*This song has explicit language
In a high school class, the song “The Bigger Picture” By Lil Baby can be used to encourage students to think critically about the world around them. This song can give students a deeper understanding of the social and political issues addressed while creating a classroom environment that confronts and thinks critically about structural systems and racism.
To start the lesson, students should be given background information about the song, as it was released in 2020 as a form of protest against the murder of George Floyde. Students should then be asked to draw on their life experiences; as Stowell states that real-life experiences should be justified in the classroom in engaging in a culturally responsive curriculum. Students should share experiences of activism they witnessed or a time when they thought action should be taken. The song “The Bigger Picture” addresses many societal problems relevant to our time, which is why this lesson was designed to encourage students to think critically about society. Students are given a perspective of an individual affected by these issues, allowing them to understand what is happening in the world around them. In listening to the song, students should be asked to note any phrases they thought were powerful and share their thoughts explaining why they took note of certain lines. The class should engage in a collective discussion, letting students lead the discussion and redirection from the teacher when necessary. This part of the lesson encourages conversations that challenge the status quo, from Stovells fifth tenet, as students are given an opportunity to share their perspectives and beliefs about society concerning the song.
In enabling discussions of the world, students need to feel a sense of belonging in the classroom, emphasizing the need to respect peers and take care of each other. In thinking about Shalabys article, “Classroom Management as a Curriculum of Care,” students can foster a sense of belonging by connecting with the song and their peer’s life experiences, legitimizing them, and allowing them to feel heard in the classroom. This lesson will push students to think more critically, encouraging them to be intellectual learners as discussions of power dynamics and activism are present. By analyzing the lines of the song, students will tap into their sociopolitical consciousness as they contribute to discussing social justice issues. The song also highlights the importance of storytelling. From Dixson and Anderson, counternarratives are essential to critical race theory. Knowledge of people of color should be valued in providing a perspective that accounts for students of color’s experiences. Analyzing this song allows students to embark on cultural competence and recognize their culture while obtaining knowledge of broader culture (Laughter and Adams).