HIP-HOP MUSIC ED
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  • Home
  • About
  • History & Culture
  • Musicianship
    • Beat Production & DJing
    • Rapping & Emceeing
    • Performances & Recordings
  • Scholarship
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    • Books & Chapters
    • Dissertations & Theses
    • Podcasts & Blogs
    • Presentations
  • Schooling
    • Classroom Resources
    • Hip-Hop Education & School

Kendrick Lamar Lesson (from Noah Karvelis)

9/14/2016

3 Comments

 
Picture
https://docs.google.com/presentation/d/1G_twP3gXuPM9Shpn9tUHU4u_OgiQu9NiRLF2rgZNRlE/edit#slide=id.p
3 Comments

Grandmaster Flash Unit (from Martin Urbach)

8/23/2016

2 Comments

 
Picture
A collection of resources from Martin Urbach.
https://drive.google.com/drive/folders/0Bzz0lue6hU1WQVRhaERPZ1Z4VEU
2 Comments

Lauryn Hill Critical Theory Lesson (from Noah Karvelis)

8/21/2016

0 Comments

 
This lesson is designed to introduce your students to many important social issues in society today through a very accessible way that also aims to grasp student interest. In our classroom, the lesson was taught to students in grades 5-8, but it can easily be modified to be beneficial for a wide variety of ages. The list of issues that I have highlighted is not exhaustive and I encourage you to find elements of the music and the video that you find pertinent and useful in your own classroom. Further, the interpretations presented are also neither right nor wrong. In our classroom, we embraced and considered many different interpretations and I encourage you to do the same in your classroom. ​
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  • Idea and Topic Outline
  • Slides
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Introducing Hip-Hop in the Large Ensemble (from Noah Karvelis)

3/19/2016

4 Comments

 

​This lesson was used to introduce hip-hop and hip-hop composition in three different concert bands and one orchestra in a suburban high school. The skill levels and instrumentation that make up the various ensembles are very wide-ranging. This lesson took place in one 50-minute period for each ensemble, but could easily be extended into a multiple lesson unit, if desired. The goal of this lesson is to introduce students to the cultural and historical underpinnings of hip-hop and to apply this in their own musical compositions. This lesson will require students to consider harmony, rhythm, melody, texture, instrumentation and other musical elements through a cultural viewpoint and satisfies National Core Arts Standards Anchors 1, 2, 5, 6, 9, and 11 .


In my classroom, this lesson worked very well and allowed students to see new and familiar cultures, offer insights, and to create their own musical compositions. It also helped many students become involved in the classroom and to engage with music in a very thorough, hands-on manner. Throughout the classroom I saw groups engaging in discussions on transposing, harmonizing melodies, debating what musical forms should be used, “sampling” repertoire from their concert band folder and other fantastic evidence of musical and educational growth.
Here is some student feedback on the lesson: 
“Learning hip-hop was a lot of fun! Hip-hop is such a large part of youth culture and putting it into an educational lesson really opened my eyes to the fundamentals that you don't really pay attention to when you hear the songs  on the radio. Not only were we able to learn and create music, but we learned about the roots of hip hop as well, which I believe allowed the students to enjoy the richness of the genre a little more! The only thing I wish was different about this small unit was to have some more time and listen to what everyone had come up with.” 


“I had never really given much thought to hip-hop music . . . However, I was immensely intrigued by the history of it, and by the end of the brief presentation I had a mild admiration for the genre based upon its varied sources/ roots. I found that after learning about its origins, it wasn't simply a repetitive rhythm with words but an ancient art, slightly modernized. The improv section was amazingly fun, not only because it allowed me to explore completely new ideas but because I got to try and apply what I had just learned . . . After experiencing the presentation and improv I have a respect and understanding of [hip-hop's] roots and overall have a favorable opinion of it.”
4 Comments

Lesson:  Garage Band Introduction (from Carla Becker)

2/16/2016

2 Comments

 
Lesson plans can serve as a starting point of exploration into Hip Hop, Technology, Critical Pedagogy, and Literacy in hopes of creating an engaging, exploratory, musical classroom. Just like Hip Hop, take what you like, explore and create what you need with what tools you have, and make something new. These lesson are not to be executed identically, but tailored to your needs. ​
/uploads/4/7/8/0/4780342/garage_band.docx
2 Comments

Classroom Experience Starting Points (from Adam Kruse)

11/9/2015

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The following comes from Adam Kruse's (2016) article, "Featherless Dinosaurs and the Hip-Hop Simulacrum: Reconsidering Hip-Hop's Appropriateness for the Music Classroom" in Music Educators Journal.

Starting Points for Hip-Hop Classroom Experiences

Hip-Hop as a Bridge (connecting hip-hop to other music and vice versa)
  • Creating: Compose backing tracks using sample material from other musical genres.
  • Performing: Perform hip-hop pieces with accompaniment consisting of conventional band, orchestra, and/or classroom instruments.
  • Responding: Use hip-hop listening examples to teach concepts (e.g., form, texture, rhythm); make connections to other musical genres.
  • Connecting: Explore hip-hop’s social, historical, and political history in relation to the contexts of other musical genres.

Hip-Hop as a Lens (hip-hop as a way to understand contexts)
  • Creating: Compose rap lyrics that speak to current or historical social issues.
  • Performing: Perform hip-hop pieces at a school or community event with a social or political purpose.
  • Responding: Develop and implement a framework for evaluating hip-hop musical compositions and/or performances.
  • Connecting: Relate themes in contemporary hip-hop music to students’ life experiences.

Hip-Hop as Practice (hip-hop as hip-hop musicians do it)
  • Creating: Create original backing tracks using genre-appropriate hardware and/or software (e.g., FL Studio, Akai MPC, Native Instruments Maschine).
  • Performing: Perform original hip-hop music – “covers” in hip-hop are generally frowned upon.
  • Responding: Analyze flow patterns of different rappers using genre-specific descriptors and terms.
  • Connecting: Relate the rise of gangsta rap to its social, political, and geographic contexts.
0 Comments

Getting Started with Beat Production Handout (from Adam Kruse)

11/9/2015

 
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