Social Justice and a Playlist for Change

“An individual touched by music is not isolated.” - Jamie Atkins: “Say it Loud -How Music Changes Society.”

Course: AMU3M

Overview:

Students will create a playlist of songs centered around the theme of gender inequality. There will be a research component for how music and lyrics can address social issues and how artists can use their platform to communicate messages on important social justice topics.

Curricular Expectations: 

B1.2 listen in a purposeful way to selections from a wide variety of musical styles and genres, and analyse and reflect on their responses to and interpretation of them

B1.3 analyse, and assess the effectiveness of, music from a variety of styles and genres

B2.1 analyse ways in which traditional, commercial, and art music are a response to and reflection of the community or culture in which they were createdC1.1 extend their understanding of the elements and other components of music, through practical application and aural recognition, and use appropriate terminology related to these elements

Success Criteria and Learning Activity Steps:

1. Students will begin with a class discussion on the role of music and social movements

2. Engage in a guided group listening of 2-3 song examples that address gender inequality (examples could be “Respect” by Aretha Franklin, “Just A Girl” by No Doubt, “Woman” by Kesha) 

3. Students will make notes on lyrical content, historical/social context of the song, what message(s) the artist was trying to get across, and musical elements that might reinforce the message

4. Assignment activity: Students will curate a playlist of 10 songs that center around the theme of gender inequality.

5. For each song selection, they will answer the following prompts: 

Song title and artist

Year released

Key lyrics addressing gender inequality

How musical elements enhance the message

Why this song is significant to the social justice theme

Extension Activity: 

Students work in groups of 3-4 to create a musical arrangement of one of the songs they selected and perform the completed piece.

Summative Rubric:

	Level 1	Level 2	Level 3	Level 4
Knowledge and Understanding Understanding of music concepts and gender inequality themes	Demonstrates limited understanding of musical elements and gender inequality concepts. Song selections rarely showcase a connectedness between music and social issues.	Demonstrates some understanding of musical elements and gender inequality concepts. Song selections sometimes showcase the connectedness between music and social issues.	Demonstrates an understanding of musical elements and gender inequality concepts. Song selections mostly showcase the  connectedness between music and social issues.	Demonstrates a thorough understanding of musical elements and gender inequality concepts. Song selections show exceptional insight into the connectedness between music and social issues.
Thinking Critical and creative thinking skills in analysis and song selection	Student rarely demonstrates analysis of song lyrics and musical elements. Limited connections are made between songs and social contexts. Playlist includes limited diverse perspectives.	Student demonstrates some analysis of song lyrics and musical elements. Some connections are made between songs and social contexts. Playlist includes some diverse perspectives.	Student demonstrates a good  critical analysis of song lyrics and musical elements. Makes clear connections between songs and social contexts. Playlist is creative and mostly includes diverse perspectives.	Student demonstrates a thorough critical analysis of song lyrics and musical elements. Connections between songs and social contexts are thoughtful and detailed. Playlist is creative and a curation of diverse perspectives.
Communication  Expression and organization of ideas and information	Articulates ideas with limited clarity. Written analysis has limited organization. Uses little or inaccurate music terminology to express ideas.	Articulates ideas with some clarity. Written analysis of each song selection is somewhat organized. Uses some music terminology to express ideas.	Articulates ideas with clarity. Written analysis of each song selection is well-structured. Uses a variety of music terminology to express ideas.	Articulates ideas with clarity and thoughtful insight. Written analysis of each song selection is well-structured. Uses a variety of music terminology to express ideas with a high degree of effectiveness.
Application  Transfer of knowledge and skills to playlist creation	Student rarely showcases an application of course concepts to playlist creation. There are limited connections between theoretical understanding to practical examples.	Student sometimes showcases an application of course concepts to playlist creation. There are some connections between theoretical understanding to practical examples.	Student mostly showcases an application of course concepts to playlist creation. They mostly connect theoretical understanding to practical examples.	Student showcases an exceptional application of course concepts to playlist creation. They thoroughly connect theoretical understanding to practical examples.

The Isabel Bader Centre for the Performing Arts, Kingston, March 2025