Rock & Roll Library - Scarecrow: A Lesson Against Hate Crimes's home page.

"The song "Scarecrow" allows us as dancers to dig deeper than the steps and pull out something much more meaningful and passionate through the highly emotional lyrics. Whether the song relates to us on a personal level, or not, we all truly care about what it is we are dancing for. I find hate crimes to be extremely disturbing and this dance allows me to express how much I feel for Matthew Shepard and all other victims who have suffered from such horrendous acts of humanity."
Ashley, age 17, Dancer and high school junior

Description:
Students will analyze different types of hate crimes, explore their own feelings on how this crime affects all types and ages of individuals and learn to apply this knowledge to educate others on hate crimes.

Subjects:
Dance but could include any type of Visual or Performing Arts

Grade Levels:
High School 9-12 grades

Audience:
Can encompass any race, orientation, or ethnic group high school age and older

Rationale:
The song "Scarecrow" is an important musical piece that explains hate crimes as not only a "gay" issue, but one of a family, moral, and societal breakdown in our communities. This gives students an excellent opportunity to express their opinions and feelings through discussion, research, and dance.

Objectives:
1) To explore a deeper meaning behind the lyrics through listening
2) Apply the student's individual meanings of those lyrics into feelings and opinions through discussion
3) Formulate ideas and research of whom and how individuals are affected by hate crimes and have students analyze and evaluate what they have discovered.
4) Create an artistic outlet to express those feelings, opinions, and ideas

Time Frame:
7 Days (1 hour in length)

Materials:
Melissa Etheridge's Breakdown CD
"Scarecrow" lyrics
Portable CD player
Internet or library access
TV and VCR
Comfortable clothing
Space to move around in

Background:
No prior knowledge is necessary.

Procedures:
Day One:
Play song to students and ask them to listen to the lyrics. Then, ask students to begin discussion on what they interpreted the lyrics to be. Play the song again and pass out the lyrics. Ask students individually what feelings the song provoked in them. Begin discussion of if the language we use in society like "slang" words can affect how people treat those of different orientations, ethnicity, and backgrounds. Ask students if they believe hate crimes happen in their schools/communities. Ask students to begin thinking of ways of how they can influence others not to use "slang" words to refer to other individuals, especially their own peer groups.

Day Two:
Show the video from VH1 on "Equality Rocks." Play the speeches of hate crime victims first. Stop tape and get their opinions. Second, play the segment of the three featured victims, Matthew Shepard, James Byrd Jr., and Joseph Ellito. Discuss if watching their life stories changed their opinions in anyway and how would they feel if one of those individuals were a friend of theirs'. Third, show Melissa's performance of "Scarecrow." Ask students for their reactions…angry, disappointed, empowered, or sad. Tell students their assignment to research any type of hate crime and bring in a summary of what they found and to discuss what they wish to accomplish from dancing to this song.

Day Three:
Have students read their summaries to the class and goals they want to achieve from this dance. Begin to set dance goals such as, what type of movement, facial expressions, costuming, and feeling they want to express. Play the song "Scarecrow" again.

Day Four:
Begin setting the dance on the students. Ask students for their own choreography ideas.

Day Five:
Continue setting the dance on the students.

Day Six:
Finish the dance.

Day Seven:
Begin by asking students what they have learned from the week's lesson. If what they experienced has changed their ideas, beliefs, or thoughts on the topic of hate crimes. Discuss what they would do or say if a peer or friend began to "slam" another person based on race, orientation or background. Run the dance again.

Content:
The song "Scarecrow" was written by Grammy award winner Melissa Etheridge about a twenty-one year old college student named Matthew Shepard who was beaten and left to die by two young men in Laramie, Wyoming because he was gay. The song educates people about the societal affects that hate crimes has on every individual.

Evaluation:
The outcome will be evident in the student's discussions. You will be able to measure how much they have learned through discussion and the summary they had to read aloud. How do they perform the dance when finished i.e., do they take pride in their work? Do they get the message across to the audience? Do they dance with emotion?

References:
"Scarecrow" by Melissa Etheridge, Breakdown, Island Def Jam Music Group, 1999. (Melissa Etheridge and John Shanks)
"Equality Rocks" video from VH1

Melissa Etheridge Information Network
http://www.melissaetheridge.com

Hate Crimes Website
http://www.hatecrimes.org

Human Rights Campaign
http://www.hrc.org