Motown Magic

Lesson Overview

This 15-minute lesson is designed for a 7-year-old (2nd Grade) student as part of a music appreciation program. It introduces the magic of Motown music and its cultural significance through a focus on the legendary musician Stevie Wonder and his song “Superstition.” The lesson aligns with U.S. educational standards for 2nd Grade General Music (MU:Re7.1.2), which emphasizes recognizing styles and genres of music, identifying music’s purpose, and its cultural and historical context.

The session includes active listening, rhythm exploration, and a creative movement activity to engage auditory, kinesthetic, and cognitive learning.

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Learning Objectives

By the end of this lesson, the student will:

• Identify Stevie Wonder as an influential musician and “Superstition” as part of the Motown genre.
• Recognize the key instruments (keyboard, bass, drums) and rhythms within the song.
• Describe how music can make them feel or move, fostering personal connection and expression.

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Materials Needed:

1. Audio recording of Stevie Wonder’s “Superstition”
2. Percussion instruments (tambourine, maracas, or a small drum – if unavailable, hand-clapping is a great alternative).
3. Space for movement or dancing.

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Lesson Procedure

1. Setting the Scene (2 Minutes)

• Open by sharing a simple but exciting story to grab the student’s attention:
  • “Today, we’re taking a trip back to the 1970s to a time when people danced to the rhythm of a very special kind of music called Motown. There was one young musician who changed the world with his music. His name is Stevie Wonder, and today we’re going to listen to one of his most famous songs – 'Superstition'!"*
• Show a picture of Stevie Wonder (optional) or briefly mention that he was blind but played many instruments and started recording music when he was just 11.

2. Guided Listening (5 Minutes)

• Play “Superstition” and provide instructions for active listening:

  • “Listen carefully for the three main instruments – the keyboard, the bass guitar, and the drums. When you hear one of these instruments, raise your hand!”
  • “Notice how the rhythm of the song makes you feel – do you want to clap your hands, stomp your feet, or bounce your head? Let your body feel the beat!”

• After listening for about 1-2 minutes, pause the song to check in:

  • “Which instrument did you notice first?”
  • “How does the music make you feel?”
  • “Can you count the beat? Let’s clap together in rhythm while the music plays.”

3. Exploring Rhythm with Percussion (4 Minutes)

• Hand the student an instrument (if available) or encourage clapping as they play along to the beat.
• Start the song again from the beginning and guide them:
  • “Let’s try to play or clap along with the drums – listen for the steady beat!”
  • Encourage free expression:
    “Now let’s switch! What happens if we clap to the rhythm of the keyboard melody instead?”
  • Acknowledge their efforts with affirmations: “You’re doing great keeping the beat just like Stevie played it!”

4. Creative Movement Activity (3 Minutes)

• Pause the percussion and encourage movement instead.
  “Now imagine you’re in a Motown dance club in the 1970s. Dance however you feel when 'Superstition' plays!”
  “Can your arms and feet move like the rhythm of the music? Show me your best moves!”
• Play the music again and let them express themselves freely while dancing.

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5. Wrap-Up and Reflection (1 Minute)

• Pause the music and ask:
  • “What was your favorite part of the song? The instruments, the beat, or dancing?”
  • “How did Stevie Wonder’s music make you feel?”
  • “Would you like to hear another song like this sometime?”
• Briefly explain: “Stevie Wonder’s music is part of a big tradition of Motown, which is music all about joy, rhythm, and making people move!”

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Assessment

• Observe the student’s participation in listening, clapping, and moving to assess their engagement and ability to recognize elements of the music.
• Ask reflective questions to gauge their personal connection to the music.

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Differentiation

• If the student struggles to identify instruments, simplify by focusing just on the drums or steady beat.
• For a highly active learner, extend the movement activity or integrate a rhythmic game (e.g., “freeze dance” to the music).

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Extensions (Optional for Future Lessons)

• Introduce another Motown artist like The Temptations or Diana Ross.
• Explore how Motown influenced other genres like pop and hip-hop.
• Create homemade instruments to feel more connected to the music-making process.

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By focusing on one song like “Superstition,” students build a concrete appreciation for music’s cultural and rhythmic richness while fostering creativity and joy. This lesson equips young learners with foundational tools for understanding and connecting to the world of music.