“Why don’t we make our own song?”

As part of this unit, our Year 7 German students were learning how to describe household responsibilities – from tidying their rooms and washing the dishes to taking out the rubbish. At first, it didn’t seem like the most exciting topic, so I decided to make it more engaging.

The textbook offered a short rap song on this theme, and I thought it might be a fun way to practise vocabulary. But memorising a pre-written text didn’t seem particularly motivating for our students. That’s when they came up with a fantastic idea:
“Why don’t we make our own song?”

I loved the suggestion, though I wasn’t entirely sure how we’d manage it – either technically or creatively. But the boys – Robko, Janko, Amir, and Mark – jumped right in. They wrote their own lyrics, entirely in German, about household chores.

Creating a melody, however, turned out to be a real challenge. It took a lot of trial and error, and there were moments when it just didn’t seem to work. I’ll admit there were times I doubted they’d manage to align the music and lyrics in a way that flowed.

But they didn’t give up. In the end, they succeeded – brilliantly! The students composed their own original rap, complete with music they produced themselves. Even more impressively, they managed the technical side entirely on their own, using tools I wouldn’t have even thought of. It reminded me that sometimes our students have a better grasp of modern technology than their teachers!

Their final performance took place during our Exhibition Day, where they proudly showcased their project to teachers, classmates, and parents. It was creative, fun, and entirely their own – a perfect blend of language learning and artistic expression.

What made this project so special?

• 🔹 Student-led creativity – The students didn’t just follow instructions; they shaped the learning process themselves.

• 🔹 Cross-curricular learning – The project combined language, music, and technology in one meaningful task.

• 🔹 21st-century skills – Collaboration, problem-solving, digital tools, and creative thinking were all part of the journey.

• 🔹 Real-life application – They didn’t just learn for a test; they created something to share with a real audience.

• 🔹 Increased motivation – Because the work was their own, students were naturally more engaged and enthusiastic.

• 🔹 Teacher as a guide – The teacher stepped back to support rather than lead, allowing students to take ownership.

• 🔹 Fun with purpose – Learning vocabulary and grammar in a way that felt enjoyable and relevant.

What makes me happiest is that even now, weeks later, the students still sometimes start singing their rap during lessons –
and that’s when I know: this is something that will stay with them.

Ms.Michaela, German teacher