In 2011, FSN worked with students in 10th grade Biology, Spanish and Math classes over the course of 4 weeks. The goal: To create original music and songs that would help peers and future students learn important concepts from each subject class. Together, we explored questions that are pervasive in the education field: What are the possibilities of integrating creative learning strategies into classrooms? Can the introduction of music, art, and creativity enhance learning for students? What are the best ways to make this happen effectively?

The project – dubbed the Escalante Project, named after one of the original songs – took three different workshop formats: in-class sessions with students in the Beginning Spanish class; four intensive after school sessions with students in the Biology class; and a recording session for an original song already written by the 10th grade Math class, led by math teacher Mamadou Diallo. 

We embraced several educational theories going into the project, developed with our partner teachers. First: The utilization of the material — the repetition of historic facts, Spanish conjugations or mathematical formulas — would form the thematic basis of the students’ creative work and in itself aid in the learning process for these students. Second: The dialogue, debate, and discussion of ideas surrounding the creative process would reinforce and deepen knowledge. And third: The creative reinterpretation of academically relevant material, both for themselves and other students, would aid in the internalization of the material by the participants and also create original teaching materials for classmates and future students.

The Escalante Project kicked off many subsequent explorations into music/sound and curriculum development for young learners.