The National Literacy trust has revealed that, based on its own research, boys are half as likely to enjoy writing as girls and almost a third never or rarely write outside of class. So working in a boys’ school, it’s a fair assumption that there are more than a couple of reluctant writers in my classes. Which, given the importance of extended case study writing in geography exams, can become a problem. The challenge is thus twofold, getting students to memorise the case study information and then getting them to practise writing the information concisely.
Several years ago, two of my students decided to make songs of all their A level case studies and publish them to youtube. Whilst never troubling the charts with their work, they did manage to achieve good A-level results. This got me thinking, could music be used to help memorisation and also encourage writing in boys. Before the i-Pad, this kind of activity would have been difficult, but the built-in recording and editing in Garageband makes this a relatively simple process.
The task that was set was to either produce a rap about the Haiti or Japanese Earthquake, or one that compares them. They had to write 3 verses and a chorus, and record it over a Creative Commons approved backing track. The written aspects of this are challenging for 13-year-olds, as they have to consider not only the geographical details, but also write using rhyming couplets and rhythm. Effectively they were writing poetry in disguise, and they were enjoying doing so. Here is an example of the finished work:
People often ask whether using technology can help develop writing skills, and I would argue that it can, but it needs to be planned carefully. In this example, the technology has been the catalyst, a motivating influence that helped the boys consider rhythm in writing as well as creating a device that enable students to remember the crucial details needed for the case study answers. I mean, who doesn’t remember the words from songs they listened to when they were young!