A Copyright Song

This activity is designed to engage students in critical

thinking about copyright issues. Students will create a
song which will be used by their peers to learn about
copyright.

Learning Objectives:

Tools Used:
1) Students will demonstrate understanding of copyright issues.
 Bing
2) Students will engage in research about copyright and  Microsoft Word
synthetize the information in the form of a song.  Songsmith

3) Students will teach their peers. Subjects Covered:

4) Students will evaluate their own work. Art; Citizenship; Civics; ICT

Age Range:
10-14

Time Required:
90 minutes

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 Process

Steps 1-2:
In this lesson students will learn about copyright issues. They will apply the knowledge they gain in a song which other
students will use to learn.

Before the class log in to the Educator Network to download and learn how to use songsmith. (If you don’t have a
Microsoft Account, create one here) so that you can download songsmith, which is free for educators.

Essential question: What counts as a work of art?

1. Students discuss the question as a class. Continue the discussion by asking about their own creativity and the
works they have created.
 Think of a drawing, a photograph or a story that you have written.
 Tell the rest of the class about it or show it to your classmates if possible.

2. Introduce the expression copyright by asking the following

 Who is the author of this piece?
 Who owns it?
 What can the owner do with it?
 Can other people take it and say it belongs to them?
 How would this make the owner of the work feel?
 How can we protect our work?
 What does the symbol © stand for?
 Do we need to register our work somewhere to get this symbol?

3. Students tend to think that whatever is published on the internet is free. Introduce the notion of copyright
violation or infringement.
 Have you ever downloaded a song or a photo from the Internet?
 Was there the © symbol on the item you downloaded?
 If not, does that mean that this work of art is not copyrighted?

4. Introduce the students to the notion of fair use and public domain.
 Does that mean that it is illegal to download all the work from the internet?
 When and how can we use someone’s work?
 How long does the copyright last?
 What about writers and artists who died long time ago? Can we use their work?

5. Divide the class into groups of 4-5 students. Explain that they are now going to do the research on a particular
topic and record a song about it with songsmith, so that other students can learn more about it.
 Each group will choose one of the topics:
o What is copyright?
o What is copyright infringement?

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 o What is fair use?
o What is public domain?

6. Students do research about copyright issues and note down their findings in Microsoft Word. They write the
lyrics for their song.

7. Students create a song with songsmith

 They click on Song Starter and select New Song
 They pick a style out of the many provided, choose a tempo and start singing and recording.
 Songsmith automatically creates the music to accompany them.

8. Children play the song to the rest of the class.

9. Seek feedback from other groups.

Songsmith is great for sparking student creativity. Students can compose and record their own songs and share
them with their classmates. It can be used to teach difficult musical concepts, as well as any other subject in an
innovative way.

21st Century Skills Alignment

The learning activity is assessed using 21st Century Learning Design Framework. This brings together groups of teachers
and offers a detailed set of definitions and strategies that act as a lens for the collective analysis of 21st century learning
opportunities. Read more.

21st Collaboration Knowledge Use of ICT for Real World Skilled Self-
Century Construction Learning Problem Solving Communication Regulation
Skill and Innovation

Code 5 3 4 2 3 1

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  Students are  Students must  The students  Students are  Students are  This activity is

Evidence
required to interpret the have the developing a producing not a long-term
work in groups. research by opportunity to solution to a extended and project
 Students have creating a song use ICT. problem that is multi-modal
shared based on the  The ICT tools new to them. communication.
responsibility knowledge support the  The product is  Students’
 Students make learned. knowledge not designed for communication
substantive  Knowledge construction. a specific must provide
decisions construction is  The ICT tools are audience (outside supporting
together about the main required for the classroom) evidence.
the look and requirement. knowledge  Their
feel of the song construction. communication is
and the content  Students are not not crafted for
it contains. designers of an anyone outside
 Students work ICT product that a of the class.
is specific audience
interdependent can use.

Alignment to the U.S. Common Core State Standards (find out more here)

The learning activity meets the following U.S. Common Core State Standards

Reading Standards Grades 6-12

Integration of Knowledge and Ideas

 Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as
well as in words.

 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as
the relevance and sufficiency of the evidence.

Range of Reading and Level of Text Complexity

 Read and comprehend complex literary and informational texts independently and proficiently.

Speaking and Listening Standards Grades 6-12

Comprehension and Collaboration

 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building
on others’ ideas and expressing their own clearly and persuasively.

 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and
orally.

Presentation of Knowledge and Ideas

 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the
organization, development, and style are appropriate to task, purpose, and audience.

 Make strategic use of digital media and visual displays of data to express information and enhance understanding
of presentations.

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  Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when
indicated or appropriate.

Language Standards Grades 6-12

Knowledge of Language

 Apply knowledge of language to understand how language functions in different contexts, to make effective
choices for meaning or style, and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use

 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for
reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in
gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Writing Standards Grades 3-5, 6-12

Text Types and Purposes

 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately
through the effective selection, organization, and analysis of content.

Production and Distribution of Writing

 Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.

 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge

 Conduct short as well as more sustained research projects based on focused questions, demonstrating
understanding of the subject under investigation.

 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each
source, and integrate the information while avoiding plagiarism.

 Draw evidence from informational texts to support analysis, reflection, and research.

Range of Writing

 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of tasks, purposes, and audiences.

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