How Recording Artists Are Paid

A lesson for Grade 7 and 8

Financial Literacy and Music

Lesson 3 of 5

Connections to Financial Literacy
·  understanding needs and wants;
·  consumer protection and consumer awareness;
·  personal financial planning such as budgeting, saving and investing;
·  social and ethical implications of financial decisions;
·  understanding the economy;
·  planning for the future.
How recording artists are paid: Lesson Three / Music Grade 7 and 8

Curriculum Expectations

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Learning Goals

The Arts – Music
C3.1 analyse the influences of music and the media on the development of personal and cultural identity (Grade 7)
C3.2 analyse some historical, cultural, and technological influences on style, genre, and innovation in music (Grade 7)
C3.1 analyse some of the social, political, and economic factors that affect the creation of music (Grade 8)
Cross curricular connection for this unit can be found in:
Grade 7 and 8 Math: Number Sense and Numeration; Data Management and Probability; Patterning and Algebra / At the end of this lesson, students will be able to:
·  demonstrate an understanding what copyright is and how copyright applies to the salary of a recording artist.

Instructional Components and Context

Readiness

·  students should have an understanding of the different careers involved in producing a song (lesson two)
Terminology
·  copyright
·  public domain /

Materials

·  a medium on which group brainstorming can take place (e.g., smartboard, whiteboard, chalkboard or chart paper)blackline master Appendix D – Facebook Login Card
·  blackline master Appendix E – Agree / Disagree Cards
·  blackline master Appendix F – Student Exit Card
·  student sticky notes from lesson one “how do you get your music”
·  a basket
Minds On / Connections
Explicitly label:
Assessment for learning
Assessment as learning
Assessment of learning
Explicitly identify planned differentiation of content, process, or product based on readiness, interest, or learning
From where do students get the majority of their music?
What do you know about music downloading?
How do the Canadian copyright rules apply to music? http://www.ic.gc.ca/eic/site/crp-prda.nsf/eng/home / Teacher tip: for impact you may consider grouping and/or graphing the students’ lesson one sticky note Eg.,how many students use LimeWire, how many use iTunes.
Action!
Approximate time: 50 minutes
Whole Class Þ What is copyright and how does it affect the music industry?
Teacher hands out *The starting activity of this unit is only to make an impact on the students to help them relate to the topic. It is imperative that these cards not be kept. One might consider bringing a paper shredder from the office into the classroom so that students can witness the shredding of these cards at the end of this lesson.
Teacher hands out Appendix D – Facebook Login Card and Appendix E – Agree / Disagree Cards
Using the medium on which a class brainstorming activity can take place (e.g., smartboard, whiteboard, chalkboard or chart paper), the teacher asks the wide question of; “what is intellectual property?” One may or may not receive many responses to this question.
Second teacher led question; “ what do you feel you own the privacy rights to?” The teacher leads the students to generate a brainstorming list of social media / technology / email accounts / art / compositions etc. ideas.
In view of all students, the teacher places the student generated list of the above question on the chosen brainstorming material (e.g., chart paper).
Teacher asks: how would you feel is you gave someone you trust access to one of the brainstormed ideas (e.g., twitter account, online assignment) and that person, without your permission, shared your information with within that idea with others.
Additional questions which might help steer the class conversation could be:Teacher asks all students to write their Facebook login/email and password. Using charm and persuasion, try and convince the students to complete Appendix D, their information is safe with the teacher.
Students will then be asked to put their Appendix D card in the basket – teacher will continue to reassure that their information is safe.
After collecting all Appendix D cards, teacher will then proclaim that they’re going to hand out the cards to the class, in random order. Stopping short of this action, you are now able to lead students in a discussion of:
How does one define property?
Why is it important to be the owner of your intellectual property?
What is copyright?
In an opinionated class, the teacher is to encourage students to use their Agree or Disagree cards while students are speaking.
During the above discussion, students are to display one of the Appendix E card (Agree or Disagree) concerning the on going discussion.
Teacher should continue to steer conversation to the question of “What is copyright”.
Discussion needs to stop 5 minutes before the end of class.
Teacher brings attention to the collection of lesson one sticky notes of where students get their music.
Teacher shreds completed Appendix D cards.
Define with class – What is a moral decision? How is it different from a law?
Teacher consideration: Lead a conversation around whether or not copyright should be a moral decision or a law. You may want to have this discussion before the exit card activity or use it as the first conversation of the next lesson
Students complete exit card and hand in materials. / Teacher Tip: Depending on the experience of your students, you may want to change Facebook to be Twitter, email or even home / cell phone numbers. The point of this activity is for students to think about how they might feel as thoughif they wereare being asked to share something very private and meaningful.
Teacher Tip: This step should mirror trying to get students to do something that they really don’t want to. Some may fill in the card, some may not – that’s fine, the impact of the lesson will be felt.
Teacher tip: To fuel discussion the teacher should consider challenging student answers and comments to the mentioned questions. Fellow classmates can then agree and disagree to the discussion they are hearing.
Appendix E cards will allow students to participate in discussion in a protected and passive manner
Consolidation
Individual Þ Exit Card
Students fill out Appendix F Exit Card and hand into teacher.