4.+Thursday--Creating+Conscious+Messages+(Tanya)

__Expose... (& Create?)__

Expanding Literacy (decoding comprehension; connect to past & present; change the world)
 * Objectives:** "To expose students to positive, conscious hip-hop, engage in the lyrics and create." N.C.

Messages & Meaning; Representation & Realities; Ethics; Purpose; textual analysis; contextual analysis
 * Concepts:** "Positive & Negative music/hip-hop; Conscious hip-hop" N.C.


 * Props:** Vibe book on history of hip-hop; Back in the Day book (cultural example); hip-hop chronology map

1. Create concept map on board (5-7min)
 * conscious music in the middle (note to students: any musical genre could be used, hip-hop is our focus)
 * students toss out definitions
 * what artists go on the conscious map? what songs (despite artist) go on map?...Why (for both)?

2. Conscious hip-hop mini lesson (5-7min)
 * Show chronology map (long version taped around room). Give students time to walk around 'room' to check out map.

3. Song list/with lyrics & Rubric-- hand out "Conscious Hip-Hop Rubric" with chosen songs for each decade that will be listened to and lyrics read. Give activity directions.

4. Listen-Marinate-Evaluate (22min ) [12min listening, 5min evaluating, 5min group sharing] -- break up into pair/share groups, each group gets a SHORT list of songs/artists to listen to/read lyrics, after listening/reading groups use the "Conscious Hip-Hop Rubric" on each song.

5. Share out in large group (5min)

The 70s – sugar hill gang; grand master flash; blondie The 80s (Afrocentric)– curtis blow; boogie down; nwa; public enemy; daisy posse; ladies 1st (Queen Latifah/Salt-n-Peppa/MC Lyte/Bohamadia/Harmony...); kool moe dee; compilation songs; mc hammer; eric b and rakim; jazzy jeff n fresh prince; beastie boys; heavy d; epmd; The 90s – digable planets; tribe called quest; leaders of the new school; krs one; pharside; Common; The Roots; the fugees Early 2000s – black starr; Common Today – lupe fiasco;
 * Song/Artist Chronology** (this list needs songs/artists that are more difficult to pinpoint as well as ones that are clearly "negative." We want the students to make the evaluations)

'Underground' hip-hop? International artists? Christian/Religious hip-hop? (maybe highlight during mini-lesson?) --Manchilde;

There are aprox. 13minutes left at this point. What do you guys think is most important to cover? 5. Watch-Discuss-Evaluate -- Video list [|conscious rap videos] Decode videos – how do they relate to the songs?

These reflect artist interpretations of hip-hop's evolution: (maybe chose one of these as intro to mini-lesson?) --"I Use To Love Her" by Common --"Love of My Life" by Erykah Badu -"Dumb it Down" by Lupe Fiasco (segue into revisiting poem)

6. Debrief day and talk about performance Friday --add onto Wednesday's poem. It should be informed by what they learned during the week (ML concepts and/or other concepts, i.e. glamorizing) as well as address a social issue. -3 minute performance informed by dialogue engaged with this week (acknowledge key concepts we hope they demonstrate within the performance) -audience will interpret what they noticed in the performance (i.e. target audience, etc.).