Identity through Music

Year Level

Year 9 (Australian Western Australian Curriculum)

Duration

60 minutes

Class Size

20 students

Unit

Songs That Speak: Music for Social Change
Lesson 1 of 10: Introduction to Music and Identity

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Learning Objectives

By the end of this lesson, students will:

• Explore how music reflects personal and cultural identity, focusing on Aboriginal and Torres Strait Islander artists.
• Analyse ways composers and performers express identity through musical elements and messages.
• Develop an understanding of the role of music in communicating culture and social perspectives.

These objectives align specifically with the Western Australian Curriculum for The Arts: Music and Cross-Curriculum Priorities related to Aboriginal and Torres Strait Islander histories and cultures, particularly:

• AC9AMU10E01: Investigate ways composers and/or performers use the elements of music and compositional devices; discuss and evaluate influence of music on personal or social identity
• AC9AMU8E01: Investigate compositions that draw attention to social issues or values, such as identity or belonging
• AC9AMUFE01_E7: Listening to First Nations Australians talk about the importance of the arts for connecting to People, Culture and Country/Place
• Content elaborations highlighting investigation of First Nations artists’ works and cultural sharing

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Lesson Structure Overview

Time	Activity	Purpose / Outcome
0-5 mins	Welcome and Acknowledgement of Country	Respectful opening recognising Traditional Custodians, sets cultural context
5-15 mins	Introduction - Music and Identity	Brief interactive discussion: What is identity? How can music tell stories about identity?
15-30 mins	Listening Activity: Aboriginal and Torres Strait Islander Music	Play 2–3 short tracks by selected First Nations artists; students note elements that express identity or culture
30-40 mins	Group Discussion & Reflection	Discuss themes, emotions, cultural stories perceived through music
40-50 mins	Creative Connection: Personal Identity Soundmap	Students individually map or list musical elements/sounds that represent aspects of their own identity
50-60 mins	Sharing & Wrap-Up: Connections to Social Change	Volunteer sharing; establish how this unit will explore music's role in social change

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Detailed Lesson Plan

1. Welcome and Acknowledgement of Country (5 mins)

• Teacher performs a genuine Acknowledgement of Country to honour the Traditional Custodians.
• Briefly explain to students the significance of this practice.
• Link to why First Nations voices matter in Australian music and identity.

2. Introduction to Music and Identity (10 mins)

• Pose the question: What is identity? Write student ideas on whiteboard or digital board.
• Facilitate discussion about how identity can be personal (family, feelings, experiences) and cultural (community, Country/Place, traditions).
• Explain: Music can be a powerful way of expressing identity.
• Link to the Aboriginal and Torres Strait Islander context: music as a form of storytelling, preservation, and social connection.

3. Listening Activity: Aboriginal and Torres Strait Islander Music (15 mins)

• Play 2-3 brief (2–3 min) pieces of music by Aboriginal and Torres Strait Islander artists. Suggested options could include a mix of traditional and contemporary styles (e.g., Archie Roach, Gurrumul, and a modern Indigenous hip-hop or pop artist).
• Ask students to focus on:
  • Instrumentation / voice styles
  • Emotions conveyed
  • Stories or messages they think the music is sharing
• Provide guiding questions on the board:
  • How does this music make you feel?
  • What cultural elements do you hear?
  • What stories or identity messages might the artist be sharing?

4. Group Discussion & Reflection (10 mins)

• In small groups (4-5 per group), students share their notes and thoughts.
• Each group selects key ideas or discoveries about music and identity to share with the class.
• Whole class briefly shares group insights.
• Teacher reinforces the understanding that First Nations artists use music to express identity, culture, history and social issues

5. Creative Connection: Personal Identity Soundmap (10 mins)

• Students individually list or sketch sounds, musical styles, instruments, or songs that represent parts of their own identity (family culture, hobbies, feelings, community, etc.).
• Prompt them to think creatively:
  • What sounds 'feel' like home to you?
  • What music makes you feel connected to your community/friends?
• This can be a written brainstorm, a visual mind map, or a quick drawing.

6. Sharing and Wrap-Up (10 mins)

• Invite 3-4 students to share some aspects of their personal soundmap.
• Teacher introduces the unit theme: exploring Songs That Speak to understand how music can be a form of social change and identity expression.
• Outline briefly the next lessons: more listening, analysis, and creative work focused on social messages in music, emphasizing Aboriginal and Torres Strait Islander voices.

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Assessment and Reflection

• Informal assessment through observation and listening during discussions and activities.
• Check for understanding in group sharing: can students connect music elements to identity and culture?
• The Personal Identity Soundmap provides insight into students’ ability to relate music to personal context.

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Resources Needed

• Audio system to play music tracks.
• Selected Aboriginal and Torres Strait Islander music recordings.
• Whiteboard or smartboard for shared note-taking.
• Paper and colouring tools for soundmap activity.

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Teacher Notes and Tips

• Ensure sensitivity and respect when engaging with First Nations culture; consult local protocols if possible.
• Choose music samples thoughtfully, balancing traditional and contemporary to show diversity.
• Encourage open-mindedness when students share ideas about identity and culture.
• Use this lesson to set a respectful and inclusive tone for the unit.

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This lesson plan is designed to meet the specific content descriptions and elaborations in the Western Australian Curriculum for Year 9 Music, with strong integration of Aboriginal and Torres Strait Islander perspectives as required by both curriculum and cross-curriculum priorities 【4:0†AC9AMU6E02.mdacher-led discussion, listening, student reflection, and creative personal engagement suitable for the developmental stage of Year 9 students, with enough scaffolding and room for meaningful connection.