Personal Listening History

In this lesson students critically reflect on the different parts of their "personal listening history" and examine what has influenced their musical choices and why that has happened.

Learning Goals

• Understand that musical and non-musical factors can influence personal listening choices.
• Understand that music can help define or identify social groups within society.
• Demonstrate learning and understanding of musical culture, musical identity, musical genres and musical styles

Success Criteria

• I can:
• identify and describe my musical preferences and show how these preferences have evolved;
• describe the musical and non-musical factors that have helped shape my musical preferences; and
• describe how music helps to identify social groups and may be a part of a person's identity or culture

Guiding Questions

• 1. Can students recognize different phases of their personal listening history?
• 2. Can students describe what helped shape these musical preferences?
• 3. Can students describe how music helps to identify or shape social groups within their school or community? How does music reflect the ideals of these groups?
• 4. How does music make you feel? Do you feel it is a part of who you are? (Your identity)
• 5. How does the music we play in class compare to the music to which the class mates listen?

Curriculum Expectations

• Reflecting, Responding, and Analysing B1. The Critical Analysis Process: use The Critical Analysis Process when responding to, analysing, reflecting on, and interpreting music; B1.1 listen to selections that represent a variety of musical styles and genres, and identify and reflect on their personal responses to them; B1.2 identify and describe the use of elements and other components of music in a variety of selections; including their performance repertoire; B2. Music and Society: demonstrate an understanding of how traditional, commercial, and art music reflect the society in which they were created and how they have affected communities or cultures; B2.2 identify and describe ways in which commercial music reflects the society in which it was created and how it has affected communities or cultures; and B2.3 identify and describe ways in which art music reflects the society in which it was created and how it has affected that culture or community.

Assessment

• Assessment for Learning: Check for students’ ability to use correct musical terminology during presentations and/or in journal entries
• Assessment as Learning : Students will search for characteristics and examples of unfamiliar styles of music using resources
• Assessment of Learning: Portfolio or journal reflection showing critical reflection, learning and understanding of musical culture, musical identity, musical genres and musical styles

Reflection

• There are parts of this lesson that could be very triggering (like stereotyping groups of people and the music they listen to). I don't know if it is necessary.
• I think it is a great tool to go back through your history and journal what you like about music, what inspires you, what speaks to you, and why it does.
• I think it's a great way to use music terminology and expand views of different styles of music
• I think it is a great activity to see how music is connected to identity and culture.
• I think it's great for students to be reflective and look as the role music has had in their own lives
• I think it is a great way to teach students how to be more open minded and less judgmental of others preferences in general (not just music) and leads to a more accepting and diverse classroom culture. (Culturally responsive class)
• It would be a great addition to a music portfolio or journal
• It was a great reminder that music can and should be about more that just learning an instrument. We need to always be pushing our students to think more critically, think outside the box, reflect honestly, and make sure we are always working towards an inclusive and safe atmosphere.

Thank you to OMEA for the Lesson Plan