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A sixth-grade chorus class at Herndon Elementary School transformed a small, windowless music room into a celebration of Black history last week, tracing centuries of musical influence from Congo Square to modern New Orleans parades.

Music teacher Riccardo Emilien drew on his New Orleans upbringing to introduce what he called the “living rhythm of Black history.” His hourlong lesson began with enslaved Africans gathering to play traditional drums in Congo Square in the 1700s and continued through the evolution of second line parades.

Typically led by a brass band playing jazz, second lines invite others to follow while dancing, waving handkerchiefs and raising umbrellas. Although closely associated with Mardi Gras and New Orleans, the tradition has spread to weddings and other celebrations.

The class traveled through an expansive musical history that included communal drumming, call and response, field hollers, spirituals, blues, ragtime, swing, jazz, R&B, funk, soul and hip-hop.

Emilien combined that history with movement, singing and reflection. Students discussed what they heard, saw, felt and wondered before participating in songs and learning about their context.

He wanted them to understand how profoundly Black Americans have shaped popular music in the United States—and to recognize some of the artists behind that legacy.

Conversations about frustration, disappointment and joy also helped connect the music to emotions shared across the human experience. Emilien said learning about songwriters, performers and instrument makers can deepen students’ respect for music while building empathy and a stronger connection to each piece.

A Teacher Shaped by Music

Emilien grew up surrounded by music. His father was a drummer, and his mother played a wide range of music at home. She still recalls him recognizing Stevie Wonder on the radio when he was a toddler.

He did not begin playing an instrument until high school, when his band teacher, Mr. Washington, gave him a safe place to practice and helped him direct his energy into art.

As Emilien improved, he saw a link between the hours he spent practicing and the happiness his performances brought to others. That combination of growth, expression and impact convinced him to devote his life to music.

Teachers and mentors continued to encourage him at Jackson State University and during graduate school at Loyola University New Orleans. Educators who understood struggles similar to those he experienced as a child gave him a sense of belonging, while professors at Loyola helped him see that he had something valuable to contribute as an artist.

Now he hopes to provide that same support to his own students.

“It’s incredibly fulfilling to witness students discovering joy in their own growth, just as I did when others poured into me,” Emilien said. His goal is to nurture pride, empathy and curiosity—qualities he believes can shape both thoughtful musicians and good people.

Bringing New Orleans Joy to Herndon

Emilien teaches children ages 4 to 12 from many cultural backgrounds. Whether they pursue music or not, he wants his classroom to be a place where they feel safe, enjoy learning and are comfortable expressing themselves.

He also wants students to recognize the power of their voices and to connect with one another through the music they learn as members of the Herndon Elementary community.

With Mardi Gras falling on Tuesday, Feb. 17, Emilien brought a personal piece of New Orleans tradition into the classroom: the umbrella used during the second line at his wedding. Students danced and celebrated one another as they experienced the freedom and communal spirit of the procession.

The activity was designed to show that history is more than information printed in a book. Emilien wants students to see themselves as part of an ongoing story created by real people.

During the 100th anniversary of Black History Month, he is emphasizing how closely music and culture remain intertwined. A community’s story, he said, can be heard in its rhythms, voices and celebrations—and culture is not only inherited or studied but continually shared and created.

“Every song has a story,” Emilien said, “and [the students’] voices are part of that story too.”