t - New York Civil Liberties Union
t - New York Civil Liberties Union
t - New York Civil Liberties Union
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005<br />
<strong>Union</strong>-Endicott<br />
NAME<br />
DATE<br />
:li<br />
Music with a Message<br />
Due Date:<br />
One important media form for teens is music. Music can relax, energize, relieve stress,<br />
inform, and entertain. Writers and musicians use lyrics and rhythms to share their feelings<br />
and insights about life. Many people are personally influenced by the messages in a song.<br />
Whàt makes music especially interesting is thatthe same song can be interpreted in different<br />
ways by different people.<br />
Instructions.<br />
1. Think about and select a song that has Ei message about sex. This may include lyrics<br />
about love, relationships, breaking up, cheating, stereotypes, sexual violence, and so<br />
forth. It can be any form of musle-tor instance, new, old, rock, rap, metal, country, or<br />
Broadway. You should obtain a copy ofthe song on audiocassette, CD; or digital file<br />
-.if your teacher has. access to the technology needed to play it in class ..<br />
2. On a separate sheet of paper, type the complete words to the song (you can find the<br />
lyrics to many songs online). Also include the artist(s) who recorded it, the album or<br />
CD it came from, and the year recorded.<br />
3. Make copies of the lyrics for everyone in the class, including your instructor.<br />
4. On a second sheet of paper, which be handed in to the teacher, answer the following<br />
questions (minimum of 1 page long):<br />
• What do you think the song is about?<br />
• Why did you choose the.song forthe assignment? What does it mean to you?<br />
• What is the message(s) you get from this song? Do you think this song sends a<br />
positive or negative message about sexuality? Why?<br />
• Cite at least three specific lines from the song that reflect this message.<br />
• How do you think young people react when they hear this song? Are they persuaded<br />
by the song? Do they take comfort in the song? Are they uplifted? What<br />
emotions and/or behaviors are affected?<br />
• How do you think adults react when they hear this song? Do they react the same<br />
way as young people?<br />
• Other comments,<br />
reactions?<br />
6. Be prepared to play and talk about your song in class.
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