Race-Associated Songs

WALT (We Are Learning To)

• Understand the cultural and social context of race-associated songs.
• Listen actively to examples of race-associated songs.
• Identify key words and themes in the lyrics.
• Play simple pieces on the ukulele and recorder relating to the songs discussed.

Success Criteria

• Students can explain what race-associated songs are and why they are important.
• Students can listen attentively and answer questions about the songs heard.
• Students complete a word find worksheet correctly highlighting key vocabulary.
• Students demonstrate basic playing skills on ukulele and recorder following the song patterns.
• Students participate respectfully in discussions about the music and its cultural context.

Learning Objectives from the New Zealand Curriculum

• Music (Level 4, Year 8):
• Explore and express ideas and feelings through music that reflects cultural identity and social issues.
• Listen, analyse, and describe music in relation to context, purpose, and presentation.
• Perform music demonstrating ensemble skills and accurate rhythm and pitch.
• Key Competencies: Thinking, Relating to Others, Using Language, Symbols, and Texts
• Values: Diversity, Community and Participation

Materials and Resources

• Audio examples of race-associated songs from New Zealand and global contexts, suitable for Year 8 (e.g., Māori waiata, civil rights era songs, or other culturally significant pieces).
• Word find worksheet with vocabulary from the songs and context.
• Ukuleles (for half the class) and recorders (for the other half).
• Whiteboard and markers for vocabulary and notes.
• Speakers/multimedia system.

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Lesson Outline (60 minutes)

1. Introduction and WALT (5 minutes)

• Brief explanation of the lesson focus: the power of race-associated songs to tell stories, express identity, and bring about change.
• Share the WALT and success criteria with the class.

2. Listening Activity (15 minutes)

• Play 2-3 short race-associated songs. Choose songs that are age-appropriate and culturally relevant, such as a waiata about unity or an anthem from another culture.
• After each song, lead a guided discussion:
• What did you hear? (instruments, mood, rhythm)
• What do you think the song is about? (themes of race, identity, struggle, celebration)
• What words or phrases stand out in the lyrics?

3. Word Find Worksheet (10 minutes)

• Give students the word find worksheet containing key vocabulary (e.g., unity, freedom, respect, culture, song, voice, change).
• Students complete the worksheet individually or in pairs.
• Discuss answers to reinforce vocabulary understanding.

4. Instrumental Practice (20 minutes)

• Split the class into two groups:
• Group 1: Ukulele
• Group 2: Recorder
• Introduce a simple melody or chord progression related to one of the songs heard.
• Teach students the piece slowly, modelling first.
• Students practice their parts while you circulate and assist.
• Finish by having them play around the room or in groups, fostering ensemble skills.

5. Reflection and Wrap-Up (10 minutes)

• Ask students how the music made them feel and what they learned about race and culture through the songs.
• Invite a few students to share or perform what they played.
• Recap the WALT and success criteria.
• Provide extension activity options for those who want to explore further.

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Differentiation Strategies

• For diverse learners:
• Provide printed lyrics or visual aids to support auditory learning.
• Use peer support and mixed ability pairing during instrumental practice.
• Scaffold listening questions with multiple choice or sentence starters.
• For students with fine motor challenges:
• Focus more on rhythm patterns using body percussion alongside instruments.
• For ELL learners:
• Pre-teach key vocabulary before listening.
• Use visuals and simple sentence structures during discussions.

Extension Activities

• Research and present a race-associated song from a culture or country of choice, explaining its history and meaning.
• Compose short lyrics or a chant on themes of unity or respect, using simple melody on ukulele or recorder.
• Create a class mural or digital collage inspired by the themes in the songs.

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This lesson plan is designed for a reliever teacher with simple, clear instructions and materials prepared ahead, ensuring students engage meaningfully in music linked to race and cultural identity in line with the New Zealand Curriculum. The use of ukulele and recorder matches the students' current instrumental learning, while activities foster musical, social, and critical thinking competencies.