The purpose of this mixed methods study is two-fold. First, I investigated the effects of poetic or music texts on student responses. I focused on the different types of responses the students had, how their responses changed, and the teacher's role. Second, I investigated how aesthetic responses influenced student motivation; I examined the impact this type of read aloud has on student motivation, particularly relating to engagement. My study draws from the frameworks of reading response theory, aesthetics, and reading motivation. Data sources included surveys, observation checklists, video and audio recordings, photographs, student artifacts, student and teacher interviews, and field notes. Data were collected in a multi-age first, second, and third grade elementary school classroom. Findings indicate that the use of musical texts in read alouds support students as they responded aesthetically to texts. Findings also indicate that incorporating music and video that relates to the musical texts being read aloud enhances the aesthetic responses of students. Teacher questions, reactions, modeling, and scaffolding provide students with different ways in which to engage with the text.