Change the world: Protest Songs
Your voice is powerful, music can amplify it.
This lesson is designed to teach students about the power of protest songs in addressing societal issues and advocating for change. By the end of the lesson, students will have created their own protest songs, highlighting their creativity and understanding of social responsibility.
Content warning: The themes that come up with protests songs are inherently political and triggering for many. While these conversations are important, please review materials and examples before sharing theme with students to make sure that they are appropriate for your community and the age of your students.
Lesson Plan
Objective:
Students will learn about the power of protest songs in addressing societal issues and advocating for change. They will analyze examples of protest songs, choose an issue they care about, and write their own protest song. This project is cross-curricular, combining music and social studies, and encourages active participation in society.
Materials Needed:
1. Examples of protest songs (audio or video)
2. Pencils/pens
3. Instruments or DAW (optional)
4. Recording devices (optional)
Lesson Activities:
Introduction:
Discuss the role of protest songs in society and their impact on social and political movements.
Introduce some examples of protest songs to be analyzed (pre-screen for appropriateness for your age group and community):
"We Shall Overcome" - Various Artists
"Strange Fruit" - Billie Holiday
"What's Going On" - Marvin Gaye
Play excerpts from these songs and discuss the issues they address.
Choosing an Issue:
Have students choose an issue they care about. This could be a social, political, environmental, or personal issue. Provide time for students to research their chosen issue if needed.
Writing the Protest Song:
Students will write lyrics for their protest song, addressing the chosen issue.
Encourage them to use strong, emotive language and to think about how their song can inspire change. Provide instruments or DAW access for students to compose and experiment with their musical ideas if possible.
Rehearsal and Performance:
Students will practice their compositions, optionally using instruments or a DAW. Facilitate a performance session where students can share their songs with the class. Optionally, students can record their performances using available recording devices.
Individual Reflection:
Ask students to take a few moments to reflect on the process of writing their protest song.
Prompt them to think about the following questions:
1. What issue did you choose and why is it important to you?
2. How did you feel while writing and performing your song?
3. What challenges did you face during the songwriting process?
4. How do you think your song could impact others?
Written Reflection:
Provide students with a piece of paper or journal to write down their thoughts and answers to the reflection questions. Encourage them to be honest and thorough in their reflections.
National Core Arts Standards Alignment:
Creating (MU.1.5a): Students will generate musical ideas for various purposes and contexts.
Performing (MU.2.5a): Students will demonstrate the ability to read and perform music.
Responding (MU.1.5a): Students will perceive and analyze music.
Connecting (MU.0.5a): Students will synthesize and relate knowledge and personal experiences to make music.