SONGWRITING 101: an Introduction to Words & Music Lessons

Home , Allen Shamblin, Check Yes or No, Liz Rose

SONGWRITING 101: An Introduction to Words & Music Lessons

INTRODUCTION

The following songwriting lessons are helpful in preparing students for Songwriting 101. The pre-lesson encourages students to think about what they already know about songwriting, while teaching them about the specific parts of a song. Completing the pre-lesson ensures that the Songwriting 101 session will be a productive co-writing experience with a professional songwriter. The post-lesson reinforces what students learned and allows them to reflect on the songwriting experience. The KWL chart helps students activate background knowledge and combine new information with prior knowledge. It is important to complete all columns on the chart as a class, especially the “L” column, following the session with the songwriter. Songwriting 101 teaches students the basics of songwriting as a creative outlet to express emotions and strengthen skills learned in traditional language arts classes. Songwriting 101 is a precursor to Words & Music, the Museum’s flagship school program. A step-by-step lyric- writing experience, Words & Music supports standards in English language arts and music, and culminates with an interactive performance by a professional songwriter who presents student lyrics as finished songs. For more information on Words & Music, visit countrymusichalloffame.org/wordsandmusic.

STANDARDS

COMMON CORE ENGLISH LANGUAGE ARTS NATIONAL STANDARDS FOR MUSIC EDUCATION CCSS.ELA-LITERACY.SL.3.1 Standard 6 Engage effectively in collaborative discussions with diverse partners. Listening to, analyzing, and describing music. CCSS.ELA-LITERACY.RL.K.10 Standard 7 Actively engage in group reading activities with purpose and Evaluating music and music performances. understanding. Standard 8 CCSS.ELA-LITERACY.RL.3.5 Understanding relationships between music, the other arts, and disciplines outside the arts. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe Standard 9 how each successive part builds on earlier sections. Understanding music in relation to history and culture. Songwriting 101 • Country Music Hall of Fame® and Museum 2

Songwriting 101 Pre-Lesson

LESSON 40-45 MINUTES OBJECTIVES 1. Lead a class discussion with students. • Students will work together and share what they Ask them to name some of their favorite songs. Ask them already know about songwriting. what they like about the songs. Notate the discussion as it occurs. Encourage the conversation until the list of songs • Students will determine what they want to learn represents a range of musical genres. about songwriting.

• Students will analyze song lyrics. 2. Have students break up into groups of no more than five people. • Students will demonstrate an understanding of new vocabulary and concepts related to parts Give each group a KWL chart (see attached). Each group of a song. should fill out the K and W for what they know (K) and what they want to know (W) about songwriting. Once students are finished, groups can share their answers in a class discussion. Make a class chart of the discussion. PREPARATION 3. Once students complete the K and W columns, Make copies of the KWL chart for each student group review the parts of a song. and one large KWL chart to be filled in with class If students are familiar with the parts of a song, continue responses. to #4. Select a song to use for the lesson based on your • The title is the name of the song. students’ interests and grade level. Suggested songs for this unit include the following: • The theme is the main subject of the song. • • “Check Yes or No,” written by Danny Wells and The hook is the part of the song that catches, or Dana Hunt, recorded by George Strait “hooks,” listeners’ attention and makes the song easy to remember. The title and hook are often the same, • “Don’t Laugh at Me,” written by Steve Seskin and the hook is usually repeated throughout the song. and Allen Shamblin, recorded by Mark Wills • “White Horse,” written by Liz Rose and Taylor NOTE: Swift, recorded by Taylor Swift The title, theme, and hook should work together to let • “The House That Built Me,” written by Tom listeners know what the song is about. Douglas and Allen Shamblin, recorded by Miranda Lambert Copy song lyrics for each student and secure a • The verse uses details to support the title, theme, and recording of the selected song to play for the class. hook. Songs typically include multiple verses, which usually incorporate important information about the song’s subject, such as who, what, where, when, why, and how. • The chorus conveys the main subject of the song. The chorus is usually simpler than the verses, and it often contains the title. The chorus summarizes the main subject while the verses provide the supporting details. • The bridge introduces a twist that gives an unexpected perspective on the theme. It usually occurs toward the song’s end, and it has a totally different melody from the verses and chorus. Not all songs have a bridge.

Songwriting 101: An Introduction to Words & Music Songwriting 101 • Country Music Hall of Fame® and Museum 3

4. Share a copy of song lyrics with students. 6. Discuss theme and message. Students should read the lyrics, and then follow Mention that theme is what the song is about, and along as a recording of the song is played. Have message is what the song says about the theme. For students circle the chorus and underline the hook example, the theme of the Taylor Swift song “Our and title. Discuss correct answers after everyone has Song” is relationship. The message of “Our Song” completed the exercise. is that relationship can be deﬁned by experiences together as opposed to a singular item. Finally, go 5. Ask students to draw a box around back to the song from the previous steps, identify rhyming words. the theme and message. Once students have ﬁnished, work as a class to Repeat steps 4 through 6 with additional songs if identify the song’s rhyme scheme (e.g., ABAB, time allows or if students require more practice. AABB, etc.). Inform students that the chorus, verses, and bridge (if there is one), may have 7. Prepare students for the Songwriting 101 session. different rhyme schemes. Let students know that the songwriter will collaborate with the class on content of the song, the style of music, and other aspects of songwriting. Students should prepare ideas for the song and questions for the songwriter.

Songwriting 101: An Introduction to Words & Music Songwriting 101 • Country Music Hall of Fame® and Museum 4

KWL Chart: Songwriting 101

K W L What I Know What I Want to Know What I Have Learned

Songwriting 101: An Introduction to Words & Music Songwriting 101 • Country Music Hall of Fame® and Museum 5

Songwriting 101 Post-Lesson

LESSON 25-30 MINUTES OBJECTIVES 1. Lead a class discussion or assign a writing • Students will discuss what they learned as they exercise on the following questions to reﬂect on listened to, analyzed, and wrote songs. their songwriting experience and the Songwriting 101 workshop. • Students will reflect on the session with the songwriter and the songwriting experience. • What did you enjoy about writing a song? • The next time you write a song, will you work PREPARATION alone or in a group? Why? Return copies of KWL charts from previous lesson to • student groups to be completed Was songwriting easy or hard for you? Explain your answer. • What skills are important to have to be a successful songwriter? How would you deﬁne success? • Do you think all songwriters write hit songs? Explain your answer. • Would you rather be a songwriter, a singer, or both? Explain your answer

2. After answering the questions, gather students in their groups to complete the KWL chart. Ask them to fill in what they learned (L) to finish the exercise. Ask students to share aloud. Post responses on the class chart and answer any final questions.

Country Music Hall of Fame® and Museum education programs are funded in part by:

Museum programs are funded in part by the BlueCross BlueShield of Tennessee Health Foundation; Marylee Chaski Charitable Corporation; the Chet Atkins Music Education Fund of The Community Foundation of Middle Tennessee; Connie Dean-Taylor, in memory of her father, Country Music Hall of Fame member Jimmy Dean; Dollar General Literacy Foundation; HCA Foundation; Mick Foundation; Metropolitan Nashville Arts Commission; Nashville Predators Foundation, Publix Super Markets Charities; Southwest Airlines; T&T Family Foundation; and Wells Fargo. Technology Partners: Cisco; NewTek; Personal Computer Systems, Inc.; and Promethean. Copyright © 2016 by the Country Music Foundation, Inc. All rights reserved.

Songwriting 101: An Introduction to Words & Music Songwriting 101 • Country Music Hall of Fame® and Museum 6

Lyric Sheet Check Yes or No Dana Oglesby / Danny Wells

It started way back in third grade I used to sit beside Emmylou Hayes A pink dress, a matching bow and her ponytail She kissed me on the school bus, but told me not to tell

Next day I chased her ’round the playground Across the monkey bars, to the merry-go-round And Emmylou got caught passing me a note Before the teacher took it, I read what she wrote,

“Do you love me, do you wanna be my friend? And if you do, well then don’t be afraid to take me by the hand If you want to, I think this is how love goes Check yes or no.”

Now we’re grown up and she’s my wife Still like two kids with stars in our eyes Ain’t much changed, I still chase Emmylou Up and down the hall, around the bed in our room

Last night I took her out in a white limousine Twenty years together, she still gets to me Can’t believe it’s been that long ago When we got started with just a little note,

“Do you love me, do you wanna be my friend? And if you do, well then don’t be afraid to take me by the hand If you want to, I think this is how love goes Check yes or no.”

Check yes or no Check yes or no Check yes or no Check yes or no

Songwriting 101: An Introduction to Words & Music Songwriting 101 • Country Music Hall of Fame® and Museum 7

Lyric Sheet Don’t Laugh at Me Allen Shamblin / Steve Seskin

I’m a little boy with glasses The one they call the geek A little girl who never smiles ’Cause I’ve got braces on my teeth And I know how it feels To cry myself to sleep.

I’m that kid on every playground Who’s always chosen last A single teenage mother Tryin’ to overcome my past You don’t have to be my friend Is it too much to ask?

Don’t laugh at me, don’t call me names Don’t get your pleasure from my pain In God’s eyes we’re all the same Someday we’ll all have perfect wings Don’t laugh at me.

I’m the cripple on the corner You pass me on the street I wouldn’t be out here beggin’ If I had enough to eat And don’t think I don’t notice That our eyes never meet.

I lost my wife and little boy Someone crossed that yellow line The day we laid ’em in the ground Is the day I lost my mind Right now I’m down to holdin’ This little cardboard sign.

[Chorus:] I’m fat, I’m thin, I’m short, I’m tall I’m deaf, I’m blind, hey aren’t we all? [Chorus:]

Songwriting 101: An Introduction to Words & Music Songwriting 101 • Country Music Hall of Fame® and Museum 8

Lyric Sheet White Horse Liz Rose / Taylor Swift

Say you’re sorry, that face of an angel Comes out just when you need it to As I paced back and forth all this time Cause I honestly believed in you Holding on the days drag on Stupid girl, I should have known (I should have known)

I’m not a princess, this ain’t a fairy tale I’m not the one you’ll sweep off her feet, lead her up the stairwell This ain’t Hollywood, this is a small town I was a dreamer before you went and let me down Now it’s too late for you and your white horse to come around

Maybe I was naïve, got lost in your eyes And never really had a chance My mistake, I didn’t know to be in love You had to ﬁght to have the upper hand I had so many dreams about you and me Happy endings now I know

And there you are on your knees Begging for forgiveness, begging for me Just like I always wanted but I’m so sorry

‘Cause I’m not your princess, this ain’t a fairytale I’m gonna ﬁnd someone someday who might actually treat me well This is a big world, that was a small town There in my rear view mirror disappearing now And it’s too late for you and your white horse Now it’s too late for you and your white horse to catch me now

Oh, whoa, whoa, whoa Try and catch me now Oh, it’s too late to catch me now

Songwriting 101: An Introduction to Words & Music Songwriting 101 • Country Music Hall of Fame® and Museum 9

Lyric Sheet The House That Built Me Tom Douglas / Allen Shamblim

I know they say you can’t go home again I just had to come back one last time Ma’am I know you don’t know me from Adam But these handprints on the front steps are mine Up those stairs in that little back bedroom Is where I did my homework and I learned to play guitar And I bet you didn’t know under that live oak My favorite dog is buried in the yard

I thought if I could touch this place or feel it This brokenness inside me might start healing Out here it’s like I’m someone else I thought that maybe I could ﬁnd myself If I could just come in I swear I’ll leave Won’t take nothing but a memory From the house that built me

Mama cut out pictures of houses for years From Better Homes and Garden magazine Plans were drawn and concrete poured Nail by nail and board by board Daddy gave life to Mama’s dream

You leave home, you move on, and you do the best you can I got lost in this old world and forgot who I am

I thought if I could touch this place or feel it This brokenness inside me might start healing Out here it’s like I’m someone else I thought that maybe I could ﬁnd myself If I could walk around I swear I’ll leave Won’t take nothing but a memory From the house that built me

Songwriting 101: An Introduction to Words & Music