Title: Gender Stereotyping and its Consequences

Two 50 minute class periods

Strand: Reflecting, Responding and Analyzing

Subject/Course: Music

Time:

Grades: 8

Lesson Description
During this lesson, students will examine the idea of stereotypes in society with a particular
focus on stereotypes in music. They will discuss the implications and consequences of
stereotyping a certain person or group. Students will be able to identify stereotypes in music and
how a person can either conform to or defy these stereotypes.
Stage 1: Desired Results
Fundamental Concepts/Skills
Understand the implications of stereotypes and the affects they have on members of that social group.
Understand gender stereotypes in music and the underlying messages associated with them.
Analyze and describe how certain individuals either conform to or defy gender stereotypes.
Big Ideas/Essential Question

What are stereotypes and what does stereotyping mean?

How can stereotyping impact on a certain person or group?
What are gender stereotypes in music and why might musicians choose to conform to or
defy gender stereotypes?

Ontario Curricular Overall Expectation

C2. Reflecting, Responding, and Analyzing: apply the critical analysis process to
communicate their feelings, ideas, and understandings in response to a variety of music
and musical experiences.
C3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety
of musical genres and styles from the past and present, and their sociocultural and
historical contexts.
Ontario Curricular Specific Expectation

C2.1 express analytical, personal responses to musical performances in a variety of

ways.
C3.1 analyse the influences of music and the media on the development of personal and
cultural identity.
Lesson Goals

At the end of this lesson, students should:

Be able to explain and discuss stereotypes and the affects of stereotyping.
Identify different types of stereotypes in music.
Analyze the musician/performer and how stereotypes come into play.

Key concepts and/or skills to be

learned/applied:

Background Knowledge:

The meaning and implications of

stereotypes
Stereotypes in music

Already existing stereotypes i.e. girls are not good at

sports, boys dont play with dolls, Americans are all
obese, Canadians are overly polite, blonde people
are unintelligent, Asians are good at math, teenagers
are rebels etc.
Assumption:something that is accepted without
reasons to support it

Stage 2: Planning learning experience and instruction

Student Groupings

Whole class
Think-Pair-Share: Groups of 2 or 3
Group Checklist Activity: both individual and
group tasks

Materials

Smart board

Concept Map Template

Skit: John The Flutist

Checklist Assignment

Zoe Thomson video

(https://www.youtube.com/watch?
v=kJmCKY1SR-E)

Andrew De Leon video

(https://www.youtube.com/watch?
v=u5Z6DXe8C68)

Aarlayn and Izzy video

(https://www.youtube.com/watch?
v=huLcudEliKM)

Accommodations

Instructional Strategies

Group discussion
Technological stimulation
Think-Pair-Share
Role Play

Considerations

Depending on students previous knowledge

of stereotypes, think-pair-share activity may
require some guidance or prompts
Allow students to stand up, move around the
room to make groups if focus is lacking
Students will not have enough time to
complete Checklist in class, so they will be
given a work period next class

Using SmartBoard to complete concept map as a class

Notes and list of examples can be saved and uploaded to class portal so that students can access the
notes from home if needed to complete the learning activity
Using a video as well as a skit for learning activity to accommodate different learning styles
Video links can be posted in class portal so that students can watch it multiple times
Learning Activity consists of various options so that students can select tasks that appeal to them
Stage 3: Learning experience and instruction

Motivational Hook (10 MINS.):

To capture students interest, play clips of musicians performing and have students
guess/describe what the musician looks like. After each clip is described, show the video to
reveal musicians real identity. (videos: Zoe Thomson, Andrew De Leon, Aaralyn and Izzy).
Discuss students reactions to the videos.

Open (10 MINS):

Define stereotype (an assumption made about someone based on their physical appearance or part of
their identity that is not necessarily accurate). Have students describe why the videos defied stereotypes
based on gender, genre, age, instrument etc.
Hand out a template for a concept map with the definition of stereotype on it and project an
electronic version on the smart board. Have students Think-Pair-Share what a stereotype is,
examples of stereotypes, synonyms etc. As a class, share some examples and fill out the
projected concept map.
Body (25 MINS):
Implications of Stereotypes (15 MINS):
Hand out script for John The Flutist skit. (This skit is about a boy named John who wishes to
play the flute, but is deterred by the comments from his classmates.) Have students volunteer
to read/act out the scene in front of the class.
Ask students, What are some examples of stereotyping in the skit? How did they affect John? If you were
in Johns position, how would you feel if your peers made assumptions about you before they got to know
you?
Learning Activity Explanation (10 MINS):
Introduce students to their Group Activity Checklist.
Assign groups and hand out Checklist. Students are assigned a music video based on the musical interest
group they were assigned. The Group Activity Checklist will pertain to the assigned music video.
Students will be given the remainder of the class plus another work period to work on their Group Activity
Checklist.

Close (5 MINS):
Answer questions from students regarding lesson and Learning Activity.
Ask students to recap main points from the lesson (i.e. stereotypes, gender based stereotypes,
consequences of stereotyping etc.)
Link to Future Lessons

Connecting the concept of stereotypes to musical roles.

Analysis of musical performances and identification of specific qualities of musicians.

Extension Activity:

Ask students to select one of their favourite artists and find a of one of their performances. Based
on the article, what preconceived ideas did the writer have about the artist? What do you think
these notions are based on? Write a paragraph analyzing the writers point of view using direct
examples from the text.

Thoughts and Reflection:

PED 3106 Differentiated Lesson Plan

Bibliography:

Ontario Ministry of Education (2009). The arts: The Ontario curriculum, grades 1-8 Toronto, ON:
Province of Ontario
Lavigne, A. (2010). Complicated [Online video]. Vevo. Retrieved October 14, 2014, from YouTube.