Folk Music and Protest

Lesson Overview

• Duration: 100 minutes
• Year Group: Year 8
• Subject: Music
• Focus: Introduction to American Folk Music and its link to the Civil Rights Movement; developing skills for writing a protest song
• Curriculum Area: Music - Performing, Composing, and Understanding Music (Education Level: Key Stage 3)

Lesson Objectives

• Understand the role of folk music in American culture, particularly its influence during the Civil Rights Movement.
• Identify characteristics of folk music and how it conveys social and political messages.
• Build upon previously learned musical skills: walking bass, 12-bar chord progression, blues and C major scales.
• Begin drafting a protest song using folk music elements.

Learning Outcomes

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

1. Describe key features of American folk music and its historical context.
2. Relate folk music to social change, particularly the Civil Rights Movement.
3. Compose the beginnings of a protest song incorporating familiar musical patterns and scales.
4. Collaborate in small groups to perform and critique musical ideas.

Resources Required

• Audio examples of folk songs from the 1960s (e.g., "We Shall Overcome", "Blowin' in the Wind")
• Instruments: guitars, keyboards, percussion
• Whiteboard and markers
• Handouts with lyrics and a brief history of selected folk songs

Lesson Structure

Introduction (10 minutes)

• Warm-up Activity: Quick recap of the skills learnt from blues: playing a walking bass line and simple 12-bar chord progression. Use a keyboard or guitar to demonstrate.
• Discussion: Brief introduction to folk music. Ask students: "What do you know about folk music?" Chart responses on the whiteboard.

Historical Context (15 minutes)

• Mini Lecture: Provide a background to American folk music and its role in the 1960s Civil Rights Movement. Focus on themes of equality and freedom.
• Listening Exercise: Play audio clips of "We Shall Overcome" and "Blowin' in the Wind".
  • Guided Listening Questions: What instruments do you hear? What messages are conveyed in the lyrics? How does the style differ from blues?

Practical Exploration (30 minutes)

• Group Work: Divide the class into small groups.
  • Task each group with identifying a set pattern for writing a simple verse and chorus using either the walking bass or the 12-bar chord progression.
  • Encourage them to experiment with lyrics that reflect current social issues they care about, inspired by the historical examples.

Composition Activity (30 minutes)

• Individual Task: Begin composing a protest song.
  • Use the C major scale to outline a melody.
  • Incorporate storytelling elements akin to folk traditions.
• Guided Support: Circulate the classroom providing feedback and support on song structure and lyrical ideas.

Conclusion and Reflection (15 minutes)

• Group Sharing: Invite each group to perform their initial song ideas for the class.
• Feedback Session: Encourage peers to offer constructive feedback focusing on the musical elements and emotional impact of each piece.
• Wrap-Up: Discuss how the skills and ideas from blues and folk music can be incorporated into creating powerful messages. Highlight the plan for the next lesson, which will further develop their protest songs.

Assessment

• Formative Assessment: Monitor students' engagement during discussions and practical sessions.
• Observation: Evaluate group dynamics and contribution during group tasks.
• Song Drafts: Collect and assess the draft versions of the protest songs for understanding of folk elements and creativity.

Extension Task

• Research Assignment: Ask students to investigate a modern protest song and prepare to share its themes and impact in the next lesson.

This lesson plan incorporates the UK education standards for Music at Key Stage 3 by encouraging practical engagement, cultural understanding, and creative expression.