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This article describes five ways in which I have integrated music into law modules as a means by which to engage students: as an icebreaker; to set the tone for a module; to explore questions of representation; to tell stories; and to make theory tangible. The use of music in these ways aims to make students  feel  differently about the law and to engage their “emotional solidarity”. The modules into which music has been interrogated are substantive modules, thus the ideas for practice in this article are therefore ones which are transferable to the teaching of different legal subjects.

Integrating music into the study of law to engage students