Tupac Shakur in Language Arts class? Real-world teaching tools.Yes, says Alan Lawrence Alan Lawrence, fondly known as “Nipper”, is a former Scottish footballer born on 19th August 1962 in Edinburgh, best known for his time spent with Airdrieonians and Heart of Midlothian in the early and mid-1990s. Sitomer, Los Angeles teacher and author of Hip-Hop Poetry and the Classics and Hip-Hop High School. Here he shares tips for incorporating hip-hop music into your lessons. Let's be honest. Some of your students are reluctant readers. Actually, reluctant is a euphemism. My students often say they hate books. And why shouldn't they? Many of them read below grade level and have been prodded, tested, and even belittled be·lit·tle tr.v. be·lit·tled, be·lit·tling, be·lit·tles 1. To represent or speak of as contemptibly small or unimportant; disparage: a person who belittled our efforts to do the job right. for their reading ability. Action-adventure movies? Now that speaks to them. Downloading music? That engages them. Deconstructing narrative fiction as we analyze the literary device of similes? Some days I could actually hear snoring snoring, rough, vibratory sounds made in breathing during sleep or coma. The noisy breathing is the result of an open mouth and a relaxation of the palate; it is frequently induced by lying on one's back. before their heads hit the desks. Then one day, I used hip-hop. In no time we were discussing everything from sexism to inequality between the rich and poor. We wrote essays, we read texts, and we held debates. And my students were with me the whole way. They were insightful, passionate, and vocal in class. In addition to their enthusiasm, there was an added bonus: I was knocking down Language Arts standards as if they were bowling pins and I was a championship bowler. Since then, I've become a believer in using hip-hop in the classroom. Here are five lessons I've learned, which I hope you can apply to your own curriculum. 1 TARGET YOUR ACADEMIC OBJECTIVES. Just as you can study the subtext sub·text n. 1. The implicit meaning or theme of a literary text. 2. The underlying personality of a dramatic character as implied or indicated by a script or text and interpreted by an actor in performance. , figurative language, rhyme scheme, or historical perspective of a Langston Hughes poem, you can study a variety of literary elements in most hip-hop music. However, trying to tackle all of the elements often spreads lessons too thin. It's very easy to have the class digress di·gress intr.v. di·gressed, di·gress·ing, di·gress·es To turn aside, especially from the main subject in writing or speaking; stray. See Synonyms at swerve. into a free-for-all about every rapper under the sun. Sure, engagement is great, but every ship needs a captain--and every captain needs a compass. Therefore, when teaching hip-hop, make sure you've planned an academic focus before you embark on the lesson. Seek one or two in-depth core objectives and use them as your North Star for teaching. 2 CHOOSE MUSIC CAREFULLY. Use only music that is free of profanity Irreverence towards sacred things; particularly, an irreverent or blasphemous use of the name of God. Vulgar, irreverent, or coarse language. The use of certain profane or obscene language on the radio or television is a federal offense, but in other situations, profanity , racism, misogyny misogyny /mi·sog·y·ny/ (mi-soj´i-ne) hatred of women. mi·sog·y·ny n. Hatred of women. mi·sog , and homophobia. Introduce these important vocabulary words at the start of any hip-hop unit. Emphasize that hip-hop is not solely "gangsta rap gang·sta rap also gangster rap n. A style of rap music associated with urban street gangs and characterized by violent, tough-talking, often misogynistic lyrics. " and that when it began in New York New York, state, United States New York, Middle Atlantic state of the United States. It is bordered by Vermont, Massachusetts, Connecticut, and the Atlantic Ocean (E), New Jersey and Pennsylvania (S), Lakes Erie and Ontario and the Canadian province of , it was a means of sharing how people can rise up and make something positive out of their lives. Like many other arts, it morphed from there. However, there are many positive artists working in the genre (see "Hip-Hop and the Classics"). Studying hip-hop from a critical perspective requires a serious approach. When you speak to hip-hop as such, experience has shown that students will follow your lead and you will avoid "issues" long before they happen. 3 PROVIDE CLASSIC POETRY. Intimidated by finding appropriate music? Then let your students provide the hip-hop. You do not need to be an aficionado A Spanish word that means fan, devotee, enthusiast, etc. There are loyal aficionados of every subject in the computer field. to bring hip-hop into your class. Teach a piece of classic poetry to the class, illuminating whatever poetic devices you wish. Then, invite students to bring in an excerpt of their favorite hip-hop song (a "clean" passage, as per tip #2) and have the students evaluate the lyrics for similarities and differences to the classic poem. For example, you might study the poem, "Harlem: A Dream Deferred" by Langston Hughes and teach the class about imagery, rhyme scheme, and implied messages in the text. Afterwards, challenge students to analyze those same elements found in their hip-hop songs. 4 LET YOUR STUDENTS TEACH YOU. Why does a biography report have to be about Cesar Chavez or Martin Luther King? Why not study Jay-Z (a hip-hop superstar who has made the transition to CEO (1) (Chief Executive Officer) The highest individual in command of an organization. Typically the president of the company, the CEO reports to the Chairman of the Board. of a gigantic record label)? Kids will relish the opportunity to teach you and the entire class about people and issues they find personally meaningful. Try having students create their own PowerPoint presentations about hip-hop culture. This will allow you to incorporate technology while tackling other academic objectives. 5 BE REAL. The standards are boring. But great education is not! Don't just go to the textbook--deal with favorite pieces of literature. Explain why you love a poem. Explain what you think it says and why you are a better person for having read it. Then challenge your students to do the same with their hip-hop pieces. Mixing in mini-lessons about personification personification, figure of speech in which inanimate objects or abstract ideas are endowed with human qualities, e.g., allegorical morality plays where characters include Good Deeds, Beauty, and Death. is easy once the educational fire is ignited. Just give your students the space to be the young adults they really are. Genuine learning will have taken place, and the joy you experience will re-kindle the reasons you became a teacher in the first place. It is awesome to work with kids--using hip-hop will help you remember that. RELATED ARTICLE: Hip-Hop and the Classics Here are pairings Sitomer suggests in Hip-Hop Poetry and the Classics. * CLASSIC POEM: "Ain't I a Woman," by Sojourner Truth PAIR IT WITH: "For Women," by Talib Kweli * CLASSIC POEM: "Harlem: A Dream Deferred," by Langston Hughes PAIR IT WITH: "Juicy," by Notorious B.I.G. * CLASSIC POEM: "If," by Rudyard Kipling PAIR IT WITH: "How Many," by Zion I * CLASSIC POEM: "Do Not Go Gentle Into That Good Night Do not go gentle into that good night, a villanelle composed in 1951, is considered to be among the finest works by Welsh poet Dylan Thomas (1914–1953). Originally published in the journal Botteghe Oscure ," by Dylan Thomas PAIR IT WITH: "Me Against the World," by Tupac Shakur |
|
||||||||||||||||
Printer friendly
Cite/link
Email
Feedback
Reader Opinion