YouTube Lesson Strategy
Grade 8
Tuesday, December 17, 2013

Rap

1
Rap

Rap

2
Overview
Students are studying African-American music throughout the twentieth

Videos
1.

MACKLEMORE & RYAN LEWIS –

and ...
Singing (well, rapping)
Improvising
Composing and arranging
Listening to, analyzing and describing
Evaluating music and pe...
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YouTube Lesson Strategy

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YouTube Lesson Strategy

  1. 1. YouTube Lesson Strategy Grade 8 Tuesday, December 17, 2013 Rap 1
  2. 2. Rap Rap 2
  3. 3. Overview Students are studying African-American music throughout the twentieth Videos 1. MACKLEMORE & RYAN LEWIS – and twenty-first centuries. This particular lesson will examine rap music, “SAME LOVE” feat. MARY comparing and contrasting different styles and looking at and how rap LAMBERTcan also be found on music can be used as a tool to promote social justice. iTunes Macklemore is a supporter of Objectives LGBT rights and same-sex As a result of this lesson, students will be able to know and/or demonstrate homophobia in mainstream the following: media, specifically rap music. Name and identify Rap artists marriage. “Same Love” protests 2. Poetic Justice is a spoken word Distinguish between spoken word and rap collective from my high school. Write and perform a short original rap song Their mission is to spread social justice and inspire change Activities 1. through poetry. They travel around the Boston area As the students enter the classroom, “Look At Me Now (feat. Lil teaching urban youth to express Wayne & Busta Rhymes)” by Chris Brown will play in the classroom themselves. as the students enter. On the board will be guiding questions like, “How is this style different from jazz? From rock/pop?” “What is the artist mainly trying to communicate?” etc. Once everyone has settled in, students will be asked if they recognize the song and what their answers are to the questions on the board. 2. Next, “Same Love (feat. Mary Lambert)” by Macklemore and Ryan Lewis will play. Students will be asked to compare and contrast the ENTWINED by BRIANA CHANG Other Web Resources 3. Deep Underground 4. University of Illinois @ Chicago HIP HOP two listening samples. 3. A brief history of hip-hop and rap music. The class will discuss the differences between hip-hop, rap and spoken word as well as the similarities. 4. The students will be given specific instructions as to their rap assignment. They will choose a topic/theme and be given length/form guidelines, then receive handouts with sample rhythms to try out. 5. Students will spend 10 minutes practicing writing miniature rap verses with pairs of groups, depending on the size of the class. Then several groups (or each group, depending again on the class size) will volunteer to perform their raps for the class. Raps will be a cappella, though one student in each group may beat box. Performances will be recorded for later self-assessment. NAfME Standards Rap 3
  4. 4. Singing (well, rapping) Improvising Composing and arranging Listening to, analyzing and describing Evaluating music and performances Understanding music in relation to history and culture Massachusetts Arts Frameworks Singing (see above) Improvisation and composition Critical response Purposes and meaning in the arts Role of artists in communities Rap 4

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