Critical Thinking & Information Literacy
Across the Curriculum
Music and Attitude
Created by Susan Jamieson and Chris Hall
Notes to Instructor:
Because the controversy around music lyrics often involves highly charged issues
(violence, sex, Satanism, etc.), you may not feel comfortable using these assignments.
This group of activities seemed to take on a life of its own and ended up being too
difficult for the level of students it was originally intended for. In addition,
the use of offensive vocabulary and slang, as well as the visual images seen in many
music videos, may not seem appropriate to some instructors and some students. Students
will probably have some difficulty accessing the vocabulary and slang and will need to
get help from native speakers of their own age. (Some vocabulary and slang may not be
understood by many instructors.) The "gist" of the message that is being promoted by
each artist is clear without understanding each and every image, so students should be
encouraged not to spend hours on vocabulary. The three artists used in activity #1
were chosen because they are readily accessible on radio, TV, and in music stores.
You may wish to substitute other artists. It would seem impossible to do the final
project without having delved into those aspects that may seem offensive. However,
most of the other activities could be done with any type of music and music artist.
An instructor interested in using music and music videos (or TV and movie appearances)
for language, critical thinking, and information technology instruction but not
interested in current artists could substitute jazz, the Beatles, Elvis Presley etc.
as the controversial “subjects” to be considered for the activities.
Music and Attitude: Activity #1
Functions of this assignment:
Vocabulary building
Practice expressing creative ideas
Exploring current popular cultural themes
Familiarization with the structure of subsequent activities
Assessment criteria:
Increased vocabulary—especially of current slang and idioms
Ability to express ideas in writing and discussion
Ability to discern and discuss current popular cultural themes
Assignment: Music Video and a Story Line
Find a music video with a story line. Play the video for the class without the
sound. Have the students write down all their ideas of what the story is about.
Discuss these ideas.
Students can write a paragraph about the video story.
Play the video with the sound. Identify key words and themes from the lyrics.
Give the students a copy of the lyrics. Compare their paragraphs with the actual
video story line. Discuss any cultural themes of interest to the students.
Music and Attitude: Activity #2
Functions of this assignment:
Practice synthesizing and organizing information
Practice using patterns to answer questions
Practice making inferences
Assessment:
Ability to write an organized short summary demonstrating the use of making
inferences, using patterns, and synthesizing
Assignment: Classify and Compare Music by Certain Artists.
Go to a music store and look at the CDs or tapes for the following artists:
Marilyn Manson
Shania Twain
Eminem
Pay attention to the following:
What is the cover design?
What is the title of the CD or tape?
What are the song titles? Can you tell from the title what a particular song is
about? Is this true for all titles?
What do you expect the message of the song lyrics to be? What information did you
use to reach this conclusion?
On a sheet of paper, list each artist and then write a short summary of the
information you gathered. You should include a few song titles and any other
information that supports your observations about the music/artist.
Music and Attitude: Activity #3
Functions of this assignment:
Introduction to the WWW
Practice using different search engines
Practice evaluating and analyzing the message in song lyrics
Assessment:
Ability to access information on the WWW
Ability to accurately "decode" and analyze the content of the song lyrics
Ability to report in clearly understandable written form the results of this activity
Assignment: Analyze Music Lyrics to Determine the Intended Message
Analyze the lyrics of the songs on one of the CDs by Marilyn Manson or Eminem. You
can get the lyrics from the Web. Use at least two search engines to find the lyrics.
Keep a record of the search terms you used and how easy it was to find the lyrics.
You should study the lyrics of at least three songs in order to form an opinion
about this music. Because you may not understand all of the vocabulary, slang, or
images described, you should discuss these things with some native English speakers
in order to understand more clearly.
Think about the following:
Are the values and attitudes portrayed or described positive or negative?
Are these values and attitudes that you share? Why or why not?
If everyone agreed with and followed the messages in these lyrics, what would
the result be?
Does this CD have a rating which restricts who can purchase it? Do you agree
with the rating?
Write a short report that has two parts. In the first part, describe the process
you used to locate the lyrics on the WWW. Be sure to list the URL of the site(s)
you used. In the second part, write a summary explaining your answers to the
questions above.
Music and Attitude: Activity #4
Functions of this assignment:
Practice using patterns to answer a question.
Practice synthesizing and organizing information.
Assessment:
Ability to accurately match the visual message with the message of the content
of the song lyrics.
Ability to organize this information in a clear paragraph.
Assignment: Analyze the Connection Between Music Videos and Song Lyrics
Watch several music videos. Take notes on what you see.
Who is the artist or group?
What is the song title?
How is the artist dressed?
What do you see in the video in addition to the person(s) singing?
If you watch more than one video by this artist, what patterns can you find
in the videos?
What message do you think this music represents? How do you think the artist
wants us to think and feel after we listen to it?
Now locate the lyrics to at least one of the songs which you saw on the music video.
You may do this on the web or by using the CD or tape insert.
Compare the lyrics to the music video.
Does the video help reinforce the message in the lyrics?
How? Do you see any patterns which repeat in the video and in the lyrics?
Is this message appropriate for all ages?
What is good about the lyrics and the video?
What is bad?
Write a paragraph in which you answer the questions above/
Music and Attitude: Activity #5
Functions of this assignment:
Understanding plagiarism and the ramifications of plagiarizing
Practice using correct documentation
Practice using EBSCOhost and library reference materials
Practice Web search strategies
Assessment:
Ability to locate information about a selected artist
Ability determine whether there is a connection between the artist's message
and the artist's life
Correct use of documentation and absence of plagiarism in the report
Assignment: Does an Artist’s Background Influence His/Her Music?
Use EBSCOhost and library reference materials to gather information on a selected
music artist. AND/OR Use the WWW to gather information on a selected music artist.
You may research one of the three artists used in activity #1 or any other person
you are interested in.
Write a short summary of the artist's life. Explain whether you feel that the content
of his/her music relates directly to his/her life.
Music and Attitude: Final Project
Functions of this assignment:
Introduction to and practice using library resources
Practice using search strategies
Practice using documentation
Assessment:
Ability to locate information using library resources and the WWW
Ability to accurately evaluate the sources used in gathering information
Ability to form an opinion and support it using information gathered
Ability to use correct form, grammar, mechanics to write a short paper
Assignment: Write an Argument Paper
Find two articles that support the right of free expression of music artists and
demonstrate that no one can be hurt by music. Make a photocopy or print off a copy
of each article.
Find two articles that argue that the lyrics, music videos, and concerts of some
music artists are causing antisocial behaviors and even crimes. Make a photocopy or
print off a copy of each article.
Prepare a short report in which you explain which of the attitudes above you
agree with and why. Be careful to use appropriate grammar, mechanics, and
paragraphing. When you hand in your report, attach the four articles you located
in the library or on the WWW.
Music and Attitude: Assessment
Library Research Checklist
Students can use the checklist to guide, record, and revise their research.
The instructor can use it to evaluate the process and the product of the students’ work.
Prepare the checklist in accordance to your expectations and criteria. Be sure the
students understand the scoring system and devise a method of providing specific
instructions for revision if students’ work is inadequate.
Consider the following for the checklist: thesis statement, outline, sources,
bibliography, content, style, organization, mechanics, proofreading, etc.
Vocabulary Quiz
Select appropriate vocabulary from music videos viewed and/or discussed in class.
Have students access more than one possible definition for each word. Go over
the definitions—say the definitions in a variety of ways.
The quiz is in the form of a game. One student defines the word for the rest of the
class but cannot use the word or any word containing it in the definition. Continue
until all words have been defined. Scoring—1 point per student for each correctly
defined word they guess; definer gets 3 points for each word that 3/4 or more guess
correctly; definer loses 2 points if cannot define the word in 2 minutes.
Encourage class to ask questions of the definers.
Other
Assessment tools listed in the “Commercially Conscious” activities can also be used here.
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