Lesson 1
Lesson Title Subliminal Simulation: Hip Hop’s Street Magazine Comics
Expectations:
The Critical Analysis Process
B1.1 identify and describe their initial reactions to a variety of art works, and explain the reasons for their reactions
• B1.3 explore and interpret a variety of art works, both historical and contemporary, to identify and describe their purpose and style, the materials used, and the meanings the works convey
Art, Society, and Values
B2.1 identify and describe the function of various types of art works
• B2.2 identify and describe ways in which various art works reflect the society in which they were created
Learning Goals Assessment
Explore the way hip hop art/culture engages with society and its institutions
T dot Pioneers 3.0
Subliminal Simulation Represent Materials
Demonstrate understanding of the conventions of hip hop influenced artwork
Hip Hop Aesthetic entry slips
Intro text and Video: T Dot Pioneers 3.0: The Future Must be Replenished
Audio: Dream Warriors’ ‘You Wash Your Face in my Sink’
Comic: Dream Warriors’ Subliminal Simulation
LCD Projector, Laptop and Internet access
T Dot Pioneers 3.0
The teacher meets students at the door with entry slips that pose questions about the aesthetics of hip hop: What is hip hop style? How does it manifest itself in terms of graphics, text, fashion and more? Students respond individually on slips and share responses in the large group.
Laptop/tablets for small groups Time:
15 Before : Minds On
The teacher reads students introductory text accompanying a short video documenting the T Dot Pioneers 3.0: The Future Must be Replenished gallery show (Click Visual Arts Lesson Arc Resources) pausing to highlight and explicate its description of hip hop as “insubordinate to the status quo. Schools, Police, Art Galleries and even Record Labels could never hold hip hop, it was always too creative, too generative, too all encompassing (read: holistic) to remain locked into the structures and strictures of an institution”.
Before watching, the teacher asks students to consider how hip hop might subvert expectations of a typical art gallery show. Post video, students discuss their impressions and reactions to the art, artists and gallery scene in the large group.
Dream Warriors’ Subliminal Simulation
The teacher introduces Canadian hip hop pioneers Dream Warriors by playing their song ‘You Wash Your Face in My Sink’.
The teacher shares the 1994 comic ‘Dream Warriors Subliminal Simulation’ (Click Visual Arts Lesson Arc Resources) illustrated by Christopher B. Clarke. This can be read in the large group, with students playing the four parts, or alternatively, in small groups of four, with access to one laptop/tablet for each group.
5 Essential Practices Designed to Promote Anti Racist Pedagogy • Education for empowerment T dot Pioneers 3.0
•Talk about race T dot Pioneers 3.0 •Capture the Unseen Subliminal Simulation •Tell a Complicated Story Subliminal Simulation •Connect to the Present Represent
Students present and share their comics (Assessment for/of learning)
Lesson Title Boom Comics
Expectations:
The Critical Analysis Process
B1.1 identify and describe their initial reactions to a variety of art works, and explain the reasons for their reactions
• B1.3 explore and interpret a variety of art works, both historical and contemporary, to identify and describe their purpose and style, the materials used, and the meanings the works convey
Art, Society, and Values
B2.1 identify and describe the function of various types of art works
• B2.2 identify and describe ways in which various art works reflect the society in which they were created
Sketchbook
On
Learning Goals Assessment
Explore the way hip hop art/culture engages with society and its institutions
Sketchbook Beat Nation
Boom Comics Materials
Demonstrate understanding of the conventions of hip hop influenced artwork
Boom Comics sketches; chart paper, markers
Audio: ‘Get Loose’ by the Get Loose Crew Motion video, Intro text and Boom Comic covers React to Art Graphic Organizer LCD Projector, Laptop and Internet access Copies of ‘The Afro Astronaut’
Six drawings from Boom! Comics’ sketchbook submission section are posted around the room, taped to blank chart paper. While ‘Get Loose’ by the Get Loose Crew plays (Click Visual Arts Lesson Arc Resources) students respond to each sketch, using markers to draw speech balloons to give characters some dialogue. They should consider details presented in the drawing, tone, as well as dialogue added by previous students to shape their content. When the music stops, they move to the next drawing. At the final one, they discuss the drawing and various speech bubbles. Guiding questions: How do the speech bubbles shape/influence/change the meaning of the sketch? Which bubble do you find the most engaging? Why?
Boom Comics
The teacher introduces Boom Comics via a short video in which Motion talks about its influence on her career as an artist and then by introductory text featured on the NSHHA website (Click Visual Arts Lesson Arc Resources) noting that the sketches from the Minds On were featured in the street magazine. The teacher uses the LCD projector to share the covers of Boom Comic #4, 6, and 7; students vote on which to focus on and then individually, write: First Impressions (react); Description (what they notice); Analysis (elements of hip hop style) and Interpretation (messages). Students share in the large group.
Students form small groups to read the comic “The Afro Astronaut” by Little X (who went on to become Director X, a noted music video director). After reading, students respond to the comic, using the React to Art graphic organizer.
Beat Nation
5 Essential Practices Designed to Promote Anti Racist Pedagogy
• Education for empowerment Beat Nation
•Talk about race Boom Comics
•Capture the Unseen Sketchbook
•Tell a Complicated Story Boom Comics
•Connect to the Present Beat Nation
In ‘The Afro Astronaut’, Little X suggests that Vanilla Ice appropriated Black culture to make superficial, derivative hip hop. Hip hop’s roots in social justice issues make this position worth discussing. Yet, people of many different ethnicities perform and participate in hip hop culture. The teacher shares the website www.beatnation.org which documents the ways Indigenous artists use hip hop to explore identity. Students view images under the Artists tab. How does Aboriginal participation in hip hop culture, differ from that of someone like Vanilla Ice? Students can reference the Beat Nation’s introductory text and the art, as they discuss with an elbow partner and then share ideas with the large group. Ti
Assessment Opportunities
Assessment FOR Learning: Speech bubbles Assessment FOR Learning: Freewriting notes and graphic organizer Assessment FOR Learning: Beat Nation discussion Differentiated Instruction: Learning environment
Full class, small group and individual work Interest& Content Choice of sketches and covers
Students can respond to questions of cultural appropriation in hip hop and in the art world in a written reflection. (Assessment for/of learning)
Lesson Title The Art of Eklipz
Expectations:
The Critical Analysis Process
B1.1 identify and describe their initial reactions to a variety of art works, and explain the reasons for their reactions
• B1.3 explore and interpret a variety of art works, both historical and contemporary, to identify and describe their purpose and style, the materials used, and the meanings the works convey
Art, Society, and Values
B2.1 identify and describe the function of various types of art works
• B2.2 identify and describe ways in which various art works reflect the society in which they were created
I Used to Love H.E.R.
On
Time: 25 Before : Minds
Time: 30
Learning Goals Assessment
Explore the way hip hop art/culture engages with society and its institutions
I Used to Love H.E.R. The Art of Eklipz
Summative Task: Street Magazines Freestyle Comic Materials
Demonstrate understanding of the conventions of hip hop influenced artwork
Audio: Common’s “I Used to Love H.E.R.” radio edit Intro text and Boom Comic covers
LCD Projector, Laptop and Internet access Tablets or Laptops for small group use
React to Art Graphic Organizer (see previous lesson’s appendix)
Summative Task: Street Magazines Freestyle Comic Boom Comics’ Call for Freestyle Submissions
The teacher plays a (clean edit) of Common’s classic “I Used to Love Her”. The teacher asks them to consider the subject of the song; is it a woman, or hip hop itself? The teacher reveals that H.E.R. stands for ‘hearing every rhyme’. Navigating to Click Visual Arts Lesson Arc Resources, students read artist Mark Stoddart’s account of when he fell in love with hip hop and then view his painting ‘I Used to Love H.E.R.’. They consider the distinct representation of time (boom box, cassette tape). How would they represent H.E.R. today? Students do some free sketches, and share with a partner. The teacher asks a few students to share their sketches with the large group.
The Art of Eklipz
The teacher shares and unpacks the following quotes from ‘I Was There’ Hamilton Edition: The Art of Eklipz catalogue: Likewise, ‘high’ or ‘fine’ art, as understood within the (still) conser vative discipline of art history, greatly limits the creative practices of artists as well as ignores deeper structural issues within art institutions at large. (Ellyn Walker)
Discussion: What kinds of art are ignored or dismissed by the mainstream art world?
While many artworks appear as if shiny or glittering images (see Minnie Mouse image on page 12), Eklipz’s subjects are ripe with deeper meaning, which include critiques of Monsanto, West ern consumerism, racism and police brutality. (Ellyn Walker) Discussion: Consider the underlying meaning of images, logos and material used.
The teacher distributes slips of paper with other quotes from the catalogue to students, numbered 1 4. Students should form groups with other students who have numbers, until groups of four are formed. They share and discuss each quote and then visit the catalogue online: Click Visual Arts Lesson Arc Resources They examine the various pieces of art pictured and choose three for closer analysis, using React to Art graphic organizer from the previous lesson.
Summative Task: Street Magazines Freestyle Comic
5 Essential Practices Designed to Promote Anti Racist Pedagogy
• Education for empowerment
The Art of Eklipz
•Talk about race
The Art of Eklipz
•Capture the Unseen Street Magazines
•Tell a Complicated Story
The Art of Eklipz
•Connect to the Present
I Used to Love H.E.R.
Assessment
Opportunities Assessment FOR Learning: H.E.R. Sketches
Assessment FOR Learning: The Art of Eklipz discussion and graphic organizer Assessment OF Learning: Street Magazine freestyle comics
Differentiated Instruction: Learning environment
The teacher shares Boom Comics’ call for freestyle comics for their publication. For the summative task for this lesson arc, students will follow the Boom guidelines to create a 2 4 page comic in the hip hop style, creating their own title character. Content must consider sociopolitical issues like cultural appropriation, racial profiling, sexism in music etc. They can refer back to Little X’s ‘The Afro Astronaut’, and the Dream Warrior’s ‘Subliminal Simulation’ as exemplars. Students should work in the large groups to co create success criteria. What makes an engaging, successful hip hop comic?
Full class, small group and individual work Interest& Content Choice of Eklipz’ art, comic theme
Students should start planning characters, plot and theme for their Freestyle Comic. (Assessment for/of learning)
Northside Hip Hop Archive Curriculum Resource Guide: Visual Arts, Grade 10, Open (AVI2O) – Lesson 3