Tag Archives: adult development

Linking Music Lyrics to Learning


Many have different tastes and styles about the best music for reading or studying. Melodies like classical or light jazz are occasional suggestions, but there is something about hearing words, lyrics, and turn-of-phrases that teaches the experiences of living and learning. 

I think musical lyrics are often ignored lessons for learning and education.

In fact, I have a couple of questions for you:

First, what’s your favorite song or best lyric, verse, or title?  I mean the kind of song that you can remember without assistance from karaoke or concert.

Next question: Why is it remembered?

For me it depends on the specific lesson that the song brings. This can be the way the singer captures a moment that explains my whole life; or a key verse that teaches me something about society I won’t find in books.

We as listeners learn stories from music and its lyrics.  Stories about singers, situations, and solutions summed up into 3-5 minutes.   I argue these harmonious snapshots consist of our continual ups-and-downs, either personally, socially, or even spiritually. Sort of reminders of thoughts, choices, and actions seen through the mirrors of music.  Certain lyrics speak to us and lead in transforming our thinking, in how we treat others, and in the kind of life we would like to pursue. 

If all of us can agree that music teaches, then why not feature it in classrooms too.  In lectures, conferences, and discussions as well as exams, essays, and other forms of evaluation.  As adults, in addition to crafting a resume for employers, what about building a portfolio of learning music for yourself, linking lyrics to lessons learned that teaches others about who you are and in what ways you  have grown.

Recommended Risk of Learning


When the topic of learning comes up, it soothes like a panacea of good wishes. Learning in its many forms as taking classes, getting certificates, diplomas, and degrees are all nice to pursue, especially telling others about it. However, learning is not pure.  There are some nagging risks that linger.

Receiving failing grades, incomplete work, or “hating math” are possible symptoms.  Unfortunately, elementary school, high-school, college,  teachers and learners have given us unwarranted and unwanted comments of performance. These negative experiences can paint internal caution-signs to never re-entering continuing education.   

This could be telling why many adults don’t pursue available science, technology, or engineering jobs.  Perhaps many years ago, that school teacher, other student, and even parent diagnosed you were unqualified.

But, we are to blame too. 

We add our own damaging messages such as:

“I’m not smart enough,”

“I’m stupid; I’m going to fail,”

“I’m too old,”

“too far behind,”

“too (fill-in-the-blank)” all-the-way-to-infinity…

These thoughts give credence to other harmful decisions to learning something new or seeking another career.

A risk in learning is the sickness from our excuses without finding a cure.

Since we know how to create and collect excuses, why not design and plan opportunities? I worry that because we have pre-scribed programs to help get credentials and skills, we dismiss the art of customizing learning  that considers our  needs, means, and feasible timetable.  A strategy or remedy may come through measuring our pace with our own reflective grading system. A system and solution that takes into account our entire life and learning experience.