This is part of a Master of Education research project called Gender in Music Education: Lessons Addressing Gender in Music in Grades K-12 (PDF 4.8 MB) completed by Laura Anne Smith.
At around eight years old, children begin to develop the capacity for a deeper understanding of the complexities of gender. Before this age, many students have an understanding of simple stereotypes that tell them that individual objects or actions are for boys or for girls (Martin & Ruble, 2010). In the third grade, the assumptions can begin to widen, allowing students to begin making inferences as to whether something is masculine or feminine depending on their previous understanding (Marin & Ruble, 2010). Education researcher Sori Kim (2023) points out that we know stereotyping begins in very early childhood, so as educators, it is important to intervene in early grades. They argue that creating a gender neutral outlook on musical instruments can be a way to improve the music space and the process of choosing an instrument later in the school experience (Kim, 2023). Because students are beginning to understand more of the nuances in gender identity, this is a good time to facilitate conversations with children about gender roles and how they are more flexible than they appear (Bear Bergman, 2022). Educators can speak about how gender roles are often more than personal prejudice, and are deeply embedded in the way that school and society function (Bear Bergman, 2022). Teachers should be careful not to assign gender to different objects or tasks, and be careful not to unconsciously ask only boys or only girls to do a certain task (Felton, 2023).
This lesson is an exercise in disrupting the static stereotypes students may have learned thus far in their education and social lives. They have likely begun assigning gender to certain instruments or musical concepts through connections from gender in other aspects of their lives (Martin & Ruble, 2010). The educator will ask students to acknowledge their biases so that they are able to be interrupted, and so that students can be redirected toward broader understandings and greater acceptance of differing perspectives.
In this lesson, educators will encourage students to use their own identity to create an instrument that embodies the traits they wish identify with, ideally affirming the musical identity of each student.
Students will design a new instrument that they think describes themselves and how they wish to present themselves to the world. This is to help students begin to think about their personal identity and their identity musically in ways that are not limited or prescribed by gender norms or expectations, so that they can make choices authentically informed by their own likes and dislikes as they progress through their education.
Grade 3 - You As An Instrument
Lesson Objectives
- Students will be able to acknowledge gender stereotypes.
- Students will be able to pull traits from their own identities and associate them with sound in a genderless way.
- Students will begin to consider their musical identities outside of gendered expectations.
Materials
- Links and talking points
- Worksheet (PDF 163 KB)
- Colouring utensils
Lesson
Using the links provided or videos of your own choosing, facilitate a conversation with your students about each instrument and who they think might play it. (Just play the video’s sound, don’t show them the video). Depending on what the students say, try to redirect them to the fact that anyone can play any instrument. You can reveal the instrument after they have shared their thoughts. For each piece, have the students come up with a story for the song and facilitate a discussion (using the conversation starters if you want or need them) about why the chosen instrument is an effective choice for telling that story. The goal is to redirect the conversations about gender onto storytelling and musical identity. For example, the students might come up with a hero who is sneaking through the forest to save a rabbit from a trap. They might say that the tone of the instrument is good for the story because it helps enhance the sneaky and suspicious story.
Conversation Starters
- Who do you think is playing the instrument in this song? Why do you think that?
- Do you think it matters if it is a boy or a girl playing this instrument?
- If they say yes, remind them that anyone can play any instrument!
- Why do you think someone might choose to play this instrument based on its sound?
- What do you think this music is about?
- Encourage them to be creative here! They do not need to stick to human stories!
- Is there an animal? An alien? A made-up creature? The weirder the better!
- Hand out the attached instrument creation worksheet to each individual student.
- Ask them to fill it out, thinking about what kind of instrument might be good for telling someone about them *
- OPTIONAL: Show them the instrument inspiration sheet to give them somewhere to start.
*Remind students that this does not need to be a real instrument! They can combine existing instruments or make up a completely new one!
*There are no right or wrong answers, as long as they can justify their choices using something other than gender, they’ve understood the assignment.
Video Links
Caprice en forme de valse by Bonneau (Alto Saxophone)
Sonata for trombone mvt ii by Reena Esmail (Trombone)
Clapping Music by Steve Reich (Percussion)
Instrument Inspiration (PDF 228 KB)
References:
Bear Bergman, S. (2021, January 4). How to talk to kids about gender: An age-by-age guide. Today’s Parent.
Felton, K. (2023, August 8). Gender identity: What shapes boys and girls. BabyCenter.
Kim, S. (2023). Through the lens of Bourdieu: an integral literature review on bringing gender neutrality to the musical instrument selection process. Music Education Research, 25(5), 577–588.
Martin, C. L., & Ruble, D. N. (2010). Patterns of gender development. Annual Review of Psychology, 61(1), 353–381.