The author advocates music videos as great sources for narrative and social commentary that can serve as excellent prompts for student writing. With access to personal artist websites, Yahoo! Music, YouTube, and MTV.com, students can view thousands of videos at their discretion, and English language arts teachers can bring them into the classroom just as quickly and just as easily to invigorate conversations and facilitate learning. Outside of the classroom, market trends suggest that high school students are finding pleasure in listening to digital music at increasingly higher rates. Teenagers engaging with music and the artists that make it does not end with the music alone. Studies indicate that over one-third of those who download music between the ages of 12 and 24 say they are extremely or very interested in viewing music videos on their portable devices. With youth already clamoring for music videos, the author advocates using students' enthusiasm for them to invigorate traditional ELA classroom texts and practices. Because music videos often push the bounds of conventional taste and may include adult content, it's important that teachers select videos they find appropriate for the students they teach. When selected carefully, music videos can be used effectively in various capacities in the classroom. The author highlights music videos for introducing literary terms, examining social commentary, and prompting student writing. The videos span a wide range of genres, including country, rap, and rock to hip-hop and heavy metal. (Contains 2 figures.)