Worksheets and Activities (continued)

Questions participants are asked to reflect upon during the presentation:
Considering the underlying themes in the music.
1. What does it say about women’s strength? Their status?
2. What do the songs say about men?
3. How do these expectations impact relationships? Workplace interactions?
4. What can we learn about ourselves? Our struggles? Our achievements?
5. What do the songs tell us about women and leadership?

Some of the songs:

My man	He beats me too, what can I do?
I feel pretty	Her identity is tied up in how beautiful she is
Que sera, sera	I want others to make my life choices
Bobby’s girl	The most important thing in my life is to be Bobby’s girl
Born a woman	A woman’s place is under some man’s thumb
Stand by your man	Show him you love him, even when he does things that make you sad
End of the world	He leaves me—how can I live?
You don’t own me	Let me be myself, to live my life the way I want
I am woman	I have strength and will keep growing
What’s love got to do with it?	Who needs a heart when it can be broken?
Hero	I look inside myself to find the answers and strength
Video	She loves herself for who she is, accepts her body

Underlying messages:

What in these messages have made it difficult or easy for you to become more empowered and self-assured?

About women	About men	About relationships or equality

What barriers to we have inside and outside yourself make equality of women and men more difficult? How can you overcome those barriers?

List barriers below Inside yourself	Barriers outside yourself	List means to overcome barriers. Be specific in terms of actual behaviors to change or programs to institute.

#2 Worksheet Musical Exercise

1.	The instructor will discuss how lyrics of songs tell a story, how they can explain what is going on with an individual or a group of individuals.
2.	Your assignment will be to write a song with several other people. You can either make up a melody or choose a melody all of you know. But you need to write original lyrics. The song should be about what it means to be a member of your group. For example, if you are a Girl Scout, what does it mean to be a Girl Scout? What are the challenges, where is the fun? If you are a soccer team, make a song about that, etc.
3.	The instructor will divide you into groups of 3-6 members. You will have 20-30 minutes to write your song. Make the lyrics relevant to your own experiences as a member of this group. If the instructor chooses, you can select members of your song group as those who want to do a particular topic. For example, doing a song about your camp experience, or taking exams, etc.
4.	Turn in the lyrics to the instructor. Now you have 20-30 minutes to refine your song and practice it. If you have available anything like kazoos or toy drums, you may use those. Everyone in your group has to do something, either sing, dance, or play some kind of instrument (you can make your own instruments, as well). IF you have made any changes to your lyrics, turn those in to the instructor.
5.	Each song group performs for the larger group. At the end, discuss what you learned from this experience? How did music help give you new insights?
6.	The instructor may choose to make copies of the lyrics and give them out to everyone.
#3 Worksheet Stories
1.	In groups of 3-4, have students talk about the stories in the show, for example Rosa Parks, Coco Chanel, Marilyn Monroe, the woman with the controlling father, the woman who lost her virginity, getting a job during World War II and then losing it, etc. Which stories touched them, made them think more deeply, or gave them some insights? Describe those new insights.
2.	In the same groups, have students share stories from themselves or their families that are interesting, or would shed new insights to those who heard the stories.
3.	Each group shares one or two stories with the larger group. How were these stories similar to those in the show? How were they different? What did you learn from these stories?
4.	As a homework assignment, have students do one of the following:
	a.	Write a story from you or a family member (which someone in the past has talked about) that relates to the themes of RESPECT. Bring it in to class and be prepared to talk about it.
	b.	Choose a song, either from RESPECT, or another song. Write a story about how that song impacted your life in some way.
5.	The instructor may choose to ask several students to read their stories aloud, or make a booklet of all the stories. If anyone does not want their story to be “public,” that person should say so at the end of the paper.