Brigham Young University's Theatre Education Database

As students enter the class, have the accompaniment of the song playing, and hand each student a copy of the music. This works best when the students have already been introduced to the music, so they have an easier time jumping in. After the song has finished, then start class, take role, make announcements, etc.

Step 1: Repetition: Have the student sing the song through once again. This models an important tool in memorization with is repetition. Also take this time to review any problem spots that had come up in the musical learning lesson.

Step 2: Brainstorming: After the second time singing the song, invite the students to brainstorm together as a class ways in which will best help them memorize the song. Write these answers on the board. Some skills that should be included are repetition, word association, visualization, write out the words from memory, start from the end and work to the beginning, create a series of action that represent the words, etc.

Step 3: Instruction: Memorizing is a skill, and our minds have incredible capacity. There is really no end to how much our brain can learn; we just have to understand how our brain learns and memorizes. These mnemonic devices are especially effective because they tap into our senses. It is a lot harder to memorize sitting down and repeating phrases in your mind. It is much more effective to stand up, or to associate the words with your actual blocking, or to say them out loud so you hear them as you repeat them, etc.

Step 4: Model: Create a mnemonic device for the first page of music. For example, the first page of music for “How Does She Know” from Enchanted has four phrases; 2 of the phrases are exactly the same, and two are only different by one word. When the students sing the first phrase, they hold up a finger on their right hand. Then when the students sing the second phrase, they hold up a finger on their left hand. The next phrase is the same as the first, so they will hold up another finger on their left. Then the fourth phrase in similar to the second, so they will also hold up a second on their left hand. After you have modeled a device, invite the students to practice it with you two or three times.

Step 5: Group Practice: Based on how many more pages are left in the music, divide the class accordingly. Each group will need to come up with a trick to help everyone learn the page of music. Give the students roughly ten minutes to complete this.

Step 6: Presentation/Guided Practice: Have the groups present their memory tricks to the class in order. Have the class repeat it several times. After each group is complete, begin at the beginning and quickly repeat each page learned previously. For example, after page two is taught, invite the class to start at page 1 and repeat up to page 2. For especially long songs, you might choose to start from a more middle point once your class gets near the end.

Step 7: Independent Practice: Share selections with the class from the following articles: Six Minute Nap ‘May Boost Memory’ ( http://news.bbc.co.uk/2/hi/health/7254555.stm). This particular article cites a recent study that found students performed better on a memory test when they were allowed to have a six minute nap. After sharing the article, invite the students to get comfortable and take a six minute nap. Then turn off the lights, and time the class for exactly six minutes.

After the class has woken up, invite the class to turn in their sheet music. With this, play the accompaniment again, and see how well the class remembers the music and lyrics. The students may or may not have it perfect, but by beginning to practice the song without music will help students better remember the words.

With any remaining time, go through the song again, and/or discuss the benefits of good memorizing techniques for our lives.