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VH1
Lesson for Music Classes, Grades 9-12
AIDS: A Pop Culture History
VH1 Music Studio
Cable in the Classroom
Lesson 2 |
Note to Teachers: The programs viewed in conjunction with these lesson
plans may include references, consistent with the eras portrayed, to
substance abuse, violent acts, and topics of a sexual and/or political
nature. Because this may be considered inappropriate for classroom use
in some communities, you are encouraged to review the programs before
presenting them to your students, and if necessary, choose those sections
that enhance your lesson and are acceptable for use in your classroom.
Important Note: Due to the nature of this program and the topics discussed
through the lessons, teachers should use careful judgment when deciding
whether to present this material to students younger than high school
age.
Objectives
- Students will observe the musical elements of the Rhythm and Blues and Rap genres.
- Students will examine the lyrics, images, and messages found in popular music.
- Students will discuss the relationship between music and popular culture.
National Standards:
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts, and disciplines
outside the arts.
9. Understanding music in relation to history and culture.
Materials
- VHS VCR Player
- Television
- Audio playback equipment
- VH1's AIDS: A Pop Culture History
- Web-based lesson materials
- Pencils/Pens and paper (students)
- Copies of blank Music Listening Chart for students (included with lesson)
- Audio recordings of Salt N Pepa's "Let's Talk About Sex" (album: "Blacks' Magic") and "Let's Talk About AIDS" (charity single), and Dionne Warwick and Friends' "That's What Friends Are For"
- Song lyrics, if needed (see "Supplemental Resources")
Prior Knowledge:
- Students have experience discussing musical genres, and can discuss music intelligently.
- Students have watched VH1's AIDS: A Pop Culture History in
its entirety.
- Ideally, students have completed Lesson 1 of this series.
Procedures
1. As students enter the room, give each one a copy of the Music Listening
Chart.
2. Show VH1’s AIDS: A Pop Culture History. If students
have previously watched the program, it may be helpful to refresh their
memories by viewing the segments featuring the two musical selections
to be discussed, and any others that seem necessary. Ask students to
take notes on their Music Listening Charts while watching the program,
filling in the information about the musical genres, the messages the
songs deliver, and the images conveyed by the artists themselves. They
should also make note of some of the major turning points in the evolution
of AIDS within the music and arts communities (deaths of Rock Hudson,
Ricky Wilson, Freddie Mercury; Elizabeth Taylor’s founding of
amFAR; etc.).
3. Lead students in discussing how the reactions to the AIDS epidemic
progressed through the music and arts “worlds,” from fear
and lack of knowledge of the disease, to recognition, to open discussion
and education. What was the “understanding” of the AIDS
virus when it first came to the public’s attention? What major
event affected the Hollywood community and encouraged Elizabeth Taylor
to found amFAR (death of Rock Hudson)? Ask students to comment on why
they think Rock Hudson’s death impacted the Hollywood scene so
strongly, and whether they think anyone would have taken the steps Taylor
took if that turning point hadn’t occurred.
4. Play the audio recording of Dionne Warwick and Friends’ “That’s
What Friends Are For” for students and/or provide the complete
lyrics (see “Supplemental Resources” for complete lyrics
if needed). Ask them to listen carefully to the lyrics, and add further
thoughts to their Music Listening Charts.
5. Remind students that Elizabeth Taylor turned to her friends, Dionne
Warwick, et al, to write and record “That’s What Friends
Are For” as the first AIDS benefit song when she founded amFAR.
Lead them in using their notes to discuss the song and the role it played
in society. What musical genre does it fall into? Why did it become
the “AIDS Anthem?” What was its message, and how was it
conveyed, both lyrically and musically? What audience did these artists
most likely reach?
6. Lead students in discussing the overall image of the song and the
artists. What image do the artists themselves convey with their dress
and the style of the music? How accurately does it reflect the reason
the song was written? Have students write one sentence on their Music
Listening Chart that summarizes their impression of the message of the
song through the music, lyrics, and artists’ image.
7. Play the audio recording of Salt N Pepa’s “Let’s
Talk About Sex” for students and/or provide the complete lyrics
(see “Supplemental Resources” for complete lyrics if needed).
Ask them to listen carefully to the lyrics, and add further thoughts
to their Music Listening Charts.
8. Have students discuss Salt N Pepa’s “Let’s Talk
About Sex” using the notes on their chart. What is Salt N Pepa’s
musical genre? What is this song’s message and how is it conveyed?
Ask students to describe the artists’ image as depicted in the
VH1 program, and the audience that this song most likely reached. As
before, students should write one sentence to summarize their impressions.
9. Play the audio recording of Salt N Pepa’s “Let’s
Talk About AIDS” for students and/or provide the complete lyrics
(see “Supplemental Resources” for complete lyrics if needed).
Ask them to listen carefully to the lyrics, and add further thoughts
to their Music Listening Charts.
10. Lead students in discussing the song using their notes. How did
the message change between this song and the original version (“…Sex”)?
Who was their target audience? Based on the video snippet in the VH1
program, what image did Salt N Pepa create, and did it match the song’s
message? Have students discuss why Salt N Pepa was in a position to
communicate with young people about the disease, and how they may have
made a difference. Use the following as needed (see “Supplemental
Resources” for additional biographical information):
“Let’s Talk About AIDS” was written in response to
a request by Peter Jennings for the group to modify the original version
so it addressed the AIDS epidemic directly. It was premiered on an ABC
television special, “In a New Light,” and was also used
as a public service announcement by the New York State Department of
Health. Released as a charity single, proceeds went to AIDS charities
and research.
As before, students should write one sentence to summarize their impressions.
11. Guide students in examining the significance of the three selections
they have discussed using the sentences they have composed. How did
the messages and the ways they were conveyed change in the years between
the songs’ releases? Do the changes reflect the ideas that were
prevalent among people at the time? Did each song reach a different
segment of society, or were they of interest to all listeners? Ask students
to comment on whether one song over the others might have had the most
affect on culture and societal beliefs, and why music is in a unique
position to reach the public and make a difference.
Extensions
1. Have students discuss the role the fashion industry played in the evolution of AIDS thinking, and the correlation between fashion, music, and culture. Ask students to discuss the ways, as shown in the VH1 program, that the fashion industry helped promote AIDS awareness (i.e. Kenneth Cole). Guide students in examining the images (using their Music Listening Charts may be helpful) of the artists discussed in this lesson. If possible, have them look at pictures of each of the artists at the time the songs were released to see how they were dressed. Did the artists exhibit the latest fashion fads? Can artists be responsible for the rising popularity of certain fashions? Suggest to students that artists, as did fashion designers, sometimes used their image to make a statement. For example, the group TLC wore condoms as part of their clothing and as hairpieces to promote safe sex (photo available in Word
Up magazine, 1991). Encourage students to bring in their own examples of how pop artists can impact culture through venues other than their music.
Music Listening Chart
(Teacher's Sample) |
| TITLE |
YEAR |
GENRE |
MESSAGE |
IMAGES (ARTIST/DECADE) |
| "That's What Friends Are For"- Dionne Warwick and
Friends |
1985 |
Rhythm and Blues |
Collaborative project with artists to benefit research
for AIDS; promotes tolerance and support; delicate approach to
the issue; etc. |
Cuffed jeans, tight sweaters, poplin shirts with collars,
t-shirts, jean jackets; generally a "preppy" image |
“Let’s Talk About Sex” –
Salt N Pepa |
1990 |
Rap |
Promoting discussion of intimate relations; encouraging
women specifically to consider sexual activity carefully; discouraging
promiscuity; direct approach; etc. |
Bright colors, baggy clothing, large accessories;
advertising statement of other artists made through condoms worn
on clothing |
“Let’s Talk About AIDS” –
Salt N Pepa |
1992 |
Rap |
Promoting safe sex; asking people to practice safe
sex or abstinence; showing that AIDS knows no barriers; blunt approach;
etc. |
Bright colors, baggy clothing, large accessories;
advertising statement of other artists made through condoms worn
on clothing |
Music
Listening Chart |
| TITLE |
YEAR |
GENRE |
MESSAGE |
IMAGES (ARTIST/DECADE) |
| "That's What Friends Are For"- Dionne Warwick and
Friends |
1985 |
|
|
|
“Let’s Talk About Sex” –
Salt N Pepa |
1990 |
|
|
|
“Let’s Talk About AIDS” –
Salt N Pepa |
1992 |
|
|
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Supplemental Resources:
NOTE: Lyrics for Salt N Pepa songs should be carefully considered, and
possibly edited, before presenting them to students.
National
Standards for Music Education
1. Singing, alone and with others, a varied repertoire of music.
2. Performing on instruments, alone and with others, a varied repertoire
of music.
3. Improvising melodies, variations, and accompaniments.
4. Composing and arranging music within specified guidelines.
5. Reading and notating music.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts, and disciplines
outside the arts.
9. Understanding music in relation to history and culture.
These standards-based materials are provided
through a partnership with MENC: The National Association for Music
Education. This lesson plan was created by MENC member Funmilayo
Eke, Tutt Middle School, Augusta, GA.
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