3.+Wednesday--Issues+of+Representation+in+HipHop+(Nuala)


 * TOPIC: Representation**
 * __Learning Goals:__**
 * Demonstrate critical awareness around issues of representation
 * Demonstrate understanding of how representations can be challenged or reinforced.
 * Apply this learning to a creative project.


 * __Materials Needed__**
 * Projector & Dvd Player or Mac computer
 * Kiely's Spectacular Video as a quicktime file.
 * Lyrics printed out.

Representation, Symbolic Annihilation, Glamorize, Romanticize, Glorify, reflect, reinforce, inculcate, shape (RECAP)
 * __Concepts__**

Symbolic Annihilation is the absence of representation in media. This term is usually used to describe the ways in which the media promotes stereotypes and excludes certain identities. Gaye Tuchman (1978) divided the concept of Symbolic Annihilation into three aspects: omission, trivialisation and condemnation. Tuchman's argument: When not absent, marginalized groups are usually portrayed in stereotypical ways. What is the problem with this? Where are examples of this in our media? Is this an issue in hip hop?

On the board, compile a list of all the representations students come up with. Ask if any students want to share a specific example or story about issues of representation from their experience.


 * __Activity

**A. Recap Tuesday, Five Songs & Playlist conversation**

**B. View "Who's That Girl" clip:** Screen clip of "Who's That Girl" documentary where taste cultures and issues of representation are discussed. (2:49- 9:21)

What questions does this clip raise for you? (How and Why questions) What is said about representation? About taste culture? According to the documentary interviews, what are the common representations in hip hop? What representations do they say are missing? __**
 * Pair/Share (groups of 3-4):**

View: Kiely Spectacular video
 * C. View Spectacular Clip** (4 min):

Students discuss issues of representation in Kiely's Spectacular Video. 1. What questions do you have about these videos? (how and why questions). Each group picks their favorite 2 questions and shares with group. //(Point out the connection to MEL Concepts: Ask, what question is this most related to: message, producer, audience, technique, etc? What questions are we not asking?)// 2. What interpretations might different audiences have? (Connects back to Day two conversations on interpretations). 3. Do representations matter? Do they effect you personally? Your peers? Your community? Why or why not? 4. What should be done about media representations? What needs to be represented? Who are the stakeholders and what are their roles in representing diverse people? (opportunity to explore passive v. active audiences) 5. Share out 3 key ideas from each group
 * D. 3 Groups Discuss** (10 min + 3 min Share out)**:**

1. What questions do you have about these videos? (how and why questions). Each group picks their favorite 2 questions and shares with group. //(Point out the connection to MEL Concepts: Ask, what question is this most related to: message, producer, audience, technique, etc? What questions are we not asking?)// 2. Do your responses change after hearing from the author? 3. You have opinions, how do you use them?
 * E. View and her video response (where she talks about representing a character!)** [2:19]
 * F. 3 groups Discuss** (10 min + 3min share out)

If there is time.... If you wanted to create a hip hop song or hip hop video what messages or images could you create? Write a poem in 10 lines or less that challenges symbolic annihilation or perpetuates it. Draw a storyboard that supports your poem or song. In three groups, present your storyboard to the class, allow for questions about your piece.
 * __CREATE__ (20 min):**


 * Here's what Nuala did (blog, invite students to post for extra** **credit)**

Listen to 2 or 3 songs, with lyric sheets Answer: What's the message of the song? What issues does it raise consciousness about? How does this song challenge symbolic annihilation, glamorization, glorification?
 * Transition to Listening to Conscious Hip Hop** (22min)

Each group selects their top challenger or reinforcer and shoot the scene with a flip camera.
 * __Possible follow-up activity:__**