 |
NOTE TO THE TEACHERS: The multi-media resources used in conjunction with these lesson plans may include references to substance abuse, violent acts, illegal activities, and topics of a sexual and/or political nature. Some academic communities may consider the material inappropriate for educational use in the classroom, thus you are encouraged to review the resources before presenting them to your students. If necessary, consult with an administrator, send a letter/waiver to the parents/guardians, or choose the specific resources that will enhance your lesson and are acceptable for classroom use.
(a) Guide the students through the interactive U.S. map at www.yourchildlearns.com/us_map.htm or provide a copy of a U.S. map to segment into 4 parts: the Midwest, East Coast, West Coast, and the South. Identify states that would be placed in each of these categories. Identify qualities or characteristics about these 4 regions based on prior knowledge and experiences. List the students' responses.
(b) Identify that the common link between these regions is that they are all states in the U.S., but their geographic location influenced the unique characteristics and varied their identities. 2. (a) Explain to the students that music is also influenced by cultural / regional factors because it adapts to the environment, culture, and region that it is in. Hip hop reflects the diversity of the regions throughout the U.S. and even the world. By making a geographical sketch of hip hop, as music migrates, the different styles, perspectives, sounds, language, and lyrical content will be revealed. (b) Distribute the Hip Hop Geographical Sketch. Use the U.S. Map to fill-in the states in the 4 segmented regions. Then, watch VH1's And You Don't Stop: 30 Years of Hip Hop (Part 2) to complete the remaining categories of the sketch. Encourage students to also reference their prior knowledge about hip hop to complete this task. (c) Use supplemental hip hop music videos and songs to enhance the students' repertoire of information about the various styles within this genre of music. The focus is diversity based on geographic location so allot time for students to do additional research by viewing music videos, using Internet and/or print text materials to gather data or information about each region, or listen /analyze music to depict the differences in the four regions. This can be assigned as an independent research task for the students or the teacher could guide the research process. Teacher may initiate the task by playing the music video or edited version of the song, "Welcome to Atlanta: Remix" by Jermaine DuPri, featuring P. Diddy (East Coast-New York), Murphy Lee (Mid WestSt. Louis), Snoop Dogg (California-West Coast), and Ludacris/J.D. (South-Atlanta).
[Example: Group #1 = The East Coast, Group #2 = The West Coast, etc.] (b) Each group must select a method of presentation: poster project or computer project. The poster project is a verbal presentation with a visual aid. The computer project is the use of presentation software (i.e. Power Point) or create a web page to display their findings (c) Each group will develop a presentation representing their region, revealing its identity, unique hip hop style, and geographic perspective, then present it to the class (an audience of their peers). 4. Teacher will bring closure to this lesson by linking the regions together on a common ground, hip hop music/culture. Extensions
This lesson plan was created by Charity Jones, Secondary Educator, at Oak Park High School, Oak Park, Michigan.
Cooperative Learning Group Region: ______________________________ Type of Presentation you would prefer to do: ________________________ |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Objectives
Home | VH1 Programming | Teachers | About Music Studio