Celebrating Black Musicians: A Musical Journey for Black History Month (Year 2)
Learning Objective: To recognise and appreciate music created by Black musicians, understanding their contribution to music during Black History Month.
About this resource
This comprehensive Year 2 music lesson plan, "Celebrating Black Musicians: A Musical Journey for Black History Month," introduces children to the significant contributions of Black artists. Designed for KS1, it helps pupils recognise and appreciate diverse musical styles and creators, enriching their understanding of music history and supporting the National Curriculum's aim to broaden children's musical experiences. It's an ideal resource for celebrating Black History Month in the classroom.
Starter Activity: Guess the Sound!
10 minutes- Begin by asking children what they know about music. What different types of music have they heard? Who makes music?
- Explain that October is Black History Month, a time when we celebrate the amazing contributions Black people have made to our world, including in music.
- Play short (15-20 second) clips of diverse music genres, some by Black artists (e.g., jazz, blues, soul, reggae, pop). Ask children to listen carefully and describe what they hear (e.g., fast/slow, happy/sad, instruments they recognise).
- Introduce the idea that many different people from all over the world, with different backgrounds, create wonderful music.
Main Activity: Meet the Musicians and Their Music
30 minutes- Introduction to Black Musicians: Introduce 2-3 prominent Black musicians suitable for Year 2, focusing on their musical style and a fun fact. Good choices might include: Louis Armstrong (jazz), Nina Simone (soul/jazz, 'Feeling Good'), Bob Marley (reggae, 'Three Little Birds'), or Aretha Franklin (soul, 'Respect'). Show a picture of each musician.
- Listening and Responding: Play a short, age-appropriate song or excerpt from each chosen musician. For each song: a. Ask children to listen for specific things (e.g., 'Can you hear the trumpet in Louis Armstrong's music?', 'How does Bob Marley's music make you feel?'). b. Encourage movement: 'Can you sway to the rhythm?', 'How would you dance to this music?' c. Discuss the mood, tempo, and instruments they can identify.
- Musical Storytelling/Drawing: After listening to all the pieces, ask children to choose their favourite song. Provide them with paper and crayons/pencils. Ask them to draw what they 'see' or 'feel' when they listen to their chosen piece of music. This encourages imaginative response and connection to the music.
- Simple Rhythm Exploration: Introduce a simple rhythm from one of the songs (e.g., the 'One Love' rhythm from Bob Marley). Teach the class to clap or tap this rhythm together. Explain that rhythms are an important part of music and different cultures have different rhythms.
Plenary: Musical Share and Reflect
10 minutes- Bring the class back together. Ask a few children to share their drawings and explain why they chose that particular song and what they drew.
- Reiterate that the musicians we listened to today are Black musicians, and their music has brought joy to many people around the world.
- Ask children: 'What was your favourite part of today's music lesson?' or 'What new type of music did you hear today?'
- Emphasise that music is a wonderful way to learn about different people and cultures.
Resources Needed
N/A- Whiteboard or projector to display musician pictures and names.
- Audio system (speakers) to play music clips.
- Pre-selected short music clips from Black musicians (e.g., Louis Armstrong, Nina Simone, Bob Marley, Aretha Franklin).
- Pictures of the chosen Black musicians.
- Paper, crayons, or coloured pencils for drawing.
- Optional: World map to show where musicians are from (if applicable and simple enough for Year 2).
Differentiation
SEN Support
Provide visual timetables for the lesson structure. Use fewer examples of musicians (1-2). Provide sentence starters for discussions (e.g., 'I hear...', 'This music makes me feel...'). Offer pre-drawn outlines or templates for the drawing activity. Allow for alternative responses like pointing or gesturing to show preference.
EAL Support
Pre-teach key vocabulary with visual aids (e.g., 'musician', 'rhythm', 'jazz', 'soul', 'reggae', 'happy', 'sad', 'fast', 'slow'). Pair EAL pupils with supportive English-speaking peers. Provide visual cues and gestures during rhythm activities. Use clear, simple language and repeat instructions. Show pictures of instruments as they are mentioned.
Gifted & Talented
Challenge pupils to identify more instruments in the music. Encourage them to describe the music using a wider range of adjectives. Ask them to research another Black musician at home and share a fact next lesson. They could try to create their own short rhythm pattern inspired by the music.
Key Vocabulary
Assessment Criteria
- Pupils can identify at least one Black musician introduced in the lesson.
- Pupils can describe how at least one piece of music makes them feel or what they hear.
- Pupils can participate in simple musical responses (e.g., clapping a rhythm, moving to music).