You Can Write a Song: New Songwriting Curriculum in the MusicFirst Content Library
For many years now, I have been very interested in finding/commissioning a songwriting curriculum for the MusicFirst Classroom, and I am happy to announce that we now have a fantastic one included in the MusicFirst Content Library written by award-winning songwriter and educator, Randy Klein. It is ideal for any music teacher - regardless of prior experience teaching songwriting and for any music student - regardless of prior musical knowledge. I personally believe that one of the greatest aspects of incorporating technology into a music curriculum is exploring student creativity. With this brand-new Songwriting Curriculum in the MusicFirst Content Library - I believe that we now have a resource that guides students step by step through writing an original, singable song - and your students will love it. Here’s a link to the syllabus.
Just as with every other resource included in the MusicFirst Content Library, this isn’t just another unit on composition. It’s a carefully sequenced, process-focused course that begins with the most natural of instruments—the voice—and leads students toward the goal of writing a chorus with a strong hook and a supporting verse. Along the way, they’ll listen critically, write collaboratively, and most importantly, discover the joy of bringing their ideas to life in song. At the heart of this curriculum are two powerful ideas: “If you can hear it, you can sing it.” The curriculum starts with what students hear and helps them connect that with what they can sing. The course goal is simple and ambitious: by the end of the course, each student will have written a chorus with a strong hook and one supporting verse. This gives a concrete target for both students and teachers, anchoring all lessons, listening, and creative efforts.
Here’s a preview of how the curriculum is laid out:
Lesson 1: Introduction: What makes a hook, what is a chorus, what is a verse. Beginning to listen across genres; gathering “audible ingredients.”
Lessons 2-3: Lyric first: Brainstorming hooks, writing chorus, exploring images and language. Students draft hooks, workshop with peers.
Lessons 4-5: Verse development: Writing supporting verse(s) that complement the hook & chorus; refining lyrics, editing.
Lessons 6-7: Melody & Melodic Rhythm: Speaking lyrics naturally; experimenting to find melody that matches lyrical rhythm. Multiple melodic variations.
Lesson 8: Bringing in Harmony: Starting with a bass line or single note; exploring chordal accompaniment lightly; considering “home” and “tension.”
Lesson 9: Rhythm / Accompaniment / Production Basics: Using DAW or music software to build a beat or groove; adding support to chorus & verse.
Lesson 10: Performance, Reflection, & Final Polishing: Students share final versions; peer feedback; reflect on process; possible performance or recording.
So how can you use this new course with your students? If I was still teaching middle school (or high school) general music or a music technology course, here is what I would focus on:
Since writing is developmental, build in checkpoints: hook draft, chorus draft, verse draft, melody attempt, harmony attempt, then final version. Use “I Can Hear It / I Can’t Hear It” to assess each piece—does the hook stand out? Is the melody singable? Can we hear the structure? Use diverse songs across genres during early lessons to expose students to many different ways hooks, choruses, and verses are structured. Go beyond genre comfort zones. Let students first listen, then identify what makes a hook memorable. Use listening examples in Lessons 1-3 especially. Small-group or partner feedback works well in early lyric and melody drafting stages. Use guided feedback prompts like: “I like how you…”; “Did you think about trying…”; “What might happen if you…” to encourage constructive critique.
As the syllabus suggests, wait to incorporate DAWs like Soundtrap or YuStudio or beat-making software like OGenPlus until the melody, lyrics, and hook are solid. When you introduce software (Lessons 8-9), let students use it to support the songwriting process, not to distract from it. The tools should help facilitate what’s already there rather than become the centerpiece. This might sound crazy coming from a company that sells software, but when you teach songwriting, Randy believes that the process MUST come first before relying on software. Love this.
Some schools have short class periods; others have block schedules. Some students have experience with DAWs, others none. Adapt by merging or splitting lessons, simplifying or enriching activities, or substituting examples to align with your students’ backgrounds and your school’s norms.
One of my absolute favorite parts of the curriculum that Randy Klein wrote for us are the numerous Songwriter Tips that he shares. They are short digestible tips remind students of the essential parts of the songwriting process.
I look forward to seeing the songs your students write, and hearing the hooks that stay with us long after the lesson ends. You can find this curriculum in the MusicFirst Content Library right now in the General Music category. If you’re not a current MusicFirst Classroom customer, feel free to sign up for a FREE 30-day trial and start using this today!