Creating Content Area Music Videos Creates a Sense Synergy While Developing Creativity and Increasing Retention

Innovation Showcase
Sandra Davis  

This study examines the viewpoints of future educators regarding the creation and utilization of music videos as an instructional tool for enhancing content area knowledge, creativity, social and technology skills. Engaging in musical activities, whether it involves playing an instrument, singing, or simply listening to music, has the extraordinary ability to activate the brain. This cognitive stimulation fosters the development of new neural connections, contributing to engagement and retention of the subject matter. Furthermore, writing and creating music videos demands a high degree of concentration, which helps students develop the capacity to sustain their attention over extended periods of time. Pre-service teachers enrolled in Instructional Design for Teaching & Learning collaborated and created content rich music videos. The qualitative data indicated that students effectively retained content when they engaged in activities such as writing, singing, performing, and video-editing. Creating content area music videos created a sense of camaraderie while promoting communication, creativity, and collaboration. Reluctant students transformed into energized ones who were excited about the process and delighted about the end product. The findings suggested that preservice teachers held favorable attitudes towards the creation of music videos. The next step will be for pre-service teachers to share their videos and create music videos with their K-12 students during their upcoming student teaching internship.