An Original Rock Oratorio

The lesson plans below are designed to accompany Shelter Me: An Original Rock Oratorio, providing middle and high school choir, band, orchestra, and general music students with opportunities to engage deeply with the work’s themes. Aligned with National Core Arts Standards, the curriculum explores the impact of music on marginalized communities, the realities of homelessness, and the role of the arts in social change. Through guided discussions, interactive activities, and community engagement projects, students will analyze the oratorio’s musical and lyrical content, connect with local service organizations, and reflect on their role in fostering empathy and advocacy. These lessons are intended to offer a meaningful framework for educators to integrate music and social awareness into their respective classrooms.

Target Audiences:

  • Middle and High School Choir
  • Middle and High School General Music
  • Middle and High School Orchestra
  • Middle and High School Band

National Core Arts Standards:

  • MU:Cn10.0.8a Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
  • MU:Cn11.0.8a Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
  • MU:Pr4.3.E.IIIa Demonstrate how understanding the style, genre, and context of a varied repertoire of music informs prepared and improvised performances as well as performers’ technical skill to connect with the audience.

Objectives:

  • Understand what those experiencing homelessness experience.
  • Evaluate how music and arts impact marginalized communities.
  • Connect to local community outreach.
  • Create a project supporting a social service organization.

Materials:

  • Computer
  • Projector
  • Speakers
  • Justice Choir Songbook


LESSON ONE: INTRODUCTION

  • Teach a song from the Justice Choir Songbook (free resource). Suggested songs:
    • Be the Change (Marc Kaplan & Colin Britt)
    • One Foot/Lead with Love (Melanie DeMore)
    • Resilience (Abbie Betinis)
    • When We Are Singing (Traditional arr. Kevin Padworski)
  • Define homelessness and share thoughts on how and why one might find themselves unhoused. Take care to be inclusive of all thoughts and opinions offered, as there is no one right answer – and certainly no wrong answers! Instructors may choose to utilize the presentation linked below.
  • Provide insight into how art and music may positively impact the unhoused community.
  • Highlight an organization (or more than one) serving the unhoused community. You may choose an organization near you or one of those listed below.
  • Show “Choir with No Name” Tedx Talk
  • Provide students with a list of reflection questions pertaining to the video. Instructors may choose to utilize the worksheet linked below.

LESSON TWO: LISTEN, EVALUATE, REFLECT

  • Listen to Shelter Me.
    • Audio links coming soon!
  • After listening, instructors may ask the following reflection questions:
    • How do you feel having listened to this work?
    • What song was your favorite and why?
    • How would you describe the relationship between Younger Man and Older Man? How does it evolve over time?
    • Having watched/listened to Shelter Me, how might you define the word, “shelter?”
    • What musical elements did you hear in the performance? (Students should be encouraged to describe the instrumentation, the various styles of music, and the role of the various vocal elements, i.e. choir, soloists, etc.)


LESSON THREE: STUDENT-LED GROUP WORK

Facilitators are encouraged to offer links and information on local resources as well.

  • Students may be asked to summarize takeaways from their exploration.
    • What is the mission and vision of the organization?
    • How does this agency help people affected by homelessness?
    • What services does the organization provide (e.g., emergency shelter, long-term housing, mental health counseling, meals, job training)?
    • Does the organization measure its impact on the community it strives to reach? If not readily available, how might they gather this information?
    • What do you see as being the organization’s greatest strength? And weakness?
    • What challenges might this organization face now or into the future?
    • Does this organization engage with the housed community in any way? Are they raising awareness about the program and proposing solutions of any kind?
    • What innovative and non-traditional approaches do you see being used to serve the unhoused community? If you don’t see any, can you come up with some?


BONUS PROJECT

  • Research organizations in your own community serving the unhoused population.
  • Endeavor to bring your class (or group) to this facility for a hands-on, service learning experience. Present a concert, lead a sing-along, serve a meal, organize a food drive, play games, engage with clients in a safe and affirming way.
  • Think BIG! For example, while only the choir may travel to the shelter, host a coat drive for the entire school weeks before your visitation. Bring boxes of coats, scarves, gloves, thick socks, hats, blankets, sleeping bags, chapsticks, reading glasses, hand-warmers, or skin creams.
  • Always be sure to coordinate ahead of time, set a meeting and departure point, ask lots of questions, leave valuables at home or on the bus, and enjoy the experience. Do not be afraid! Our unhoused neighbors are not defined by their housing status!

RESOURCES: Homeless Service Centers (partial list)

ADDITIONAL RESOURCES

Quick Links

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