Music Motivates

Grades: 
6, 7, 8

Music may bring joy or it may help people reflect on their feelings. The "freedom songs" may have motivated the Civil Rights activists as they sought to aid the common good, and we can bring music to someone in the community as a gift of generosity and inspiration.

Lesson Rating 
0
Duration 
PrintOne Forty-Minute Session and Optional Field Trip
Objectives 

Explain how music can move its listeners to feel strong feelings or motivate people to take generous action.

Materials 
  • Musical instruments or music to sing with
  • Permission slips and transportation request form
Teacher Preparation 

Contact a local retirement home or other location that would be uplifted by youth singing or playing music. Request permission to visit and secure permission for youth to travel to the location. 

Home Connection 

Secure chaperones.

Instructions

Print
  1. Anticipatory Set:

    Discuss how music provokes thoughts and feelings as it is used to focus their attention on something important, such as civil rights or justice for a group.

  2. Identify a need in the neighborhood or local community that music can play a role in addressing. For example, residents at a retirement facility may be lonely and gain joy in hearing youth sing about an issue. Songs may teach people about injustice, mindfulness, or kindness. Define philanthropy as sharing time and talent for the good of others.

    Help the group articulate what they can share and who their audience is and what music would be appropriate to address the goal: whether it is teaching, cheering, or prompting to action. 

  3. Following the goal and results they would like to achieve by performing for others, compile a list of songs and music in the form of a short program based on the music and philanthropists of the Civil Rights Movemen and the talents of the group. Songs of the theme could be interspersed with information and inspiration. 

    • Obtain permissions and make arrangements directly with the location selected. Alternatively, a group from the community may come to an arranged location for the presentation. It could also serve as a fundraiser to help an effort related to justice. 
    • Tell the chaperones exactly what your expectations are for their supervisory responsibilities.
    • Rehearse the program in the order it will be performed. Well-rehearsed and organized groups will feel successful and secure about their performance.
    • Review concert and performance etiquette. Describe the procedures and the importance of sensitivity to the people with whom they are meeting.
    • When the performance is over, thank the host in person and with follow-up thank you notes and reflections on the event and impact.
Cross Curriculum 

Participants will perform for a local community group, such as a Veteran's or retirement home as a philanthropic event. This may lead to interviews with individuals who were active in the Civil Rights Movement.

Philanthropy Framework

  1. Strand PHIL.I Definitions of Philanthropy
    1. Standard DP 01. Define Philanthropy
      1. Benchmark MS.1 Define philanthropy as individuals and organizations providing their time, talent, and/or treasures intended for the common good throughout history and around the world. Give examples.
  2. Strand PHIL.IV Volunteering and Service
    1. Standard VS 01. Needs Assessment
      1. Benchmark MS.1 Identify a need in the school, local community, state, nation, or world.
    2. Standard VS 02. Service and Learning
      1. Benchmark MS.1 Select a service project based on interests, abilities and research.
    3. Standard VS 03. Providing Service
      1. Benchmark MS.6 Describe the procedures and the importance of sensitivity to the people with whom students are working.
    4. Standard VS 05. Integrating the Service Experience into Learning
      1. Benchmark MS.2 Evaluate progress on the service-learning project before, during, and after the project.