Leading Edge Music Lesson Plan (v.

3)

Gaztambide-Fernandez (2011) writes about a “culturalist” approach to music

education as one that aims to ensure representation in a diverse, urban, music
classroom, but inadvertently ends up pigeonholing these cultures instead.
For us music teachers, what would a sensitive demonstration of inclusion and
representation in the music classroom look like? I attempt to answer this question
through my leading edge lesson by sharing a song about Singapore and using it to
facilitate a reflection on what life in Singapore is like, as well as a group singing
activity for Grade 1s.
Admittedly, being a citizen of the country grants me a higher perceived authenticity
than perhaps another music teacher who simply adopts this lesson plan.
Nevertheless, this is my practical (and still experimental) answer to this question,
albeit in a short 15minute music lesson. I welcome your feedback and constructive
criticism of it.

In class reading:
Gaztambide-Fernández, Ruben & Stewart Rose, Leslie. (2015). Social Justice and
Urban Music education. Cathy Benedict, Patrick Schmidt, Gary Spruce, and Paul
Woodford (Eds.) The Oxford Handbook of Social Justice in Music Education. USA,
Oxford University Press. Ch.28.

Other readings:
Gaztambide-Fernandez, R. (2011). Musicking in the City: Reconceptualizing Urban
Music Education as Cultural Practice. Action, Criticism & Theory for Music
Education. 10 (1), P.15-26.

“What is imagined in this approach to urban music education is that students in urban
schools have neatly bounded and “authentic” cultural practices that teachers can bring into
the classroom (Leonardo & Hunter 2007).”

“While ostensibly a strategy for inclusion, culturalism curtails the ability of students to
engage in the practice of musicking by insisting that they embrace the “authentic”
representation of what is presumed as the music of their cultural heritage, whether
traditionally ethnic or contemporary urban.” (Gaztambide-Fernandez, 2011)

Scott, S. (2010). A Minds-On Approach to Active Learning in General Music. General

Music Today. 24 (1), P.19-26.

“Constructivist perspectives are founded on the belief that, through active involvement in
musical structures and materials, students construct musical knowledge for themselves.
They sing and play repertoire that represents a variety of cultures and styles and, through
student-initiated questioning and problem solving, become discriminating listeners able to
make musical decisions about the quality of their own and other’s performances.” (Scott,
2002)

The Ontario Curriculum, Grades 1-8: The Arts, 2009 (Revised). Assessed from:
http://www.edu.gov.on.ca/eng/curriculum/elementary/arts18b09curr.pdf
 ‘Singapore Town’ – Grade 1 Music

Curriculum Expectations
Overall Expectations: Specific Expectations:
C3. Exploring Forms and Cultural Contexts: C3.1 identify and describe musical experiences
demonstrate an understanding of a variety in their own lives
of musical genres and styles from the past
and present, and their social and/or
community contexts

Teacher prompt: “How many of you are born in Canada? How many of
Minds On you are not?”
Invite 2 or 3 students to find their country of origin on the world map.
https://geology.com/world/world-map.shtml

“There is a country that is so small that you can barely see it on this
map.” Click on Singapore - “What do you think this small country is
like? Would you like to travel there today?

Activity 1 IMAGINING – “Detective” work

Divide class into smaller groups of 3 or 4. Pass 1 copy of ‘Singapore
Town’ song lyrics, and drawing paper, to each group. Ask groups to
imagine and draw what life in Singapore might be like from the song
lyrics. Each group shares its drawings with the whole class.

HEARING
Play the video of the song ‘Singapore Town’, asking the class to take
note of the pictures and places of Singapore that are flashed in the
video. https://www.youtube.com/watch?v=R4hATWUgti0

EXPLORING
Google Streetview the places mentioned in the song for the whole
class to see - Collyer Quay; Raffles Place; The Esplanade.
https://www.instantstreetview.com/

RESPONDING
Share thoughts and observations (e.g. Similarities and differences to
the group’s imagined drawings, how the music reflects the life and
culture there, or does not, etc.). Groups might want to draw another
depiction of Singapore on their drawing paper.
- Given more time, the next step could be to encourage the class to
find a song in their lives that reflects the life it is situated in.

SINGING
Activity 2 With this new understanding of Singapore, teach the song ‘Singapore
Town’ to the class, phrase by phrase, by rote. Class sings together! 
https://www.youtube.com/watch?v=R4hATWUgti0
Singapore Town – lyrics
Verse 1:
You could take a little trip around Singapore town
In Singapore city bus
To see Collyer Quay and Raffles Place
The Esplanade and all of us

Chorus:
Because in Singapore, Singapore
There hearts are big and wide you'll find
Because in Singapore, Singapore
You'll find happiness for everyone

Verse 2:
Let's go down to the riverside
It's an unforgettable sight
To see the sunrise on a faraway isle
Turning darkness into light

(Repeat Chorus)

Verse 3:
The buildings are climbing
All the way to the sky
And there's a hundred other people who are striving
For people like you and I

(Repeat Chorusx2)