Lessons Nine to Twelve
(Option C): Personal Identity

Ask students to think about their personal preferences in music. Have them write in their journals responses to the following questions: What people and what social factors have influenced their decisions about the styles of music they prefer? How have they seen their music preferences change over the years?

Ask students to include a description of their personal pattern of music listening. Are there some types of music that they enjoy but their friends might not? How does the mass media and peer pressure affect music preference? In summation, ask students to answer the following question: What role does music play in forming personal identity?

As homework, have each student select a favourite piece of music and analyse the different elements for discussion in class. Remind students before they begin that, if their selection has lyrics, the language should be appropriate for presentation in a school setting.

•understand and use organizational structures (CEL: C)

To encourage the incorporation of correct terminology, briefly review with students the Planning Guide sections the "Elements of Music" and "Principles of Composition in Music". In addition, give students a copy of the Recording Sheet on Page 86 of the Planning Guide.

•examine the relationship between their own ideas and those of other artists

Or, have each student create a two-column chart. In one column have the students describe ideas and feelings the music evokes. In the other column have them write down what they are hearing in the music that has influenced the ideas and feelings. Remind students that they should refer to music concepts they have studied previously and use correct music terminology whenever possible.

Ask the students to determine how the music creates its "magic" for them. Have them record answers to questions such as the following: What particular characteristics of the music affect you the most? What other factors influence you? For example, did you hear the music at a live performance? Is there a video presentation of the music? If so, what influence does the video have on the appeal of the music? Do the words have special meaning? Is it the performers' personal styles that interest you? Do you associate this music with a special event in your own life? What aspects of the performance or production cause you to react to this music? Does the selection have any negative qualities, such as lyrics that could be considered violent or sexist? What are the most positive qualities that listeners will notice when listening to this selection?

In summation, ask students to include ideas about the effects of music on their quality of life. For example, how does music affect your friendships, your moods, your ideas, your clothing, your energy level, your dreams, your view of the world, your dancing and social activities, etc.?

•understand the importance of knowledge, collaboration, co-operation, problem-solving and meaningful dialogue in respecting the rights, feelings and viewpoints of others (CEL: PSVS)

Ask each student to bring his or her chosen selection to class along with their two-column charts and their answers to the questions. Have them form groups, making sure each group has a tape recorder. Have the students play excerpts from their selections and describe their analysis to their group. Give each student a time limit so that each group member has an opportunity to present his or her work. Have each group select a recorder to write down some of the group's comments and report back to the whole group.

Research Project

•use a variety of resources to cover the breadth and depth of a topic (CEL: C)

•examine, analyse and interpret the work of musicians and composers within the music's cultural and historical context

Have students research a musician or composer whose music they admire, or research a musician or composer from the past. As a class, generate a list of questions that the research could answer.

After the information has been collected, put students in pairs. Have one student assume the role of the musician or composer that he or she researched.

Have the other student assume the role of an interviewer for a popular magazine. The student in role as the interviewer could ask questions such as the following:

•respect, understand and empathize with the language, thoughts, artistic expressions and viewpoints of others (CEL: PSVS)

• What time period did you live in?
• What was life like in that time period?
• What type of music education did you receive?
• What instruments did you play?
• What did you like and/or dislike about performing?
• What were your biggest musical challenges?
• How did you get ideas for your music?
• Who influenced your work?
• What was your daily life like?
• What was going on in the world during the time your music was composed and how did this affect your work?

If the musician or composer is contemporary, have the interviewer adjust the questions accordingly.

Ask the students to reverse roles so that they can all be interviewed. Then ask students to create a headline and short magazine article about the person they interviewed. They may also want to include drawings or accompanying photographs of the students in role as the musicians/composers.