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close this bookEducation for Global Citizenship (North South Centre)
close this folderSection two: Examples of global education activities
View the documentSample activities
View the documentActivity I: Theatre Image
View the documentActivity II: The island
View the documentActivity III: What is MUN?
View the documentActivity IV: Rankin' development
View the documentActivity V: The deve^lop^mental rap
View the documentActivity VI: Reasons why I am not a member of an association
View the documentActivity VII: Reasons why I am a member of an association
View the documentActivity VIII: Today's world is...
View the documentActivity IX: Webbing
View the documentActivity X: Why choose a local photographer? & Questionnaire

Activity IV: Rankin' development

from the World Behind the Music Activity Pack, Reading International Support Centre and Voluntary Service Overseas, UK

Although music is undeniably a major source of interest and identity for young people, its Use within school curricula is still very limited, especially in relation to other subjects. "Rankin' Development" is one of many exercises featured in the "Worlds Behind the Music Activity Pack" and is an excellent means for stimulating pupils' interest in global issues.

The exercise invites students to listen to songs and their lyrics and to identify issues raised in them. The students subsequently express their own views on these issues and rank them by importance.

"Rankin Development" is an ideal tool for trainers and teachers who wish to involve groups in a creative approach to issues of global concern through music.

Rankin' Development

Aims

* To look at some issues that musicians and people around the world consider important;
* To discuss the development issues that concern participants;
* To identify issues that are important to the group for future work.

What you need

Highlighter pens; one cassette player per small group; a selection of recordings with lyrics of songs which raise issues of interest to the group. Make a large photocopy of each lyric and glue to a sheet of flip-chart paper. Ideally some songs should be familiar to the group. There is a list of possibilities on the next page.

What you do (1) 25 minutes

1. Divide into small groups and give each group a lyric to analyse. Play a recording of the song. Highlight key words or ideas and write down questions the lyrics raise.

2. In a small group discuss the message of the lyrics:

* What issues can you identify in the song?
* What is the musicians' attitude towards these issues?
* Do you agree with the message of the song? Does the music fit the words?
* What else do you know about the issue?
* Does this issue affect/concern you? Why/why not?

Whole group discussion 20 minutes

Ask the group for the results of their discussions

* What were the songs about?
* Is music effective in raising awareness of issues such as the environment or gender roles?
* Can music be a positive force for change to end injustice, i.e does music inspire action?
* What bands do you enjoy listening to? Do they sing about social or political issues?
* What other "development" or "world" issues do you think are important? Make a list.
* Do you do something about issues that concern you? (recycle paper, buy fair-trade food).

What you do (2) 15 minutes

* Each small group agrees the nine most important issues In the flip-charted list (see above), writes them on nine pieces of paper and then arranges them in a diamond shape with the issue they consider most important at the top and the least important at the bottom:

1



2

2


3

3

3

4

4


5



Whole group discussion 10 minutes

Ask one group for their ranking, then ask how other groups' choices were different.

* Was it difficult to choose between issues?

* Was there much consensus between groups? Why/why not?

* Did males and females have different priorities? Were there other patterns in the choices?

* Would your family/society in general have similar priorities?

Follow-up

* The next activity, "The Deve^lop^mental Rap" gives participants an opportunity to write and perform a rap about an issue that concerns them.

* If you intend to run this activity in conjunction with an exhibition you could ask the group to notice how many different development issues appear in the exhibition and what perspectives are offered by people from the Majority World? Are these different in any way to the ones they have heard before?

* General discussion on "what is development?" in Britain and the Majority World.

Recommended lyrics

African Dawn, any track on "Chimurenga" album; Apache Indian, Caste System/AiDS Waming/Arranged Marriage on "No Reservations" album; Arrested Development, Mr Wendal on "3 Years 5 Months 2 Days" album; Black Stalin, Nation of Importers on "Rebellion" album; Credit To The Nation, Rising Tide on "Take Dis" album; Tracy Chapman, any track on "Tracy Chapman° album; Disposable Heroes, TV: Drug of the Nation on "Hiphoprisy Is The Greatest Luxury"; D*Note, Scheme of Things on "Babel" album; D*Note, Criminal Justice on "Criminal Justice" album; Dread Zone, Fight The Power on "Fight The Power" album; Fun^da^mental, any track on "Seize The Time" album; Galliano, Blood Lines/Twyford Down on "The Plot Thickens" album; Ben Harper, Don't Take That Attitude To Your Grave on "Welcome To The World" album; KRS One, Sound Of Da Police on "Retum of the Boom Rap" album; The Levellers, Battle of the Bean Field on "Levelling The Land" album; Macka B, Another Soldier on "Discrimination" album; Mzwake Mbuli, any track on "Resistance Is Defence" album; Youssou N'Dour, any track on "Eyes Open" album; Remmy Ongala, No Money, No Life on "Mambo" album.

"Worlds Behind the Music". pp. 13-14.