Exploring Protest Music

Year Level:

Year 9 (Australian Curriculum: Western Australia)

Duration:

60 minutes

Class Size:

20 students

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Unit:

Songs That Speak: Music for Social Change
Lesson 4 of 10

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Lesson Description:

Students will explore the role of protest music in social movements with a specific focus on Australian examples, including Yothu Yindi’s landmark song Treaty. This lesson aims to deepen students’ understanding of how music can communicate social and political messages and contribute to awareness and change.

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Western Australian Curriculum Links:

Content Descriptions (The Arts - Music Years 9 & 10):

• AC9AMU10E01 – Investigate composers’ and/or performers’ use of elements of music, compositional devices and/or vocal/instrumental techniques in music from a range of cultures, times, places and/or contexts.
• AC9AMU8E01 – Investigate ways composers and/or performers use elements of music and compositional devices to draw attention to social issues or values (e.g., protest songs, themes of identity or belonging).
• AC9AMU10E01_E3 – Compare how music has been used in times of conflict and change.
• AC9AMU10E01_E6 – Discuss and evaluate how music influences social identity and sense of belonging.

General Capabilities:

• Critical and Creative Thinking: analysing how protest music can influence opinions and evoke responses.
• Intercultural Understanding: recognising First Nations Australian perspectives and music as a form of cultural expression and social activism.

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Learning Objectives:

By the end of the lesson, students will be able to:

1. Explain the role of music in social movements and protest, with focus on Australian contexts.
2. Analyse the elements and messages in Yothu Yindi’s Treaty and evaluate its historical and cultural significance.
3. Discuss the power of music to raise awareness and foster social change.
4. Reflect on how protest music can create a sense of identity and community.

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Resources Required:

• Audio and/or video recording of Yothu Yindi’s Treaty.
• Lyrics printout of Treaty.
• Whiteboard and markers.
• Paper and pens for students.
• Optional: multimedia projector or large screen.

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Lesson Outline:

1. Introduction (10 minutes)

• Engage: Initiate discussion: “Can music influence social change? What songs do you know that speak about issues or inspire action?”
• Briefly introduce the concept of protest music — songs created to speak on social or political issues, often used within social movements.
• State that today’s focus will be on Australian protest song Treaty by Yothu Yindi and its role in Indigenous rights movement.

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2. Contextual Background (10 minutes)

• Provide historical context on Indigenous rights in Australia in the 1980s and 1990s, including the Barunga Statement and the call for a treaty between Indigenous Australians and the government.
• Explain Yothu Yindi's background as a First Nations and non-Indigenous musical collaboration.
• Introduce the song Treaty — its release, popularity, and why it became an anthem for social change.

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3. Listening and Analysis (20 minutes)

• Play Treaty (audio or video).
• Distribute lyric sheets.
• Guide students to listen actively, noting instrumentation, rhythm, vocal style, and mood.
• Facilitate an analysis discussion addressing:
  • What social message does the song communicate?
  • How do the musical elements (rhythm, melody, dynamics) contribute to the mood and message?
  • What emotions or reactions does the song evoke?
  • How does the use of English and Gumatj language bridge cultural communication?
• Link these observations to how music can raise awareness and unite people.

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4. Small Group Discussion and Reflection (15 minutes)

• Divide students into groups of 4.
• Prompt groups to discuss:
  • Why is protest music effective in raising awareness of social issues?
  • Can you think of other Australian artists or songs that speak to social change? (Invite brief sharing.)
  • Reflect on the impact Treaty might have had on Australian society.
• Each group presents one key point from their discussion.

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5. Conclusion and Assessment (5 minutes)

• Summarise key ideas on the power of protest music in social change.
• Exit ticket: Each student writes a brief response to the question — “In your opinion, how can music affect social attitudes and actions?”

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Assessment:

Formative assessment through:

• Participation in class discussion and group work.
• Ability to analyse musical and lyrical content in Treaty.
• Exit ticket for reflective understanding.

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Extension Ideas:

• Research other protest songs from Australian history or global examples.
• Create a short protest song/rap addressing a local social issue and present to class.
• Investigate contemporary Indigenous artists using music to share stories and advocate for rights.

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Teacher Notes:

• Respectful and sensitive handling of Indigenous history and culture is paramount.
• Encourage students to appreciate the significance of language use and cultural collaboration in Treaty.
• Use multimedia and storytelling to engage varied learning styles.

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This lesson is designed to immerse Year 9 students in the meaningful intersection of music and social activism within their cultural context, aligned with the Western Australian Curriculum standards for The Arts—Music, fostering critical engagement and intercultural respect【10:AC9AMU10E01.md】【3:AC9AMU8E01.md】.