Gender in Music Education: Grade 8 - The Power in Songwriting

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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.

In the eighth grade, students are caught up in trying to earn approval and validation from their peers (Bear Bergman, 2022). Students who do not align with gender expectations that their peers and schools might have for them are likely to experience some sort of unwelcomeness or ostracization (Bear Bergman, 2022). Because of this, it is important for educators to find ways to normalize gender diversity in creative ways that encourage students to embrace their identities and their peers who identify or express differently from themselves. In music classes, there are many places where teachers have room to make space for gender diversity. One aspect of the curriculum that often fails to do this is composing (Devaney & Partti, 2023). Composing has historically been a male-dominated field, so it is important to remove barriers and actively encourage all students to give it a shot in the school space. The reason students at this age need to be encouraged to write their own music is that music can be a powerful tool for children to express themselves and regulate their emotions (Aeby et al., 2025). Songwriting is a form of composing that is relevant and accessible to young musicians. It is also a great way for students to explore life situations and experiences that are significant to them. Songwriting can be especially helpful in exploring feelings. In a study that involved interviewing students about their experience with music, researchers found that writing lyrics helped them understand their emotions in ways that a regular conversation could not (Brewster et al., 2021).

This lesson will have students write their own song about their experience with gender stereotypes and/or expectations. Asking students to compose will expose students of all genders to a traditionally male-dominated field in the music industry and ideally inspire some of them to continue if they enjoy it. Asking them to write a song works to encourage students to continue developing their musical identities and other aspects of their identities (including gender if they wish) in a deeper way as they delve into their personal experience to write their lyrics. The lesson therefore aims to provide students with an opportunity to discover more about their own identities, as well as to open their minds to the possibility of a personal musical identity that includes composing.

Grade 8 - The Power In Songwriting

Lesson Objectives

Students have a better understanding of their own identities through songwriting
Students will recognize that people of all genders can compose music.

Materials

Students will need a device to play backing tracks on
Materials to write song lyrics on
Whiteboard or chalkboard

Lesson

Ask students to name some gender-based stereotypes that they know. You can guide students toward stereotypes like women should look for a husband, or men aren’t supposed to be emotional. Whatever they come up with, write it on the board. Then, play a few of the songs below, or choose your own, and for each one ask students what about the song is different from the way a lot of other songs portray gender. How does the song disrupt the expectations for a certain gender? Once the students start to get the hang of it (likely after a few songs), let them know that it is their turn to write their own song. They can choose any gender-based stereotype or expectation they hear in music, and their song should work to flip it. Depending on your students’ experience with writing, you could have them write a whole song or just a verse and a chorus. Students can write (a) just lyrics, (b) lyrics and melody, or (c) lyrics, melody, and chords. Feel free to have students write their songs to the backing tracks linked!

Girl In A Country Song by Maddie and Tae
We Exist by Arcade Fire
Born This Way by Lady Gaga
The Man by Taylor Swift
Too Much by Dove Cameron

*Depending on the relationships in your class and their comfort level performing in front of each other, you can choose to have them record the song and send it to only you, have them play a recording, or sing the song live in front of each other.

G Major Acoustic Backing Track- I IV V Progression

E Minor Acoustic Backing Track- vi I V IV Progression

G Major Acoustic Backing Track- I IV vi V Progression

E Minor Acoustic Backing Track- vi I IV V Progression