Hop Radio DJs
Expectations:
Social, Economic, and Political Context
E1.1 describe various social and cultural trends and developments in Canada since 1982
Identity, Citizenship, and Heritage
E3.2 explain ways in which various individuals, groups, organizations, and/or events have contributed to the arts and popular culture in Canada since 1982
Learning Goals Assessment
Demonstrate understanding of the cultural contributions of Canadian hip hop DJs
Explain the historical role of radio in music culture development
Materials
Mapping Music Discovery Fantastic Voyage
Hip Hop History
Mapping Music Discovery
On
Audio: Shad Fam Jam (Fe Sum Immigrins) Post its Video: 2011 of Stylus Hall of Fame Inductee Ron Nelson Copies of article: Scratching his Musical Mark LCD Projector, Laptop and Internet access Fantastic Voyage Exit Slips Time:
While the teacher plays music (Shad’s Fam Jam (Fe Sum Immigrins), students respond to the question on post its: Where do you discover new music? Each response (YouTube, Spotify, iTunes etc.) goes on a different post it, which students affix to the chalkboard. After, students stay at the board to group similar responses until they have created a post it web/map of how they encounter new music. The music stops and students return to their seats. The teacher introduces the Northside Hip Hop Archive, discussing its mandate and navigates to the tribute clip for 2011 of Stylus Hall of Fame Inductee Ron Nelson, a founding father of Canadian hip hop culture (2:45 min) (Click History Lesson Arc Resources).
After viewing the clip, students consider how music used to be discovered, compared to now. They also discuss why certain kinds of music may have had limited access to mainstream music venues of the time, considering race and class.
Hip Hop History: DTS and the Masterplan Show
The teacher distributes “Scratching his Musical Mark” (Click History Lesson Arc Resources) In small groups, students read the article, with special attention to the following terms that appear in it, also posted on the board:
• vinyl
• disc jockey
• underground hip hop
• mainstream hip hop
• sound system
• campus radio station
• misconceptions
Each student chooses one term, making notes about: understanding of the term; its use in context, personal connections; and questions it prompted. Consider social, cultural and economic implications. In the large group, students share analyses for each of the seven terms.
Fantastic Voyage
5 Essential Practices Designed to Promote Anti Racist Pedagogy
• Education for empowerment
Hip Hop History
•Talk about race Mapping Music
•Capture the Unseen Hip Hop History
•Tell a Complicated Story
Fantastic Voyage
•Connect to the Present Mapping Music
In the large group, students read the online introduction explaining the historical place of DJ Ron Nelson’s Fantastic Voyage and then listen to a five minute clip of the show (Click History Lesson Arc Resources). As they listen, students make notes about the kinds of information he provides to listeners (dances, artist news, shout outs, dedications, new songs etc).
On an exit slip, students respond to the questions: Do DJs play music, make music or shape music culture? Or is it all three? With reference to today’s video, article and audio clip, make an argument responding to this question.
Assessment Opportunities
Assessment FOR Learning: Mapping Music Discovery Post Its Assessment FOR Learning: Hip Hop History discussion Assessment FOR Learning: Fantastic Voyage Exit Slips
Differentiated Instruction: Learning environment
Full class, small group and individual work
Interest& Content Choice of terms
Students can share their ideas from exit slips on the course online forum, or the exit slips can be redistributed during another class to prompt small group discussions (Assessment for/of learning)
Understanding of Term Term's Use in Article Context
Term:
Personal Connections to Term Questions Prompted by Term
Fantastic Voyage: Exit Slips
Pioneers & Architects: Canadian Hip Hop Radio DJs
Do DJs play music, make music, or shape music culture? Or is it all three? With reference to today’s video, article and audio clip, make an argument responding to this question.
Pioneers & Architects: Canadian Hip Hop Radio DJs
Do DJs play music, make music, or shape music culture? Or is it all three? With reference to today’s video, article and audio clip, make an argument responding to this question.
Lesson Title Get the Word Out: Grassroots Event
Expectations:
Social, Economic, and Political Context
Promotions
E1.1 describe various social and cultural trends and developments in Canada since 1982
E1.3 describe some key trends and/or developments in the Canadian economy since 1982
Identity, Citizenship, and Heritage
E3.2 explain ways in which various individuals, groups, organizations, and/or events have contributed to the arts and popular culture in Canada since 1982
multiple points of entry
Get the Word Out
Time: 20 Before : Minds On
Learning Goals Assessment
Demonstrate understanding of hip hop event promotion and underground music scene in history
Get the Word Out Then and Now: Butcher Analyze artifacts using a learning tool Flyers: Artifacts of a Time Materials
Get the Word Out quiz cards class set Selection of historical hip hop event posters
Graphic Organizer: Artifact Analysis LCD Projector, Laptop and Internet access Video: Butcher T MVI.7446
Assessment Opportunities
Students complete the Get the Word Out quiz individually, responding to questions about how they find out about social and cultural events, like concerts, dances, family occasions and parties. With an elbow partner, they discuss their responses and how effective these promotional tools are. The teacher presents some packing tape and a stapler and asks students how these might be used in promotions. Are poster promotions still relevant? Where do they see posters (in school, bus shelters, utility poles, downtown)? Do they read them? What kinds of information do they offer the reader? Do they work? How has social media changed promotions? The large group discusses.
Flyers: Artifacts of a Time
The teacher lays out copies of historical event posters promoting hip hop shows. In small groups, students choose three different posters. The small groups use learner.org guiding questions for artifact analysis, via the graphic organizer (three copies/group):
CREATOR: Who wrote the document or made the artifact?
CONTEXT: Where and when was it created?
5 Essential Practices Designed to Promote Anti Racist Pedagogy
• Education for empowerment Flyers: Artifacts of a Time
During: Action!
Time: 40 25
AUDIENCE: For whom was it made?
PURPOSE: What was the intended use of the document object?
HISTORICAL SIGNIFICANCE: How does this object affect our understanding of history? (learner.org)
•Talk about race Then and Now: DJ Butcher T
•Capture the Unseen Flyers: Artifacts of a Time
•Tell a Complicated Story Get the Word Out
After their artifact analysis, each group shares their findings for one poster with the large group.
Then and Now: DJ Butcher T
•Connect to the Present Then and Now: DJ Butcher T Time:
Students watch an interview clip, “Pioneer: Butcher T” (2 min; Click History Lesson Arc Resources) of legendary Montreal DJ Butcher T discussing how he made use of the records that commercial radio wouldn’t play, in the 80s underground music scene (‘blockos’, school dances etc.). After viewing, students should create a ‘Then and Now’ t chart, considering the role of commercial radio in the time Butcher T describes, and now, in their own music consumption. The teacher offers some more guiding questions: Is commercial radio still relevant in the age of Spotify, Soundcloud and other apps? Is it still a gatekeeper? Is it still limited by formats? How does Butcher T describe the underground music scene of his youth? How does it manifest itself these days?
Assessment FOR Learning: Get the Word Out quizzes and discussion Assessment FOR Learning: Artifact Analysis graphic organizers Assessment FOR Learning: Then and Now T chart
Differentiated Instruction: Learning environment Full class, small group and individual work
Interest& Content Choice of posters
Students can listen and analyze the offerings of a contemporary commercial radio station vs. a college or university based station. How does content differ? (Assessment for/of learning)
Northside Hip Hop Archive Curriculum Resource Guide: History, Grade 10, Academic/Applied (CHC2D/P) – LessonGET THE WORD OUT
GET THE WORD OUT
GET THE WORD OUT
How do your friends primarily communicate to organize gatherings? Choose your top three.
Text
Social Media
Word of mouth
Phone
How do you most often find out about concerts or other performance events? Choose your top two.
Posters
Word of Mouth
Newspapers
How do your friends primarily communicate to organize gatherings? Choose your top three.
Text
Social Media
Word of mouth
Phone
How does your extended family stay in touch and organize get togethers? Choose all that apply.
Text
Social Media
Word of mouth
Phone
How do you most often find out about concerts or other performance events? Choose your top two.
Posters
Word of Mouth
Newspapers
How does your extended family stay in touch and organize get togethers? Choose all that apply.
Social Media
Word of mouth
Phone
How do your friends primarily communicate to organize gatherings? Choose your top three. Text
Social Media
Word of mouth
Phone
How do you most often find out about concerts or other performance events? Choose your top two.
Posters
Word of Mouth
Newspapers
How does your extended family stay in touch and organize get togethers? Choose all that apply. Text
Social Media
Word of mouth
Phone
Lesson Title Battles, History and Hip Hop
Expectations:
Social, Economic, and Political Context
E1.1 describe various social and cultural trends and developments in Canada since 1982
E1.3 describe some key trends and/or developments in the Canadian economy since 1982
Identity, Citizenship, and Heritage
E3.2 explain ways in which various individuals, groups, organizations, and/or events have contributed to the arts and popular culture in Canada since 1982
Battle for Respect
On
Learning Goals Assessment Demonstrate understanding of the hip hop battle
Battle for Respect Explain the sociocultural impact of historical Canadian hip hop
The Historian of Hip Hop Summative Task: A Roundtable Materials
Class set of 'First Night, Last Night' by Theo 3 Highlighters
Article: ‘The Historian of Hip Hop’ Exchange Structure Analysis Grid Copies of Summative Task Hip Hop: A Roundtable Copies of newspaper articles for Summative Task
The teacher asks seven students to read aloud the seven paragraphs of 'First Night, Last Night' by Theo 3 from the exhibition catalogue I Was There: Hamilton Edition The Art of Eklipz (p. 40 41; Click History Lesson Arc Resources). Students take two minutes to review what they will be reading aloud in order to prepare an expressive performance, to bring to life this evocative narrative historical account of the atmosphere of a rap battle.
After the reading, the teacher asks elbow partners to comb through the account and in point form, list what claims Theo 3 makes about Hamilton, Eklipz and rap battles. Using three different highlighters corresponding to each topic, identify the language the writer uses to support these claims. In the large group, students share some of their findings. Was Theo 3 successful in supporting his claims? Why or why not?
The Historian of Hip-Hop: A Roundtable Discussion
The teacher shares the Exchange Structure Analysis Grid (ESA): Types of Contributions to Discussion with students. Students review the different types of contributions made to rich discussions and keep these in mind as they read the article ‘The Historian of Hip hop’ (Click History Lesson Arc Resources).
Students should consider issues raised in the text in relation to race, culture and history What claims does Mark Campbell make? What claims does the writer make? How are these claims supported? The article refers directly to students who are using the NSHHA’s curriculum. Does this curriculum, including this very lesson, meet the goals outlined in the article? Students make preparatory notes to support them during the 10 minute roundtable, consulting the ESA. They should anticipate discussion and prepare contributions that employ multiple roles.
Students begin roundtable discussions in small groups. The teacher circulates to support and assess. Post roundtable, students discuss the content and direction of their small group discussion in the large group. They consider how the ESA roles and openers helped them analyze and engage with the content of the article.
Summative Task: A Roundtable
5 Essential Practices Designed to Promote Anti Racist Pedagogy
• Education for empowerment Historian of Hip Hop
•Talk about race Historian of Hip Hop
•Capture the Unseen Battle for Respect
•Tell a Complicated Story
Battle for Respect
•Connect to the Present Summative Task: A Roundtable
Assessment Opportunities
Assessment FOR Learning: Battle for Respect notes Assessment FOR Learning: Historian of Hip Hop Roundtable Discussion Assessment OF Learning: Summative Task: A Roundtable Differentiated Instruction: Learning environment
The teacher introduces the summative task, a roundtable discussion tied to an article sourced from the NSHHA. Groups have the choice of several articles. Using their own post discussion reflection and teacher feedback for their practice roundtable, students co create success criteria for the roundtable. What makes for an effective roundtable discussion?
Full class, small group and individual work Interest& Content Choice of articles
Students can use computer lab time to supplement their analysis of their chosen article with research. (Assessment for/of learning)
Northside Hip Hop Archive: Lesson Arc for CHC2D/P1
Hip Hop: A Roundtable
As a group, choose three of the following historical newspaper articles found on the NSHHA website: www.nshharchive.ca/resources/nshha curriculum/history lesson arc resources/ Rank them according to preference. Your teacher will determine which article you will work with, considering your preferences and ensuring that each group has a different article. 1. “Canadian Cree Rapper Sees US Blacks as Kindred Souls” 2. “U of A Haven for Hip Hop Music Studies” 3. “Breakdancers twirl and jump in quest to become champions” 4. “Rap lyrics challenge for parents” 5. “Rap music cools its aggressive strut” 6. “Graffiti: Art of the Vandal”
Annotate the article as you read. Consider bias, assumptions and stereotypes at work. Are these tied to its historical context, or do these persist today?
• Read the article and make preparatory notes to support discussion for a 10 minute roundtable.
• Consider issues raised in the text in relation to race, culture and history.
• Consult the Exchange Structure Analysis for reference and the success criteria developed by the class.
• Anticipate discussion points and prepare contributions that employ a minimum of four roles.
• Submit your preparatory notes to the teacher.
This roundtable will take place with the rest of the class as your audience.
Post roundtable be ready for questions and feedback on both the content of your discussion and the use of varied contributions to that discussion.