Hip Hop Pedagogy!! Ted Videos

Another Ted Video about Hip Hop Pedagogy, Shakespeare in Rap, Yo!
Hip Hop And Shakespeare

Poetry TEdx and Hip Too.

Reflections and 3 Reading Responses to Week 4 of Hip Hop Pedagogy Class at Mills

I humbly post these reflections as I am jumping into my own understanding of Crit. Theory and CHHP (Crit. Hip Hop Theory)

Response Paper #1 to KRS ONE and CHHP

By Sunny Dawn EDUC 440

Descriptive Phase: KRS ONE speaking at Temple University and Akon’s paper together really highlight the need for real education in the classroom.  KRS ONE has a deep history in hip hop and talks about his real experience.  Akon stayed away from his personal history and had a very academic tone that uses Friere Theory of Action as a basis for discussion.  I appreciate the various references and agreed with Akon’s paper as well as appreciate how much he references Andrade.  What keeps sticking out for me is the truth that I believe is extremely hard to work with other public education teachers who work from the deficit model versus asset model. Personal Interpretive Phase: The hardest thing for me to swallow is that the education system is so personal to me.  I see other teachers of color that I work with and they are definitely not sticking their “conscious” evolved necks out for their students.   Critical Phase: In fact they practice discipline policies that silence students in their class that have a different cultural tone than them or that doesn’t fit in the mold of academics they are trying to deliver or as Akon puts it, “School cultures and practices encourage students to believe that a meritocratic educational system exists, that students are responsible for their own failure, and that issues of racial inequality, hip hop, and social justice are not worthy of study inside or outside of schools.”Creative Transformative Phase: KRS ONE as a rapper has been a huge influence on me and to watch (both parts) of his Youtube talk at Temple reaffirms my practice.  I also participated in what Akon calls CCHP this past semester with my 5^th grade Special Education Social Studies class. Using this exact platform; “…transformative education for the poor and disempowered begins with the creation of pedagogic spaces where marginalized youth are enabled to gain consciousness of how their own experiences have been shaped by larger social institutions.”  The only reason  I was comfortable enough to do this curriculum where we the curriculum was based on how imperialism impacted us as African Americans, Latinos, and Native Americans was because I did not have to worry about them being tested.  In fact it’s the only subject 5^th graders do not get tested on and my 5^th grade General Education teachers  as well as the principal could care less what the Special Education students are learning about.

Response Paper #2 to What is Pedagogy?

By Sunny Dawn EDUC 440

Descriptive Phase/Personal Interpretive Phase: “Discourse” (a way of life) as summed up in the first sentence of Au’s piece is the best word for summing all 3 articles in this week’s reading and thinking about CHHP.  I remembered when I was an R.A. for the dorms at Chico State, I put this in the bathroom all year long.  “Because it is a distortion of being more fully human, sooner or later being less human leads to the oppressed to struggle against those who made them so. In order for this struggle to have meaning, the oppressed must not, in seeking to regain their humanity (which is a way to create it), become in turn oppressors of the oppressors, but rather restorers of the humanity of both,” Freire. (p.26)  This was one of so many subtle movements I was a part of in my twenties when hip hop started to first effect how interact with the world (the beginning of my punk rock/hip hop/electronic meets politics when I was 24, a wee 13 years ago.

Critical Phase: Bell Hooks writing always seems to hit me in the core of my body.  I actually avoid her now days because I can barely hear her break it down and feel the deepness of my own life too. For example, I will not watch that Precious movie, but I know reading PUSH changed my life.  I can relate to Au’s motivation for writing an article that felt pretty self explanatory and yet his acknowledgment that acadamia are not people of color I found a bit offensive, For example, Au states“….safe to assume that students do not regularly read critical theorists and academic journals…” I found the statement an unnecessary opinion in his purpose for writing the article.

Creative Transformative Phase: The readings translates very easy to my practice with particular points from Hooks.  I related to her journey as student and as teacher, although she is a professor and I am in K-5 education. Words or phrases form this text stick out in my mind as an educator, “confine each pupil”; “active participant, non a passive consumer”; “teachers must be committed to a process of self-actualization”; “professors who claimed to follow Freire’s model even as their pedagogical practices were mired in structures of domination”.  As I move forward it is hard for me to educate colleagues to their blindness regarding students and what they bring to the classroom, I guess I am still looking for the right district or school that would support the mind, body, & soul.

Response Paper #3 to Critical Perspectives By Sunny Dawn              EDUC 440            June 11, 2013: Descriptive/Personal Int. Phase: What sticks for me in this week’s readings out is the constant referral (in the CHHP blog) Andrade’s perspectives in the dialogue of Critical Perspectives. Andrade’s  work shows the importance of laying out the “counter narrative” as well empirically documenting the “Quasi-Darwinian belief system” that has been legitimizing our failing urban school systems.  While at New College in 2007 I had a chance to hear Andrade speak as the Key Note of the T4SJ Conf. as well as in my teacher credential program.  I can’t lie and say his words and philosophy didn’t impact my career.  So much so that I had my daughter be a part of the “low income urban” school I was teaching at, just to be fully a part of the movement of change in the urban school or a “ryder”.  However I digress because coming full circle I agree with Andrade that teachers who are making the conscious choice of being a part of this counter narrative pedagogy need more support.  As Andrade states, “…more attention must be paid to the type of training, development, and support that are given to urban teachers and school leaders.” (p.9) Critical Phase: “Misconceptions” of “gangsta rap” I have to disagree with, “violent lyrics are not intended to be taken literally, but rather should be seen as metaphorically boasting and as artistic challenges to competitors on the microphone”(Kelley, 1996, p. 189). I think at one point I agreed that the violent language and overtones were metaphorical and at one time totally resonated and needed to hear “that bitches” were not going to triumph over me. However I believe my own evolution within Hip Hop has changed with age.  Rappers in the Bay seem to speak louder to a spiritual oppression that I feel deeper than the actual physical/cognitive one experienced in academia or the work force that some “gangsta” rap speak of. Transformative Phase: What has come to me through these readings is the need to really legitimize educators who are doing this work.  I need my leadership to take the “serious” tone of conscious political acts within the public sphere, more than academic research.  Although I believe in all the underground HH movements in the Bay and have a pride that Andrade is here in Oakland, a professional consistent public forum for educators, beyond T4SJ is desperately needed.  I know that my efforts will be targeting that as I move forward and my skills in leadership need to be channeled in that way for me to have a renewed commitment to public and private education.

Counter Narrative's from Hip Hop Pedagogy: Tedx Video of Jeff Duncan Andrade

Hard to search in Ted so I posted it here.

Tedx Andrade Video!

Harvard Video below better (2 hours though, but worth the time)

http://www.youtube.com/watch?v=8z1gwmkgFss

Med. Students with 1st Graders! Thanks for bringing a real brain!

Ms Dawn & Mr. Rubio,

It was a pleasure meeting you and your delightful students today.  Thank you for inviting a group of talented medical students to engage with the children.  This was a great opportunity for advancing their professional skill development and hopefully in return they added value to your important work as educators.

To be effective as either an educator of children or a physician of children requires an understanding of age related development.  Today’s activities offered the medical students a chance to see Piaget’s Stages of Development in action, that is, transitioning from Stage 2, Preoperational (ages 2-6 yr) to Stage 3, Concrete operational (ages 6-11 yr).  they also saw examples of how teachers promote the children’s developmental transition from magical thinking and explanation of scientific phenomenon to reasoned deductions based on facts.  Example:  Did anyone overhear Ms Dawn point out to one child that a part of their response to a question about the brain was “pretend”?  Then she skillfully re-directed him back to the point of divergence from fact to “fiction” and had him start his explanation again.  This time he was able to finish his reasoned though completely based on the facts.

The exercise today gave the students a chance to practice deductive reasoning (head injury v. head injury protection using helmets), objective causality (hand hygiene gets rid of germs that cause illness), de-centering or seeing another’s perspective (giving shots to aid in health rather than to be mean), and mental reverses in thinking to help gain understanding (protecting the egg by using softer scrunched up paper v. the harder mass when scrunched up smaller).  The latter was also an exercise in understanding mass, volume and linear time.  The children demonstrated the variation in conceptual thinking and processing time as well.  We use all of these concepts daily as pediatricians in structuring our interactions with children and assessing their responses to our medical interviewing questions and during the clinical reasoning process.

Thanks again for opening up your classrooms and sharing your amazing and beautiful children.

Carol A. Miller, MD

Hip Hop Pedagogy: Class 1

Professor KRS ONE (part 1 of 2 Temple University) Video

See Powerpoint notes below

NOLAN JONES, M.ED. 

SABRINA KWIST, M.ED. 

Hip Hop Pedagogy!

Introductions "! 

!  Who are you? 

!  What degree are you pursuing at Mills College? 

!  What do you want out of this course? 

!  Fun Fact 

!  Answer one of these questions: 

1.  What movie or TV character would you most like to be? 

2.  What two people dead or alive would you like to have lunch with? 

3.  If you could go back in time – what period of time would you go 

back to?  

The Cypher!

   WHAT SHOULD WE INCLUDE IN 

THE COMMUNITY RULES? 

 HOW DO WE CREATE A SAFE 

SPACE FOR EVERYONE? 

Community Rules!

   WHO ARE YOU?  

I am Poem!

 Discussion! 

!  Why is Hip Hop important to you? 

!  What is your understanding of Hip Hop 

pedagogy? 

!  Think of the best course you have ever taken.  

What made the course great? 

Problem 

Stereotype 

Threat 

Lack of 

Culturally 

Relevant 

Pedagogy 

Deficit Model 

Thinking 

Essentializing

A Solution 

Hip Hop 

Pedagogy 

Hip Hop 

Cultural 

Capital 

Culturally 

Relevant 

Pedagogy 

Universal 

Appeal

Syllabus Review! 

!  Attendance 

!  Participation 

!  Assignments/Late Assignments 

!  Academic Integrity 

!  Project Presentation 

Response Papers! 

!  One page only! 

!  1.5 spaced, 12 Font, Times New Roman 

!  Must submit on Blackboard 

!  Must use the following format: 

•  Descriptive (Who, What, When, Where, Why, how?) 

•  Personal Interpretive (Use personal life experiences) 

•  Critical Reflective (Does this apply to me, culture, etc.) 

•  Creative (What actions will I take to transform?) 

Break!

Notable Quotes! 

 People treat hip-hop like an isolated phenomenon. 

They don’t treat it as a continuum, a history or 

legacy. And it really is. And like all mediums or 

movements, it came out of a need. 

          

  - Mos Def 

What is Hip Hop? 

Hip Hop Images 

Hip Hop Images 

Afrika Bambaataa 

!  Hip Hop Pioneer 

!  Got the gangs to stop 

fighting and channel 

energy to Hip Hop 

!  First coined phrase Hip 

Hop 

!  First to describe “the 

Elements” 

Hip Hop’s Visual &  

Performing Arts 

Hip Hop 

Elements 

Rap 

DJing 

Graffiti Art Break 

Dancing 

Music 

Composition 

Visual Arts 

Poetry & 

Prose 

Performing 

Arts

DJ Kool Herc 

!  Hip Hop Pioneer 

!  Introduced the break 

beat in turn-tabling 

!  Earliest DJ  

Grandmaster Flash 

!  Hip Hop DJ Pioneer 

!  Created Mixing & Cutting 

!  Scratching 

The Hip Hop Elements 

!  Rapping (MCing)  

!  Graffiti Art (Aerosol Art) 

!  Break Dancing  

!  Deejaying (Djing)  

Added after the 1990s 

!  Spoken Word 

!  Beatboxing  

!  Street Fashion  

!  Street Language 

!  Street Knowledge 

One More Time 

!  Artistic Youth Culture 

!  Cultural Movement 

!  Three Pioneers 

!  Created in 1970’s African American & Latino youth 

!  Four Original Visual & Performing Arts branches 

are called the Elements 

END!

Tackling the National Board E Submission

Don't get overwhelmed!

Here is the PDF for at a glance

Click for PDF

I made a poster because I'm just doing Entry 1 (from the PDF at a glance)....

I think I'll hang it in my room.... (so I can have nightmares, no just kidding... for the next two weeks till its submitted.

My room on the last week of submission, give yourself time to freak out on uploading documents!

After National Board ... taking the coolest pedagogy class this summer.

So excited about this and the knowledge I will gain at Mills College (the best educational school in the bay).

Hip Hop Pedagogy:

http://animoto.com/play/9UtPYLvb1oi1vB2wIHHgMw

A personal video I made 3 week into the class when asked to due a narrative on my Hip Hop Theme song: http://www.youtube.com/watch?v=yVc_Gu7-e90&feature=youtube_gdata

OK! National Board MAY DAY Time...Re-take Candidate is actually not that bad.

So here we I go... I missed by 18 points after submitting the entire Portfolio. So now I'm a Retake candidate, I decided to take 1 entry over and redo one of the assessments.

Retake candidate is actually way less intimidating than doing the whole thing in one year.

Even though I wish I would of have passed with flying colors. I'm truly glad that I had this "opportunity" to grow as an educator.  I chose literacy to retake and it has made a huge difference in my teaching to hyper focus on this entry.  On a political front, what you understand about students and literacy and how you choose to deliver that is the biggest contribution you can make to your country!

But all that stuff aside right now, back to the business!

The most important things I will take away from this whole process is the need to constantly revisit student's needs and taking that time to reflect with peers (teachers who are actually accomplished teachers) to really hear what they think of my practice as well.

I wish us all luck in MAY..... I wanted to post a couple other helpful things from Stanford.

Please search my blog for other links that I was able to get from Stanford but below are last minute things to remember when writing your entry whether your a retake, Take one, or the whole shubang (is that how you spell shubang????)

See these links:
Helpful Notes from Standford

Overall scoring

NATIONAL BOARD SCORING (according to a judge)

NATIONAL BOARD SCORING

SCORING:

60% ENTRY (1-3 MOST IMPORTANT)

40 % ENTRY (ASSESSMENT)

Panel of past judges:

The process IS fair.

Advice

Use the Rubric, Scoring Guides

There are no secrets its all on-line.

Must show standards in evidence and writing

Constant cross checking

Video is watched only once (does it match your portfolio writing)

NO need to quote famous educators

Technical difficulty is not an issue

Definate Dos and Don'ts

Assessment Center answer every question

ID the problem

Use all the space you have

Show all evidence

NOT ANSWERING THE QUESTION IS HUGE MISTAKE

National Board Notes from Stanford on The Architecture of Accomplished Teaching

The Architecture of Accomplished Teaching

1^st: Your students: Who are they? Where are they now? What do they need and in what order do they need it?  Where should I begin?

Standards:

Understanding Young Children: How to teach younger children, retention, example “squirmy boys”…., gap in ages

2^nd: Set high, worthwhile goals that are approp. for these students at this time and in this setting.

Standards:

Assessment, Knowledge of Integrated Curriculum, Approp. Goals around this entry (Equity, Fairness, and Diversity) How do you still keep it as a group? How do differientiate based on what they need?  Content goal is the same the mode in which you get there varies. Multiple Teaching Strat. For Meaningful Learning.

3^rd: Implement instruction that is designed to attain the goals set for these students.

Bringing family in, Parents at centers, Equity, Fairness, and diversity, Beyond Equity Sticks,

4^th Evaluate student learning in light of the goals and the instruction:

Reflective practice, Assessment, Working with Ms. Franklin (professional partnership), Not just formative assessment, scientists, child development

Equity, Fairness, Diversity,: how you modify the curriculum

5^th Reflect on student learning, the effectiveness of the instructional design, particular concerns, and issues. 

Standards: Understanding young children, assessment, multiple teaching strategies for meaningful learning

6^th: Set new high and worthwhile goals that are approp next steps for these students at this time. 

Standards: Follow the standards throughout each step of the architecture.