Teaching Sequence

Work through this resource material in the following sequence:

15 minutes	Part A. Drawing inspiration from music
35 minutes	Part B. Music videos
30 minutes	Part C. The Challenge
5 minutes	Reflection

Part A. Drawing inspiration from music

Step 1.

Ask students to free-write for 3 minutes in response to one of the following prompts:

Music can promote change. I agree or disagree because...
Describe a song that prompted you to reflect, rethink or change your mind about something.

Step 2.

Ask for student volunteers to share (or summarise) their answers.

Step 3.

Ask students: What makes a song or music video more likely to change people’s minds on an issue? Write down suggestions on the board.

Step 4.

Explain to students that today you will be watching two music videos. One is specifically about organ and tissue donation (your topic for today) and one is promoting the idea of collectivism or social responsibility. Ask students what they already know about these topics and summarise their answers on the board.

Part B. Music videos

Safety first

Some students may find the following videos triggering or upsetting. Some may have personal histories with organ and tissue donation or losing family members. Ensure you communicate this trigger warning to students and allow them to do whatever they need to take care of themselves, including taking time out.

Step 1.

Explain to students that Lewis Capaldi wrote the song ‘Someone You Loved’ after losing a member of his family. Play the music video:

Lewis Capaldi - Someone You Loved (https://youtu.be/bCuhuePlP8o)

Step 2.

Explain to students that this video shows a widower who meets the young woman who received a heart from his deceased wife. The woman now can live her life and expresses her gratitude for this gift. The video aims to promote the organ donation charity in the UK, Live Life Give Life.

Step 3.

Show students the video for a second time. This time students should complete this table on the Student Worksheet:

Element of the music video, lyrics or music	How it made me feel/what it made me think

Step 4.

Ask students - do you think this music video successfully promotes organ donation? Why or why not?

Step 5.

Explain to students that this next video by Ben Lee is about solidarity - or the idea that humans should rally together to help one another. Show students the music video:

We're All In This Together (Ben Lee) Music Video (https://youtu.be/_HwD-fb7n4k)

Step 6.

Show students the video for a second time. This time students should complete this table on the Student Worksheet:

Element of the music video, lyrics or music	How it made me feel/what it made me think

Step 7.

Ask students - does this music video inspire you to want to help or care for others more? Why/why not?

Step 8.

Ask students to compare and contrast the videos. Which video and song did they find more persuasive and engaging and why? They can free-write or discuss for 5-10 minutes.

Part C. The Challenge

Step 1.

Ask students - How could you take inspiration from these videos to create your own awareness campaign or inspire others to be organ donors? Ask students to brainstorm as a class:

What thoughts and feelings would inspire people to donate their organs and tissues when they die?
What stories would encourage donation?
What type of music would engage the audience and inspire them? Why?
What call to action should you include (e.g. registering as a donor)?

Step 2.

Invite students to either:

Come up with a concept for a music video... or
Write some lyrics to a song...

...that will inspire people to understand and want to be involved in organ donation.

Step 3.

Have students self-select a trusted peer to read their lyrics or music video concept to and receive feedback from. They could ask:

Is it engaging?
Does it make the topic clear?
Does it inspire action?

Step 4.

Ask students to make revisions to their concept based on the feedback.

Step 5.

Ask for volunteers to share a selection of their lyrics or their music video concept with the class.

Reflection

Ask students to share in a small group:

What new ideas did you have today around music and social change?
How do you think you can use your individual talents to contribute to the community?

Optional

Students might like to register their intention to be a donor and/or talk to their family about what they have learned about organ and tissue donation.

Differentiated Learning

Extension

Students could write and/or record a complete song and/or storyboard a music video.

Provisions for Learning Support

Students could work in groups, or with the teacher, to write their lyrics. Students could simply write a few verses to add to one of the songs played in class or take a well-known song and change the lyrics slightly to refocus it onto organ and tissue donation.

Teacher Reflection

Take this opportunity to reflect on your own teaching:

What did you learn about your teaching practice today?
What worked well?
What didn't work so well?
What would you share?
Where to next?
How are you going to get there?

DonateLife - Music To Inspire Action

Go to

Summary

Learning intentions:

Students will...

Success criteria:

Students can...

Lesson guides and printables

Lesson Details

Skills

Curriculum Mapping

Resources Required

Additional Info

In this lesson