scholarly journals Hip Hop Pedagogy as Culturally Sustaining Pedagogy

Arts ◽  
2018 ◽  
Vol 7 (4) ◽  
pp. 97 ◽  
Author(s):  
Melanie Buffington ◽  
Jolie Day
Keyword(s):  
Art Education ◽  
Hip Hop ◽  
Black Female ◽  
Contemporary Culture ◽  
Art Educators ◽  
Culturally Sustaining Pedagogy ◽  
Cultural Appreciation ◽  
Hip Hop Pedagogy ◽  
Visual Artist

This paper argues that Hip Hop Pedagogy is a version of Culturally Sustaining Pedagogy and should be a part of art education. Further, we believe that when exploring Hip Hop Pedagogy, teachers need to reference the work of Black female and non-binary artists. After an overview of Hip Hop Pedagogy and Culturally Sustaining Pedagogy, we argue that these approaches should be a consistent part of art education. Through the work of contemporary visual artist and DJ, Rozeal, we offer suggestions for art educators about how they might transition their practice to embrace some aspects of Hip Hop Pedagogy. Specifically, through sampling and the distinction of cultural appreciation versus appropriation, we believe that art educators can change their practice to make their teaching more relevant to their students and to contemporary culture.

Culturally Sustaining Pedagogy and Hip-Hop Based Education

2018 ◽  
pp. 1008-1017 ◽  
Author(s):  
Azure C. Covington ◽  
Ayana Allen ◽  
Chance W. Lewis
Keyword(s):  
Professional Development ◽  
Academic Achievement ◽  
Student Engagement ◽  
Teacher Knowledge ◽  
Hip Hop ◽  
Hip Hop Culture ◽  
Culturally Sustaining Pedagogy ◽  
Hip Hop Pedagogy ◽  
Professional Development Needs ◽  
Relevant Pedagogy

Culturally sustaining pedagogy (CSP) (Paris & Alim, 2014) presents a new lens by which culturally relevant pedagogy can evolve with the ever-evolving youth culture of today. The evolution of hip-hop culture serves as an example of CSP that can be used to increase student engagement and academic achievement through the use of hip-hop based education (HHBE). However, current HHBE research fails to address the professional development needs of those who do not identify with hip-hop culture but want to implement hip-hop pedagogy into their instructional practice. This chapter presents a professional development design for hip-hop based education that is to serve as the beginning of teacher knowledge construction in frameworks of CSP for increased student engagement and academic achievement.

Culturally Sustaining Pedagogy and Hip-Hop Based Education

2016 ◽  
pp. 486-495
Author(s):  
Azure C. Covington ◽  
Ayana Allen ◽  
Chance W. Lewis
Keyword(s):  
Professional Development ◽  
Academic Achievement ◽  
Student Engagement ◽  
Teacher Knowledge ◽  
Hip Hop ◽  
Hip Hop Culture ◽  
Culturally Sustaining Pedagogy ◽  
Hip Hop Pedagogy ◽  
Professional Development Needs ◽  
Relevant Pedagogy

Culturally sustaining pedagogy (CSP) (Paris & Alim, 2014) presents a new lens by which culturally relevant pedagogy can evolve with the ever-evolving youth culture of today. The evolution of hip-hop culture serves as an example of CSP that can be used to increase student engagement and academic achievement through the use of hip-hop based education (HHBE). However, current HHBE research fails to address the professional development needs of those who do not identify with hip-hop culture but want to implement hip-hop pedagogy into their instructional practice. This chapter presents a professional development design for hip-hop based education that is to serve as the beginning of teacher knowledge construction in frameworks of CSP for increased student engagement and academic achievement.

STEM Hip-hop Pedagogy

2019 ◽  
Author(s):  
Robert Cummings ◽  
Brittany Chambers ◽  
Amber Reid ◽  
Kinnis Gosha
Keyword(s):  
Hip Hop ◽  
Hip Hop Pedagogy

Knowledge of Self: Possibilities for Spoken Word Poetry, Hip Hop Pedagogy, and “Blackout Poetic Transcription” in Critical Qualitative Research

2020 ◽  
Vol 2 (1) ◽  
pp. 56-82
Author(s):  
Anthony Keith ◽  
Crystal Leigh Endsley
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Hip Hop ◽  
Spoken Word ◽  
Spoken Word Poetry ◽  
Critical Methodology ◽  
Critical Qualitative Research ◽  
Hip Hop Pedagogy ◽  
Poetic Transcription ◽  
Alternative Identities

This article traces the development of Blackout Poetic Transcription (BPT) as a critical methodology for artist-scholars engaged with Hip Hop pedagogy in higher education spaces.  We include Keith’s outline of the BPT method and Endsly’s first hand account of implementing the practice in an undergraduate classroom. Together, the authors grapple with mainstream and alternative identities within their Hip Hop praxis as spoken word artists and educators.

scholarly journals Azealia Banks: ‘Chasing Time’, erotics, and body politics

Popular Music ◽  
2018 ◽  
Vol 37 (2) ◽  
pp. 157-174
Author(s):  
Kai Arne Hansen ◽  
Stan Hawkins
Keyword(s):  
New York ◽  
Hip Hop ◽  
Black Female ◽  
Body Politics ◽  
Female Subjectivity ◽  
Methods Of Analysis ◽  
New Generation ◽  
The Relationship ◽  
Critical Investigation ◽  
Performance Strategies

AbstractDuring the 2010s a new generation of queer hip hop artists emerged, providing an opportunity to engage with a set of politics defined by art, fashion, lyrics and music. A leading proponent of this movement was Azealia Banks, the controversial rapper, artist and actress from New York. This study instigates a critical investigation of her performance strategies in the track and video, ‘Chasing Time’ (2014), offering up various perspectives that probe into queer agency. It is suggested that techniques of sonic styling necessitate a consideration of subjectivity alongside genre and style. Employing audiovisual methods of analysis, we reflect on the relationship between gendered subjectivity and modalities of queerness as a means for demonstrating how aesthetics are staged and aligned to advanced techniques of production. It is argued that the phenomenon of eroticised agency, through hyperembodied display, is central to understanding body politics. This article opens a space for problematising issues of black female subjectivity in a genre that is traditionally relegated to the male domain.

Arts-Based Action Research in the North

2019 ◽  
Author(s):  
Timo Jokela
Keyword(s):  
Action Research ◽  
Art Education ◽  
Creative Industries ◽  
The Arctic ◽  
Strong Impact ◽  
Art Educators ◽  
Cultural Sustainability ◽  
Education Project ◽  
The North ◽  
Research In Education

The art-based action research (ABAR) method has its roots in action research, particularly in participatory action research (PAR) and action research in education and is clearly linked with international artistic research (AR) and art-based educational research (ABER). The ABAR methodology was developed collaboratively by a group of art educators and researchers at the University of Lapland (UoL) to support the artist-teacher-researcher with skills and professional methods to seek solutions to recognized problems and promote future actions and visions in the changing North and the Arctic. On the one hand, the need for decolonizing cultural sustainable art education research was identified in multidisciplinary collaboration with the UoL’s northern and circumpolar network. On the other hand, the participatory and dialogical approach was initiated by examining the pressures for change within art education stemming from the practices of relational and dialogical contemporary art. ABAR has been developed and completed over the years in doctoral dissertations and art-based research projects on art education at UoL that are often connected to place-specific issues of education for social and cultural sustainability. The multi-phased and long-term Winter Art Education project has played a central role in the development of the ABAR methodology. During the Winter Art Education project, ABAR has been successfully used in reforming formal and informal art education practices, school and adult education, and teacher education in Northern circumstances and settings. Winter art developed through the ABAR method has supported decolonization, revitalization, and cultural sustainability in schools and communities. In addition, the ABAR method and winter art have had a strong impact on regional development and creative industries in the North.

“It’s TikTok with no c!”: the Need for Critical Literacy Curricula in the Elementary Classroom

2020 ◽  
Vol 2 (1) ◽  
pp. 103-119
Author(s):  
Yoonjin Nam
Keyword(s):  
Social Media ◽  
Critical Literacy ◽  
Digital Literacy ◽  
Hip Hop ◽  
Elementary Classroom ◽  
Ethnographic Case Study ◽  
Video Sharing ◽  
Hip Hop Pedagogy ◽  
Social Media Platforms

Abstract Students walk into the classroom with numerous hours of exposure to social media. Through different social media platforms, they engage in digital literacy and experience entertainment but also, questions, frustrations and different negotiations of their identities. This qualitative, ethnographic case study was done in an elementary classroom in the Midwest. Participants revealed their keen awareness to the viral debates that happened on TikTok (a mobile video- sharing app) regarding race and the frustrations they experienced through it personally. These findings suggest the urgent need for critical literacy curricula (specifically critical Hip Hop pedagogy) to be implemented within schools for dialogue to even begin which could eventually become an avenue for students to express their agency.

Changing Practice: Culturally Sustaining Pedagogy in Art Education

Art Education ◽  
2019 ◽  
Vol 72 (2) ◽  
pp. 20-25
Author(s):  
Melanie L. Buffington ◽  
Amanda Bryant
Keyword(s):  
Art Education ◽  
Culturally Sustaining Pedagogy ◽  
Changing Practice
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