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E9 E - Create a music and identity media project

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E9 E - Create a music and identity media project

Mini-Beschreibung: Develop an English podcast, digital poster or short presentation about music and identity. Use suitable sources, compare perspectives and credit all media correctly. Work mainly in English. Understand first, respond, ask, use hints, improve, and use your language again.

Klasse 9 · E-Niveau · Englisch als erste Fremdsprache · Baden-Württemberg

Einleitung

Music can be part of how people express who they are, where they feel they belong and which memories or communities matter to them. Your task is not to find one “correct” answer. You will explore different perspectives and create your own media product.

Final choice:

Product	E9-E target
Podcast	3–4 minutes, 1–2 speakers, clear structure, spontaneous follow-up questions possible
Digital poster	140–220 words, strong visual hierarchy, 3–5 meaningful media or source elements
Short presentation	4–6 minutes, 4–6 slides, free speaking with short notes, questions afterwards

Every product must include at least two suitable sources, two perspectives, your own position or reflection and a source/media credit section.

Media entry: What can music say about us?

Look at the image. Do not describe every detail. Make an interpretation.

Think: What might music mean to these people?
Pair: Give two possible answers. Use might, could or may.
Challenge: How could the same song mean different things to different listeners?

Viewing mission: Watch selected parts of Christina Scheppelmann's TEDx talk Music and Identity. Write three short notes:

one idea you understand,
one statement you want to question,
one connection to your own or a fictional listener's experience.

Do not treat a TEDx talk as proof by itself. Later, compare its ideas with another source.

I-can goals

I can …	Evidence in my project
understand the main ideas in an authentic video about music and identity	viewing notes
compare information and perspectives from different sources	source comparison
discuss how music may connect with identity, belonging, memory or community	speaking or writing
ask and answer spontaneous follow-up questions	discussion or presentation Q&A
create a coherent media product for a clear audience	final product
use images, audio and quotations legally and credit them	media credits
revise my own English after feedback without losing my own voice	first draft + revision

Activate your knowledge

Complete the prompts in English. Short answers are enough.

Music matters to people because …
A song can become part of a memory when …
Musical taste can connect people, but it can also …
A source is useful for my project when …
Before I reuse an image, I need to check …

Ask back: After a partner answers, ask one real follow-up question beginning with Why …?, How …?, Can you give an example …? or Do you think …?

Listening and viewing

Watch the TEDx video again in two passes.

Pass	Your focus
1: gist	What is the speaker's main message about music and identity?
2: detail	Note one example, one reason and one phrase that helps the speaker connect ideas.

Response task: Speak for about 45–60 seconds: One idea from the talk that I find convincing / worth questioning is … because …

No full translation. If a phrase blocks your understanding, first use the context, then a dictionary or a short German keyword.

Reading: Compare two perspectives

Use these age-appropriate starting points:

Getty Education – The Sound of Us: music, personal identity, community and history.
APA – Music and the mind: research-based background on music, memory, emotion and identity.
Wikipedia – Ethnomusicology: background on music in cultural and social contexts.

Read selectively. You do not need every detail.

Source	Main idea	Evidence/example	Perspective	Useful for my project?
Source A	…	…	…	…
Source B	…	…	…	…

Source check: Who published it? When? For whom? Is the purpose to inform, explain, persuade or entertain? Can an important claim be checked elsewhere?

Use the source-evaluation video only as a method guide. Apply its ideas to your own two sources.

Context vocabulary

Word	Useful meaning	Example frame
identity	how a person or group understands who they are	Music can be part of someone's identity because …
belonging	feeling connected to people or a group	This genre can create a sense of belonging when …
heritage	traditions and cultural experiences passed on over time	The song connects to family heritage by …
community	people connected by place, experience or interest	Music can bring a community together through …
perspective	a particular point of view	From this perspective, …
influence	an effect on ideas, choices or behaviour	Music may influence …
evidence	information used to support a claim	The source gives evidence that …
credible	trustworthy enough for a purpose	This source seems credible because …
copyright	legal protection for creative work	Copyright means I cannot simply …
license	stated conditions for reuse	The license allows …
attribution	giving the required credit	My attribution includes …
audience	the people a product is made for	For my audience, I should …

Use again: Choose six words and use them in your planning discussion.

Pronunciation and fluency

Your aim is clear communication, not accent-free English.

Practise stress and chunking:

i-DEN-ti-ty
com-MU-ni-ty
in-FLU-ence
EV-i-dence
COPY-right
per-SPEC-tive

Read this in meaningful chunks:

Music can shape identity / because it connects memories, people and places. / However, the same music / can mean something different / to another listener.

Then speak without reading. Keep the meaning, not the exact wording.

Recording rule: Recording is voluntary. Keep practice recordings private unless you have clearly agreed with your teacher where they may be stored or shared.

Speaking: Discuss, respond, ask

Discuss this statement:

“Our music taste says something about who we are.”

Use the E9-E cycle:

Respond: I partly agree because …
Ask: What makes you think that?
Build: That connects to …
Challenge politely: I see your point, but another perspective is …
Use evidence: One source suggests …
Improve: Restate your idea more precisely after feedback.

Spontaneous question round: After a 60–90 second statement, your partner asks two unprepared questions.

Writing: Build a source-based argument

Write one project paragraph of about 120–170 words before you build the final product.

Suggested structure:

Move	Language support
Claim	Music can be an important part of identity because …
Evidence	According to … / One source explains that …
Perspective	From another perspective, …
Comparison	While both sources show …, they differ in …
Own reflection	This matters for my project because …
Conclusion	Overall, I would argue that …

Do not copy source sentences. Paraphrase the idea and keep the source.

Mediation: Purpose before translation

Situation: A German school media club wants to use a Creative Commons image in an English poster. Explain in English what they need to know from the German information page about licenses and attribution.

Your job is not to translate every sentence. Select what the audience needs:

what they may reuse,
which license conditions matter,
which credit information they should include.

Functional grammar

Use grammar to make meaning clearer.

Function	Useful form	Example
compare	while / whereas	While one source focuses on personal memory, the other looks at community.
show possibility	may / might / could	Music may influence how people express belonging.
give reasons	because / since	The source is useful because it gives examples.
connect evidence	which / who	The researcher, who studies music and memory, explains …
qualify a claim	often / in some cases / for some people	For some people, music is strongly linked to identity.

Avoid claims such as Music always defines people. Identity is complex and individual.

Copyright and safe media use

Use media only when you know that reuse is allowed.

Prefer your own work, public-domain media, CC0 material or clearly licensed Creative Commons media.
Check the exact license before reuse. Different CC licenses have different conditions.
Credit at least title – creator – source – license when this information is available.
A normal YouTube upload is not automatically free to download, remix or reuse just because it is online.
Embedding or watching a video for learning is different from copying its music or images into your own product.
Do not use private social-media posts, private accounts or personal data as project material.
If you need a listener profile, create a fictional profile.
Do not upload classmates' voices, faces or work without clear permission.

Media check: After the Creative Commons video, explain the difference between free to see and licensed for reuse.

Media source lab

These Wikimedia Commons files are examples of openly licensed or public-domain media. Always open the file page and re-check the current license before final use.

Media question	Your note
What is the exact file title?	…
Who is the creator?	…
What license is shown?	…
May I adapt it?	…
What attribution will I add?	…

Do not use a media file just because it looks good. It should help the audience understand your point.

Project workflow

Step	Product
1. Focus	one clear question, e.g. How can music connect identity and belonging?
2. Research	two or more suitable sources; note author, date, publisher and useful evidence
3. Compare	two perspectives; agreement, difference or limitation
4. Plan	audience, message, structure and legal media choices
5. Draft	script, poster text or slide notes in your own English
6. Feedback	content first, then English, then media/source check
7. Revise	keep your first draft and mark meaningful changes
8. Perform/publish privately	present in class or in the agreed school space

Three levels of help

Hint 1 – key questions: What is my main message? Which two sources help me? What would another person say?

Hint 2 – phrase bank: The source suggests … / In contrast … / This example shows … / A limitation is … / For my audience …

Hint 3 – planning frame: Claim → evidence → second perspective → comparison → own conclusion → source/media credits.

Use only as much help as you need.

Feedback and revision

Peer feedback should not rewrite another student's work.

Check	Feedback question
Meaning	What is the strongest idea? What is still unclear?
Evidence	Which claim is supported? Where is more support needed?
Perspective	Is another viewpoint represented fairly?
English	Which sentence could be clearer or more connected?
Media	Does each image, sound or clip have a purpose and a legal source?
Delivery	Is the message easy to follow at normal speaking speed?

Revision rule: Keep your original draft. Accept only feedback that you understand. Your final text must still sound like you.

Error analysis

Improve the meaning, not just the grammar.

Draft	Better version	Why?
Music influence my identity.	Music influences my identity.	subject–verb agreement
People which listen to the same genre …	People who listen to the same genre …	who for people
According to the source music is identity.	The source suggests that music can be part of identity.	more precise, less absolute
I found a picture on Google, so I can use it.	I found an image online, but I still need to check its license.	finding is not permission
The second source is different.	The second source focuses more on community than personal memory.	precise comparison

Responsible use of AI

AI is optional and is not required for this project.

Do not send private voices, faces, social-media data or classmates' work to external AI services.
Do not ask AI to replace your complete draft.
If AI gives feedback, compare it with your sources and your own intention.
Check factual claims and invented references.
Keep your own first draft and decide which changes you accept.
Your teacher's and school's data-protection rules come first.

Transfer: Music means different things

Choose two fictional listeners:

Amina, 15: listens to songs her older sister introduced to her and links them to family memories.

Noah, 14: discovers new electronic music online and likes being part of a small fan community.

Task: Explain how music could connect to identity differently for Amina and Noah. Avoid cultural stereotypes. Use may, might or could because these are fictional examples.

Can-do check

Mark: yes / almost / not yet.

I can …	Check
identify the main idea and useful detail in an authentic video	…
compare two sources instead of simply listing them	…
support a claim with evidence and name the source	…
discuss another perspective fairly	…
speak for several minutes with clear structure	…
answer spontaneous follow-up questions	…
check licenses and write media credits	…
revise my own English independently	…

Next step: Choose one almost or not yet item and write one action for your next media project.

Follow-up course

Continue with: E9 E - Present and defend a media viewpoint

Interaktive Aufgaben

Quiz: Teste Dein Wissen

What is the main goal of this project? (To create an English media product about music and identity using suitable sources) (!To translate a complete German article into English) (!To collect as many song titles as possible) (!To copy an existing online presentation)

Which source use is strongest? (Comparing at least two suitable sources and using evidence) (!Using the first search result only) (!Using a source without checking who published it) (!Using only anonymous comments)

What does attribution mean? (Giving credit to the creator and source) (!Changing a picture's colours) (!Making a file private) (!Removing the creator's name)

Which statement about online media is correct? (Online content still needs a license or permission for reuse) (!Everything on YouTube is free to remix) (!Everything found by a search engine is public domain) (!Copyright only applies to printed books)

What is a useful way to compare perspectives? (Explain where two sources agree or differ) (!Copy one sentence from each source) (!Choose the longer source automatically) (!Ignore differences between sources)

What is mediation in this project? (Passing on relevant meaning for a specific audience and purpose) (!Translating every word) (!Reading a text aloud) (!Replacing English with German)

What matters most in pronunciation work? (Being clearly understandable) (!Sounding exactly like one native speaker) (!Speaking as fast as possible) (!Avoiding all pauses)

What should happen after feedback? (You decide which changes improve your own draft) (!Your partner rewrites the whole text) (!You delete the first draft) (!You accept every suggestion automatically)

Which AI practice fits the project rules? (Check feedback and facts while keeping your own draft) (!Upload classmates' voices without permission) (!Let AI replace the complete project) (!Trust invented sources without checking them)

What makes media useful in the final product? (It supports the message and can be used legally) (!It fills empty space) (!It is popular on social media) (!It has no creator information)

Memory

Identity	How a person or group understands who they are
Attribution	Crediting the creator and source
Perspective	A point of view
Evidence	Information that supports a claim
Belonging	Feeling connected to a group
License	Rules that state how a work may be reused
Revision	Improving a draft after feedback
Mediation	Passing on relevant meaning for a purpose

Drag and Drop

Ordne die richtigen Begriffe zu.	Thema
Podcast	Voice-based media project
Digital poster	Visual media project with concise text
Short presentation	Spoken project supported by slides
Attribution	Creator and source credit
Revision	Improving your own draft after feedback

Kreuzworträtsel

Identity	What word means how a person or group understands who they are?
License	What word describes stated rules for reuse of creative work?
Evidence	What word means information used to support a claim?
Audience	What word means the people a media product is made for?
Revision	What word means improving a draft after feedback?
Mediation	What word means passing on relevant meaning for a particular purpose?

LearningApps

Lückentext

Offene Aufgaben

Leicht

Music identity snapshot: Create a six-word English statement about what music can mean to a fictional teenager and add one legal Commons image.
Source detective: Compare two webpages about music. Decide which is more useful for a school project and explain three reasons in English.
Question ladder: Write five follow-up questions for a class discussion about music and belonging. Ask at least two of them spontaneously.
License card: Choose one Wikimedia Commons image and create a correct credit line with title, creator, source and license.

Standard

Two perspectives on music: Use two sources to write a 150-word comparison of how music can connect to personal identity and community.
Mini podcast rehearsal: Record a private 60–90 second practice podcast, listen once, then revise structure, clarity and delivery. Recording is voluntary.
Poster prototype: Design a first version of a digital poster using only media you created yourself or can legally reuse. Explain why each visual is useful.
Mediation for a media club: Explain in English to a fictional school media team how to reuse one CC-licensed image correctly. Select information for their purpose instead of translating everything.

Schwer

Music and identity research question: Create a focused research question, use three sources and explain how each source contributes a different perspective.
Podcast with challenge question: Produce a 3–4 minute podcast and answer two unprepared questions from classmates after playback or live presentation.
Media claim audit: Take three claims from your draft, trace each claim back to its source and revise any claim that is too broad, unsupported or misleading.
Independent revision portfolio: Submit first draft, peer feedback, your decision notes and final version. Explain five changes you accepted or rejected and why.

Lernkontrolle

Perspective transfer: Two teenagers use music in very different ways. Explain how the same genre could support belonging for one person but not for the other. Use cautious language and avoid stereotypes.
Source conflict: Two sources disagree about how strongly music shapes identity. Show how you would present both fairly and decide what further evidence you would need.
Audience redesign: Transform the same key message first for classmates and then for parents at a school evening. Explain which language, examples and media choices you would change.
Copyright decision: You find a perfect image with no clear license. Explain what you would do next and propose a legal alternative.
Revision reasoning: A peer says your paragraph is “too simple.” Decide which changes would genuinely improve precision and cohesion without making the language artificially difficult.
Mediation transfer: A German school notice explains rules for using student recordings. Pass on only the information an English-speaking exchange student needs for a class podcast.
Critical AI feedback: An AI tool suggests a factual claim and a source you cannot verify. Explain how you would check both and how you would protect your own draft.

Lernnachweis

Für den Lernnachweis ist wichtig:

ein klarer Zusammenhang zwischen music und identity
ein passender englischer Podcast, Digital Poster oder eine Short Presentation
mindestens zwei geeignete und geprüfte Quellen
ein nachvollziehbarer Vergleich von mindestens zwei Perspektiven
eigene Gedanken und eine begründete Schlussfolgerung
kohärente, verständliche Sprache auf E9-E-Niveau
angemessene spontane Reaktion auf Rückfragen
funktionale Nutzung von Wortschatz und Grammatik
erkennbare Überarbeitung vom ersten Entwurf zur Endfassung
rechtssichere Medienauswahl und vollständige Credits
keine privaten Social-Media-Daten und keine ungefragten Uploads
überprüfte Fakten, Quellen und gegebenenfalls KI-Rückmeldungen

OERs zum Thema

Weitere geeignete offene oder frei zugängliche Einstiege:

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