Date: 2021 22th October
- Reflect on the presence of values such as equality and justice in songs, but also about stereotypes and sexist prejudices.
- Promote reflection and internalize values in a motivating way through songs.
- Foster the values of non-violence, equality, justice, etc.
- Identify and understand the role that many people working in the music industry have in our society. These people aim to guarantee the human rights of the entire human race.
More than the 80% of middle school students listen to music daily. This is why work in class with their favorite songs will be one of the best ways to stimulate the participation, boosting debate, reflection capacity, and exchange of views.
The industrial action over Washington took place on 28th August 1963, 50 years ago. Joan Baez and Bob Dylan, among other singers, offered their voices to achieve a common goal: the full access to civil rights and equality under the Law for groups of people who did not have them. Women and men have been making music for 50 years in order to achieve equality, justice, and solidarity.
Nevertheless, music does not always transmit these values. Many stereotypes and sexist prejudices are still present in songs that we usually listen to. However, we assume that they are normal.
In every song it is quite important to do an analysis of the different roles assigned to one gender and another. After, students have to guess through questions how both genders socialize in their daily lives. All the comments in which the concept “it is a game, color, sport, clothes, profession of boys or of girls” there is need to reflect and to really think about whether those games, clothes, sports, and professions “have a gender”. Also they have to consider if it is possible to play any game, with any toy, or to dress with any article of clothing, practice any sport, or perform any activity, independent of their gender.
First, two reggaeton videos will be selected by the students for the carrying out of this activity. Subsequently, the students have to analyze from a gender perspective its images and lyrics content. After the group reflection, students will be asked for other musical genres or songs that may contain sexist content.
Later, the videoclips of two famous ballads will be projected: “Every Breath you Take”, by The Police, and “Delilah”, by Tom Jones. Students will receive the lyrics on paper and will have to translate and analyze them.
They may also listen to modern songs which reproduce the current feminine stereotypes and toxic relationships such as:
“Love the Way you Lie”, by Rihanna and Eminem
“Hey, Mama” by David Guetta and Nicki Minaj
The activity ends after the students answer a set of questions that help them to reflect, such as: Do you think that reggaeton is the only sexist music genre? Do you consider think that music and the fact of singing a song may trigger the normalization of violence against women? Do you think that music incites violence? Should people pay more attention to song lyrics?