Song Composition and Performance: Educational tools of personal empowerment

Abstract

Although a consensus exists that music is a powerful force and can be used as a vehicle to accomplish multiple endeavors—to express their identities; perpetuate histories and worldviews; and teach, conscientize, and mobilize others on a broad range of political and social issues—there is minimal research on how to actualize these endeavors in music classrooms. This study examines the process involved in guiding five students through the composition and performance of their songs in a Hawaiian Ensemble music class at Windward Community College. Using the case study approach, three overarching questions are examined• Does the process of song composition empower students? • Does the song composition itself empower students? • In what ways are students empowered through the performance of their song compositions? The analysis of data reveals that students feel empowered by the song composition process, the song itself, and the performances of their songs. In particular, this study finds that the song compositions are empowering because the students are able to identify multiple projects of empowerment in which their songs play roles. The students also note that the collaborative learning strategies used in the class give them senses of community without diminishing their senses of ownership over their compositions. They agree that the collaborative songwriting and performance activities help them become more confident in articulating their feelings about issues that impact their lives. As well, the participants talk about how their songs (composition and performance) can be used to conscientize others about issues important to them.