.
If possible, the choice of instrument should be left to the student. Any instrument a student plays is the best instrument
to use.
Encourage the use of simple chord progression for songs.
In corridos, a 3-chord progression is typical. The I, IV, and V, chords (or notes) of a scale make up a 3-chord progression. The I chord is called the tonic (or the primary note) of the progression. The tonic is the first note of any scale. The IV and V chords are the 4th and 5th notes of the scale (as defined by the tonic or 1st note).
Let's say your student uses a G chord as the first chord; the IV chord is then a C major, and the V chord is a D7 major.
The 2-chord progression follows the same pattern, but uses only the I and V chords of the scale (i.e., if G is the 1st chord then D7 is the V chord).
Both the 2- and 3-chord progressions are simple progressions, but they are very powerful. Some of the greatest music has been written using these forms.
Encourage the students to write melodies that are easy to accompany using the 2- or 3-chord progression.
Melody writing is a difficult and very personal process. For the novice, experimentation will be the best route to take. Students may prefer to write individually or in small groups. They may create a melody by picking out the notes on an instrument or by singing. Students can write a melody and then fit chords to the melody, but it may be easier to start by picking a chord progression and fitting or writing the melody to fit the chords. Either method works fine. What is important is for the students to be in control of the process.
Help students keep things simple.
Putting words to music is extremely complicated. To become a songwriter requires knowledge, a strong desire to communicate, and lots of practice. If you keep things simple, and not get too technical, more interest and enthusiasm will develop and the experience will be fun.
Remember, most of your students are exploring new territory and are getting a feel for the process. In reality, to become proficient at putting words to music requires years of trial and error. So keep things simple and songs short.
Teach students to be understanding of their mistakes.
Mistakes will be made. Teach your students to enjoy the process of making mistakes, then problem solving to improve the
composition. Students should never worry if their voice goes off key while singing or if their musicianship is not technically perfect. Perfection is not the point. Emphasize that the main goal is to communicate information and concepts to the audience using music and poetry.
Set the tone. Be positive and have a "never quit" attitude.
Allow your students to have fun. Teach them the basics and help them enjoy the discovery process. Most students won't create beautiful compositions until later on in their paths as musicians, but clear communication is attainable now. Don't allow students to become frustrated and bogged down with failure or the fear of making mistakes. Teach them to be resilient.
Remind students that they are in control of the process of composition. If something gets in their way, have them change
the composition to get around roadblocks. Help them change negatives into positives. If a song is not working, have them take
a break and then review what is working with the song. Sometimes working in a group can help. Try calling for reinforcements
and have the class brainstorm to find a solution. Solve every case of writer's block by offering suggestions and helping them
find new ideas by providing reading material on subjects they are interested in. Remember, there is always a way. I know you
will have fun exploring this process. Don't give up. There's a song in everyone.
See the ArtsEdge How-to: Turning Students into Songwriters: Tips on Writing Corrido Lyrics for
guidelines on writing the lyrics to a corrido.
ABOUT THE AUTHOR: Ted Ramirez, "Tucson's Official Troubadour," as proclaimed by the Tucson Mayor and Council in 2001, is a gifted songwriter and musician. His significant contributions to southwestern folk music have received positive regional, national and international recognition, including the 2004 Arizona Culture Keeper award. He has toured Northern Europe with Michael J. Ronstadt, where the duo performed original and traditional southwestern folk music. Ted is the creator and host of a popular statewide cultural preservation and folk music radio broadcast named the "Sounds of Arizona."
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