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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.
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