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Rap and hip-hop in school curriculums

Rap and hip-hop in school curriculums. Acknowledgment of Country.

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Rap and hip-hop in school curriculums

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  1. Rap and hip-hop in school curriculums

  2. Acknowledgment of Country We would like to acknowledge this land that we meet on today is the traditional lands for Kaurna people and that we respect their spiritual relationship with the country. We also acknowledge the Kaurna people as the custodians of the Adelaide region and that their cultural and heritage beliefs are still as important to the living Kaurna people today. We acknowledge the diversity of Aboriginal peoples, past and present.

  3. ‘Aussie Hip Hop’ • Reproduction of American music, dancing, art and clothing • Radio and Video Clips • Common in working class and underprivileged areas • Relate to similar racial factors of African American hip hop

  4. Performing since 2004 • Developing young Indigenous leaders through mentoring and up skilling • Celebrates the fusion of traditional Indigenous culture and hip hop • Provides opportunities, role models, inspirations and collaborations for youth • Promotes self expression

  5. Media workshops that empower marginalised communities and youth since 1998 • Producing broadcast drama, documentary and interactive programs • Raises their expectations of themselves • Creative expression

  6. What is the SACSA framework? • SACASA stands for South Australian Curriculum Standards and Accountability • This frame work was introduced in 2001 • Equity perspectives are represented throughout the framework as important learning for all children and students. The SACSA framework supports Aboriginal and Torres Strait islander people’s perspectives. • Designed to support continuum of learning from birth to Year 12 and is organised around the eight Learning Areas which include: Arts, Design & technology, English, Health & Physical Education, languages, Mathematics, Science and Society & Environment • Key ideas within each learning area characterizes the SCOPE OF THE CURICULUM whereas learning outcomes characterizes learners achievement. The curriculum scope promotes Essential learning's, Equity Cross-curriculum Perspectives and Enterprise and Vocational Education. • Both key ideas and learning outcomes are written as CURRICULUM STANDARDS which act as expectations for learners at the end years of 2,4,6,8 and 10. When students have achieved the learning out comes successfully in a certain area it is a consequence of an achievement of a standard (achieved all learning outcomes in the particular area). The idea of Standards are so educators can provide feedback to the learners, parents and caregivers also helping to discover the next stages in the teaching and learning program. CURRICULUM ACCOUNTABILITY is included in the SACSA due to the responsibility of educators, site leaders and state office personnel to: • provide a complete account of the Developmental Learning Outcomes and Curriculum Standards accomplished by learners • Clearly account for the steps taken to advance Learning Outcomes.

  7. The SACSA Framework CURRICULUM SCOPE • Key Ideas to be taught through the Learning Areas and interwoven with Essential Learning's, Equity Cross-curriculum Perspectives and Enterprise and Vocational Education. STANDARDS • Developmental Learning Outcomes (Birth to Age 5) • Curriculum Standards (Reception to Year 10) • Year 12 Standards CURRICULUM ACCOUNTABILITY • For the government sector this component of the Framework describes the system’s Curriculum Accountability requirements.

  8. How can rap be incorporated into curriculum areas through the SACSA Framework?

  9. Art According to the SACSA framework Arts is organised around three main strands of learning which include: • Arts in context • Arts in practice • Arts analysis and response Rap can be easily incorporated into this curriculum area with music/rap being an art form itself. Students taking music lessons that involve rap music gives learners the opportunity to understand not only the rhythm and harmony of the music but grasp significant meanings that raps contain. • Raps contain emotion, story line and theme which can be placed into a visual image in students could create. • Taking hip-hop dance lessons can enable learners to grasp rhythm with the rapping as well as physically produce additional messages. This would also allow the indigenous population to feel a place in the class room due their heritage being recognised and shared with their peers. • Rap can be incorporated in drama lessons where a class performs somewhat message or story of the rap.

  10. Design and Technology- In regards to the SACSA framework, design and technology explores the interrelationship of people, technology and the environment through a range of contexts, and engages students in questioning the ethics and values natural in any technology. • Computers can be used with word processing and accessing online support resources with the production of a rap. Technological features and teachers judgment of what learners can do would be identified. • learners listening to rap on the radio or watching a performed music video on television which can support them with the design of their own rap. Watching and listening to rap music can educate learners about other peoples experiences such as those of the Indigenous population. Studies of Society and Environment- This subject is described through four strands in the SACSA framework; Time, connection and change; space, place and environment, Society and cultures; and Social systems. • These strands are significant when discussing rap due to the relationship between them and the message that raps can convey. • Students could create a rap regarding the social issues such poverty, racism etc that have occurred in the past or present in order express reality and emotion to listeners • Rap is socially relevant to Indigenous Australians today where is gives them the opportunity to express their thoughts, experiences and culture to other member of their community. Young Indigenous males would use this in the class room as a acceptable way of establishing presence and allowing their voices to be heard.

  11. Maths and Science- Incorporating rap in maths and science can be achieved by transforming useful information into a rap. The rhythm of music can help students to remember the information similar to remembering the words to an ordinary rap. Using this method could encourage students to learn and have fun at the same time. Using the rap background may possibly encourage indigenous Australians to learn more for the reason that their interests are being recognised in the class room. This could lead into effective results such as increasing the attendance rates therefore positive views on ‘closing the gap’. For example, http://www.liveleak.com/view?i=438_1258118847 Language - There are four key ideas in the SACSA framework which are, listening, Speaking, Reading, Writing. These ideas are all under three learning descriptors that the SACSA framework promote which include communication, understanding language and understanding culture. • Rap s include communication where the author expresses their own emotions and experiences to their audience. Communication is achieved in raps where the singer plays with words and sounds educating individuals about language and culture. • In order for individuals to grasp meaning to a particular rap they have to have a sound understanding of the language of which the composer is using. Teaching a different language such as indigenous Australian language s in a class room can benefit non-indigenous Australians to have a more cultural appreciation. • As a task students could perform a rap that includes a different language in order for them to attain knowledge in that particular culture. • Additional to the Aboriginal language learning of children there is a focus on group and cultural outcomes including a major concern for the survival of the languages themselves. Educators including the indigenous language in class activities can have an effective impact on not only the individuals but the culture as a whole.

  12. English- The SACSA Framework the English learning area is organised into three solid strands: Texts and contexts, Language and Strategies • Rap is a unique form of poetry which includes rhythmic talking and rhyming words, often with accompanying instruments. Rap can easily be incorporated in this learning area where many poetic and language techniques are a part of this significant form of music. • Reading and writing is the core of the English subject. Reading a rap can improve reading levels while writing a rap can develop poetry writing skills. • Indigenous Australian youth who portray low literacy and numeracy rates can be transformed with the use of rap in school curriculum to encourage them to participate in class. http://www.youtube.com/watch?v=5jpYW2ASXc4 Health and Physical Education The health and Physical Education Learning Area is organised around the strands of physical activity and participation, personal and social development and Health of individuals and communities. • Using rap in the curriculum can benefit individuals social health by encouraging them to contribute to classroom activities. Including a fun activity such as creating or performing a rap can give the opportunity for students to interact with each other also developing social and personal skills. This is a significant method that enables indigenous youth voice’s to be heard consequently benefiting their social and personal skills in the classroom. • Discussing issues throughout a rap can benefit the health of individuals by expressing their own thoughts, feelings and experiences to an audience. Rather than speaking in front of the class, rapping information can be more comfortable for students.

  13. Designing a unit of work that incorporates rap Read the given text and produce a rap or poem that follows the storyline. Perform the rap to the class using the background music being played. http://www.youtube.com/watch?v=NoOqj8zbmq8&feature=related http://www.youtube.com/watch?v=2OlZaeZlsFQ&feature=related

  14. References • http://www.sacsa.sa.edu.au/splash.asp • http://www.curriculum.edu.au/leader/sacsa_framework,11031.html • www.teachers.ash.org.au/rblonline/Library/presentations/sacsainfolit.ppt • http://www.liveleak.com/view?i=438_1258118847 • http://www.scribd.com/doc/13756402/Rap-Curriculum • http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED353588&ERICExtSearch_SearchType_0=no&accno=ED353588 • Stavrias, G. (2005). Droppin' conscious beats and flows: Aboriginal hip hop and youth idenity. Australian Aboriginal Studies, no.2, 44-54. • Van Toorn, P. (2007). Aboriginal poetry now : from dramatic monologue to hip hop and rap. Metaphor(1), 55-61.

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