Most children enjoy participating in musical activities. The appealing rhythms of music help children remember what they sing and the messages of the words. Music can increase children’s understanding of gospel principles and strengthen their testimonies. You can also use music to greet children, prepare them for prayer, focus their attention on a lesson, or calm them after an activity. Music can change the pace of a lesson and allow children to use their extra energy.

Many lessons suggest songs that reinforce the principle being taught. Refer to the index of the Children’s Songbook for other appropriate songs.

You do not need to be a skilled musician to use music in your teaching. If you are well prepared and you enjoy singing, the children will enjoy and learn from the music you use. Following are a few suggestions to help you use music to teach children. For additional suggestions, see Children’s Songbook, pages 300-304.

The following example shows how a teacher could use the song “I Love to See the Temple” (Children’s Songbook, 95) to teach about temples:

• I know a beautiful song about temples. As we sing this song, listen carefully to find out what we do when we go to the temple.
• Did you discover why we go to the temple? (Answers may include that we go to the temple to feel the influence of the Holy Ghost, to listen, to pray, to make covenants with Heavenly Father, and to be sealed as families.)
• Now let’s sing the song again. This time, listen to discover whose house the temple is.
• Did you discover whom the temple belongs to? (It is the house of God.)
• Continue with similar questions until you have emphasized the parts of the song that will help the children understand its message.

You can use music and narratives together to tell a story or share a gospel message that relates to a lesson. This method is sometimes referred to as a sing-a-story. During this activity, most of the story or message is expressed through songs that class members sing. Brief narratives connect the songs to one another. (See Teaching, No Greater Call, 174.)