Voices of Change

Unit: Songs That Speak: Music for Social Change

Lesson 2 of 10: Voices of Change – Inkabee's 'Beat the Odds'

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Year Level

Year 9 (Western Australian Curriculum)

Duration

60 minutes

Class Size

20 students

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Learning Objectives (Western Australian Curriculum Alignment)

Students will:

• Investigate contemporary Indigenous Australian musicians and their contribution to social change through music.
• Analyse how elements of music and lyrics convey themes of strength and unity.
• Discuss the cultural and social significance of Inkabee’s song 'Beat the Odds'.
• Develop skills in critical listening and interpretative discussion related to music for social change.

Curriculum references:

• AC9AMU10E01: Investigate composers’/performers’ use of elements of music and techniques in music from range of contexts, including social change contexts .
• AC9AMU10D01: Develop and refine aural, vocal and instrumental techniques to communicate expressive effects .
• AC9AMU6E02: Explore ways First Nations Australians use music to continue and revitalise culture .
• AC9AMU8E01: Analyse and evaluate how music draws attention to social issues or values, such as protest songs .

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Lesson Overview

This lesson focuses on Inkabee, a contemporary Indigenous artist, and her song "Beat the Odds". Through guided listening, lyrical analysis, and group discussion, students will explore how Inkabee’s music communicates messages of resilience, strength, and unity in relation to social change and Indigenous identity.

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Resources Needed

• Audio recording of Inkabee’s "Beat the Odds"
• Printed lyrics of "Beat the Odds"
• Whiteboard/Smartboard
• Speakers for audio playback
• Student notebooks or digital devices for note-taking
• (Optional) Video interview or performance clip of Inkabee

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Lesson Structure

Time	Activity	Description
0-5 mins	Introduction and Context Setting	Briefly introduce Inkabee as a contemporary Indigenous artist. Outline the importance of music in social change, particularly Indigenous voices. Set learning intentions.
5-15 mins	First Listening: Initial Impressions	Play "Beat the Odds" without interruption. Students listen attentively and jot down words or feelings that come to mind. Brief sharing session to gather initial thoughts.
15-25 mins	Lyrical Analysis and Discussion	Distribute printed lyrics. In pairs, students highlight words/phrases that suggest themes of strength, resilience, and unity. Groups discuss meanings and relate to social change contexts. Teacher facilitates linking these to Indigenous experiences and broader Australian context.
25-35 mins	Musical Elements Exploration	Identify and discuss musical elements (rhythm, tone, instrumentation, dynamics) and how these enhance the message. Use guiding questions such as: How does the music shape the mood or reinforce the lyrics? How might these elements engage listeners emotionally?
35-45 mins	Cultural and Social Significance	Whole class discussion on how Inkabee’s work fits into the tradition of music for social change. Discuss impact on Australian society and Indigenous communities, emphasizing empowerment and unity. Incorporate First Nations music context from curriculum link AC9AMU6E02.
45-55 mins	Creative Response: Personal Connection	Students create a written or visual response reflecting on how the song’s message relates to their own sense of social justice or community. This may include a short journal entry, poem, or a concept sketch for a music video.
55-60 mins	Reflection and Exit Ticket	Quick round: Each student states one new thing they learned about Indigenous music and social change or how the song inspired them. Collect exit tickets or notes for formative assessment.

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Assessment

• Formative: Observation of participation in discussions and group work.
• Written or creative reflection to assess understanding of song’s themes and connection to social change.
• Exit ticket capturing key learning point.

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Differentiation Strategies

• Provide lyrical glossary or definitions for challenging terms.
• Use paired discussions to scaffold ideas for students needing support.
• Allow creative responses in multiple formats (writing, drawing, digital).
• Enrich with additional listening options or deeper lyrical analysis for advanced students.

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Links to General Capabilities and Cross-Curriculum Priorities

• Aboriginal and Torres Strait Islander Histories and Cultures: Understanding Indigenous perspectives and cultural expression through music .
• Critical and Creative Thinking: Analysing music lyrics and elements to form interpretations.
• Personal and Social Capability: Reflecting on social justice, empathy, and community values through music.

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Teacher Tips to 'Wow' Your Students

• Introduce short video clips showing Inkabee performing or discussing the song’s message to deepen engagement.
• Use music technology apps or digital tools to visually break down musical elements or lyrics.
• Challenge students to think about how changing musical elements might alter the song’s emotional impact in real time.
• Encourage students to research other Indigenous social change artists and share findings in later lessons.

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This lesson plan connects deeply with the Western Australian Curriculum for Year 9 Music, focusing on Indigenous voices and music for social change, ensuring both cultural respect and curriculum alignment. It builds critical listening, cultural understanding, and personal reflection in a structured, engaging 60-minute session.

If you need a sequence of lessons or resources for the entire unit "Songs That Speak: Music for Social Change", I can prepare those next!