Black Music Matters - MusiCounts
#BlackMusicMatters: Hip Hop & Social Justice in Canada is a listening- and inquiry-based resource designed for teachers with students in grades 7-12. It is intended to be used by educators of various disciplines who wish to explore Black culture, history, and creation, specifically through the lens of Hip Hop music. The aim of #BlackMusicMatters is to introduce students to Canadian Hip Hop artists and their music, while engaging them in critical inquiry of a variety of social justice themes.
These lessons were released to celebrate Black History Month, but we encourage educators to use them year-round. Download all #BlackMusicMatters documents for free below.
Using #BlackMusicMatters in the Classroom
Although the intended grade level for each lesson is indicated in this resource, educators will need to consider the unique dynamics of their classroom(s) to determine the appropriateness of the lesson for their students. Teachers are encouraged to review song lyrics and the list of key terms to confirm their own understanding of the key social justice themes being presented in the lesson.
Lesson One
In this lesson, students will explore the origins of Canadian Hip Hop music and its connections to social justice advocacy. Maestro Fresh Wes, the godfather of Canadian Hip Hop music, uses the song “Nothin’ At All” to highlight the history of racism towards Black and Indigenous people in Canada. He also calls on Black and Indigenous people to celebrate their cultural identity and stand together to fight against oppression and systemic racism. English, Social Science, History, Visual Arts and Music-specific activities will enable students to identify and respond to the social issues of Anti-Racism (i.e., Anti-Black or Anti-Indigenous Racism), Oppression and Injustice.
Lesson Two
In this lesson, students will explore anti-Black racism as it relates to oppression faced by Black female artists in the music industry and Black women in the larger society. Students will also explore themes of perseverance, resilience and Black Brilliance as they relate to overcoming systemic structures that disadvantage racialized youth. English, Social Science, Geography, Visual Arts and Music-specific activities will enable students to identify and respond to the social issues of anti-Black racism and misogyny.
Lesson Three
In this lesson, students will explore notions of Blackness and the impact of anti-Black racism and stereotyping on ‘African’ youth. English, Social Science, Geography, Visual Arts and Music-specific activities will enable students to identify and respond to the social issues of Blackness, anti-Black racism and stereotyping.
Lesson Four
In this lesson, students will explore anti-Black racism as it relates to police brutality against Black people. Students will also compare and contrast how two modern day Canadian Hip Hop artists use their music to protest against these social injustices. Subject-specific activities in Music, English, Social Science, History, Health & Physical Education, Visual Arts, Dramatic Arts and Dance will enable students to identify, reflect and creatively respond
Lesson Five
In this lesson, students will explore the history and legacy of gentrification experienced by the residents of Africville, Nova Scotia as communicated through the song “Africville” by Black Union featuring Maestro and Kaleb Simmonds. English, Social Science, Geography, History, Visual Arts and Music-specific activities will enable students to identify and respond to the social issues of Anti-Black Racism, Oppression and Injustice.
Lesson Six
In this lesson students will begin a discussion on mental health and wellness using the song “Vices” by the Hip Hop group S.O.A.P. Students will gain background information on the issues affecting Black mental health in Canada. Students will then identify various internal and external pressures described in the song and compare them to the pressures in their own social context. Students will also discuss social conditions affecting mental health in Black communities while critically examining their own response to the song. Subject specific activities in Music, Civics, History, Health & Phys Ed., English, Social Science, Visual Arts, and Dance will allow students to explore mental health supports available to Black people in Canada, creatively reflect on the song, and consider how political decisions can affect mental health for marginalized communities.
Lesson Seven
In this lesson, students will explore music from two Montreal-based LGBTQ2S+ rappers. Students will compare and contrast the expressions of each artist, explore imagery used by both artists to describe their identities, and reflect on personal applications of their lyrics. Subject specific activities in Music, Business, English, French, Communications Technology, Design Technology, Visual Arts, Dance and Social Science will allow students to interact with two web resources to explore designing their own queer music festival or creatively respond to artist statements about LGBTQ2S+ representation.
Additional resources that allow students to research additional LGBTQ2S+ Hip Hop artists will also be provided.
Links to all the above lesson plans can be found by clicking on the photo beside the lesson description, or by accessing our TPT Page HERE. We hope you find these resources helpful in creating meaningful discussions in your classroom!
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Have any questions? Please email smeapr@gmail.com and we will be more than happy to help you out.