T H E J A MES MA DI SON UN I V ER SI T Y C EN T ER F OR

I N C L USI V E MUSI C EN GA GEMEN T P R ESEN T S

The Songwriting
Project
Created and Facilitated by Alison O'Bryan
 If You're Interested
SCAN THE QR CODE FOR THE ORIGINAL INQUIRY DOCUMENT
 MAKING MUSIC IN A SAFE ENVIRONMENT

What is The
The Songwriting Project is an opportunity for students at
James Madison University to experience the freedom of
writing music, composing lyrics, and learning in a hands-

Songwriting
on, passionate environment! The songs are all created with
participants' independent stylistic choices in every session.

Project? The goal of The Songwriting Project is to provide students

with the ability to share the music they are passionate
about in a safe inclusive environment in which there are
no constraints about subject, structure, or methodology.
 A CREATIVE OUTLET

Why Does it DEVELOPS MUSICAL INTEREST

Matter?
PROMOTES COLLABORATION
 Says Who?
Baker, F., & Krout, R. (2012). Turning experience into learning: Educational contributions
of collaborative peer songwriting during music therapy training. International Journal
of Music Education, 30(2), 133–147.

Draves, T. J. (2008). Music achievement, self-esteem, and aptitude in a college

songwriting class. Bulletin of the Council for Research in Music Education, 178, 35–46.

Williams, W. (2013). "Untold Stories to Tell": MAKING SPACE FOR THE VOICES OF
YOUTH SONGWRITERS. Journal of Adolescent & Adult Literacy, 56(5), 369-379.

Younker, B., & Smith, W. (1996). Comparing and modeling musical thought processes of
expert and novice composers. Bulletin of the Council for Research in Music Education,
(128), 25-36.
What Guided the Process?
PROJECT-BASED LEARNING
Each week, participants would come in and be split into random
groups with at least one instrument in each. Students would then
work in groups with no instructional assistance from the facilitator
other than the challenge of the day to compose a song in thirty
minutes.

INFORMAL LEARNING PROCESS

The project's focus was not to actually educate the participants
formally on the structures of songs or how to compose a song based
on pre-conceived standards, but rather what students could create
only based on what they already knew. There was no standards or
assessment to guide the creative process.
 The Songwriting Plan

WEEK ONE WEEK TWO WEEK THREE WEEK FOUR

Write a parody of an Write a song using Write a song where Write a song of your
already existing song only one chord each line begins in choice
alphabetical order
 My Final Takeaways
WHAT I HAVE LEARNED FROM THIS EXPERIENCE

Don't Be Afraid to Try Something New

Everyone is a Musician

It's More Fun to Work Together

And Finally...
Have Fun!

THANK YOU