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Hip-Hop and Education

Hip-Hop and Education

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Published by mista ryan
Notes from a workshop I gave for teachers in a program at Univ of Maryland.
Notes from a workshop I gave for teachers in a program at Univ of Maryland.

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Published by: mista ryan on Nov 28, 2009
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Andrew J. Ryan, raised in the Bronx, New York, is the Executive Director of Hip-Hop Matters, a non-profit organization whose missionis to energize, motivate, empower and support America’s youth through responsible use of Hip-Hop culture. He is also the Editor-in-Chief of The Journal of Hip-Hop, an educational publication that embodies the elements of the Hip-Hop culture.Ryan’s urban upbringing sparked his passion to integrate Hip-Hop and education. He has taught at the university level since 1999.Currently he teaches at the University of the District of Columbia and George Mason University. In the Spring of 2005, Mr. Ryanbegan teaching at the high school level and will spend the 2005-06 school year teaching math at a DC charter school.Mr. Ryan holds a BS in Computer Science and MS in Systems Engineering and expects to complete his PhD in Public Policy in 2008. Hisprior professional experience includes organizations such as Chase Bank, Boeing, IBM, Lockheed Martin, NASA, and the FAA.
dru.ryan@hiphopmatters.org | www.journalofhiphop.org | 202 841 4090
1.Bogdanov,Vladamir.AllMusicGuidetoHipHop:TheDenitiveGuidetoRap&HipHop.SanFrancisco,CA:
Backbeat Books, 2003.
2.Evelyn,Jamilah.“TotheAcademyWithLove,FromaHipHopFan.”BlackIssuesinHigherEducation.volume
17, no. 21 (December 2000): 6.
3.Fricke,Jim.YesYesY’all:theExperienceMusicProjectOralHistoryofHipHop’sFirstDecade.Cambridge,MA:DaCapoPress,20024.Gause,CharlesPhillip.“PerformingIdentity/PerformingCulture:HipHopasText,Pedagogy,andLivedPrac
-
tice.”UrbanEducation.volume.38,issue1(January2003):134-140.5.Hall,PamelaD.TheRelationshipBetweenTypesofRapMusicandMemoryonAfricanAmericanChildren.JournalofBlackStudies,v28n6p8026.Johnson,J.D.,Jackson,L.A.&Gatto,L.(1995).Violentattitudesanddeferredacademicaspirations:Deleteriouseffectsofexposuretorapmusic.BasicandAppliedSocialPsychology,16,27-41.7.Kitwana,Bakari.TheHipHopGeneration:YoungBlacksandtheCrisisinAfricanAmericanCulture.NewYork:BasicCivitasBooks,2002.8.Morrell,Ernest;Duncan-Andrade,JeffreyM.R.PromotingAcademicLiteracywithUrbanyouthThroughEngag
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ingHipHopCulture.EnglishJournal,v91n6p88-92Jul20029.Powell,CatherineTabb.1991.RapMusic:AnEducationWithaBeatJournalofNegroEducation,Vol.60,No.3,HowardUniversity.10.Rose,Tricia.“’FearofaBlackPlanet’:RapMusicandBlackCulturalPoliticsinthe1990s.”TheJournalofNe
-
groEducation.volume60,no.3(Summer1991.):276-290.11.Shusterman,Richard.“TheFineArtofRap.”NewLiteraryHistory.volume22,issue3(Summer1991):613.12.Spady,JamesG.StreetConsciousRap.Philadelphia,PA:BlackHistoryMuseumUmum/LohPub,1999.13.Stephens,Torrance;Braithwaite,RonaldL.;Taylor,SandraE.ModelforusingHipHopmusicforsmallGroupHIV/AIDSPreventionCounselingwithAfricanAmericanAdolescentsandYoungAdults.PatientEducationandCounsel
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ing,v35n2p127-37Oct199814.Tyson,EdgarH.Hip-HopTherapy:AnExplanatoryStudyofaRapMusicinterventionwithAt-RiskandDelin
-
quentYouth.JournalofPoetryTherapy,v15n3p131-44SPr200215.Wingood,Ginam.ETAL.March2003.AprospectivestudyofexposuretoRapmusicvideosandAfricanAmeri
-
canFEmalAdolescents’Health.AmericanJournalofPublicHealthvol.93,Iss.3;pg.437.3pgs.
Hip-Hop, as with many popularcultures, is unique in the sense that to accurately document the culture, requires its inter-preters to participate in itsexpressions. - KRS-ONE
FavoriteFemaleEmcee
 
Hip-Hop and education
Workshop -- July 19, 2005
Hip-Hop and education
workshop -- July 19, 2005
Facillitated by: Andrew J. ryandru.ryan@hiphopmatters.org -- 202 841 4090
OUTLINE
9.00-9.15Introduction9.15-9.30FilmClip--WhatisHip-Hop?9.30-9.50RapasEquipmentforLiving9.55-10.15UsingHip-HopintheClassroom10.15-10.30AllHip-HopisLocal--KnowingandReachingYourAudience10.30-10.45Q&A
LYRICALANALYSIS
1.I’mAmerica’sworsenightmare2.I’myoung,Black,andholdinmynutslikeYEAH!3.WishIwasinthepub,havingalightbeer4.Iwasintheclub,havingaghtthere5.Y’allcangohome,husbandandwifethere6.Mymommaatworktryingtobuymetherightgear7.9yearsold,unclelosthislifehere8.Igrewupthinkinglifeain’tfair9.HowcanIgetarealjob?Chinawhiterightthere?10.Rightinfrontofmysightlikehere(yeah)11.Here’syourtickettotheghettotakeightrighthere12.Sellmeyougobye,byehere,damn13.There’sadifferentsetofrulesweabidebyhere14.Youneedagun,niggasmightdrivebyhere15.Y’allhavingfun,racingallyourhotrodsthere16.DownloadingallourmusiconyourIPODsthere17.I’mChuckD,standinginthecrosshairshere18.Y’allstraight,chicksgothorsehairhere
 
Jay-Z,Young,Black&Gifted(freestyle)
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DISCUSSIONQUESTIONS
1.Whatarethepro’sandcon’sofusingHip-Hopintheclassroom?2.HowtoavoidcriticismwhenusingHip-Hopintheclass
-
room?3.WhichsubjectslendthemselvestointegrartionwithHip-Hop?4.ImprovingliteracythroughHip-Hop...why/whynot?5.Trueorfalse?YoushouldknowHip-Hopbeforeteachingit?
 In its spiritual essence, Hiphop cannot be (and should not be) interpreted or described in words. It is a feel-ing. An awareness. A state of mind. . . . Intellectually, it is an alternative behavior that enables one to trans-
 form subjects and objects in an attempt to describe and/or change the character and desires of ones’ inner 
being. – KRS One
WORKSHOPGOALS
1.DeneHip-HopasCulture2.DiscusstheConnectionBetweenHip-HopCultureandUrbanYouth3.DiscussStrategiesforIntegratingHip-HopintoClassroomActivites
-----------------------------------------------------------
 
“RapMusicasEquipmentforLiving”byAndrewJ.RyanJournalofHip-Hop,Vol1RhetoricianKennethBurkeinitiallypennedanessayentitled“LiteratureasEquipmentforLiving”,heassertsliteratureequipsreaderswithstrategiesfordealingwithrecurringsituations.Thespokenword,isnodifferentfromthewrittenword.Rapmusic,throughitsrstpersonnarrativeandwordplay(asRakimsaidRhythmAndPoetry)providemultipleperspectivesforthosewhocanrelate...oftentimestheinabilitytorelatecastsrapina
negative light.Hip-Hop, through its various elements, is constantly
adaptingtonewsituations.Wordsaretransformedtodepictfamiliarscenariosandcircumstancesnativetotheculture.Burkeremarks:“[Slang]wasnotdevelopedoutofsomeexceptionalgift.Itwasdevelopedoutofthefactthatnewtypicalsituationshadarisenandpeopleneedednamesforthem.”Forinstance,Eskimoshaveover15wordsforsnow,eachwithvaryingmeasurestoaccurate
-
lydescribeit.Soitisnowonderrapmusicconsistentlyevolves,seekingcreativeandcleverwaystodescribethepresentandshapethefuture.Rapmusicislledwith‘evolutionarylinguistics,’wordsandtermstodescribe
the culture.
Inthepast30years,Hip-HopculturehasmorphedfromaSouthBronx(orurban)experienceintoaglobalmove
-ment and corporate cash crop.
YouwouldratherhaveaLexus?orjustice?adream?orsomesubstance?ABeamer?anecklace?orfreedom?-Stic.man(ofdeadprez),“Hip-Hop”
“The great allurement in our present popular, inspiration-
alliterature,isthestrategyforaneasyconsolation.”
- Kenneth Burke
ThoughIdoubtBurkeeverlistenedtorapmusic,andlikelyneverimaginedhisworkwouldstretchintoHip-Hop.Theprophecyisironic.‘90210’rap,wherearichlifestyleisassumedwithoutanydetailofthemeansis
hurting Hip-Hop. While being poor is not intrinsic to
Hip-Hopculture,pretendingyou’rerichhasnoroleeither.WithouttheabilitytodiscernbetweenthebusinessacumenofCam’ron,E-40,orLil’Jonandtheindustry
controlled handpuppet, the unsuspecting Hip-Hop con-sumer can easily be misled.As the dominant youth culture, the yearn to learn
moreaboutHip-Hopstartsearly.Lastyear,Ireceivedane-mailfromsecondgradeNewYorkCityPublicSchoolteacherEllyColeaskingifIcouldassistwithaclassproject.AsaadPlummer,now8,chosethetopic:“WhatisHip-Hop”forhisschoolreport.Weexchangedafewe-mailsandafewweekslater,Ms.ColemailedmeacopyofhisA+report!Comprehensionof‘literature’,whetherNathanMc
-
CallorNas/LisaJonesorSistahSouljahmustbeincludedonHip-Hop’sagenda.ProgramsliketheNationalUrbanLeague’sHip-HopReader[www.hiphopreader.com],whichawardstudentsforreading
various Hip-Hop and cultural books are a start. Their
progressivemodelshouldbewidelyadopted.Tomanyurbanyouth,Hip-Hopofferstheonlyreputablecounselforcopingintheirenvironment--Oprah,Dr.Philand‘DearAbbey’typicallydon’tad
-dress their concerns.
While30and40-somethingscritiquetoday’spopularrap,andlongforthe2005incarnationofPeteRockandCLSmoothorthenextDOC,thefocusmustbeshiftedtowardeducation;onHOWtovalue
Hip-Hop and not WHAT one should listen to. Asaad
hasaheadstartonmostofus...let’smakesurehe’s
not alone.

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