Finding the beat that connects us all: teaching culture through music

District 191 classrooms are the setting for some incredible moments of connection, exploration and passion. For music teachers Abigail Adkins and Kimberly Wood, music is not just something to listen to or perform, it serves as a gateway to centuries of history, continents and cultures. That bridge is built one rhythm, one story and one “aha moment” at a time.

Wood teaches at Hidden Valley and Sky Oaks; Adkins is at Edward Neill and also teaches in the district’s middle school and high school Virtual Academy. Their reach is wide, and so is their impact.

Adkins laughs when she thinks about how she ended up in District 191. “I actually grew up with a mom who was a music teacher and thought that was the last thing I’d be,” she said. But after trying to step away from music, she found herself drawn back to the infectious joy of teaching it. “I thought being a music teacher would be a joy-filled career,” she said.

Wood’s path has its own musical roots. “I grew up in a small town and my grandma was a piano teacher, so we all learned how to play piano,” she said. She tried her hand at teaching math, but quickly realized her heart — and her gifts — belonged elsewhere. “After one year of advanced math, I knew that wasn’t my gig,” she said with a laugh.

Across District 191, music teachers approach music as a universal language that opens doors to understanding and identity. Wood sees examples of that through moments that unfold naturally in her classroom. “Every culture has poetry, rhythm that goes back thousands of years,” she said.

Different Songs, Similar Rhythm

A class of fifth graders recently studied the dances of Indigenous and African cultures when they suddenly noticed striking similarities, which led to a breakthrough moment. Students were able to clearly see that cultures separated by time and distance had created expressions that ultimately felt connected. 

Another standout moment came when Wood was reviewing an African American spiritual that mentioned Moses. A Somali student raised their hand and shared that Moses appears in the Quran, which launched a thoughtful class discussion — not about religion, but about shared stories. “We are more alike than we are different,” Wood said. “Music creates something deeper for our students if we give them the opportunity to see it.”

Adkins sees the same connections when she introduces genres like samba, salsa, reggae, blues and the irresistible hooks of American soul institution Motown. Her students often start with little context but quickly surprise themselves. “When working on Motown, my students had no idea of the Motown sound or its history. As soon as they heard the songs, they were excited to find out how much Motown music they knew,” she said. Reggae, too, sparks instant recognition. “Kids recognize the beats,” she said. Even fourth and fifth graders hear echoes of reggae rhythms in current pop tracks — proof that music history lives in today’s playlists.

Listening Beyond the Notes

Music teachers throughout the district believe part of teaching culture through music is giving kids space to experience it personally. Wood uses “SQUIT” — Super Quiet, Uninterrupted Listening Time, which is a chance for students to absorb music without judgment. “You don’t have to like things to learn and absorb them,” she said. She invites honest reactions: thumbs up, sideways, or down. The point isn’t to force appreciation, it’s to build awareness.

Context matters too. “If I’m teaching a song, there’s always some important background information on why I’m teaching it,” Wood said. Her students light up when they discover that The Beatles wrote a song they’ve heard before. Some even return the next day with new finds, ready to talk about what else they listened to. “That’s what you want to happen — a love of learning and sharing what you learned,” she said.

That energy is on full display in Adkins’ room. She often sees it in action, before students even know they’re learning. Turn on a Latin pop track, a Somali hit, or even a sea shanty, and everything shifts. “Every time we start on a new song, their bodies will start to move and that gives me so much joy as a teacher,” she said. That movement is more than dancing. It’s readiness, engagement and curiosity. It’s the beat taking hold.

“You don’t have to love everything we do in music class, but you can appreciate the different styles of music,” Adkins said. She encourages students to use respectful language, even if something isn’t their style. Interestingly, she’s noticed that students who aren’t familiar with K-pop often end up liking it more than self-proclaimed fans do. The surprise is part of the learning.

Connecting Through Tone, Texture and Tempo 

Showing cultural connections through music requires music teachers district-wide to expand the definition of culture beyond geographic boundaries. “We often think of culture as being a language,” Wood said, but culture is also the people you're with — a third-grade class, a lunch table, a group of friends. Adkins agrees. “Look at the similarities,” she said. “It’s not all in one box. We’re not teaching these things in a vacuum.”

One place teachers have seen students’ curiosity sparked is when they’re able to host live music performances. This fall, the Havana Quartet visited Gideon Pond Elementary and introduced students to Cuban culture through their classical and contemporary music. While scheduling keeps Adkins and Wood from bringing in visiting musicians as often as they’d like — it doesn’t stop them from filling their classrooms with rich experiences.  Both teachers ultimately have the same hope for their students: that music class becomes a place where they feel safe, joyful, curious and themselves. Adkins says she wants students to grow into their own preferences over time, whether that’s heavy metal, classical, or anything in between. 

“Music tastes are deeply personal,” she said. “I always hope they had a good feeling when they were in music class.”

For Wood, the goal is simple, powerful and enduring. “In my classroom, it’s a safe place to come. If you don’t like the music, it’s not a problem,” she said.

A former student — one who had been in her class for only a few months — once recognized her at a restaurant and told her she had been their favorite teacher. Moments like that affirm her purpose.

“And that’s what I want,” Wood said. “Specialists like music teachers are kids’ outlets and safe places. It also gives them a place to shine. You can teach music and have a lot of fun. When you’re having fun, kids will have fun, too.”