Monday, December 22, 2008
Tuesday, December 16, 2008
Can't Stop, Won't Stop CD...Coldest Winter Ever
If you were absent and didn't get your copy of Can't Stop, Won't Stop, CD I have a copy for you.
For those who need to read essay responses to The Coldest Winter, email me. Also, students, please paste the question on the page with the essay response and read your completed essay before submitting it to me out aloud. Use Kurzweil. I have more copies if you need another. I'll be around for two finals tomorrow. I am not here Thursday, Dec. 18. I'm free at 2 p.m. 12/17, and I have an appointment with Kimmy. Following this appointment, if anyone wants to stop by my office let me know. Send me an email or call me.
I like this part of the semester, when students bring in their writing and we finally have a opportunity to workshop it and fine tune the process. It works better when we are revising, and assembling the portfolio but if you have gotten this far, if you are not behind on the reading and know how to write, then you will pass the course.
At the English 1B level there should be no shifts in voice or point of view, any SV Agreement problems, sentence fragments, and clarity issues, like wrong word "WW," missing word MWs. The works cited and bibliography has to be perfect. Oh, I also noted problems with signal phrases--they were absent. You have to introduce quotes.
We write in Standard English. If you want to use slang, quote a character from the book. At the English 1B level students should know the difference between plot summary and analysis. I thought we laid the groundwork for this in the early freewrites and class writing assignments. We practiced developing thesis sentences, summary, outlines and, essay planning and even how to read for information, how to use the index and table of contents.
Many students chose to not buy my books or bring them to class, but you were assigned the proper tools and if you still have them, pull them out now and use them to edit your essays.
Some students didn't cite the book at all or the author in the "Winter" essay. We are scholars, you always have to bring in other reliable, nondebateable, sources. Make sure you read the end of the book where Souljah is asked certain pertinent questions about the text, if you haven't already done so and haven't turned in your essay yet or have to revise it.
For those who need to read essay responses to The Coldest Winter, email me. Also, students, please paste the question on the page with the essay response and read your completed essay before submitting it to me out aloud. Use Kurzweil. I have more copies if you need another. I'll be around for two finals tomorrow. I am not here Thursday, Dec. 18. I'm free at 2 p.m. 12/17, and I have an appointment with Kimmy. Following this appointment, if anyone wants to stop by my office let me know. Send me an email or call me.
I like this part of the semester, when students bring in their writing and we finally have a opportunity to workshop it and fine tune the process. It works better when we are revising, and assembling the portfolio but if you have gotten this far, if you are not behind on the reading and know how to write, then you will pass the course.
At the English 1B level there should be no shifts in voice or point of view, any SV Agreement problems, sentence fragments, and clarity issues, like wrong word "WW," missing word MWs. The works cited and bibliography has to be perfect. Oh, I also noted problems with signal phrases--they were absent. You have to introduce quotes.
We write in Standard English. If you want to use slang, quote a character from the book. At the English 1B level students should know the difference between plot summary and analysis. I thought we laid the groundwork for this in the early freewrites and class writing assignments. We practiced developing thesis sentences, summary, outlines and, essay planning and even how to read for information, how to use the index and table of contents.
Many students chose to not buy my books or bring them to class, but you were assigned the proper tools and if you still have them, pull them out now and use them to edit your essays.
Some students didn't cite the book at all or the author in the "Winter" essay. We are scholars, you always have to bring in other reliable, nondebateable, sources. Make sure you read the end of the book where Souljah is asked certain pertinent questions about the text, if you haven't already done so and haven't turned in your essay yet or have to revise it.
Finals are over!
Today we had student presentations most of which focused on music, though Jennifer's looked at hip hop dance--specifically the group: Jabbawockrez (sp?) and Loren's spirituality. Ronnie shared an artist born in Hawaii whose work mixes genres: MCing, DJing and song writing. Kimmy spoke about Eminem, a rap artist, whom Arron agreed was one of the best writers this generation has produced. She shared two songs, one as Marshall Mathers, the other Eminem's nemesis.
Aerin was going to present something on hip hop visual art, including poetry and style, but changed her mind. Deon's presentation was on MC Lyte, who hails from Brooklyn like him and has done much to promote hip hop culture and help her family and by extension the community.
Aaron's poem, "Swagger," which he is going to send me and I'll post it, was a lyrical, poetic journey through hip hop culture with a shout out to the innovators--recent innovators--as in the past 30-40-50 years, who are credited with pushing the cultural movement into the 21st century. (I say recent, because while speaking to Boots Riley, the Coup, he said hip hop can be traced to "hambone.") Listen to http://www.wandaspicks.asmnetwork.org (9:30 a.m., Dec. 5, 2008).
Dominique is a dancer, but she didn't feel inclined to dance or demonstrate visually what Jenny was talking about in her presentation, but Deon started to, and then noticed how close the tables were to each other and changed his mind, but it was a nice thought.
It would have been instructive and appreciated if Jenny would have brought in the film, RIZE or a film like this, then played the segments which illustrated certain types of dances she mentioned.
Friday, Dec. 19, 12 noon, for those who were not able to present their papers, come by L-226 and we will have a make up final for the hour 12-1. Portfolios are due now via email. If you need an extension talk to me. Aerin, your portfolio is incomplete. You are missing the narratives. They are not optional. You are missing the check-list. You also didn't include your contact information--another important detail.
Students need to fill out the checklist (I can email it to you and you can get a copy from the folder outside my office in the bin. Give me the check-list by Friday, if you did not give it to me today. Attach copies of your freewrites and other notes from class. Make sure your name is on everything. You can also email me the completed check list as a part of the portfolio.
Thanks to the students who gave me their freewrites regarding future plans and a class critique. This class was hard for me, just for the seeming absence of engagement. I assumed at English 1B that students has a certain level of writing and research skills. In some sense this was true, in others, it was not true.
I always find it hard to get students to read the textbooks. This semester it was harder than other times, which is why I tried to be creative in the assignments so that students would have to use Jeff Chang's "Can't Stop, Won't Stop" and "Total Chaos." I certainly agree that the writing is important, but I think what you have to say is more important that the writing, because I've read a lot of structurally correct writing which is empty of content.
The students this semester were engaging and astute, sharp and critical in their analysis of hip hop culture. There were so many places we could take this and some of my favorite moments were the Felicia Pride reflections, the artifacts, the discussion on key stakeholders, the lyrical analysis, the field trip to the gallery and the interaction observed between students and the art and the artist, the global movement process more than the writing that came from it, and today, the finale.
I'd hoped we would have had discussions on "The Coldest Winter Ever," but such was not the case. I also enjoyed the brief conversation on poetry and "nommo." Oh, it was fun reading "Angry Black White Boy" in class, and Intersection for the Arts is mounting it again in January.
I enjoyed learning more about hip hop culture. I don't think I've saturated myself like this in a movement in a long time: Mac B, Ebony and Johnny, The Living Word Project with Mos Def, Goapele, and graffiti artist contest in the park, The Living Word Project featuring: Animal Farm and War Peace, The Angry Black White Boy, Hybrid Project (12/12 and 12/18-21), both at Intersection for the Arts, Destiny Arts 20th Anniversary (12/13); AeroSoul. Concerts: Wu-Tang Clan, Nas, KRS-ONE, the Coup, Lil Wayne? Films: Slamnation, Slam, Wu Tang Clan (documentary). Lectures: Sister Souljah author event, "Midnight," "Women in Hip Hop," featuring MC Lyte, hosted by Chuck D as East Side Cultural Center and the concert later on at the Uptown, in Oakland.
Aerin was going to present something on hip hop visual art, including poetry and style, but changed her mind. Deon's presentation was on MC Lyte, who hails from Brooklyn like him and has done much to promote hip hop culture and help her family and by extension the community.
Aaron's poem, "Swagger," which he is going to send me and I'll post it, was a lyrical, poetic journey through hip hop culture with a shout out to the innovators--recent innovators--as in the past 30-40-50 years, who are credited with pushing the cultural movement into the 21st century. (I say recent, because while speaking to Boots Riley, the Coup, he said hip hop can be traced to "hambone.") Listen to http://www.wandaspicks.asmnetwork.org (9:30 a.m., Dec. 5, 2008).
Dominique is a dancer, but she didn't feel inclined to dance or demonstrate visually what Jenny was talking about in her presentation, but Deon started to, and then noticed how close the tables were to each other and changed his mind, but it was a nice thought.
It would have been instructive and appreciated if Jenny would have brought in the film, RIZE or a film like this, then played the segments which illustrated certain types of dances she mentioned.
Friday, Dec. 19, 12 noon, for those who were not able to present their papers, come by L-226 and we will have a make up final for the hour 12-1. Portfolios are due now via email. If you need an extension talk to me. Aerin, your portfolio is incomplete. You are missing the narratives. They are not optional. You are missing the check-list. You also didn't include your contact information--another important detail.
Students need to fill out the checklist (I can email it to you and you can get a copy from the folder outside my office in the bin. Give me the check-list by Friday, if you did not give it to me today. Attach copies of your freewrites and other notes from class. Make sure your name is on everything. You can also email me the completed check list as a part of the portfolio.
Thanks to the students who gave me their freewrites regarding future plans and a class critique. This class was hard for me, just for the seeming absence of engagement. I assumed at English 1B that students has a certain level of writing and research skills. In some sense this was true, in others, it was not true.
I always find it hard to get students to read the textbooks. This semester it was harder than other times, which is why I tried to be creative in the assignments so that students would have to use Jeff Chang's "Can't Stop, Won't Stop" and "Total Chaos." I certainly agree that the writing is important, but I think what you have to say is more important that the writing, because I've read a lot of structurally correct writing which is empty of content.
The students this semester were engaging and astute, sharp and critical in their analysis of hip hop culture. There were so many places we could take this and some of my favorite moments were the Felicia Pride reflections, the artifacts, the discussion on key stakeholders, the lyrical analysis, the field trip to the gallery and the interaction observed between students and the art and the artist, the global movement process more than the writing that came from it, and today, the finale.
I'd hoped we would have had discussions on "The Coldest Winter Ever," but such was not the case. I also enjoyed the brief conversation on poetry and "nommo." Oh, it was fun reading "Angry Black White Boy" in class, and Intersection for the Arts is mounting it again in January.
I enjoyed learning more about hip hop culture. I don't think I've saturated myself like this in a movement in a long time: Mac B, Ebony and Johnny, The Living Word Project with Mos Def, Goapele, and graffiti artist contest in the park, The Living Word Project featuring: Animal Farm and War Peace, The Angry Black White Boy, Hybrid Project (12/12 and 12/18-21), both at Intersection for the Arts, Destiny Arts 20th Anniversary (12/13); AeroSoul. Concerts: Wu-Tang Clan, Nas, KRS-ONE, the Coup, Lil Wayne? Films: Slamnation, Slam, Wu Tang Clan (documentary). Lectures: Sister Souljah author event, "Midnight," "Women in Hip Hop," featuring MC Lyte, hosted by Chuck D as East Side Cultural Center and the concert later on at the Uptown, in Oakland.
Monday, December 15, 2008
Final Dec. 16 in C-104 8-10 AM
Today we met and reviewed essays. Your final is tomorrow, Dec. 16, 8-10 AM in C-104 (our classroom). Bring an abstract for your classmates with the title and topic of your research presentation (element).
Some of your Coldest Winter essays were poorly written, both structurally and grammatically. I had to give students feedback so they could re-write the essay. It was my hope that students could write a critical analysis without having to revise it. Such has not been the case. If you need an extension on the portfolio due date, it is certainly possible.
Most of you have not taken advantage of the academic resources available, most notably me, but this is a mute point. If you pass, please make sure that your get help earlier in the semester before finals week.
Some of your Coldest Winter essays were poorly written, both structurally and grammatically. I had to give students feedback so they could re-write the essay. It was my hope that students could write a critical analysis without having to revise it. Such has not been the case. If you need an extension on the portfolio due date, it is certainly possible.
Most of you have not taken advantage of the academic resources available, most notably me, but this is a mute point. If you pass, please make sure that your get help earlier in the semester before finals week.
Thursday, December 11, 2008
LOST?
Some students are confused. This is what happens when you skip class. Read the blog. The checklist I handed out today can be picked up from my office. The assignments are taken from the blog. If you don't remember the assignment, just read the blog. It is there, go back to August 2008. The syllabus is there too along with my email address: professorwandasposse@gmail.com
Your final essay, "The Coldest Winter Ever," is due ASAP, no later than 9 a.m. Monday, Dec. 15. I might not be able to give you feedback if you turn it in then. Some of the essays I am reading are pretty drafty. Students need to edit their essays before submission and if it is a research essay, include the works cited. You should have no more than one citation per page. Each essay should be minimally 4-5 pages long, this includes the works cited page.
This course is about the research process and critical analysis of texts. You are scholars, so your works cited page and bibliography should be correct, no mistakes.
Get help on your essays today, tomorrow and next week. The writing center is open and tutoring is available. My eyes should not be the first professional eyes that have seen your early draft. I don't have time to spend three hours with one student going back and forth on drafts. What you turn in should be as polished as possible.
The goal is a passing grade the first draft. I read essays this morning that did not reflect the type of writing I would expect at this level. Luckily the essay was turned in early, which means there is time to revise for a passing grade.
Some students are really behind...really behind, other students stopped coming and then showed up today LOST. You get out of the course what you put into it and many of you didn't take advantage of academic resources. Many students don't own the books, or academic writing resources?!
I am still appalled 16 weeks later!
If you pass the course, learn from this close call and use the Writing Center, Tutoring services and of course, your professor's office hours for one-on-one consultations.
I have been very available this semester and only a few students came to see me, none of them on a regular basis. This will show in your grade. Only one of your classmates, just one and he came in week 9 or 10.
Come to the study hour Monday, Dec. 15, 9-1, L-226, with your papers digitized. If you can't come, I look forward to your paper presentation of your research on one of the hip hop culture elements. Fill out the checklist and bring that in also.
Your final essay, "The Coldest Winter Ever," is due ASAP, no later than 9 a.m. Monday, Dec. 15. I might not be able to give you feedback if you turn it in then. Some of the essays I am reading are pretty drafty. Students need to edit their essays before submission and if it is a research essay, include the works cited. You should have no more than one citation per page. Each essay should be minimally 4-5 pages long, this includes the works cited page.
This course is about the research process and critical analysis of texts. You are scholars, so your works cited page and bibliography should be correct, no mistakes.
Get help on your essays today, tomorrow and next week. The writing center is open and tutoring is available. My eyes should not be the first professional eyes that have seen your early draft. I don't have time to spend three hours with one student going back and forth on drafts. What you turn in should be as polished as possible.
The goal is a passing grade the first draft. I read essays this morning that did not reflect the type of writing I would expect at this level. Luckily the essay was turned in early, which means there is time to revise for a passing grade.
Some students are really behind...really behind, other students stopped coming and then showed up today LOST. You get out of the course what you put into it and many of you didn't take advantage of academic resources. Many students don't own the books, or academic writing resources?!
I am still appalled 16 weeks later!
If you pass the course, learn from this close call and use the Writing Center, Tutoring services and of course, your professor's office hours for one-on-one consultations.
I have been very available this semester and only a few students came to see me, none of them on a regular basis. This will show in your grade. Only one of your classmates, just one and he came in week 9 or 10.
Come to the study hour Monday, Dec. 15, 9-1, L-226, with your papers digitized. If you can't come, I look forward to your paper presentation of your research on one of the hip hop culture elements. Fill out the checklist and bring that in also.
Tuesday, December 9, 2008
King of the BINGO Game
Please post your responses to the Ralph Ellison story here. If you have not emailed me your essays for critique, please do so, so you can get feedback before you turn in your portfolio. I do not want to see essays for the first time in the portfolio, the exception are narratives 1 & 2.
Monday, December 8, 2008
Resources for Coldest Winter Ever Essay Questions
Here is a link to the Rules of the Game essay by Amy Tan.
http://www.literacymatters.org/content/lessons/tan/rules.pdf
It's from this site: http://unjobs.org/authors/amy-tan
For a critical analysis of Ralph Ellison's King of the BINGO Game visit http://fajardo-acosta.com/worldlit/ellison/bingo.htm for analysis.
On the author: http://www.pbs.org/wnet/americanmasters/database/ellison_r_homepage.html
You can also visit http://www.questia.com/app/direct/SM.qst
http://www.literacymatters.org/content/lessons/tan/rules.pdf
It's from this site: http://unjobs.org/authors/amy-tan
For a critical analysis of Ralph Ellison's King of the BINGO Game visit http://fajardo-acosta.com/worldlit/ellison/bingo.htm for analysis.
On the author: http://www.pbs.org/wnet/americanmasters/database/ellison_r_homepage.html
You can also visit http://www.questia.com/app/direct/SM.qst
FINALS not optional
Well, this must just be a semester where students don't have time to visit professor office hours. You final is Tuesday, Dec. 16, 8 to 10 AM. We'll meet in the classroom, C-104, but this is negotiable depending on technology needs.
We meet in L-202E on 12/11 to write our essay on the Coldest Winter Ever. Decide what question you'd like to respond to so you can ask clarifying questions tomorrow. We'll meet in L-226 tomorrow morning.
Oh Monday, 12/15, I am hosting a study hall from 9-12 noon. If you have a final that ends at 12 noon, and want to come by my office, I can stay, just let me know in advance. I will also be around 12/16 after our final, if you need to talk.
Portfolios
The portfolio narratives for English 1B
There is an example of a portfolio in the comment section of this post. You can see more examples, just ask, I have lots of them.
1. The first narrative essaywill look at the 18 weeks, the themes we looked at this semester, as we explored hip hop culture and its impact on American society and the global community. Talk about what you've learned and discovered this semester about writing and yourself, college and life, which have transformed or changed you.
What have you learned about the discipline you are studying: reading and writing that you plan to carry forth into your lifelong pursuit of learning.
Please also comment on the texts and whether or not they were helpful in this process. You can also talk about the instruction, culture of the class and the teacher.
2.Essay 2 has students look at the writing process and discuss their own writing process: the topics chosen, the information used, revision strategies, writing as a process. This should include a definition of the difference between editing and revising and a value statement on the place for both in composition.
What have you learned about yourself as a writer? Take two essays and talk about the planning, research and revision strategies you used. It helps to choose an early paper and compare to a later paper. Often you can more easily see the differences in your writing and a better example of mastery of certain concepts. Also discuss skills you need to improve and how you plan to address that.
I am really interested in discourse about audience and how that shapes or determines how the writer approaches her topic.
I am also interested in discussion of the revision process, and whether or not seeing writing as a work in progress or a draft, liberates or stagnates the creative process. (Students are to use examples from their writing to illustrate these points.)
I'd also like students to think about and give at three specific ways how they have grown as writers and thinkers this semester. Each essay should be minimally 1-2 pages (250-500 words).
Student essays
The essays should include: the Dyson/Hurt essay critique on violence, misogyny, homophobia, etc., the essays on the elements of hip hop culture: music, theatre, graffiti or visual art, dance, literature, education and other performance art, like DJing and beatboxing.
The last essay is the one that takes it's topic from The Coldest Winter Ever. We will write that essay on Thursday, Dec. 11. You can come to class early. I have the room reserved from 8 AM to 12 noon. It is open book, open notes. You need a planning sheet, an outline and at least scholarly source, plus the novel, outside the book. Adam Mansbach's essay in Chang's Total Chaos works. (I might have left some essays out, this list is not exhaustive. If you need other essays, let me known in advance.
Students can submit a graded essay from another discipline this semester if the other instructor doesn't mind to exchange for an assignment. You have to talk me me first. You can also submit another essay for extra credit. This essay has to be one where you used research and has to be minimally 4 pages long plus a works cited page (5 pages minimally).
We will work on the narratives during the optional Study Hall, Monday, Dec. 17, in the smaller writing lab, L-226. We will also practice this as a freewrite tomorrow.
You have a copy of the assigned essays this semester. See below. The check-list is the same with grades posted next to the assignment. I'll post one later. We will look at this the last day of class. Our final is Wednesday, Dec. 17, from 10 to 12 noon. We will meet in the Writing Center, L-226. If you need technology, let me know next week.
Your portfolios are due Tuesday, Dec. 16, the day of the final, unless other arrangements are made in advance. I do not want to see any essays for the first time in your portfolio. They should all have a grade, so email me your posted ungraded essays, so I can grade them and get them back to you. I would also advise those of you who are stressing unnecessarily to come talk to me about your writing. I am available and since most of you did not come see me this semester, now is the time to do so. Also, Elements of Style will help you tremendously with your writing-- the tips there will help you write elegantly.
They are to be digitized and saved on a CD, travel drive, diskette or emailed (MS Word 2003). No exceptions. The only paper copies are the freewrites and reading logs. Do not give me your originals. I can make copies, if you can’t. Oh, there are no regular class meetings next week. You come to class only on the date of the final.
Final Presentations:
You will present one of your research essays the day of the final--it is your choice which element you'd like to share your scholarship on. The only essay you cannot share is one you've already presented. Lit Hop is okay also.
You will not read the essay. Make sure you at least have a photo of the person you chose who uses hip hop for social change. Prepare an abstract or a short summary for your classmates. If you need me to make copies, send the document to me in advance. Please rehearse your presentations so they are succinct and to the point. You can invite guests and food is allowed. If someone wants to organize a potluck let me know.
Here are the main essays again. This list is not exhaustive. I will give you a handout with all the writing assignments, which we went over in class 2-3 weeks ago, by Thursday, Dec. 11. This will serve as the table of contents for the portfolio:
1. Hip Hop Theatre: planning and draft due Nov. 20 for peer review; final due Nov. 25. We started already reading from Total Chaos and The Angry Black White Boy. The question: What is hip hop theatre and how do your examples support your definition? Total Chaos is a resource.
2. Hip Hop Music: Dec. 2 planning and draft due for peer review; final Dec. 4.
What is hip hop music? For this essay students can survey an artist whose work embodies hip hop culture. You could take an angle like: Women in Hip Hop. The musical survey needs to cover the range of the work. The artist has to be a key stakeholder in the genre.
3. Hip Lit: “The Coldest Winter Ever” –in class essay. We’ll write it Dec. 11 (in L-202E. Bring your outline and planning sheets)
Question: How is this book classic hip hop literature?
4. Hip Hop Visual Arts –already done
5. Hip Hop as a Global Movement – already done
Group Presentation Grade—already done
6. Hip Hop Spirituality—Soundz of Spirit, http://movies.yahoo.com/movie/1808614830/info Nov. 18, 2008. Assignment posted. Question: What is Hip hop spirituality?
7. Hip Hop Poetry—films and other multi-media (written in class) First week in Dec. in class. Assignment posted. We will look at hip hop poets such as Saul Williams and groups like Youth Speaks. I am looking for a link to the show: The Infinite Mind about the meaning of poetry. I'll share with you in class.
8. Freewrites: The Message and Know What I Mean posts and other responses on-going
9. Hip Hop Dance—I forgot to include this so you can substitute dance for another genre.
We meet in L-202E on 12/11 to write our essay on the Coldest Winter Ever. Decide what question you'd like to respond to so you can ask clarifying questions tomorrow. We'll meet in L-226 tomorrow morning.
Oh Monday, 12/15, I am hosting a study hall from 9-12 noon. If you have a final that ends at 12 noon, and want to come by my office, I can stay, just let me know in advance. I will also be around 12/16 after our final, if you need to talk.
Portfolios
The portfolio narratives for English 1B
There is an example of a portfolio in the comment section of this post. You can see more examples, just ask, I have lots of them.
1. The first narrative essaywill look at the 18 weeks, the themes we looked at this semester, as we explored hip hop culture and its impact on American society and the global community. Talk about what you've learned and discovered this semester about writing and yourself, college and life, which have transformed or changed you.
What have you learned about the discipline you are studying: reading and writing that you plan to carry forth into your lifelong pursuit of learning.
Please also comment on the texts and whether or not they were helpful in this process. You can also talk about the instruction, culture of the class and the teacher.
2.Essay 2 has students look at the writing process and discuss their own writing process: the topics chosen, the information used, revision strategies, writing as a process. This should include a definition of the difference between editing and revising and a value statement on the place for both in composition.
What have you learned about yourself as a writer? Take two essays and talk about the planning, research and revision strategies you used. It helps to choose an early paper and compare to a later paper. Often you can more easily see the differences in your writing and a better example of mastery of certain concepts. Also discuss skills you need to improve and how you plan to address that.
I am really interested in discourse about audience and how that shapes or determines how the writer approaches her topic.
I am also interested in discussion of the revision process, and whether or not seeing writing as a work in progress or a draft, liberates or stagnates the creative process. (Students are to use examples from their writing to illustrate these points.)
I'd also like students to think about and give at three specific ways how they have grown as writers and thinkers this semester. Each essay should be minimally 1-2 pages (250-500 words).
Student essays
The essays should include: the Dyson/Hurt essay critique on violence, misogyny, homophobia, etc., the essays on the elements of hip hop culture: music, theatre, graffiti or visual art, dance, literature, education and other performance art, like DJing and beatboxing.
The last essay is the one that takes it's topic from The Coldest Winter Ever. We will write that essay on Thursday, Dec. 11. You can come to class early. I have the room reserved from 8 AM to 12 noon. It is open book, open notes. You need a planning sheet, an outline and at least scholarly source, plus the novel, outside the book. Adam Mansbach's essay in Chang's Total Chaos works. (I might have left some essays out, this list is not exhaustive. If you need other essays, let me known in advance.
Students can submit a graded essay from another discipline this semester if the other instructor doesn't mind to exchange for an assignment. You have to talk me me first. You can also submit another essay for extra credit. This essay has to be one where you used research and has to be minimally 4 pages long plus a works cited page (5 pages minimally).
We will work on the narratives during the optional Study Hall, Monday, Dec. 17, in the smaller writing lab, L-226. We will also practice this as a freewrite tomorrow.
You have a copy of the assigned essays this semester. See below. The check-list is the same with grades posted next to the assignment. I'll post one later. We will look at this the last day of class. Our final is Wednesday, Dec. 17, from 10 to 12 noon. We will meet in the Writing Center, L-226. If you need technology, let me know next week.
Your portfolios are due Tuesday, Dec. 16, the day of the final, unless other arrangements are made in advance. I do not want to see any essays for the first time in your portfolio. They should all have a grade, so email me your posted ungraded essays, so I can grade them and get them back to you. I would also advise those of you who are stressing unnecessarily to come talk to me about your writing. I am available and since most of you did not come see me this semester, now is the time to do so. Also, Elements of Style will help you tremendously with your writing-- the tips there will help you write elegantly.
They are to be digitized and saved on a CD, travel drive, diskette or emailed (MS Word 2003). No exceptions. The only paper copies are the freewrites and reading logs. Do not give me your originals. I can make copies, if you can’t. Oh, there are no regular class meetings next week. You come to class only on the date of the final.
Final Presentations:
You will present one of your research essays the day of the final--it is your choice which element you'd like to share your scholarship on. The only essay you cannot share is one you've already presented. Lit Hop is okay also.
You will not read the essay. Make sure you at least have a photo of the person you chose who uses hip hop for social change. Prepare an abstract or a short summary for your classmates. If you need me to make copies, send the document to me in advance. Please rehearse your presentations so they are succinct and to the point. You can invite guests and food is allowed. If someone wants to organize a potluck let me know.
Here are the main essays again. This list is not exhaustive. I will give you a handout with all the writing assignments, which we went over in class 2-3 weeks ago, by Thursday, Dec. 11. This will serve as the table of contents for the portfolio:
1. Hip Hop Theatre: planning and draft due Nov. 20 for peer review; final due Nov. 25. We started already reading from Total Chaos and The Angry Black White Boy. The question: What is hip hop theatre and how do your examples support your definition? Total Chaos is a resource.
2. Hip Hop Music: Dec. 2 planning and draft due for peer review; final Dec. 4.
What is hip hop music? For this essay students can survey an artist whose work embodies hip hop culture. You could take an angle like: Women in Hip Hop. The musical survey needs to cover the range of the work. The artist has to be a key stakeholder in the genre.
3. Hip Lit: “The Coldest Winter Ever” –in class essay. We’ll write it Dec. 11 (in L-202E. Bring your outline and planning sheets)
Question: How is this book classic hip hop literature?
4. Hip Hop Visual Arts –already done
5. Hip Hop as a Global Movement – already done
Group Presentation Grade—already done
6. Hip Hop Spirituality—Soundz of Spirit, http://movies.yahoo.com/movie/1808614830/info Nov. 18, 2008. Assignment posted. Question: What is Hip hop spirituality?
7. Hip Hop Poetry—films and other multi-media (written in class) First week in Dec. in class. Assignment posted. We will look at hip hop poets such as Saul Williams and groups like Youth Speaks. I am looking for a link to the show: The Infinite Mind about the meaning of poetry. I'll share with you in class.
8. Freewrites: The Message and Know What I Mean posts and other responses on-going
9. Hip Hop Dance—I forgot to include this so you can substitute dance for another genre.
Thursday, December 4, 2008
Meeting?
I've reserved L-202E for Thursday, Dec. 11. I couldn't get it for today. We will meet in the smaller lab L-226 today. We met there last week. I can review essays while you watch the Slamnation film. We'll write an essay about poetry in class next week and continue our discussion of The Coldest Winter Ever. The Sister Souljah event is tomorrow and Saturday, Dec. 12/5-6. The 12/5 event is at the African American Art and Culture Complex, 762 Fulton Street in San Francisco. The 12/6 event is at East Bay Church of Religious Science. Call Marcus Books in Oakland or San Francisco for the times.
Visit http://www.youtube.com/watch?v=jVHE-oYRKts
http://www.math.buffalo.edu/~sww/LAST-POETS/last_poets2.html
I went to see Wu Tang Clan last night at the Regency Grand Ballroom in San Francisco. They have a song that references Niggas Are Scared of Revolution. Find it and compare.
Remember I spoke about the African concept, NOMMO? Well here is more information about the concept of words as a life force. I forgot to mention MUNTU, the Bantu term for human being. MUNTU is connected conceptually to NOMMO. The person becomes human when you name him or her. I was looking for something on-line and couldn't find it. But the book: "MUNTU: African Culture in the Western World" http://www.amazon.com/gp/reader/0802132081/ref=sib_dp_ptu#reader-link is a great resource and you can find it in your public library. This is an excerpt.
The NOMMO concept is in line with the idea of words becoming flesh or the reason why hip hop artists primary reason for asserting themselves in public spaces was to assert their humanity and to declare their presence in a hostile and unfriendly and unwelcoming world. This is still the case. Hip hop culture, we have seen is a culture associated with youth rebellion. It has been and continues to be a tool for revolution or change. Now, in its 4th decade, hip hop is seen in the more established realms of society. Rosa Clemente, hip hop ran for Vice President this year on the Green Party ticket with Cynthia McKinney. Van Jones, hip hop is an attorney and has a book about the green movement on the NY Times Best Seller's List.
Words, words, word....POWER.
See http://encarta.msn.com/encyclopedia_762504546/Nommo.html
Visit http://www.youtube.com/watch?v=jVHE-oYRKts
http://www.math.buffalo.edu/~sww/LAST-POETS/last_poets2.html
I went to see Wu Tang Clan last night at the Regency Grand Ballroom in San Francisco. They have a song that references Niggas Are Scared of Revolution. Find it and compare.
Remember I spoke about the African concept, NOMMO? Well here is more information about the concept of words as a life force. I forgot to mention MUNTU, the Bantu term for human being. MUNTU is connected conceptually to NOMMO. The person becomes human when you name him or her. I was looking for something on-line and couldn't find it. But the book: "MUNTU: African Culture in the Western World" http://www.amazon.com/gp/reader/0802132081/ref=sib_dp_ptu#reader-link is a great resource and you can find it in your public library. This is an excerpt.
The NOMMO concept is in line with the idea of words becoming flesh or the reason why hip hop artists primary reason for asserting themselves in public spaces was to assert their humanity and to declare their presence in a hostile and unfriendly and unwelcoming world. This is still the case. Hip hop culture, we have seen is a culture associated with youth rebellion. It has been and continues to be a tool for revolution or change. Now, in its 4th decade, hip hop is seen in the more established realms of society. Rosa Clemente, hip hop ran for Vice President this year on the Green Party ticket with Cynthia McKinney. Van Jones, hip hop is an attorney and has a book about the green movement on the NY Times Best Seller's List.
Words, words, word....POWER.
See http://encarta.msn.com/encyclopedia_762504546/Nommo.html
Monday, December 1, 2008
The Coldest Winter Ever Essay Questions
We will be writing our Coldest Winter Ever essays next week. In the meantime, keep reading. We will talk about chapters 4-6 tomorrow, 7-11 Thursday, Dec. 4, Tuesday, Dec. 9, 12-20. I have a discussion section at the end of my book, which I will give students copies of next week. We'll write the essay on Thursday, Dec. 11.
Each essay needs to be minimally 4-5 pages long with a bibliography and a works cited. There should be no more than one citation, in text or paraphrase, per page. If you use a block quote, then for a short essay (3-4 pages), just one block quote for the entire essay. If the essay is 5-6 pages long then I could see two especially if you were citing poetry or lyrics from a song.
Tuesday we'll look at the portfolio essays and assembly, essay revisions and last minute questions about the writing process.
The questions I am looking at are:
1. Sister Souljah's characters, Winter and Midnight, have a lot in common, yet are very different. Just on the surface their names, Midnight and Winter, ice, cold, darkness, are similarities both share. Winter is the harshest time of the year, it has the shortest days and its a time when one can perish easily if caught outdoors.
In an essay look at the characteristics of the winter season and compare and contrast them with the character Winter's life. The novel occurs in the year between her 17 and 18th birthday. In a short year, a lot happens for both she and her family, also Midnight. One could say that for Midnight, the sun comes up, whereas for Winter the sunsets.
What makes Winter's life as chilly as it becomes? Initially it sounds warm, and then tragedy strikes. But within the tragedy the sun tries to peek its head, however, Winter ignores it. Is she naive or stupid?
Talk about her choices which come back to haunt her like her decision to let her pregnant friend stay in prison, her decision to steal from the church and the doctor who was helping her, and finally to live with a man who sold out her dad.
Why does she refuse to see the consequences of her actions?
2. Midnight is the nemesis to Winter. Talk about how he is dark to her light, rich to her shallow, wise to her naivete, hot or warm to her cold.
3. Why is The Coldest Winter Ever a hip hop novel? What makes it hip hop: it's themes or issues raised, characters, scenes, language? You need support from at least one scholarly article on the topic of lit hop. If you need assistance let me know. Jeff Chang's Total Chaos has an essay on Lit Hop. You can also check in the library databases.
4. Look at themes in the novel. Time is one that is mentioned a lot when Winter speaks of becoming an adult. Her father is serving time. Both Midnight and Sister Souljah ask her what she plans to do with her life and her time on the planet. This is a question she is asked at the group home too.
Time is something Winter has a lot of when her world crashes--time to think. Time's lapse is how she measures events in her life, like life before Long Island, the time before pregnancy, etc.
Another theme is drugs. It's really clear what the author feels about drugs and drug dealers.
Spirituality is a third theme. Winter seems to be digging her own grave even though her mother is the only one who actually gets laid to rest.
Child parent relationships and role models is another theme. Who is Winter's role model? is she entirely responsible for ending up the where she does? Why not?
Winter and Santiaga are a great portrait of a father/daughter relationship and why both parents are important in a child's life, and in the case of Winter, her father's absence is her ruin. And her mother's dependence on her husband and his absence and her ruin is an affirmation to Winter that she needs a man to support her. What does she say about her father's life and the "game" he is involved in?
4. The Coldest Winter Ever introduces us to a game, where there are rules, gamekeepers and consequences for those who break the rules or loose the game. Amy Tan, the Joy Luck Club, has a short story called, Rules of the Game, which involves chess and a child who decides she doesn't want to play the game, a game which is an analogy for assimilation into American society. Ralph Ellison has a short story called, King of the BINGO Game which takes place in New York, just as The Coldest Winter does at a time in American history when black people are migrating from the south to the north for better jobs and economic opportunities and often, as is the case in this story, the winter is colder than the one they left.
Talk about the rules of the game as Winter understands them. What's at stake, what does her hand look like and when she looses, was the deal fair? Is the game any different than that experienced by the indigent black man in the Ellison story or the little girl in the Tan story?
If you choose this question, I have to supply you with the stories. The King of the BINGO Game is a film based on the story by the same title.
For all the essays, I want you to read a literary analysis of the book, and find biographical information about the author. This will be a part of your works cited page.
Just for discussion, what do you think of the author's use of her name in the book and the addition of herself as a character?
Each essay needs to be minimally 4-5 pages long with a bibliography and a works cited. There should be no more than one citation, in text or paraphrase, per page. If you use a block quote, then for a short essay (3-4 pages), just one block quote for the entire essay. If the essay is 5-6 pages long then I could see two especially if you were citing poetry or lyrics from a song.
Tuesday we'll look at the portfolio essays and assembly, essay revisions and last minute questions about the writing process.
The questions I am looking at are:
1. Sister Souljah's characters, Winter and Midnight, have a lot in common, yet are very different. Just on the surface their names, Midnight and Winter, ice, cold, darkness, are similarities both share. Winter is the harshest time of the year, it has the shortest days and its a time when one can perish easily if caught outdoors.
In an essay look at the characteristics of the winter season and compare and contrast them with the character Winter's life. The novel occurs in the year between her 17 and 18th birthday. In a short year, a lot happens for both she and her family, also Midnight. One could say that for Midnight, the sun comes up, whereas for Winter the sunsets.
What makes Winter's life as chilly as it becomes? Initially it sounds warm, and then tragedy strikes. But within the tragedy the sun tries to peek its head, however, Winter ignores it. Is she naive or stupid?
Talk about her choices which come back to haunt her like her decision to let her pregnant friend stay in prison, her decision to steal from the church and the doctor who was helping her, and finally to live with a man who sold out her dad.
Why does she refuse to see the consequences of her actions?
2. Midnight is the nemesis to Winter. Talk about how he is dark to her light, rich to her shallow, wise to her naivete, hot or warm to her cold.
3. Why is The Coldest Winter Ever a hip hop novel? What makes it hip hop: it's themes or issues raised, characters, scenes, language? You need support from at least one scholarly article on the topic of lit hop. If you need assistance let me know. Jeff Chang's Total Chaos has an essay on Lit Hop. You can also check in the library databases.
4. Look at themes in the novel. Time is one that is mentioned a lot when Winter speaks of becoming an adult. Her father is serving time. Both Midnight and Sister Souljah ask her what she plans to do with her life and her time on the planet. This is a question she is asked at the group home too.
Time is something Winter has a lot of when her world crashes--time to think. Time's lapse is how she measures events in her life, like life before Long Island, the time before pregnancy, etc.
Another theme is drugs. It's really clear what the author feels about drugs and drug dealers.
Spirituality is a third theme. Winter seems to be digging her own grave even though her mother is the only one who actually gets laid to rest.
Child parent relationships and role models is another theme. Who is Winter's role model? is she entirely responsible for ending up the where she does? Why not?
Winter and Santiaga are a great portrait of a father/daughter relationship and why both parents are important in a child's life, and in the case of Winter, her father's absence is her ruin. And her mother's dependence on her husband and his absence and her ruin is an affirmation to Winter that she needs a man to support her. What does she say about her father's life and the "game" he is involved in?
4. The Coldest Winter Ever introduces us to a game, where there are rules, gamekeepers and consequences for those who break the rules or loose the game. Amy Tan, the Joy Luck Club, has a short story called, Rules of the Game, which involves chess and a child who decides she doesn't want to play the game, a game which is an analogy for assimilation into American society. Ralph Ellison has a short story called, King of the BINGO Game which takes place in New York, just as The Coldest Winter does at a time in American history when black people are migrating from the south to the north for better jobs and economic opportunities and often, as is the case in this story, the winter is colder than the one they left.
Talk about the rules of the game as Winter understands them. What's at stake, what does her hand look like and when she looses, was the deal fair? Is the game any different than that experienced by the indigent black man in the Ellison story or the little girl in the Tan story?
If you choose this question, I have to supply you with the stories. The King of the BINGO Game is a film based on the story by the same title.
For all the essays, I want you to read a literary analysis of the book, and find biographical information about the author. This will be a part of your works cited page.
Just for discussion, what do you think of the author's use of her name in the book and the addition of herself as a character?
Tuesday, November 25, 2008
Poetry
We're in the smaller writing lab today (L-231). It's on the opposite side of the Open Lab. If you have ever been to my office (L-236), one of my doors opens into it. If you were lost, I would have hoped you'd ask in the library--the reference librarian or someone behind a counter or desk where L-231 is.
We listened to the opening discourse on poetry from: The Spoken Word Revolution (slam, hip hop and the poetry of a generation).
I passed out Prologue, Part One: The Beat Remnants (1-29). I'll give you the rest of the selections from the rest of the book Tuesday. Read the handout. We'll talk about the poetry in class Tuesday, Dec. 2.
I forget my phone at home, so if you tried to call...this is why I didn't answer. Keep writing. If you email me, put English 1B in the heading so I can find it easier if I do a search.
We also watched the video: The Written Works: Exploring the World of Writing from Diary, to Dissertation, to Democracy
REMINDER: READ THE COLDEST WINTER EVER. WE WILL TALK ABOUT THE FIRST FEW CHAPTERS NEXT WEEK AND THE FOLLOWING WEEK. WE'LL WRITE AN ESSAY IN TWO WEEKS. CHECK THE ASSIGNMENT LIST BELOW. THERE IS AN ESSAY DUE TODAY. KEEP A READING LOG FOR "WINTER." NOTE THE SCENES, CHARACTERS, THEMES, LANGUAGE AND AUTHOR'S WRITING. YOU WILL TURN IN THE LOG WITH THE ESSAY.
We listened to the opening discourse on poetry from: The Spoken Word Revolution (slam, hip hop and the poetry of a generation).
I passed out Prologue, Part One: The Beat Remnants (1-29). I'll give you the rest of the selections from the rest of the book Tuesday. Read the handout. We'll talk about the poetry in class Tuesday, Dec. 2.
I forget my phone at home, so if you tried to call...this is why I didn't answer. Keep writing. If you email me, put English 1B in the heading so I can find it easier if I do a search.
We also watched the video: The Written Works: Exploring the World of Writing from Diary, to Dissertation, to Democracy
REMINDER: READ THE COLDEST WINTER EVER. WE WILL TALK ABOUT THE FIRST FEW CHAPTERS NEXT WEEK AND THE FOLLOWING WEEK. WE'LL WRITE AN ESSAY IN TWO WEEKS. CHECK THE ASSIGNMENT LIST BELOW. THERE IS AN ESSAY DUE TODAY. KEEP A READING LOG FOR "WINTER." NOTE THE SCENES, CHARACTERS, THEMES, LANGUAGE AND AUTHOR'S WRITING. YOU WILL TURN IN THE LOG WITH THE ESSAY.
Thursday, November 20, 2008
Control F
As Aaron left today he showed me how to grab specific student assignments by holding down the CNTRL Key and the F key on the keyboard. Wow! he cut my work in half. Now I can find student work so much faster. I thought I'd pass this along to those students who haven't emailed me yet.
Reminder, the play, The Angry Black White Boy is still running at Intersection for the Arts. Reserve your tickets at www.theintersection.org. This weekend is the Hip Hop Dance Festival at the Palace of Fine Arts.
Visit http://www.sfhiphopdancefest.com/performers.htm Unless someone calls me, I think I am going to a play instead of the HHDF, but I might try to get by Sunday evening, although the program I like is Saturday evening.
Reminder, the play, The Angry Black White Boy is still running at Intersection for the Arts. Reserve your tickets at www.theintersection.org. This weekend is the Hip Hop Dance Festival at the Palace of Fine Arts.
Visit http://www.sfhiphopdancefest.com/performers.htm Unless someone calls me, I think I am going to a play instead of the HHDF, but I might try to get by Sunday evening, although the program I like is Saturday evening.
Wednesday, November 19, 2008
Interview with Jeff Chang
I was checking my mail and found this: http://www.trueskool.com/video/1464587:Video:5787
Tuesday, November 18, 2008
Hip Hop Dance
9. I forgot Hip Hop Dance I'll let this be extra credit or you can replace on of the required essays with this one.
The hip hop dance festival is this weekend, in San Francisco at the Palace of Fine Arts. Look at the history of hip hop dance and its evolution, also the various styles which developed and how it has changed over the past 20-30 years and what is constant.
The hip hop dance festival is this weekend, in San Francisco at the Palace of Fine Arts. Look at the history of hip hop dance and its evolution, also the various styles which developed and how it has changed over the past 20-30 years and what is constant.
Hip Hop Spirituality
What is hip hop spirutality? How is art a way to convey spirit? Some people say that art is what keeps us human, that one's humnanity is tied to one's art. A society without art is missing a vital aspect of its exisitence.
The essay needs to be 3-4 pages long. Find 2-3 articles which look at this topic to substantiate your views. Post your essay response here. Cite your sources at the end of the essay. The film we watched was called: Soundz of Spirit.
The essay is due tomorrow 11/19, by 11 PM. Respond to another classmate's essay by Friday, Nov. 21.
Note; Don't go crazy with the citations. Use only what you need to prove your point. The direct citation is used when another voice says it better than you can paraphrase it or say it yourself, it also breaks up the text.
The Angry Black White Boy is extended through next Sunday, Nov. 30 (I think. Visit www.theintersection.org)
The essay needs to be 3-4 pages long. Find 2-3 articles which look at this topic to substantiate your views. Post your essay response here. Cite your sources at the end of the essay. The film we watched was called: Soundz of Spirit.
The essay is due tomorrow 11/19, by 11 PM. Respond to another classmate's essay by Friday, Nov. 21.
Note; Don't go crazy with the citations. Use only what you need to prove your point. The direct citation is used when another voice says it better than you can paraphrase it or say it yourself, it also breaks up the text.
The Angry Black White Boy is extended through next Sunday, Nov. 30 (I think. Visit www.theintersection.org)
Final Assignments
1. Hip Hop Theatre: planning and draft due Nov. 20 for peer review; final due Nov. 2. We started already reading from Total Chaos and The Angry Black White Boy. The question: What is hip hop theatre and how do your examples support your definition? Total Chaos is a resource.
2. Hip Hop Music: Dec. 2 planning and draft due for peer review; final Dec. 4.
What is hip hop music? For this essay students can survey an artist whose work embodies hip hop culture. You could take an angle like: Women in Hip Hop. The musical survey needs to cover the range of the work. The artist has to be a key stakeholder in the genre.
3. Hip Lit: “The Coldest Winter Ever” –in class essay. We’ll write it Dec. 11 (in L-202E. Bring your outline and planning sheets)
Question: How is this book classic hip hop literature?
4. Hip Hop Visual Arts –already done
5. Hip Hop as a Global Movement – already done
Group Presentation Grade—already done
6. Hip Hop Spirituality—Soundz of Spirit, http://movies.yahoo.com/movie/1808614830/info Nov. 18, 2008. Assignment posted. Question: What is Hip hop spirituality?
7. Hip Hop Poetry—films and other multi-media (written in class) First week in Dec. in class. Assignment posted. We will look at hip hop poets such as Saul Williams and groups like Youth Speaks. I am looking for a link to the show: The Infinite Mind about the meaning of poetry. I'll share with you in class.
8. Freewrites: The Message and Know What I Mean posts and other responses on-going
9. Hip Hop Dance—I forgot to include this so you can substitute dance for another genre.
2. Hip Hop Music: Dec. 2 planning and draft due for peer review; final Dec. 4.
What is hip hop music? For this essay students can survey an artist whose work embodies hip hop culture. You could take an angle like: Women in Hip Hop. The musical survey needs to cover the range of the work. The artist has to be a key stakeholder in the genre.
3. Hip Lit: “The Coldest Winter Ever” –in class essay. We’ll write it Dec. 11 (in L-202E. Bring your outline and planning sheets)
Question: How is this book classic hip hop literature?
4. Hip Hop Visual Arts –already done
5. Hip Hop as a Global Movement – already done
Group Presentation Grade—already done
6. Hip Hop Spirituality—Soundz of Spirit, http://movies.yahoo.com/movie/1808614830/info Nov. 18, 2008. Assignment posted. Question: What is Hip hop spirituality?
7. Hip Hop Poetry—films and other multi-media (written in class) First week in Dec. in class. Assignment posted. We will look at hip hop poets such as Saul Williams and groups like Youth Speaks. I am looking for a link to the show: The Infinite Mind about the meaning of poetry. I'll share with you in class.
8. Freewrites: The Message and Know What I Mean posts and other responses on-going
9. Hip Hop Dance—I forgot to include this so you can substitute dance for another genre.
Thursday, November 6, 2008
Angry Black White Boy Script
See the link in comment. Read the Adam Mansbach pp. 92-101. The play is at Intersection for the Arts, 446 Valencia Street (betw. 15th/16th) Thursdays-Sundays, 8 p.m. through Sunday, Nov. 16. I am hosting a theatre party Nov. 16, 8 p.m. if you are interested I need your ticket money by Nov. 13, so I can purchase tickets in advance. For information visit www.theintersection.org or call (415) 626-3311. Thursday performances are pay-what-you-can. Reservations are required.
Obama 08
Write a response to the Election 08: the new president elect: Barack Obama, state propositions, measures. I'd suggest you analyze his speech.
Tuesday, November 4, 2008
Presentations
Faraj's presentation on the British Hip Hop scene was great! His presentation gave a through overview of the genre and its key players. It's too bad he didn't have music or pictures to share. Thursday, Benjamin is presenting. Please post your comments to Faraj and Faraj please share your self-reflection with us.
I am still here at work, working on the progress reports.
I am still here at work, working on the progress reports.
Electorial Politics 2008/A Place Called Destiny -- 2 Cyber-Assignments
This morning we reflected on Election 2008. Students choose a key stakeholder from any Can't Stop, Won't Stop Loop and have him or her respond in a letter to Hip Hop America about Election 2008. Post those reflections here.
We also watched a film, "A Place Called Destiny," about a program in Oakland that uses martial arts, dance, writing and other creative arts as violence prevention. Homework is to discuss the use of dance/theatre as a tool for social change and healing for the community Destiny Arts serves. How is this value supported by Hip Hop culture? Use Chang and the film.
Please email me your research essays and post them where assigned. I sent around a sign-in today for students to give me their email addresses. The papers I graded last week are outside my door (L-236) for pick up. They have been there a week.
Readings
Read "Pure Movement (Total Chaos pp. 59-77). Other chapters we will discuss next: "From the Dope Spot" pp. 78-91; "On Lit Hop" pp. 92-101.
You will have writing assignments attached to the readings. We will write a paper on each element of the hip hop aesthetic. Next is, hip hop theatre. We will go see Angry Black White Boy. We'll read the play in class 11/13. I'll make it available to students 11/6. Email me and I'll send it to you.
The next paper is on hip hop dance: 10th Anniversary of the San Francisco Hip Hop Dancefest 2008, November 21-23 at the Palace of Fine Arts. Visit sfhiphopdancefest.org and (415) 392-4400. There are two entirely different programs, so I'd like to go Sunday, November 23 to the 1 p.m. show (Program A), see the film at 3:30 p.m. and stay for the evening show at 7 p.m. (Program B).
Students can join me for either of the two shows or both :-) We'll finish the film on Thursday and discuss the reading, and start The Coldest Winter Ever. Bring it in along with Elements of Style.
We also watched a film, "A Place Called Destiny," about a program in Oakland that uses martial arts, dance, writing and other creative arts as violence prevention. Homework is to discuss the use of dance/theatre as a tool for social change and healing for the community Destiny Arts serves. How is this value supported by Hip Hop culture? Use Chang and the film.
Please email me your research essays and post them where assigned. I sent around a sign-in today for students to give me their email addresses. The papers I graded last week are outside my door (L-236) for pick up. They have been there a week.
Readings
Read "Pure Movement (Total Chaos pp. 59-77). Other chapters we will discuss next: "From the Dope Spot" pp. 78-91; "On Lit Hop" pp. 92-101.
You will have writing assignments attached to the readings. We will write a paper on each element of the hip hop aesthetic. Next is, hip hop theatre. We will go see Angry Black White Boy. We'll read the play in class 11/13. I'll make it available to students 11/6. Email me and I'll send it to you.
The next paper is on hip hop dance: 10th Anniversary of the San Francisco Hip Hop Dancefest 2008, November 21-23 at the Palace of Fine Arts. Visit sfhiphopdancefest.org and (415) 392-4400. There are two entirely different programs, so I'd like to go Sunday, November 23 to the 1 p.m. show (Program A), see the film at 3:30 p.m. and stay for the evening show at 7 p.m. (Program B).
Students can join me for either of the two shows or both :-) We'll finish the film on Thursday and discuss the reading, and start The Coldest Winter Ever. Bring it in along with Elements of Style.
Thursday, October 30, 2008
Keepin It Real cyber-post and critique
Today we finished reading the second chapter in the handout given to students Tuesday, October 28, from The Message. This second chapter, a continuation of the theme, "The Meaning of the Name," the second chapter, "Me, Myself and I." The freewrite was to develop thesis sentences using the invention strategies noted in the handout most students received. If you missed class, pick up a copy at my office (L-236).
I wanted students to develop three sentences using the 3-part thesis form, and 3-4 others using the questioning strategy to develop: definitions, analogies, consequences and testimony. You can post those sentences here, then take one of the sentences, yours or another students and write an introductory paragraph.
Students presented today on hip hop in France. Please post your comments at the link below. I'd also like all students to post a reflection on the process, what worked well and places where their is room for improvement.
I would like students to send me their research essays via email. They are due once you've completed the presentation. The essays I received today are not complete. Only one student had a works cited page, they are all too short, lack scholarly research and don't site Jeff Chang at all. Chang is useful given the completeness of his analysis of hip hop origins and its place in America and by extension global youth culture. There are too many grammatical errors in all the essays. At this level the writing shouldn't have any sentence fragments, run-on-sentences, or confusion with words like "their and they're."
Students don't have grammar/style books, which are not optional. All a student has to do is visit the local library and borrow one, yet, only one student brings hers to class. How can we have a discussion about slang, cliches, Standard vs. Nonstandard forms of the language when scholars refuse to bring their materials to class?
The excessive amount of errors shows that either the student didn't know there was a problem in sentax or that the paper wasn't critiqued. Since students were presenting as a group, I would have thought each student would have read the other students' papers. I also mistakenly thought (?) students would rehearse.
Students did not submit their outlines, essay plans or bibliography with the completed essays. I suggested all students use Chang as a resource, yet as I said, no one cited Can't Stop, Won't Stop, or Michael Eric Dyson's Know What I Mean, for that matter. I left the essays students gave me today in an envelop outside my office for pick up. All need revision.
Feedback on the presentation:
Let me preface this with an acknowledgement and appreciation for the students who presented this week their research projects. That said, students should make an appointment if unable to come to my office hours and talk to me about your progress in the class.
What worked best in the French Hip Hop presentation today was the way the team divided the discussion into the various aspects of the genre. Where it fell down was the presenters' lack of cohesion, and the shallowness of certain aspects of the research evident in presenters inability to answer questions about the topic they covered such as location, laws, time lines. Absent also was the breath of hip hop culture. For instance, examples of early hip hop artists were of one group, which though called political, had a name that implied otherwise.
It was a plus that Loren could translate the lyrics of songs, but as I said, given the historic origin of hip hop culture, I don't know why other key figures in the French hip hop architecture were not shared along with their music. I know of many hip hop artists from formerly colonized African nations, who live in France, who are popular and rap in French and in Bambara, Arabic, and other indigenous languages. The Algerians are a huge presence in France. James Baldwin, in Notes of a Native Son, called them the "niggers" of France. Today if you've watched the news France has bee challenged by its non-white citizens on the absence of equal rights and equal access, the same could be said in the UK. So who are the hip hop artists in this segment of French society who use cultural expression like hip hop to speak their truth to power? In your research you probably noticed certain voices absent from the discourse. This is precisely why or how hip hop was born in the Aouth Bronx.
France is equally racist, some people who live there say it is more so (than America). I'm certain hip hop culture is used as a vehicle of expression there, yet this was not addressed. Hop Hop culture is political, yet, from the presentation, and from what I read, hip hop culture in France doesn't reflect the reality.
Is there an underground scene there? Where are these artists played, where are they marking the walls, dancing, rallying? Where are the parties, clubs, etc. where one can hear the music that reflects the roots of the genre given its historic orgins?
Paris is only one city and a county of how many regions? Which area is the hot bed of activism or music production? of course, Paris would have the most commercial
music. Paris is like San Francisco, and like San Francisco there are areas that are not as affluent, such as Bayview Hunters Point and the Fillmore, parts of the Mission, etc. It would have helped to have a map. The Brazilian presenters were as good as they were precisely because they were rehearsed gave us the historic, political and social context of the people and region where hip hop was born. They shared maps, and flags and books. So far, their presentation was the best, followed by Venezuela which was similar to today's, weak in certain areas because it was investigated in depth.
The presentations, skimmed the surface, so I was expecting a lot more from the writing. I haven't read the essays from the Brazil or Venezuela group, so I hope so. Have you emailed me?
Today in class, it would have been better to read the lyrics to us in both French and English, than to share examples of the genre that did not further the argument which seemed from what was presented and what I read, that hip hop in France, located in Paris and its outskirts is an off-shoot of its popular American cultural expression: misogynistic, violent, homophobic and sexist or frivolous non-political party music.
If this is not the case, then the writing nor the presentation addresses this and this is what commercial hip hop in America looks like.
I wanted students to develop three sentences using the 3-part thesis form, and 3-4 others using the questioning strategy to develop: definitions, analogies, consequences and testimony. You can post those sentences here, then take one of the sentences, yours or another students and write an introductory paragraph.
Students presented today on hip hop in France. Please post your comments at the link below. I'd also like all students to post a reflection on the process, what worked well and places where their is room for improvement.
I would like students to send me their research essays via email. They are due once you've completed the presentation. The essays I received today are not complete. Only one student had a works cited page, they are all too short, lack scholarly research and don't site Jeff Chang at all. Chang is useful given the completeness of his analysis of hip hop origins and its place in America and by extension global youth culture. There are too many grammatical errors in all the essays. At this level the writing shouldn't have any sentence fragments, run-on-sentences, or confusion with words like "their and they're."
Students don't have grammar/style books, which are not optional. All a student has to do is visit the local library and borrow one, yet, only one student brings hers to class. How can we have a discussion about slang, cliches, Standard vs. Nonstandard forms of the language when scholars refuse to bring their materials to class?
The excessive amount of errors shows that either the student didn't know there was a problem in sentax or that the paper wasn't critiqued. Since students were presenting as a group, I would have thought each student would have read the other students' papers. I also mistakenly thought (?) students would rehearse.
Students did not submit their outlines, essay plans or bibliography with the completed essays. I suggested all students use Chang as a resource, yet as I said, no one cited Can't Stop, Won't Stop, or Michael Eric Dyson's Know What I Mean, for that matter. I left the essays students gave me today in an envelop outside my office for pick up. All need revision.
Feedback on the presentation:
Let me preface this with an acknowledgement and appreciation for the students who presented this week their research projects. That said, students should make an appointment if unable to come to my office hours and talk to me about your progress in the class.
What worked best in the French Hip Hop presentation today was the way the team divided the discussion into the various aspects of the genre. Where it fell down was the presenters' lack of cohesion, and the shallowness of certain aspects of the research evident in presenters inability to answer questions about the topic they covered such as location, laws, time lines. Absent also was the breath of hip hop culture. For instance, examples of early hip hop artists were of one group, which though called political, had a name that implied otherwise.
It was a plus that Loren could translate the lyrics of songs, but as I said, given the historic origin of hip hop culture, I don't know why other key figures in the French hip hop architecture were not shared along with their music. I know of many hip hop artists from formerly colonized African nations, who live in France, who are popular and rap in French and in Bambara, Arabic, and other indigenous languages. The Algerians are a huge presence in France. James Baldwin, in Notes of a Native Son, called them the "niggers" of France. Today if you've watched the news France has bee challenged by its non-white citizens on the absence of equal rights and equal access, the same could be said in the UK. So who are the hip hop artists in this segment of French society who use cultural expression like hip hop to speak their truth to power? In your research you probably noticed certain voices absent from the discourse. This is precisely why or how hip hop was born in the Aouth Bronx.
France is equally racist, some people who live there say it is more so (than America). I'm certain hip hop culture is used as a vehicle of expression there, yet this was not addressed. Hop Hop culture is political, yet, from the presentation, and from what I read, hip hop culture in France doesn't reflect the reality.
Is there an underground scene there? Where are these artists played, where are they marking the walls, dancing, rallying? Where are the parties, clubs, etc. where one can hear the music that reflects the roots of the genre given its historic orgins?
Paris is only one city and a county of how many regions? Which area is the hot bed of activism or music production? of course, Paris would have the most commercial
music. Paris is like San Francisco, and like San Francisco there are areas that are not as affluent, such as Bayview Hunters Point and the Fillmore, parts of the Mission, etc. It would have helped to have a map. The Brazilian presenters were as good as they were precisely because they were rehearsed gave us the historic, political and social context of the people and region where hip hop was born. They shared maps, and flags and books. So far, their presentation was the best, followed by Venezuela which was similar to today's, weak in certain areas because it was investigated in depth.
The presentations, skimmed the surface, so I was expecting a lot more from the writing. I haven't read the essays from the Brazil or Venezuela group, so I hope so. Have you emailed me?
Today in class, it would have been better to read the lyrics to us in both French and English, than to share examples of the genre that did not further the argument which seemed from what was presented and what I read, that hip hop in France, located in Paris and its outskirts is an off-shoot of its popular American cultural expression: misogynistic, violent, homophobic and sexist or frivolous non-political party music.
If this is not the case, then the writing nor the presentation addresses this and this is what commercial hip hop in America looks like.
Tuesday, October 28, 2008
Hip Hop as a Global Movement: Research Essay Post
Please post your completed research essays here after your presentation. Please respond to one another's presentations: What did you learn? What worked well in the presentation? What would you like to see more of?
One thing that came up for me was how well the ensembles worked together. I liked the division of labor, so to speak. In the Brazil ensemble, they stayed really close to the planning/outline I read earlier in the research process weeks ago, so it was nice to see how the final project came together. Despite the technical difficulties, their presentation utilized books, websites and other visuals of the culture. They followed really closely the assignment, answering all the questions asked.
The only area I would suggest improvement is relevancy, that is, making sure the research includes current sources to tie in with historic facts, such as the reference to police violence and incarceration which is a big problem in Brazil. Poor people fill the jails and these places are nothing like the prisons here. Prisoners have no rights.
Deon, Dominique and Wendy's presentation on Venezuela was interesting, especially when Deon went off script and became really passionate about hip hop's relevance in Third World Communities. I liked Dominique's reference to Slingshot or hip hop in Palestine. Wendy's ability to translate the lyrics for us and talk about the cultural history behind the songs was helpful. Linguistic assess is wonderful and adds depth to the presentations. Eder's assistance in pronunciation of Portuguese words for the presenters and assistance in defining what was meant by Capoeira's influence on Brazilian b-boying, again added an extra dimension to the presentation.
Suggestion for future presenters: if you don't know what a word means, or what a reference is referring to, look it up. In both these instances, the references were crucial to understanding hip hop in Brazilian culture.
We will continue presentations in class on Thursday. We'll start with the presentations and do the freewrite second. Tuesday, we will talk about your research essays on a person who is using hip hop as a tool for social change. Check the due dates. Bring Coldest Winter to class, also Elements of Style.
the Meaning of the Name--Cyber-post freewrite
Respond to the Felicia Pride chapter, The Meaning of the Name. Briefly, summarize the key points and then take off i agreement and share, if you like, your alter ego persona. Visit http://www.youtube.com/watch?v=ft8x_dvSCL0
Thursday, October 23, 2008
Field Trip Changes
We are meeting at the West Oakland BART Station at 5:45 p.m. Friday, October 24. The show starts at 7 p.m. Tickets are $5 for Animal Farm. You can listen to my radio show, Wednesday, October 22, to hear about the show (check the links at http://wandaspicks.com).
Cyber-Assignment: Piece by Piece
Using what has already been discussed about Graf Art or Writing talk about the development of the writing scene here in SF Bay and who some of the major artists are/were and how the art scene looks now. Talk about any distinguishing aspects of the genre here in the SF Bay versus let’s say, the East Coast (Style Wars.)
Piece by Piece
Piece by Piece documents the history of San Francisco's controversial graffiti art movement, with a fast-paced journey into the world of San Francisco street art, as seen through the eye of the artists. Chronicling more than 20 years of creation and destruction -- honestly, accurately, and critically, the film takes you alongside those who lived in what is arguably one of the most influential youth cultures of our time.
San Francisco's graffiti style arose in the period from 1983 to 1993. Piece by Piece starts by documenting what laid the groundwork for today's Bay Area graffiti: "Cholo" writing and the impact of PBS's 1983 documentary, Style Wars. The film includes not only San Francisco's graffiti originals, but also commentary from noted New York "writers" such as Seen, Cope 2, and Case 2. It also covers the tragedy of Dream One, a San Francisco graffiti pioneer and a vocal figurehead in Bay Area urban welfare activism.
From 1993 to 2000, San Francisco became an international magnet for ground-breaking graffiti styles yet to be seen in other parts of the world. The film elaborates on what it takes to establish credibility among the graffiti community, featuring classic works from KR and the horses of Reminisce; and documenting the creative expression of these and other "writers." The film also features well-known graffiti artists such as Grey, Buter, Joro, Norm, and Barry McGee (Twist).
While graffiti is largely considered an underground movement, it's no secret that this art form has provoked a huge response from everyday citizens. The final segment of Piece by Piece explores the wide range of public opinion towards graffiti by giving a voice to the citizens of San Francisco and the law enforcement officers who claim to represent their interests. The film also captures the artists' heartfelt confessions of their love of and addiction to graffiti art and typographic lettering, as well as their social activism, and the short life span of their works.
http://www.kqed.org/arts/programs/trulyca/episode.jsp?epid=192903
Piece by Piece
Piece by Piece documents the history of San Francisco's controversial graffiti art movement, with a fast-paced journey into the world of San Francisco street art, as seen through the eye of the artists. Chronicling more than 20 years of creation and destruction -- honestly, accurately, and critically, the film takes you alongside those who lived in what is arguably one of the most influential youth cultures of our time.
San Francisco's graffiti style arose in the period from 1983 to 1993. Piece by Piece starts by documenting what laid the groundwork for today's Bay Area graffiti: "Cholo" writing and the impact of PBS's 1983 documentary, Style Wars. The film includes not only San Francisco's graffiti originals, but also commentary from noted New York "writers" such as Seen, Cope 2, and Case 2. It also covers the tragedy of Dream One, a San Francisco graffiti pioneer and a vocal figurehead in Bay Area urban welfare activism.
From 1993 to 2000, San Francisco became an international magnet for ground-breaking graffiti styles yet to be seen in other parts of the world. The film elaborates on what it takes to establish credibility among the graffiti community, featuring classic works from KR and the horses of Reminisce; and documenting the creative expression of these and other "writers." The film also features well-known graffiti artists such as Grey, Buter, Joro, Norm, and Barry McGee (Twist).
While graffiti is largely considered an underground movement, it's no secret that this art form has provoked a huge response from everyday citizens. The final segment of Piece by Piece explores the wide range of public opinion towards graffiti by giving a voice to the citizens of San Francisco and the law enforcement officers who claim to represent their interests. The film also captures the artists' heartfelt confessions of their love of and addiction to graffiti art and typographic lettering, as well as their social activism, and the short life span of their works.
http://www.kqed.org/arts/programs/trulyca/episode.jsp?epid=192903
Wednesday, October 22, 2008
Revised Field Trip Post
Per our conversation Tuesday, I want to attend Animal Farm on Friday, October 24 at Theater Artuad, 450 Florida Street, San Francisco, and Climbing Poetree on Saturday, October 25. Tickets for 10/24 are $5, Saturday, I haven't checked what the price is at La Pena Cultural Center, 3105 Shattuck Avenue. Visit www.lapena.org. Let me know. We can get a deal.
So far, Deon is the only person coming. Re: Black White Boy, we can go later in the run. I'm going to opening night Monday, October 27. I'll tell you about it.
So far, Deon is the only person coming. Re: Black White Boy, we can go later in the run. I'm going to opening night Monday, October 27. I'll tell you about it.
Slingshot Hip Hop
This is a late post. We watched a film, Tuesday about hip hop in Palestine: "Slingshot Hip Hop," directed by Jackie Salloum Palestine/2008/89 mins.
It screens as a part of the Arab Film Festival, Saturday, October 24-25, 7 p.m. at Shattuck Cinemas, in Berkeley. Visit www.aff.org for a link to the film website.
Students were to look at the film and respond to the following questions:
1. Analyze Hip Hop Palestine via the artists profiled in the film: Slingshot Hip Hop directed by Jackie Salloum.
2. Look at way hip hop was used to address social issues. What is the historic context? Who are the artists?
3. How has American hip hop aesthetics influenced Palestinian artists? How are they different?
4. Where do traditional Arab culture and hip hop meet?
5. Talk about women in hip hop in Palestine or Arab culture.
6. Is religion an aspect of Palestinian rap culture per the artists profiled? How so?
It screens as a part of the Arab Film Festival, Saturday, October 24-25, 7 p.m. at Shattuck Cinemas, in Berkeley. Visit www.aff.org for a link to the film website.
Students were to look at the film and respond to the following questions:
1. Analyze Hip Hop Palestine via the artists profiled in the film: Slingshot Hip Hop directed by Jackie Salloum.
2. Look at way hip hop was used to address social issues. What is the historic context? Who are the artists?
3. How has American hip hop aesthetics influenced Palestinian artists? How are they different?
4. Where do traditional Arab culture and hip hop meet?
5. Talk about women in hip hop in Palestine or Arab culture.
6. Is religion an aspect of Palestinian rap culture per the artists profiled? How so?
Monday, October 20, 2008
Field Trips this week
Theatre
Laney College's production of Piano Lesson in the Laney College Theatre, 9th and Fallon (across the street from the Lake Merritt BART Station.) Thursday, October 23, 7:30 reception, 8 p.m. showtime http://www.laney.peralta.edu/apps/agenda.asp?Q=0&C=agenda
The Piano Lesson continues, Thursday, 10/30/2008 - Saturday, 11/1/2008. Doors open at 7:30 p.m.;Students, Faculty, Staff: $5;
General Public: $10 Location: Laney College Theatre, 8:00 PM - 9:30 PM
August Wilson's "The Piano Lesson," Friday, 12/5/2008 at the Oakland Museum, 1000 Oak Street, Oakland, 7:00 PM - 8:30 PM
Poetry
Friday, October 24, Climbing Poetree at La Pena Cultural Center, 3150 Shattuck Avenue, Berkeley, 7:30 p.m. (It's next door to the Starry Plough.)
Hip Hop Theatre
Saturday, October 25, Black White Boy at Intersection for the Arts, on Valencia in San Francisco, 8 p.m. There is a panel discussion afterwards with the playwright, director and a hip hop scholar, Jeff Chang. This is a part of the Living Word Festival 2008: Race is Fiction.
(Look at the post on field trips to read more about the last two events.)
Let me know tomorrow if you can go the Friday event and how many are in your party. Tickets are $10 (I think. I'm sure I can get a deal for us if we are more than 10. The same is true for Saturday. If anyone wants to read the play email me and I'll send it to you. "The Piano Lesson" by August Wilson circulates in the public library. COA might even have it.)
Laney College's production of Piano Lesson in the Laney College Theatre, 9th and Fallon (across the street from the Lake Merritt BART Station.) Thursday, October 23, 7:30 reception, 8 p.m. showtime http://www.laney.peralta.edu/apps/agenda.asp?Q=0&C=agenda
The Piano Lesson continues, Thursday, 10/30/2008 - Saturday, 11/1/2008. Doors open at 7:30 p.m.;Students, Faculty, Staff: $5;
General Public: $10 Location: Laney College Theatre, 8:00 PM - 9:30 PM
August Wilson's "The Piano Lesson," Friday, 12/5/2008 at the Oakland Museum, 1000 Oak Street, Oakland, 7:00 PM - 8:30 PM
Poetry
Friday, October 24, Climbing Poetree at La Pena Cultural Center, 3150 Shattuck Avenue, Berkeley, 7:30 p.m. (It's next door to the Starry Plough.)
Hip Hop Theatre
Saturday, October 25, Black White Boy at Intersection for the Arts, on Valencia in San Francisco, 8 p.m. There is a panel discussion afterwards with the playwright, director and a hip hop scholar, Jeff Chang. This is a part of the Living Word Festival 2008: Race is Fiction.
(Look at the post on field trips to read more about the last two events.)
Let me know tomorrow if you can go the Friday event and how many are in your party. Tickets are $10 (I think. I'm sure I can get a deal for us if we are more than 10. The same is true for Saturday. If anyone wants to read the play email me and I'll send it to you. "The Piano Lesson" by August Wilson circulates in the public library. COA might even have it.)
Wednesday, October 15, 2008
Email Addresses
Please post your email address here. We are missing some of them. We want to send you the second essay back.
Tuesday, October 14, 2008
Public Enemy's "Fight the Power" freewrite
Freewrite: Why is Public Enemy’s "Fight the Power," “[top] VH1's list of the 100 greatest hip-hop songs ever” (http://www.eurweb.com/printable.cfm?id=47324).
September 25, 2008
*Public Enemy’s 1989 black power anthem “Fight the Power” topped VH1's list of the 100 greatest hip-hop songs ever.
The cable channel will count down all 100 songs on the list in a series of shows beginning on Monday.
Following "Fight the Power" on the list is the Sugar Hill Gang’s groundbreaking song, “Rapper’s Delight,” followed by Dr. Dre’s “Nuthin but a ’G’ Thang” at No. 3. Run-D.M.C.’s “Walk This Way” with Aerosmith and Grandmaster Flash & the Furious Five’s “The Message” round out the top five.
Salt ’N Pepa was the lone female act in the top 10, with their early hit “Push It.” Jay-Z and Eminem made the top 20, while other acts on the list include the Notorious B.I.G., Tupac, Snoop Dogg, Biz Markie, Black Sheep and J.J. Fad.
http://www.eurweb.com/printable.cfm?id=47324
Fieldtrip
DAY 8, Thursday, October 16th, 6:00-8:15 p.m.
PUBLIC ENEMY: WELCOME TO THE TERRORDOME
The Oakland International Film Festival runs from Thursday until Oct. 16 at the Grand Lake Theatre, 3200 Grand Ave. Tickets are $10 per block of movies. Passes for all seven days are available for $99 to $250, plus processing fees. Details, ticket prices and a schedule of films are available at www.oiff.org. The e-mail is info@oiff.org
Student tickets are: $5 is you attend as a group with me. I will be at the theatre at 5:30 p.m. Let me know if you can make it and how many tickets you need.
Public Enemy: Welcome To The Terrordome recounts the groups monumental impact on music and global culture over the past two decades through behind the scenes interactions between Chuck D and Flavor Flav, live concert footage from shows as far flung as Moscow, Rio, Italy, Spain, the UK and finally Austin, and interviews with artists such as the Beastie Boys, Tom Morello (Audioslave, Rage Against The Machine), Henry Rollins, Talib Kweli and Jonathan Davis of Korn.
September 25, 2008
*Public Enemy’s 1989 black power anthem “Fight the Power” topped VH1's list of the 100 greatest hip-hop songs ever.
The cable channel will count down all 100 songs on the list in a series of shows beginning on Monday.
Following "Fight the Power" on the list is the Sugar Hill Gang’s groundbreaking song, “Rapper’s Delight,” followed by Dr. Dre’s “Nuthin but a ’G’ Thang” at No. 3. Run-D.M.C.’s “Walk This Way” with Aerosmith and Grandmaster Flash & the Furious Five’s “The Message” round out the top five.
Salt ’N Pepa was the lone female act in the top 10, with their early hit “Push It.” Jay-Z and Eminem made the top 20, while other acts on the list include the Notorious B.I.G., Tupac, Snoop Dogg, Biz Markie, Black Sheep and J.J. Fad.
http://www.eurweb.com/printable.cfm?id=47324
Fieldtrip
DAY 8, Thursday, October 16th, 6:00-8:15 p.m.
PUBLIC ENEMY: WELCOME TO THE TERRORDOME
The Oakland International Film Festival runs from Thursday until Oct. 16 at the Grand Lake Theatre, 3200 Grand Ave. Tickets are $10 per block of movies. Passes for all seven days are available for $99 to $250, plus processing fees. Details, ticket prices and a schedule of films are available at www.oiff.org. The e-mail is info@oiff.org
Student tickets are: $5 is you attend as a group with me. I will be at the theatre at 5:30 p.m. Let me know if you can make it and how many tickets you need.
Public Enemy: Welcome To The Terrordome recounts the groups monumental impact on music and global culture over the past two decades through behind the scenes interactions between Chuck D and Flavor Flav, live concert footage from shows as far flung as Moscow, Rio, Italy, Spain, the UK and finally Austin, and interviews with artists such as the Beastie Boys, Tom Morello (Audioslave, Rage Against The Machine), Henry Rollins, Talib Kweli and Jonathan Davis of Korn.
Thursday, October 9, 2008
Hip Hop: The New World Order...
Today in class students shared and developed plans for their individual and group projects. John Rawson shared his outline with his group: Faraj Farad Haseb Naweed. They will be looking at hip hop culture in England.
Jennifer, Loren, Eder and an absent Ronnie, will be looking at hip hop culture in France. Loren also submitted a plan for her essay, which will look at the lyrical context of certain artists. She speaks French and listens to hip hop music from France.
Aerin O'Leary, Ben, Kimberly, and Tammia had the most comprehensive plan. They even outlined who would present what and in what order. They are looking at hip hop in Brazil.
Wendy, Dominique and Deon are looking at hip hop in Venezuela.
Post your plans and outlines here. If you missed class. You're on your own, unless a group wants to adopt you :-)
Jennifer, Loren, Eder and an absent Ronnie, will be looking at hip hop culture in France. Loren also submitted a plan for her essay, which will look at the lyrical context of certain artists. She speaks French and listens to hip hop music from France.
Aerin O'Leary, Ben, Kimberly, and Tammia had the most comprehensive plan. They even outlined who would present what and in what order. They are looking at hip hop in Brazil.
Wendy, Dominique and Deon are looking at hip hop in Venezuela.
Post your plans and outlines here. If you missed class. You're on your own, unless a group wants to adopt you :-)
Wednesday, October 8, 2008
Can't Stop Music Request
I would love it if students would bring in music for the eras spoken of in Can't Stop. If you do, you get extra credit. Email me the lyrics. We could divide the music into Loops and certain students could develop a musical soundtrack for each Loop. We'll talk about this more Thursday.
Monday, October 6, 2008
Assignments
Students are behind, really behind. I noticed that only one group posted the three paragraph essay using Chang and looking at someone of hip hops elders or soldiers in the movement. Only one person posted the thesis on The Message. These are all practices. Chang is our foundation book, so you can have a theoretical place from which to talk about hip hop culture.
Dyson also. The exercise is to use these scholars to give you the basis to talk about what you already know, but I don't know what you know if you don't post the assignments. I guess it's time to give folks grades and let you know how you stand. No problem :-)I'll try to give you something in your hands tomorrow, no late than Thursday, October 9.
Dyson also. The exercise is to use these scholars to give you the basis to talk about what you already know, but I don't know what you know if you don't post the assignments. I guess it's time to give folks grades and let you know how you stand. No problem :-)I'll try to give you something in your hands tomorrow, no late than Thursday, October 9.
We Meet in the Library Tuesday, October 7, 9 a.m.
Let me start with the caveat, you can work alone, but I don't recommend it.
Group Assignment, due October 21, presentation, October 23.
October 22 is a Staff Development Day for the district. No Classes
We meet in the library tomorrow, Tuesday, October 7, 9 a.m. for an orientation that will help students decide how to conduct research on hip hop as a global movement. Remember the project I told you about earlier this semester? Well the time has arrived to look at an area of the world and see how they interpret hip hop culture. Each group can choose a geographic area and see what comes up, re: documentation. I thought countries like Iraq and Iran, Spain, England, Brazil, Cuba, Venezuela, South African, Ghana, Nigeria, Congo, Egypt, Saudi Arabia, Israel, Palestine, Korea, China, India, Australia, Vietnam, Alaska, Mexico, Guatemala, France, Switzerland,and Germany.
It would be interesting to look at the lyrical content, the themes, how women are depicted, and the other aspects of the culture from values and clothing.
The project will have a verbal component, and a written component. Students will write their own papers looking at an aspect of the culture in the country chosen. Take for instance, Cuba. One student could address the values of the artists and how this shows up in the lyrical content. Another student could talk about the dance, dress, writing, music. Students could also look at how hip hop culture is tied in certain cultures to the folkloric and spiritual traditions. Are indigenous instruments used? Are their certain rhythms used that have special meaning? It would also be good to have someone look at the history and significant artists in the movement.
You decide see who will address what in the paper. Students will turn the project in together, and present as a group. This is not the research paper on an artist in Northern California who uses hip hop as a tool for social change, an entrepreneur.
Your essay plan is due October 9. Your source list is due October 14 (L-202E) along with a preliminary outline of the entire project and who is researching what aspect of the culture in your chosen locale. Essays are due for peer review sharing October 16.
The research group project (papers) due date is October 21. The presentation is October 23. Use Total Chaos as a resource for talking about your genre. We will go live using a web cam for the presentations. A question I'd like you to answer in the research is how is hip hop culture American culture and when exported do any residuals remain? If so, how so? If not, why not and is the separation deliberate?
The other research paper is due: Planning sheet October 28. Identify your artist or social entrepreneur and bring in a biographical statement that gives your audience a sense of who they are, what their medium is and why or how they are hip hop.
We will be continuing our survey of hip hop culture by going to events to see how playwrights, visual artists, musicians, designers, photographers and others use the medium to communicate. How are they hip hop? Why are they hip hop?
Group Assignment, due October 21, presentation, October 23.
October 22 is a Staff Development Day for the district. No Classes
We meet in the library tomorrow, Tuesday, October 7, 9 a.m. for an orientation that will help students decide how to conduct research on hip hop as a global movement. Remember the project I told you about earlier this semester? Well the time has arrived to look at an area of the world and see how they interpret hip hop culture. Each group can choose a geographic area and see what comes up, re: documentation. I thought countries like Iraq and Iran, Spain, England, Brazil, Cuba, Venezuela, South African, Ghana, Nigeria, Congo, Egypt, Saudi Arabia, Israel, Palestine, Korea, China, India, Australia, Vietnam, Alaska, Mexico, Guatemala, France, Switzerland,and Germany.
It would be interesting to look at the lyrical content, the themes, how women are depicted, and the other aspects of the culture from values and clothing.
The project will have a verbal component, and a written component. Students will write their own papers looking at an aspect of the culture in the country chosen. Take for instance, Cuba. One student could address the values of the artists and how this shows up in the lyrical content. Another student could talk about the dance, dress, writing, music. Students could also look at how hip hop culture is tied in certain cultures to the folkloric and spiritual traditions. Are indigenous instruments used? Are their certain rhythms used that have special meaning? It would also be good to have someone look at the history and significant artists in the movement.
You decide see who will address what in the paper. Students will turn the project in together, and present as a group. This is not the research paper on an artist in Northern California who uses hip hop as a tool for social change, an entrepreneur.
Your essay plan is due October 9. Your source list is due October 14 (L-202E) along with a preliminary outline of the entire project and who is researching what aspect of the culture in your chosen locale. Essays are due for peer review sharing October 16.
The research group project (papers) due date is October 21. The presentation is October 23. Use Total Chaos as a resource for talking about your genre. We will go live using a web cam for the presentations. A question I'd like you to answer in the research is how is hip hop culture American culture and when exported do any residuals remain? If so, how so? If not, why not and is the separation deliberate?
The other research paper is due: Planning sheet October 28. Identify your artist or social entrepreneur and bring in a biographical statement that gives your audience a sense of who they are, what their medium is and why or how they are hip hop.
We will be continuing our survey of hip hop culture by going to events to see how playwrights, visual artists, musicians, designers, photographers and others use the medium to communicate. How are they hip hop? Why are they hip hop?
Missed You
I'm back! Flew into Oakland Friday evening and then went home, dropped off my luggage, jumped into my car and headed for Prescott Joseph Center for the play, "Ebony and Johnny: A 'Hood Play." It was great adaptation of Romeo and Juliet! Six students showed up from all four classes and we hung in there through the rain. It was that good! I encourage you to go this weekend: Friday-Saturday, October 10-11, 7 p.m., Sunday, October 12, 2 p.m. at 920 Peralta Street in Oakland. There is an art exhibit inside you can visit during intermission. There is art in the front hallway by the door and on the wall along the first staircase and in the first large room in the front of the building. I curated the exhibit and the reception is Wednesday, October 15, 6-8 p.m. It's free.
I got an email and the film: Equinox is at 9 p.m. to 11 p.m., so if you can't make it, I understand. It is late. We will attend other events, so don't worry.
Keep reading: Can't Stop, Won't Stop and annotating the text and writing chapter logs with questions and vocabulary, and key ideas and important people noted.
Tuesday, September 30, 2008
Cyber-post for Hip Hop Pioneer Essay
Today we looked at Hip Hop Pioneers. The list was expansive and extensive and covered the older hip hop generation like Afika Bambaataa and DJ Kool Herc, and their little brothers: Russell Simmons and groups like the Fugees, sisters and daughters like MC Lyte, Lauren Hill, Queen Latifah.
Think about the artist's presence in the world and what role their craft has been used to shape public policy and change society for the disenfranchised and the oppressed. Perhaps the artist's role was more economically viable, in that their entrepreneurial skills developed jobs and set a new standard for their peers and those that follow their lead.
I mentioned the film, starring Jimmy Stewart, "It's a Wonderful Life." In the film a man feels that his life is meaningless and has had no impact on society. An angel shows him how deprived the world would be without his presence.
Look at your artist and in an introductory paragraph talk about the community or world that grew them into the personality they are. Was their a problem the wanted to articulate with their art? Was their a constituency they wanted to give voice to? Was their a problem they wanted to address or offer a solution or answer to?
A lot of the early hip hop music gave the ghetto a visual presence in popular culture. Music and rhymes and spoken traditions are old. All societies have such. It is the more primal of all the arts--poetry, rap or talk: storytelling.
We spoke about procrastination. Think about the urgency of the situation that gave rise to hip hop culture, all the major elements. It was an outlet, it was a way youth expressed their disgust and anger or rage towards the "powers that be." Until these artists started making noise, writing their names on trains, taking over corners with their cyphers--convening meetings with other writers and artists to collaborate and make bigger and more powerful statements, no one really cared or noticed.
It was a quiet movement that grew and grew and grew until now, it is a world culture and a world-wide movement that has its problems and its successes like all other movements and cultures. But look at the roots, these pioneers, and what it took for them to address and redress the social ills in the society with art.
I want you to use 1 direct citation, 1 block quote and 1 paraphrase from Can't Stop, Won't Stop. See Hacker pp. 401-437. 438 is the MLA table of contents. The essay is due Thursday, October 2.
Homework is to read the Loop 2. We want to finish the book in the next couple of weeks. We have a library orientation next Tuesday at 9 a.m. Meet at the library desks. We will begin our research on Hip Hop as a global movement.
Oh, classes are cancelled 10/1 and 10/2. I am at a conference. See you Friday at the play. Study hour at 12-1:30 is still happening in L-235.
Think about the artist's presence in the world and what role their craft has been used to shape public policy and change society for the disenfranchised and the oppressed. Perhaps the artist's role was more economically viable, in that their entrepreneurial skills developed jobs and set a new standard for their peers and those that follow their lead.
I mentioned the film, starring Jimmy Stewart, "It's a Wonderful Life." In the film a man feels that his life is meaningless and has had no impact on society. An angel shows him how deprived the world would be without his presence.
Look at your artist and in an introductory paragraph talk about the community or world that grew them into the personality they are. Was their a problem the wanted to articulate with their art? Was their a constituency they wanted to give voice to? Was their a problem they wanted to address or offer a solution or answer to?
A lot of the early hip hop music gave the ghetto a visual presence in popular culture. Music and rhymes and spoken traditions are old. All societies have such. It is the more primal of all the arts--poetry, rap or talk: storytelling.
We spoke about procrastination. Think about the urgency of the situation that gave rise to hip hop culture, all the major elements. It was an outlet, it was a way youth expressed their disgust and anger or rage towards the "powers that be." Until these artists started making noise, writing their names on trains, taking over corners with their cyphers--convening meetings with other writers and artists to collaborate and make bigger and more powerful statements, no one really cared or noticed.
It was a quiet movement that grew and grew and grew until now, it is a world culture and a world-wide movement that has its problems and its successes like all other movements and cultures. But look at the roots, these pioneers, and what it took for them to address and redress the social ills in the society with art.
I want you to use 1 direct citation, 1 block quote and 1 paraphrase from Can't Stop, Won't Stop. See Hacker pp. 401-437. 438 is the MLA table of contents. The essay is due Thursday, October 2.
Homework is to read the Loop 2. We want to finish the book in the next couple of weeks. We have a library orientation next Tuesday at 9 a.m. Meet at the library desks. We will begin our research on Hip Hop as a global movement.
Oh, classes are cancelled 10/1 and 10/2. I am at a conference. See you Friday at the play. Study hour at 12-1:30 is still happening in L-235.
Field Trips
Friday at Laney College there is a panel discussion on Entrepreneurship in the Performing Arts: "the Music Industry" at Laney College Theatre, 10 a.m. to 12 noon. If you go and write about it, you can have extra credit. This could take the place of one of the field trips. Remember, do not let money keep you from attending a play or the film.
If you were not here and want to attend the play on Friday evening, or Sunday afternoon, or the play next week, there are descriptions outside my office on the ledge by the window and under the bin. If the door is locked, ask Ms. Sachell (Open Lab) to unlock it for you to get the handout. You can just show up and you can be a part of the party. Email me your preferences and how many people are in your group. The theatre tickets are about $10 for both events. You can volunteer at the MacB and get in free. Call the theatre for the details. For Ebony and Johnny, I don't know if there are any volunteet opportunities, so let me know if you are short on cash.
If you were not here and want to attend the play on Friday evening, or Sunday afternoon, or the play next week, there are descriptions outside my office on the ledge by the window and under the bin. If the door is locked, ask Ms. Sachell (Open Lab) to unlock it for you to get the handout. You can just show up and you can be a part of the party. Email me your preferences and how many people are in your group. The theatre tickets are about $10 for both events. You can volunteer at the MacB and get in free. Call the theatre for the details. For Ebony and Johnny, I don't know if there are any volunteet opportunities, so let me know if you are short on cash.
Thursday, September 25, 2008
Grand Master Flash's "The Message," featuring Meli Mel
Today in class we listened to and watched the video recording of The Message. Afterwards, we looked at themes in the song and sketched an outline for a potential essay incorporating citations from Can't Stop, Won't Stop, and also lines from the song, into the outline as references.
The thesis sentences were really good! Please share here and list the names of the students in your group. Thanks!
I suggest students refresh their memories on Can't Stop. Keep a log for each section and/or chapter. You will turn in these logs when we finish the book.
The thesis sentences were really good! Please share here and list the names of the students in your group. Thanks!
I suggest students refresh their memories on Can't Stop. Keep a log for each section and/or chapter. You will turn in these logs when we finish the book.
Cyber-post: Hip Hop Essay due by Monday, Sept. 29
The polished essay was due, Tuesday, Sept. 24 (see 9/16). It should be 750 words or three pages minimally. Incorporate citations: 1 paraphrase, 1 direct citation and 1 block quote. Please include a works cited page and a bibliography. If you are unclear about what this means check in Hacker under Research. Sources should include: the film, a song, and Track 4. "Cover Your Eyes As I Describe a Scene so Violent; Violence, Machismo, Sexism, and Homophobia."
Post your response to the Initial Planning Sheet; the outline, and a narrative of the feedback you received on the first draft of the essay. Remember, a peer review is just feedback. You do not have to change anything.
If I give you feedback you have to address it :-) You can always email me for feedback before posting. Make sure you press the "preview" option before posting. Check to make sure the formatting is correct, that is, the paragraphs are clearly marked.
Post your response to the Initial Planning Sheet; the outline, and a narrative of the feedback you received on the first draft of the essay. Remember, a peer review is just feedback. You do not have to change anything.
If I give you feedback you have to address it :-) You can always email me for feedback before posting. Make sure you press the "preview" option before posting. Check to make sure the formatting is correct, that is, the paragraphs are clearly marked.
Tuesday, September 23, 2008
Interviews...cyber-post
Yes, I know it's late, so if you don't see it until tomorrow post your summary then :-)
We interviewed each other today and then students introduced their peers to the class.
Homework is to bring in a draft of your papers. Everything is a draft, some you turn in because it's due, but for all intents and purposes, a writer can always see the work in a new light. The final draft can be posted with planning sheet, and outline by Friday at 12 noon. You can turn it in on Thursday, Sept. 25, but you will not be penalized if you turn it in the next day.
Please let me know if you are planning to attend the Beat Box event at La Pena on Thursday, Sept. 25. You can respond at the post or call me.
We interviewed each other today and then students introduced their peers to the class.
Homework is to bring in a draft of your papers. Everything is a draft, some you turn in because it's due, but for all intents and purposes, a writer can always see the work in a new light. The final draft can be posted with planning sheet, and outline by Friday at 12 noon. You can turn it in on Thursday, Sept. 25, but you will not be penalized if you turn it in the next day.
Please let me know if you are planning to attend the Beat Box event at La Pena on Thursday, Sept. 25. You can respond at the post or call me.
Field Trips
I moved the field trip post to the comment section. It was too long. If you attend anything and write about it: a short 1 page review. You can have extra credit.
Field Trips
Speak The music
Butterscotch, Icebox, Maximillion & more!
Thursday September 25, 2008
$8 gen. (All Ages!) - 8 PM (I think this is wrong. I will check.)
La Peña Cultural Center, 3105 Shattuck Avenue, Berkeley, CA 94705 USA
510-849-2568 info(at)lapena.org
From the website
Beat Boxing like you never knew existed. This show will move you and blow you away with its ever changing variety of artists. Performers include Butterscotch, Soulati and Infinite from Felonious, Syzygy, Eachbox, Monkstilo, Constant Change, Cornbread, D.C., Icebox, Tim Barsky, The Genie, Maximillion & more.
Ever since the creation of the Vowel Movement in 2003, beatboxing has exploded in the Bay Area. For the past 5 years, San Francisco and Berkeley have been home to beatboxing, and the demand to see more keeps rising.
Speak the Music is a new organization in the Bay Area that was created by Ian Canright and Mike Tinoco. The organization is dedictated to supporting the art of beatboxing by providing an outlet for up-and-coming and professional beatboxers alike to be heard; our goal is to reach out to the community and bring in new faces.
Many beatboxers at Speak the Music use the stage as a means to tap into new creativity; some incorporate different elements into their performances, such as digital effects, live looping, musical instruments, collaborations, and more. Our monthly showcases not only feature beatboxers, but musicians, poets, and emcees as well.
Our mission is to support local beatboxing and speak the music from within! But our bigger vision is to do youth outreach and spread the word about our positive means of expression.
If you would like to get involved with our organization, please feel free to contact us at SpeakTheMusic@gmail.com.
Field Trips
Speak The music
Butterscotch, Icebox, Maximillion & more!
Thursday September 25, 2008
$8 gen. (All Ages!) - 8 PM (I think this is wrong. I will check.)
La Peña Cultural Center, 3105 Shattuck Avenue, Berkeley, CA 94705 USA
510-849-2568 info(at)lapena.org
From the website
Beat Boxing like you never knew existed. This show will move you and blow you away with its ever changing variety of artists. Performers include Butterscotch, Soulati and Infinite from Felonious, Syzygy, Eachbox, Monkstilo, Constant Change, Cornbread, D.C., Icebox, Tim Barsky, The Genie, Maximillion & more.
Ever since the creation of the Vowel Movement in 2003, beatboxing has exploded in the Bay Area. For the past 5 years, San Francisco and Berkeley have been home to beatboxing, and the demand to see more keeps rising.
Speak the Music is a new organization in the Bay Area that was created by Ian Canright and Mike Tinoco. The organization is dedictated to supporting the art of beatboxing by providing an outlet for up-and-coming and professional beatboxers alike to be heard; our goal is to reach out to the community and bring in new faces.
Many beatboxers at Speak the Music use the stage as a means to tap into new creativity; some incorporate different elements into their performances, such as digital effects, live looping, musical instruments, collaborations, and more. Our monthly showcases not only feature beatboxers, but musicians, poets, and emcees as well.
Our mission is to support local beatboxing and speak the music from within! But our bigger vision is to do youth outreach and spread the word about our positive means of expression.
If you would like to get involved with our organization, please feel free to contact us at SpeakTheMusic@gmail.com.
Thursday, September 18, 2008
The Message
We read the introduction to The Message, by Felicia Pride. Students wrote collaboratively after a brief discussion about the key ideas Pride raises about the topic hip hop culture and more specifically its music.
We divided the essay sections into an introductory paragraph, two body paragraphs and a conclusion. Students were to include one paraphrase, a direct quote and one block quote in the essay. We then shared.
Post those paragraphs here. If you missed the class then you can write the entire essay. I told students to incorporate Jeff Chang, Michael Eric Dyson and Byron Hurt in the introductory discussion.
I was a little hard on the folks that wrote the introduction...it started out fine, but they didn't finish. The other groups did well, especially the group who did the conclusion, although the body paragraphs were well written and strong.
This was a first attempt and we will continue writing these types of essays. We didn't get to the Hurt drafts and planning sheets and outlines. Please post those below at the link above. Students give each other feed back. Writers tell us what you want us to read for and what kind of assistance you are looking for.
Now that you have Pride, you can use this writing as another source for your essay due next week. Remember, bring in a paper copy on Tuesday, Sept. 23.
What else? Call me, we are going to try to get group tickets for Common. Students get a discount, so if you already have tickets, I hope you inquired.
We listened to Grandmaster Flash's The Message on You Tube. We'll listen to it again Tuesday. I'll post the link here later. I have to run now.
We divided the essay sections into an introductory paragraph, two body paragraphs and a conclusion. Students were to include one paraphrase, a direct quote and one block quote in the essay. We then shared.
Post those paragraphs here. If you missed the class then you can write the entire essay. I told students to incorporate Jeff Chang, Michael Eric Dyson and Byron Hurt in the introductory discussion.
I was a little hard on the folks that wrote the introduction...it started out fine, but they didn't finish. The other groups did well, especially the group who did the conclusion, although the body paragraphs were well written and strong.
This was a first attempt and we will continue writing these types of essays. We didn't get to the Hurt drafts and planning sheets and outlines. Please post those below at the link above. Students give each other feed back. Writers tell us what you want us to read for and what kind of assistance you are looking for.
Now that you have Pride, you can use this writing as another source for your essay due next week. Remember, bring in a paper copy on Tuesday, Sept. 23.
What else? Call me, we are going to try to get group tickets for Common. Students get a discount, so if you already have tickets, I hope you inquired.
We listened to Grandmaster Flash's The Message on You Tube. We'll listen to it again Tuesday. I'll post the link here later. I have to run now.
Tuesday, September 16, 2008
Can't Stop, Won't Stop Readings...
Keep reading Chang. This is the foundation text. Keep a reading log. We'll have our Lit Circle break-outs whenever we can, but, this text is a reference that make you an expert on the topic. It gives you a scholarly reference point, as does Dyson's Know What I Mean, and you can certainly reference Chang in all your essays assignments. We are finished with Loop 1 and I suggest you start Loop 2. We'll talk about Chang's Loop 2 Thursday, Sept. 19. If you have music he references, bring it to class to share. Be prepared to tell us where it fits into the timeline.
Byron Hurt's Hip Hop Beyond Beats and Rhymes Freewrite Essay post and response
The assignment for the Byron Hurt film: Hip Hop: Beyond Beats and Rhymes should be posted here. Hit comment and paste your 250 word essay.
Assignment: Identify Hurt's argument(s). In 250 words minimum, discuss the evidence Hurt presents in the film and whether or not you agree with his premise that commercial rap is misogynistic, violent, and promotes a negative stereotype of manhood.
I want you to visit http://www.pbs.org/independentlens/hiphop/ for background information on the film and director. In your essay reference the interview in Know What I Mean between Byron Hurt and Michael Eric Dyson. You can also cite a song which supports Hurt's claim(s) or refutes it. You can include the URL in your essay as the reference.
Bring your drafty paper to class on Thursday, Sept. 19, for a peer review. Please include a planning sheet and an outline. We will meet in class. Yes, please type the draft. It looks more polished.
This is a draft, so it doesn't have to be perfect. We will respond to other students' essays. I noticed that students are not posting assignments, such as the essay response to the Politics of Graffiti, or the chapter responses. They do count. If we start a film and for whatever reason don't complete it, all of my resources are in the public domain, which means you can check them out of the library or rent them from a video store (Style Wars).
The polished essay is due, Tuesday, Sept. 24. It should be 750 words minimally, and incorporate citations: paraphrase, direct citation and 1 block quote. Please include a works cited page and a bibliography. Sources should include: the film, a song, and Track 4. "Cover Your Eyes As I Describe a Scene so Violent; Violence, Machismo, Sexism, and Homophobia."
I will put a link for a post. I want the critique to be on-line. I want students to read two other essays and respond to the rubric values I will list there. So far, no one from this class has visited me at my office hour, or emailed me any questions. I presume that when all is quiet there are no questions. If you have questions, you need to ask them so you can have clarity.
I assign so much writing because I want you to develop a body of work so I can get a sense of you, the writer. All the essays and writing assignments are not weighed the same. The midterm is weighed more than the freewrite or shorter essay. But it all counts and it all matters and it all helps.
Writing is writing and I believe the more you read and write the easier it gets and the better you get at it. At this point, students should understand the research process and know MLA formatting. This class differs from other writing classes in that it uses literature, in this case, film, poetry, art, music, and performance art.
I am interested in everything and open to various voices in the discourse, even when I don't agree. Become engaged in the process. Read and write daily.
The Common concert is this weekend and no one has stepped forward to organize the trip.
Faraj is the only student who responded to another's discourse on the topic. Everyone has to respond to someone's response. Get to it.
Assignment: Identify Hurt's argument(s). In 250 words minimum, discuss the evidence Hurt presents in the film and whether or not you agree with his premise that commercial rap is misogynistic, violent, and promotes a negative stereotype of manhood.
I want you to visit http://www.pbs.org/independentlens/hiphop/ for background information on the film and director. In your essay reference the interview in Know What I Mean between Byron Hurt and Michael Eric Dyson. You can also cite a song which supports Hurt's claim(s) or refutes it. You can include the URL in your essay as the reference.
Bring your drafty paper to class on Thursday, Sept. 19, for a peer review. Please include a planning sheet and an outline. We will meet in class. Yes, please type the draft. It looks more polished.
This is a draft, so it doesn't have to be perfect. We will respond to other students' essays. I noticed that students are not posting assignments, such as the essay response to the Politics of Graffiti, or the chapter responses. They do count. If we start a film and for whatever reason don't complete it, all of my resources are in the public domain, which means you can check them out of the library or rent them from a video store (Style Wars).
The polished essay is due, Tuesday, Sept. 24. It should be 750 words minimally, and incorporate citations: paraphrase, direct citation and 1 block quote. Please include a works cited page and a bibliography. Sources should include: the film, a song, and Track 4. "Cover Your Eyes As I Describe a Scene so Violent; Violence, Machismo, Sexism, and Homophobia."
I will put a link for a post. I want the critique to be on-line. I want students to read two other essays and respond to the rubric values I will list there. So far, no one from this class has visited me at my office hour, or emailed me any questions. I presume that when all is quiet there are no questions. If you have questions, you need to ask them so you can have clarity.
I assign so much writing because I want you to develop a body of work so I can get a sense of you, the writer. All the essays and writing assignments are not weighed the same. The midterm is weighed more than the freewrite or shorter essay. But it all counts and it all matters and it all helps.
Writing is writing and I believe the more you read and write the easier it gets and the better you get at it. At this point, students should understand the research process and know MLA formatting. This class differs from other writing classes in that it uses literature, in this case, film, poetry, art, music, and performance art.
I am interested in everything and open to various voices in the discourse, even when I don't agree. Become engaged in the process. Read and write daily.
The Common concert is this weekend and no one has stepped forward to organize the trip.
Faraj is the only student who responded to another's discourse on the topic. Everyone has to respond to someone's response. Get to it.
Thursday, September 11, 2008
9/11 film...."11 directors, 11 stories, 1 film. "
Choose 1-3 stories to reflect on in an essay. Look at the plot, cinematography, scenes, characters, style, story...films are typically narrative, but at least one is experimental or avant garde. Incorporate one direct quote or paraphrase, a block quote (you can use a published review or interview with one of the directors). The essay response should be minimally 250 words or one typed page--if you write collaboratively, then the essay should be two pages (500 words). Include as a second page a works cited page. (Bring your grammar/style books to class next week. We will practice this using the Dyson article and for homework, Chang.)
Think about the use of irony in the films involving children, like the one set in Afghanistan and Burkina Faso. Think about rituals and grief and how we make it through traumatic circumstances.
Look at the perspectives: hearing and silent in the film by the French director set in New York. How does he use these differing perspectives and the couple's interaction to tell the story. How does the personal become political?
From (http://www.imdb.com/title/tt0328802/)
Eleven directors from 11 countries each contribute an 11-minute short reflecting on the events of 11 September 2001. A village teacher in Iran tries to explain to her young students what's happened. City kids in Burkina Faso think they've spotted Osama bin Laden. A deaf Frenchwoman in Manhattan writes a Dear John letter to a man who has left that morning for work at the World Trade Center. A Chilean remembers Allende. Events recall other deaths. A mother endures more than her son's death. And so on. The tone varies, as do the locales. Most stories are about others coming to terms with the events of the day, but at least one confronts the viewer with tragedy and death. Written by jhailey@hotmail.com
We watched films by these directors from these countries:
Maryam Karimi ... (segment Iran)
Emmanuelle Laborit ... (segment France)
Jérôme Horry ... (segment France)
Nour El-Sherif ... (segment Egypt)
Ahmed Haroun ... (segment Egypt)
Dzana Pinjo ... (segment Bosnia-Herzegovina)
Aleksandar Seksan ... (segment Bosnia-Herzegovina)
Tatjana Sojic ... (segment Bosnia-Herzegovina)
Lionel Zizréel Guire ... (segment Burkina-Faso)
René Aimé Bassinga ... (segment Burkina-Faso)
Lionel Gaël Folikoue ... (segment Burkina-Faso)
Rodrigue André Idani ... (segment Burkina-Faso)
Alex Martial Traoré ... (segment Burkina-Faso)
Think about the use of irony in the films involving children, like the one set in Afghanistan and Burkina Faso. Think about rituals and grief and how we make it through traumatic circumstances.
Look at the perspectives: hearing and silent in the film by the French director set in New York. How does he use these differing perspectives and the couple's interaction to tell the story. How does the personal become political?
From (http://www.imdb.com/title/tt0328802/)
Eleven directors from 11 countries each contribute an 11-minute short reflecting on the events of 11 September 2001. A village teacher in Iran tries to explain to her young students what's happened. City kids in Burkina Faso think they've spotted Osama bin Laden. A deaf Frenchwoman in Manhattan writes a Dear John letter to a man who has left that morning for work at the World Trade Center. A Chilean remembers Allende. Events recall other deaths. A mother endures more than her son's death. And so on. The tone varies, as do the locales. Most stories are about others coming to terms with the events of the day, but at least one confronts the viewer with tragedy and death. Written by jhailey@hotmail.com
We watched films by these directors from these countries:
Maryam Karimi ... (segment Iran)
Emmanuelle Laborit ... (segment France)
Jérôme Horry ... (segment France)
Nour El-Sherif ... (segment Egypt)
Ahmed Haroun ... (segment Egypt)
Dzana Pinjo ... (segment Bosnia-Herzegovina)
Aleksandar Seksan ... (segment Bosnia-Herzegovina)
Tatjana Sojic ... (segment Bosnia-Herzegovina)
Lionel Zizréel Guire ... (segment Burkina-Faso)
René Aimé Bassinga ... (segment Burkina-Faso)
Lionel Gaël Folikoue ... (segment Burkina-Faso)
Rodrigue André Idani ... (segment Burkina-Faso)
Alex Martial Traoré ... (segment Burkina-Faso)
Freewrite: Imagining Peace
In a freewrite students responded to the following: Imagine peace: what does it look like? Taste like? How does it smell? What is it's sound? Is the concept possible?
Post your responses to the questions here. Respond to another post. We then swamped responses and responded to each others freewrites. Do the same here.
After much deliberation where I went off on a few tangential tracks, we decided to watch a film about Sept. 11: nine international directors, each film 11 minutes long.
Students also received a handout: chapter 4 from Dyson. He is interviewed by Byron Hurt. We will watch the film: Hip Hop: Beyond Beats and Rhymes Tuesday, Sept. 16. We'll meet in L-202E. Read the chapter in advance. We'll write the essay in class we haven't written yet in response to "Not Enough." This will be our freewrite.
Keep reading Chang. Buy Total Chaos. I'd like to reference it also as we explore different elements of hip hop culture.
I'll give you a list of essay assignments for the semester and lecture topics--a draft-- next week also.
Post your responses to the questions here. Respond to another post. We then swamped responses and responded to each others freewrites. Do the same here.
After much deliberation where I went off on a few tangential tracks, we decided to watch a film about Sept. 11: nine international directors, each film 11 minutes long.
Students also received a handout: chapter 4 from Dyson. He is interviewed by Byron Hurt. We will watch the film: Hip Hop: Beyond Beats and Rhymes Tuesday, Sept. 16. We'll meet in L-202E. Read the chapter in advance. We'll write the essay in class we haven't written yet in response to "Not Enough." This will be our freewrite.
Keep reading Chang. Buy Total Chaos. I'd like to reference it also as we explore different elements of hip hop culture.
I'll give you a list of essay assignments for the semester and lecture topics--a draft-- next week also.
Tuesday, September 9, 2008
Homework for Thursday, Sept. 11
Bring in music or other hip hop responses to the War on Terror and the catastrophe Sept. 11, 2005. It doesn't have to be specific,; it can represent art which comforted you in this time of national and global sorrow. Be prepared to share.
Hurricane Katrina response okay too, but 9/11 is more apropos. Also, finish the reading in Can't Stop,the first section. See the assignment posted below.
Students are also encouraged to bring in music that reflects the periods Chang references in the text. If you email me the link to the lyrics,I can print copies for students.
Hurricane Katrina response okay too, but 9/11 is more apropos. Also, finish the reading in Can't Stop,the first section. See the assignment posted below.
Students are also encouraged to bring in music that reflects the periods Chang references in the text. If you email me the link to the lyrics,I can print copies for students.
Hip Hop Archives
Please respond to today's presentations. You can talk about one of your classmates; plus post the narrative, as a separate document.
Thursday, September 4, 2008
The Politics of Graffitti
We started the class with a freewrite on Nas' "We're Not Alone," from his latest CD. I posed the question of the ethical dilemma of poison by increments. How does the writer, Nas, justify inclusion of the derogatory term N-- in on this release which has so much political and cultural incite and information that can uplift and inspire. Is it as Farad says, capitalism entering the game--you have to use include poison in order to get played?
Anyway, we read a scholarly essay, "The Politics of Graffiti." Homework is to analyze the premise Craig Castleman makes. Do you agree?
Skim the references cited in Can't Stop when you search the index for Graffiti culture. There are a lot of citations; you don't have to read them all.
Read the first section of Can't Stop, chapters 1-4 (Loop 1). Read the preface and introduction also. Annotate and be prepared to write and respond on Tuesday on-line. We will also make our presentations for the Hip Hop archives on Tuesday, Sept. 9. We will meet in L-202E, this is the lab next to the Open Lab.
Style Wars is the name of the film we watched part of. It is a classic on writing and its place in hip hop culture. As you read about the climate that existed when hip hop culture moved from the underground culture into mainstream society, where do your sympathies lie? Why was it so important for kids to write their names on trains and watch the trains move their names into areas of town they could not visit or had no hopes of acceptance?
Look at the terminology: battle, war...conflict, fight. Why is this the nomenclature?
Anyway, we read a scholarly essay, "The Politics of Graffiti." Homework is to analyze the premise Craig Castleman makes. Do you agree?
Skim the references cited in Can't Stop when you search the index for Graffiti culture. There are a lot of citations; you don't have to read them all.
Read the first section of Can't Stop, chapters 1-4 (Loop 1). Read the preface and introduction also. Annotate and be prepared to write and respond on Tuesday on-line. We will also make our presentations for the Hip Hop archives on Tuesday, Sept. 9. We will meet in L-202E, this is the lab next to the Open Lab.
Style Wars is the name of the film we watched part of. It is a classic on writing and its place in hip hop culture. As you read about the climate that existed when hip hop culture moved from the underground culture into mainstream society, where do your sympathies lie? Why was it so important for kids to write their names on trains and watch the trains move their names into areas of town they could not visit or had no hopes of acceptance?
Look at the terminology: battle, war...conflict, fight. Why is this the nomenclature?
Wednesday, September 3, 2008
Great sites for Hip Hop
Bibliography: Hip Hop Studies
A guide to resources for undergraduate students
Prepared by Brendan S. Smart
LIS 603 Humanities Sources and Services, Spring 2005
http://library.nyu.edu:8000/research/perform/hiphop.html
Wikipedia entry on "Graffiti"
http://en.wikipedia.org/wiki/Graffiti#External_links
An introductory articles with many links to other Graffiti websites.
More resources
http://www.daveyd.com/
http://www.rapdict.org/Main_Page
http://www.africanhiphop.com/
http://www.npr.org/templates/story/story.php?storyId=16853159
http://www.npg.si.edu/exhibit/recognize/
I found these sources at the Librarians' Internet Index (hip hop)http://search.lii.org/index.jsp?sm=ts12%3B0description7%3Bhip+hopx10%3B
A guide to resources for undergraduate students
Prepared by Brendan S. Smart
LIS 603 Humanities Sources and Services, Spring 2005
http://library.nyu.edu:8000/research/perform/hiphop.html
Wikipedia entry on "Graffiti"
http://en.wikipedia.org/wiki/Graffiti#External_links
An introductory articles with many links to other Graffiti websites.
More resources
http://www.daveyd.com/
http://www.rapdict.org/Main_Page
http://www.africanhiphop.com/
http://www.npr.org/templates/story/story.php?storyId=16853159
http://www.npg.si.edu/exhibit/recognize/
I found these sources at the Librarians' Internet Index (hip hop)http://search.lii.org/index.jsp?sm=ts12%3B0description7%3Bhip+hopx10%3B
Tuesday, September 2, 2008
AeroSoul Assignment
This morning went met in class then carpooled to Joyce Gordon Gallery on 14th Street @ Webster, just below Broadway. I wanted students to meet one of the artists in the current exhibit, AeroSoul, closing tomorrow, Sept. 4. Joyce opened her gallery early and Refa One, jumped on his bike and met us at the gallery at 9:30 AM.
Students looked at the art and then Refa gave a talk and answered students questions about the art: composition and process. Students were instructed to take notes from the talk and on the art they wanted to talk about in an essay. Certainly politically motivated, yet personal, the work functions on several levels, some even utilitarian.
One could see that Refa One is a teacher and has a lot to say, although he told students that their goal as an artist collective, he and the other two artists: Toons One and Chris Herod, was to stimulate thought and make one see he world in a way one hadn't noticed before--his comments were both cryptic or mysterious and challenging, sort of reminded me of Michael Moore films--all the surprising proof is right under our unsuspecting noses. Most Americans love their blinders.
I instructed students to read the section on Can't Stop, Won't Stop, on street calligraphy or what Refa One called writing, not graffiti. The first draft is a freewrite. The question I'd like you to consider is: where does this art form fit philosophically in hip hop culture? How is it hip hop?
When I checked the index there were quite a few references to graffiti culture: 73-75, 91, 102, 104, 109, 111, 118-125, 134-135, 334 see also hip hop culture. I will have an essay for you tomorrow "The Politics of Graffiti" by Craig Castleman. (When I was walking in the area Friday, I walked down Webster and noticed a lot of tagging on some property close to 14th Street. I am reflecting on this in light of Refa One's scathing comments on the practice.)
I've seen a few good films about the culture also. Most were docs and one was a feature. I will see if I can track down any of the titles :-)
There is no wrong way to respond to the assignment. The freewrite is to be minimally 250-500 words. The final draft will be due in a week, next Friday, posted. As I said, we'll talk about street writing and the scholarship around this art form in class.
Sunday, August 31, 2008
Action Research
I believe that life offers us multiple teachable moments and the true student sees life as one big classroom; this said, we will be doing a little field study Tuesday at Joyce Gordon Gallery. What this means is that my plans for class 9/2 will shift to accomodate this. I think we were going write the assessment essay Thursday, Sept. 4, plus make presentations on What is Hip Hop? We'll see what we can fit in. We'll continue our conversation on Dyson, on-line. Be sure to respond to one student post after you post your comments. I'll have another chapter for you Tuesday, Sept. 2.
We will survey hip hop culture: the music, the writing, art, theatre, poetry, the fashion, literature in the context of it's history and social ramifications. We will note how it has changed over its 50 year history and how various cultures have personalized it to fit in with its cultural mores.
Group projects: Start thinking about hip hop as a global movement and what region that interests you. Each group will collectively research the hip hop movement in a region such as the Middle East, Africa, Europe, South America, Caribbean, Australia, Far East, South Asia. This project will include an analysis and discussion of three elements, one of the three has to be literary: poetry, rap music, visual arts, dance, theatre, literature, music.
Research project: The research project is a profile of an artist who is also an entrepreneur who uses hip hop tools to develop social conscious.
These are big projects. Smaller projects are our writing attached to events, such as the gallery visit, theatre parties, and dance and other concerts. Students will also have collected writings on each book we read. So far these books are Dyson's and the two by Chang, plus The Message: 100 Life Lessons (recommended), From Totems to Hip Hop (recommended), and The Spoken Word Revolution (slam, hip hop @ the poetry of a new generation) (required).
We will survey hip hop culture: the music, the writing, art, theatre, poetry, the fashion, literature in the context of it's history and social ramifications. We will note how it has changed over its 50 year history and how various cultures have personalized it to fit in with its cultural mores.
Group projects: Start thinking about hip hop as a global movement and what region that interests you. Each group will collectively research the hip hop movement in a region such as the Middle East, Africa, Europe, South America, Caribbean, Australia, Far East, South Asia. This project will include an analysis and discussion of three elements, one of the three has to be literary: poetry, rap music, visual arts, dance, theatre, literature, music.
Research project: The research project is a profile of an artist who is also an entrepreneur who uses hip hop tools to develop social conscious.
These are big projects. Smaller projects are our writing attached to events, such as the gallery visit, theatre parties, and dance and other concerts. Students will also have collected writings on each book we read. So far these books are Dyson's and the two by Chang, plus The Message: 100 Life Lessons (recommended), From Totems to Hip Hop (recommended), and The Spoken Word Revolution (slam, hip hop @ the poetry of a new generation) (required).
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