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Dead Horse Shanty

Grades 9-12

Enrichment Activity 1: Turntable Toolkit

In this activity, students will engage with the primary source in two ways: 1) students will learn the “Dead Horse Shanty” by singing along with the recording, and 2) students will write their own sea shanties based on the melody and structure of “Dead Horse Shanty.” The activity can be done individually or in groups. The goal is to engage with and analyze the song through the act of performance. Students will then use the melody and structure of the song to express their own ideas.

1. Sound recording of “Dead Horse Shanty”
2. A copy of the “Dead Horse Shanty” lyrics.

1. Learn the shanty: Have students listen to the first and second verses and chorus of the original recording of the “Dead Horse Shanty.” This will likely need to be repeated to get the students familiar with the melody. Using their lyric sheets as a guide, have students sing along with the shanty. Note: The song will require students to volunteer or be assigned to sing the lead.


2. Write your own: Encourage students to select a topic to write about that is important to them, that engages with the themes of the shanty’s original context (e.g., labor and compensation, the maritime industry, debt, money in general, etc.). The students will then create their own text based on the melody/ meter of the “Dead Horse Shanty.” The textual form can be ABAC as in the original shanty or ABCD as heard in the “re-mix”. Students should create two to three verses for their shanty. (Or more depending on time.)
   1. Examples:
      ABAC
      I have to work 1000 hours before I get paid
      And we say so, and we know so
      I have to work 1000 hours before I get paid
      I’m broke and mad
      
      ABCD
      I have to work 1000 hours before I get paid
      And we say so, and we know so
      The BTS concert just sold out today
      I’ll sneak in anyway
   
   
3. Share: Upon completing their shanties, have the students share their work with the class - inviting them all to sing along.


4. Reflect: After completing the exercise, have students reflect on the experience.
1. What was your experience singing the “Dead Horse Shanty”?
   1. How did it impact your understanding of the song or the lyrics?
   2. Did you gain any perspectives or insights on the lives of the sailors by performing the song?
2. Why did you choose your topic to write about? What significance does it have for you?
3. What challenges did you have creating your own lyrics?
4. Have you ever spontaneously written a song to help you complete a task? Will you consider doing it in the future?