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\n\"M.C.\n\n
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\nM.C. Bard: Hip-Hop and Shakespeare\n

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\n\nFor Teachers\n\n11th - 12th\n
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\nWhat is poetry? Does hip-hop qualify as poetry? Do Shakespeare's monologues qualify as poetry? Class members grapple with these questions as they examine the poetic elements and themes presented in different texts. Groups of four study...\n
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Writing
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\n\"Hip-Hop\n\n
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\nHip-Hop History and the Beastie Boys\n

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\n\nFor Students\n\n8th - 11th\n
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\nSo what about those Beastie Boys? Kids read a New York Times article relating the history of hip-hop and rap icons the Beastie Boys. They then answer eleven who, what, when, where, and why questions about the text they read.\n
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Lesson Plan
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\n\"The\n\n
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\nThe Poetics of Hip Hop\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nThe Bard, Nikki Giovanni, Mos Def? “Sonnet 18,” Ego Tripping,” and “Black on Both Sides”? Sure! It’s the poetics. Class members compare the lyrics, rhythm, and rhyme in classic poetry to hip-hop in a richly detailed resource that...\n
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\n\"Up\n\n
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\nUp From the Streets: Hip Hop as a Recognized Art\n

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\n\nFor Teachers\n\n6th - 11th\n
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\nStudents discuss the historical roots of Hip-Hop to the present as an example of an art form that arose from the street into popular culture. Emphasis is placed on in-class discussion and written reflections in this introductory lesson.\n
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\n\"Hip-Hop:\n\n
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\nHip-Hop: A Journalist's View\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents watch a CNN television news special about hip-hop and write a review. Using the internet, they investigate the pros and cons of the music while interviewing students on their opinions. They examine the growth of this type of...\n
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\n\"Poetry\n\n
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\nPoetry and Hip Hop\n

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\n\nFor Teachers\n\n11th - Higher Ed\n
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\nHigh schoolers compare and contrast the genres of poetry and hip-hop. They view a poetry slam and write about it in their journals. Learners view a Lauryn Hill music video and respond to it in their journals. They compare and contrast...\n
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Lesson Plan6:21
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\n\"From\n\n
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\nFrom Aaliyah to Jay-Z: Captured Moments in Hip-hop History\n

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\n\nFor Teachers\n\n4th - 8th\n
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\nTo take \"the definitive portrait of that person in that moment\" is the quest of photographer and hip-hop historian Jonathan Mannion. In this short video, Mannion details his dedication to his art and the process he goes through to catch...\n
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Interactive
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\n\"Breaking\n\n
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\nBreaking News English: hip hop\n

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\n\nFor Students\n\n5th - 10th\n
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\nIn this hip hop worksheet, students read the article, answer true and false questions, complete synonym matching, complete phrase matching, complete a gap fill, answer short answer questions, answer discussion questions, write, and more...\n
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\n\""Music\n\n
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\n\"Music Be the Food of Love:\" Found Poetry with Shakespeare and Hip-Hop\n

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\n\nFor Teachers\n\n7th - 12th\n\nStandards\n
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\nLines from Shakespeare and from hip-hop artists provide learners with an opportunity to examine the literary devices these artists use to express their ideas about love. Groups use the provided lines to craft found poems, and then the...\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Poetics of Hip Hop\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nYoung scholars consider the role of rhythm, form, diction, and sound in poetry. In this integrated arts lesson plan, students discuss the attributes of poetry as they analyze Shakespearean sonnets, hip hop music lyrics, and poems by...\n
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\n\"M.C.\n\n
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\nM.C. Bard: Hip Hop and Shakespeare\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents compare lyrics from hip hop songs with monologues from Shakespeare's plays, and perform both for the class.\n
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PPT
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\n\"Naming\n\n
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\nNaming and Spelling Practices in Hip Hop\n

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\n\nFor Teachers\n\n8th - Higher Ed\n
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\nYour class will enjoy this presentation, whether or not they are fans of hip hop. It focuses on the trends of hip hop names, discussing the role of cool names and the strong letter k. The slide show could successfully augment a class on...\n
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\n\"The\n\n
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\nThe Influence of Hip Hop\n

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\n\nFor Teachers\n\n5th - 7th\n
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\nStudents consider the influence of Hip Hop on their own language use and various segments of American society; they reflect on and demonstrate their knowledge of Hip Hop vocabulary and its use.\n
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\n\"And\n\n
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\nAnd You Don't Stop - 30 Years of Hip-Hop - Lesson 3\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nStudents discuss the importance of dance within the Hip Hop genre and the dance moves which grew out of the Hip Hop style. They perform an original dance routine or demonstrate their instrument for the class.\n
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\nA Comparative Study of the Civil Rights Movement & the Grassroots Hip Hop Movement\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nStudents identify, research, and discuss similarities between the Civil Rights Movement and the grassroots hip hop movement in America.\n
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\n\"Using\n\n
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\nUsing Cross-Genre Comparisons to Find the Message in Hip-Hop\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents analyze two cross -genre songs written in the early 1980s for lyrical content and social commentary. They consider the artistic merit of hip hop music in today's culture.\n
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\n\"VH1\n\n
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\nVH1 And You Don't Stop - 30 Years of Hip-Hop\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nStudents examine the origin and elements of Hip Hop music and the associated culture. They visit websites and listen to examples of the music.\n
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\n\"And\n\n
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\nAnd You Don't Stop-30 Years of Hip-hop\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nYoung scholars identify the musical genre of Hip-Hop and make a connection with other styles of music. A time line of musical styles is developed and discussed.\n
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\n\"Digable\n\n
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\nDigable Planets, K.B.'s Alley When Jazz Meets Hip-Hop\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nPupils explore the musical style of jazz and identify its elements while listening to hip-hop recordings. They select two styles of music and fuse them together in this instructional activity.\n
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\n\""Music\n\n
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\n\"Music Be the Food Of Love\": Found Poetry with Shakespeare and Hip Hop\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents create found poetry using lines from hip hop songs and Shakespeare's plays. They try to rewrite the words to music so that more people can explain Shakespeare's plays. They discuss the results of the activity.\n
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\n\"Rap\n\n
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\nRap Music and Hip-Hop\n

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\n\nFor Teachers\n\n3rd - 6th\n
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\nStudents explore rap and hip hop music. In this music and culture lesson, students experience the music of Will Smith in order to work on language and communication skills such as rhyming words, writing, and public speaking.\n
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PPT
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\n\"Hip\n\n
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\nHip Hop Humpty Dumpty\n

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\n\nFor Teachers\n\nPre-K - K\n
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\nSing along to with this Hip Hop Humpty Dumpty song. This Nursery rhyme just got an update with a Hip Hop twist, animation, and bright colors. Updated rhymes like this one could insight early literacy and interest in reading. Tip: Have...\n
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\n\"Country's\n\n
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\nCountry's Music\n

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\n\nFor Students\n\n6th - 12th\n\nStandards\n
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\nJazz, Blue Grass, Hip Hop, Swing. Gospel, R&B, Ragtime, Disco. So many music genres born in the USA. After reading an article about the fate of New Orlean's Jazz after Hurricane Katrina, class members investigate the life cycles of...\n
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\n\"Hip\n\n
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\nHip Hop and Political Activism\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nYoung scholars identify and employ non violent methods/tactics to bring about social change as exemplified in hip hop culture. They examine hip hop as a form of political activism.\n
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