Year 8 Race Songs

Overview

A one-hour reliever session for Year 8 students focusing on race-associated songs. Students will listen to, discuss, and engage with music relating to race, identity, and culture, using ukulele and recorder instruments only. Activities include a listening task and a word find worksheet.

Curriculum Links

Learning Area: The Arts – Music Level: Level 4 (Year 7-8) Strand: Participating and Contributing Achievement Objective:

Explore and express their ideas, thoughts, and feelings through music.
Identify and describe how aspects of music communicate meaning and emotion.
Develop skills in playing simple melodic and rhythmic patterns using designed instruments.

Key Competencies:

Thinking: Students will analyse musical elements and the messages conveyed.
Using language, symbols and texts: Through listening and the word find, students decode musical and cultural vocabulary.
Managing self: Engage independently and in groups during instrument practice.
Relating to others: Share ideas and listen respectfully to peers during discussions.
Participating and contributing: Collaborate in creating a musical environment linked to race themes.

Values:

Diversity and Inclusion (respecting different cultures and perspectives through music).
Community and Participation (working collectively in musical activities).

Learning Intentions (WALT)

We Are Learning To:

Understand how music can express ideas and tell stories about race and identity.
Identify key themes in race-associated songs through listening.
Develop basic performance skills on ukulele and recorder.
Enhance vocabulary related to music and culture using a word find.

Success Criteria

I can listen actively and share my ideas about the songs' messages related to race.
I can find and understand words linked to race and music in the word find worksheet.
I can play simple rhythmic or melodic patterns on the ukulele or recorder.
I can participate respectfully in group discussions and activities.

Resources Needed

Audio recordings of selected race-associated songs (ensure appropriate, age-appropriate, and diverse representation)
Word find worksheet with music and race-related vocabulary
Ukuleles and recorders for all students
Whiteboard or digital screen for displaying lyrics or discussion points
Speaker for playing audio

Lesson Outline

Time	Activity	Detail	Notes
5 min	Introduction	Introduce the topic: music that explores race and identity. Briefly explain the session’s activities. Set class expectations.	Ensure a positive, respectful environment.
15 min	Listening Activity	Play a selected race-associated song. Provide printed lyrics or key lines for students to follow. Discuss as a class: What is the song about? What feelings or messages do you hear? What instruments do you notice?	Choose a song with clear themes and simple language. Encourage diverse perspectives and validate student inputs.
15 min	Word Find Worksheet	Hand out a word find with terms related to music and race (e.g., culture, identity, rhythm, melody, harmony, equity, respect). Students complete individually or in pairs. Review answers together.	Supports vocabulary building and consolidates listening content.
20 min	Instrument Practice	Divide class into two groups: one on ukulele, one on recorder. Teach a simple rhythmic or melodic pattern linked to the song or theme. Rotate groups halfway through. Use call-and-response or echo games to support learning.	Use differentiated support: simplified parts for beginners, more complex rhythms for advanced students. Provide chord charts or note fingerings.
5 min	Reflection and Wrap-up	Gather students to share one thing learned or enjoyed. Recap WALT and success criteria. Note anything students want to explore further.	Reinforce positive engagement and respect.

Differentiation Strategies

For diverse learners:
Provide printed lyrics and visual aids for listening.
Use peer support or pairing for word find and instrument practice.
Offer simplified instrument parts or alternative percussion if needed.
Allow extra time or small group instruction for students requiring more support.
For advanced learners:
Encourage composing a short phrase or adding harmony on the ukulele or recorder.
Challenge to identify additional musical elements or cultural references in the songs.
Invite students to lead small groups during practice or explain meanings to peers.

Extension Activities

Students research and present another race-associated song from New Zealand or globally.
Create a short group performance combining ukulele and recorder parts learned, adding simple choreography or movement expressing the song’s message.
Write a few reflective sentences or a poem about what race and identity mean to them, inspired by the song.

Notes for Relievers

Ensure all students have instruments and worksheets before starting.
Maintain a respectful, supportive environment, especially during discussions on race.
Focus on participation and learning through enjoyment rather than perfection on instruments.
Use call-and-response teaching for instruments to engage all learners.
Adjust pace depending on student responses but try to keep within the times listed.

This plan is designed to be straightforward for a reliever, with clear timing, simple instructions, and inclusive activities that tie directly to the New Zealand Curriculum’s goals for Year 8 music, incorporating cultural awareness and practical skills through ukulele and recorder playing.

If time allows or to extend learning later, consider inviting students to identify local Māori or Pacific Island songs associated with identity and explore the instruments traditionally used.

I hope this is precisely what you need for your classroom and relievers!