Hip Hop Preemptive Education Workshop series

Event: Urban word's Preemptive education weekend training series

Organizer/Location: NYU in correlation with Urban word organization

Hours: 9 AM - 3 PM



This weekend series was comprised of various workshops that analyzed how hip hop can be used inside the classroom as well as exploring the barriers that come along with the integration of this topic in the classroom.

The first workshop, Critical Hip Hop Pedagogy, was led by Marcella Runell Hall and Kersha Smith. Both spoke about their experience in using hip hop in the classroom. They tried to focus on how hip hop education can be used as a tool for liberation and change. Some of the issues that came up were how to present Hip hop education in a way that is not superficial or unauthentic. Both Marcella and Kersha made it clear that using and integrating hip hop education in the classroom and curriculum can be done while still addressing the standards. They also mentioned the fact that you aren't introducing anyhting new to them. Many of our students carry and bring hip hop into our classrooms on a daily basis so as teachers we shouldn't feel as if we are the gate keeper unveiling a new world- the world of Hip Hop. Throughout this workshop, the participants were given the opportunity to create a Hip Hop unit in a group. My group had some difficulties because we wanted to create a Hip Hop unit with early elementary grades and we didn't know exactly how to choose a topic related and found in Hip Hop that could be understood and appropriate for students of this age. Marcella showed us and provided us with children's storybooks written by rappers and Hip Hop entertainers as well as a lesson plan book of Hip Hop related lessons. Being able to see the underlying themes in Hip Hop and how they relate to our students' everyday lives as well as the curriculum and skills we want our students to attain helped me understand and formulate the beginnings of a Hip Hop unit.

The second workshop was focused on using Hip Hop (its original value or intention) in the classroom. In this workshop we analyzed a song by Mos Def from his album 'Black on Both Sides' and were asked what skills or concepts can be taught from the lyrics. There were many poetic devices used throughout the song including metaphor, internal rhyme scheme, and alliteration. References to the history of the English language as well as issues of power and control were raised in the lyrics. Then the discussion moved towards how we define Hip Hop in a national and generational context which I think does have relevance in bringing Hip Hop into the classroom. Many of the "classic' Hip Hop songs and artists are from the late 1980s and early 1990s period. This type of Hip Hop vastly differs from that which our students listen to. Many of the songs of the 80s and 90s had a political connotation and awareness where the music of the 21st century isn't as strongly so. Yes one can use Kanye West's rap in response to the political/governmental actions taken throughout the Katrina disaster but these songs, I believe, are more rare and make the job of the teacher that much harder. But then I pose the question, what place does the Hip Hop that isn't as political or moral have in the classroom. Should teachers ignore it, denounce it, or explore it. This was a question that was hinted at but never fully answered in this workshop. We then had a chance to explore some of the problems educators might encounter when using Hip Hop in the classroom. Some of the problems included parent/administration's disagreement with the topic, censorship and the compromise of authenticity of an artist's work, etc. We proposed some suggestions to these problems like introducing the way you want to incorporate Hip Hop to the parents first via letter or meeting so they can see the value and direction in which you want to use Hip Hop.

The third workshop was NYCoRE which was presented by Edwin and one of his colleagues. They spoke of the wonderful things that they do involving their students with social justice projects and movements. The one thing that stood out most for me was seeing the City's student responsibility contract. Thinking back on my high school years, I remember filling it out during the first week of school along with the infamous blue card without it ever being discussed or reviewed in class. I think the contract is a great tool to use to have your students be aware that they have responsibilities that they need to comply with and along with the basic responsibility of abiding by school rules and regulation, they also have a greater responsibility to themself and future generations to produce and become agents of change. ( He also gave lots of free handouts which is always a bonus.)

Overall I think that some aspects of the workshops were helpful while others have left me confused. The fact that I never received an actual definition of Hip Hop doesn't help me or any other teacher who wants to bring Hip Hop education into the classroom. How can I as a teacher bring in Hip Hop when I am still unclear of what it actually means. I think one valuable thing I can take from the workshops was the opportunity of hearing the input and views of Hip Hop teaching artists. Hip Hop teaching artists are Hip Hop artists who use their talent to manipulate words as a vehicle to educate others and send a greater message. Hearing their views and knowing that they exist is a valuable tool for many teachers. Some teachers, though they see the value in implementing Hip Hop education in the classroom don't feel comfortable or knowledgable in doing so and a teaching artist can be a great way for them to incorporate Hip Hop in the classroom. The same struggles that Hip Hop education faces in gaining acceptance into all schools is the same as that of Multicultural education. Both contain strong contraversial topics that are considered touchy and inappropriate for the classroom. Understanding the underlying problems, issues, and ideas within multicultural or hip hop education is the key, answer and focus in implementing it in our classroom. I am now excited to continue working on a Hip Hop unit and integrating it with Multicultural education in my future classroom.
-Sara Sepulveda