Hip-Hop Studies and 
Cultures 
11th-12th 
Jamiah Harrison 

 
 
 
 
 
 
 
 
 
 
Course Proposal 
Course Description:​ This course will be an evolution of Hip-Hop 
class. Students will listen, learn and create music from different 
genres of Hip-Hop. There will be two many projects for this course. 
One is the creation of an original song in the style of New Jack Swing 
and the other will be for a more contemporary piece. In essence the 
students will be learning about the musical genre they have all come 
to love. 
 
Need:​ This class would be important because a lot of the students 
listen to rap and hip-hop in this area. This is great exposure for 
them, However there needs to be a resource of background 
knowledge for them. They love the music so much and they don’t 
know much of its origins. There is some sort of appreciation to this 
music that the world likes and it is growing. The critical music 
educator needs to be able to Create a pedagogical base in the 
history and influences of hip-hop. (Karvelis) This will benefit the 
students drive to learn about this music. Hip-Hop music education 
allows the music educator to An opportunity to reapproach hip-hop 
with a cultural basis. Which can result in greater appreciation for the 
music an culture. Hip-hop’s inclusion in the curriculum can create a 
new wave of music education. I think the more they listen to the 
history of the music the more they can appreciate where it came 
from and how much it has changed. Music is changing all time and 
we are changing with it. As we change we need to be able to relay 
past knowledge to the future so that it doesn't get lost in translation. 
The next steps for the music educator is to help the students apply 
hip-hop in ways that embrace, affirm, and inquire into diverse 
identities in the classroom, apply hip-hop to deepen and add 
authentic narratives to the critical content already present and 
apply hip-hop to open doors for activism (Karvelis)With hip-hop its 
not only about the music it is also about the culture and it is 
essential that these students learn about this genre to its full 
capacity. In conclusion, there are many benefits that come with 
Hip-Hop music education 
 
 
 
  
 
 
 
Student Impact 

Broad Impact:  the main transfer for these students is that they will 
be able to be more invested in a genre of music 
they think they know everything about.  

Standards  - Anchor Standard #8- Interpret intent and 

Addressed:  meaning in artistic work 
- Anchor Standard #11- Relate artistic ideas 
and works with societal, cultural context to 
deepen understanding. 
- Anchor Standard #1- Generate and 
conceptualize artistic work and ideas 
- Anchor Standard #4- select analyze and 
interpret artistic work for presentation 
- Anchor Standard #9- Apply criteria to 
evaluate artistic work 

Skills: To be able to  Knowledge: Students will 

explain musical aspects  be able to grasp the 
of Hip Hop/Rap culture  knowledge if Hip 
  Hop/Rap History and 
- Student can adapt   
the skill to be able  - Students will be 
to and interpret  able to become 
the meaning of the  the experts and 
work and or poetry  finally know where 
of the music  all the rappers 
- Students will also  today got their 
gain the skill in  inspiration from. 
being able to  - Students will have 
relate this work  the knowledge on 
with their own lives.   how hip hop and 
- Students will have  rap has changed 
the skill to create  over the years. 
certain music  - Students will be 
- Students will be  able to apply their 
able to listen to  knowledge from 
music and  the course to 
interpret it.   evaluate and 
 listen to different 
genres of music.  

Community Impacts 

School music programs tend to focus on western traditional music. This 

course could impact the community by allowing them to see a different 
perspective on music. Parents notice their children have to take a fine 
arts class in order to graduate. With that being said, it is important to 
have a class that will attract students because they want to take it. By 
introducing this class it will influence other music classes to make a 
change. As educators, we need to start adhering to the students' needs 
and wants. Moreover, The text and poetry of rap and Hip-Hop allow 
Different communities to use these influences in very unpredictable ways. 
Young people of today are using these influences to validate themselves 
as people. The more the students utilize this culture, it can open ideas to 
activism may. Rappers like Kendrick Lamar, J Cole and more are creating 
music that advocates for their people. The community needs some sort 
of out to advocate for change. What better way to advocate for change 
than through the culture and power of music? Students will utilize the 
knowledge from this course to benefit their community. Because of the 
technological innovations today, young people and the community can 
work together to better serve their future  
Materials:  
- Laptops (provided by school)  
- Recording Software 
- (Finale, Musescore, bandhub, Noteflight,garageband, 
cast, zencastr) 
- Microphones 
- Speaker system 
- Some cameras 
- For music Videos 
- Keyboards 
 
Hip-Hop music production Project 

 
Context Statement​: ​For this project the students will produce a song/beat in the 
genre of New Jack Swing. Artists like Bobbi brown, Bell biv Devoe, and Boyz II Men 
will be considered as examples that the students will be able to pull from. The 
students will, learn about the new jack swing era and how it came about. The 
study sets will collaborate with other peers to create something that. I want this 
project to be in the middle of the school year so that people are able to learn how 
to use the technology needed to make their projects.  

Stage 1 - Desired Results 

Standards:   Goals:  
- H.G 1.4: The  - I can use contemporary technology to hear music I am 
student will  interested in (K)  
read and  - I can create and arrange a song depending on the style 
notate  of Hip-Hop(S) (T) 
music,  - I can improvise with authenticity during the weekly rap 
including  battles (S) 
using  - I can play different instruments, technological and 
contempor acoustic from diverse styles of Hip-hop (S) 
ary  - I can understand and distinguish the difference between 
technology  genres of Hip-Hop (M) 
- H.G 2: The  - I can understand how technology helped these hip-hop 
student will  genres.(New Jack Swing, Alternative Hip-hop, Rap, 
compose  chopped and screwed etc.) (M) 
and  - I can use my knowledge to explore career options after I 
arrange  leave school(T) 
music  - I can learn about ethical aspects as they are applied to 
within  social media and copyright laws. (M) 
specified  - I can use different sources to create my own music when 
guidelines  I am arranging a tune or a song. (K) (S) 
- H.G 2.2: 
using a 
variety of 
sounds, 
notational 
and 
technologic
al sources. 
- H.G 3.3: 
Playing 
instrument
al music 
representat
ion of 
diverse 
styles, 
forms and 
cultures 
- H.G 4.1: The 
student will 
improvise 
 and 
rhythmic 
patterns 
and 
accompani
ment in 
variety of 
styles.  
- H.G 6.1 The 
student will 
explore 
historical 
and 
cultural 
aspects of 
music by 
describing 
distinguishi
ng 
characteris
tics of 
musical 
forms and 
style from a 
variety of 
cultures. 
- H.G 6.2: 
identifying 
ways in 
which 
culture and 
technology 
influence 
the 
developme
nt of music 
and 
musical 
styles 
- H.G 6.4: 
researchin
g career 
options in 
music  
 - H.G 6.5: 
Explaining 
ethical 
standards 
as applied 
to the use 
of social 
media and 
copyrighte
d materials. 
 

Generative (Essential) Questions:​ Broad questions that learner will word toward 
finding multiple and unique answers. These questions encourage learners to dive 
deep (not easy to answer quickly and not answerable in only one or two ways). For 
example: 
- What aspects of culture, history and technology shape hip-hop art? 
- Why include hip-hop/critical pedagogy in the classroom? 
- What can we do to re-approach hip-hop for a more thorough appreciation 
of the artform? 

Stage 2 - Evidence 

I would make different assignments so that the students really understand the 
subject. 
 
Part 1 of project: Listening activity 
 
_ Students will use technology to listen to the music 
_ Students will use music platforms like spotify, and Itunes 
_ Students will identify 5 songs that are considered to be (New jack swing) 
_ Students will write down which songs they liked the most (top 5)  
_ Students will then reflect on the activity and put it in the portfolio 
 
Part 2 of Project: Lecture 
 
_ Students will listen to a lecture given to them about New Jack Swing 
_ Students will then take a quiz at the end of the lecture to show that they 
retained the information 
_ Students will watch videos based on the style of the genre  
_ Students will reflect on what they learned and put reflection in their portfolios 
 
Part 3 of Project: Improvision 
 
_ With the knowledge of how the music sounds, students will perform in a rap 
battle 
_ Students will hear a beat from New Jack swing, and collectively participate in 
seperate groups 
_ in the group each person has to go 
_ the students can Rap, Sing, Beatbox, and Dance 
_ Students will reflect and input that in their Portfolios  
 
Part 4 of project: Creating The Music 
_ Students will use the technology to create a song in the style of New Jack Swing 
_ Students will get in groups of 4 
_ Students will have roles in each group ( coordinator, Peacekeeper, Editor, and 
organizer)  
_ Students that are the Coordinator will make sure everything for the project goes 
smoothly 
_ Students that are the peacekeeper will make sure that everyone is getting along 
_ Students that are the Editor will edit things for the project making sure it all 
makes sense 
_ Students that are the organizer will make due dates and meeting times 
(although most of it will be done in class) 
 
Part 5 of Project: Assessment 
 
_ Students will then asses their peers to show how much effort each person was 
putting in the group 
_ Students will also self-assessment from the group 
_ Students will also be assessed by the instructor on how they were in the group. 
Part 6: Presentation 
 
_ Students will present their piece for the class 
_ Students will also present a synopsis of the piece  
_ students will explain their experience 
 
Part 7: Final test 
_ Students will now take a final test on New Jack Swing to show they retained the 
information 
 
 

Stage 3 – Learning Plan 

13 day plan: New Jack swing Project Each class is and 1 hour 45 
 
Day 1:  
1. For the first part of the project, Students will listen to songs from an itunes 
and or spotify playlist and identify songs that they think are New Jack 
 Swing. They will save these songs to their library. (45 minutes)  
2. After they listen they will finish the day off in sharing with their friends what 
they thought was New Jack swing from the playlists. (30 minutes)  
3. The students will pick their top 5 songs from the playlists. (15 minutes)  
4. Then the last thing that will be done is a reflection on this activity (15 
minutes) 
5. For homework, if they did not finish they will finish the reflection and put it 
on their portfolios under their ‘Hip-Hop musicianship’.  
 
Day 2:  
1. For this day they will walk into the music of New Jack swing, (5 minutes)  
2. I will then begin a interactive lecture on the subject (50 minutes)  
3. Exit slip will be they have to write down one thing they learned about the 
genre, something they disliked and something that they liked (15 minutes) 
4. These last 35 minutes will be a short quiz on the subject (35 minutes)  
 
Day 3: 
1. For the beginning of the class, type up what they have written in their exit 
slip and upload it to their portfolios under ‘scholarship of Hip-Hop’ (15 
minutes) 
2. The rest of the day will be spent working in the groups I have assigned them 
for a rap battle.  
3. There will be 15 minute rounds and 15 minutes for quick working on coming 
up with different unique performance aspects for each round (90 minutes)  
4. For Homework, they will reflect on how the rap battle went for them 
individually and what they would change.  
Day 4: 
1. This will be an introduction to the project day 
2. I will do an interactive presentation on the different platforms that they 
need to use to record or notate their song (45 minutes)  
3. The platforms they can use are (Finale, Musescore, bandhub, 
Noteflight,garageband, cast, zencastr) 
4. During the presentation I will also give an outline of the project.  
5. After they have received this information they will get into groups of 4 and 
practice working on these platforms. (30 minutes) 
6. Then I will give them a template for a plan for the project they will fill this out 
and hand it to me at the end of the class (30 minutes) 
 
Day 5:  
1. At this point Everything will be temporarily graded for the students to make 
revisions. 
2. I would like them to spend 15-20 minutes in class working on any revisions 
they need before they continue with the project (20 minutes)  
3. I will then present a video of New edition ‘If it isn't love’ (5 minutes) 
 4. I want they them to write what they saw in the video (20 minutes)  
5. For the last hour of class they will start brainstorming what they want to do 
for their group project. (60 minutes) 
Day 6:  
1. For this day they will be presenting me with their ideas should take 5 
minutes to talk each so that they have more time to work (30 mins) 
2. Once I approve a topic they can work and continue to finish.  
3. Once I have approved the topic that they have, they must create either the 
beat first or the lyrics (75 minutes) 
 
Day 7: 
1. To start the day I will do a mapping activity in the beginning to Bell Biv 
Devoe's ‘Poison’ (30 mins)  
2. For this day they will strictly work on making the beat or lyrics for their song. 
If they need assistance I will gladly help. However this is an assessment in 
itself to see what they really learned. (75 minutes) 
3. Since now they have some source or structure they can take it to their 
groups and make their song that way.  
Day 8: 
1. For this day they will finish up working on their beat and or lyrics (If they did 
beat first switch to lyrics and vice versa) 
2. They will have the whole class time to do this. 
3. With that being said, whatever they don’t have done they will have to finish 
for homework because the next step will start after. 
4. Also for homework, they will need to start preparing their performance. 
Day 9:  
1. This day the students will work on a synopsis of the piece. (through 
powerpoint, canva handout, and or prezi) (75 minutes) 
2. They will need to present something about this piece on one of these 
platforms 
3. The last 30 minutes will be preparing for their performance because the 
next day they will do coachings with me (30 minutes)  
Day 10:  
1. To start the day they will get personal coachings with me on how to perform 
the piece, from the clothes to the presentation (30 minutes) 
2. For the last part of class they will finish up anything else they need to do for 
the project if they don’t finish they will need to finish it for homework 
Day 11: presentation day 1 
1. Group 1 will present (15 minutes)  
2. Group 2 will present (15 minutes) 
3. Group 3 will present (15 minutes)  
4. Group 4 will present (15 minutes)  
5. Group 5 will present (15 minutes) 
6. Group 6 will present ( 15 minutes) 
 7. Peer review, If they don’t finish they will have to work on it at home. (15 
minutes)  
8. I will also give them a review packet after for the final test 
Day 12: Test day 
1. They will take a final test (60 minutes)  
2. These last 45 minutes will be a jam session similar to the rap battle. (45 
minutes)  

Final Assessment  

The point of the Final Assessments is for the students to know how they are doing 
in the class for the project. This will also be helpful to me to know what I need to 
focus to help the students for the next unit.  

Goal/Quality  No  Minimal  Meet  Exceeds 

Evidence  Evidence  Expectations  Expectations 

1. Listening  Students  Students  Student shows  The student 

activity   don’t show  show less  the minimum  shows more 
  what songs  than 2 songs  of 5 song that  than 5 songs 
they liked  that they liked  they enjoyed  that they 
nor do  and only  as well as  enjoyed writes a 
they listen  listened to a  writes a  well thought out 
to the  couple of  decent  reflection and 
suggested  songs from  reflection on  engages in 
song list.  the suggested  the activity  extended 
list   they did.  conversation 
with their peers.  

2. Understanding  Student  Student  Students  Students 

the Lecture  does not  understands  understands  understand the 
retain any  a portion of  the main point  point of the 
informatio the music  of the music  genre and the 
n  examined  and the genre  music to the 
regarding  during the  in terms of  point where they 
the lecture.  lecture  their history  can further 
and musical  explain the 
style  genre in 
open-ended 
questions that 
are specific to 
 the subject. 

3. Improvising  Students  Students  Students  Students 

did not  participated  participated  participated in 
engage in  in some  in all aspects  all aspects of 
the activity  aspects of the  of the  the Rap-Battle 
and did  Rap-battle  Rap-battle.  as well as taking 
not  however, did  They  leadership in 
participate  not express  expressed  how the group 
in aspect  their  their  should perform. 
of the  enthusiasm in  enthusiasm as  Students also 
Rap-Battle  the activity  a part of all  were 
the activity.   enthusiastic and 
took risks in 
their 
performance  

4.Presentation/Pr Students  Students  Students  Students 

oject  did not  presented  Presented  presented with 
present  with some  with little to  no mistakes of 
with  proper  no mistakes of  speech or 
proper  speech and  proper  singing. They 
speech  singing. They  speech and  were very 
and  were  singing. They  prepared and 
singing.  minimally  were very  the presentation 
They were  prepared and  prepared and  was clean. With 
very little  the  the  some interactive 
prepared  presentation  presentation  aspects of their 
due to the  was somewhat  was mostly  presentation.  
cleanliness  clean  clean.  
of their 
presentati
on. 

5. Final Test   Student  Students  Students  Students 

did not  answered the  answered the  answered the 
answer the  questions to  questions to  questions to the 
questions  the material  the material  material with no 
about the  however, they  with little to  wrong 
material  provided  no wrong  information and 
given to  some wrong  information  participated in 
them in a  information  answering the 
correct  bonus question 
manner  correctly.  
  
 

Proposed Budget 

Item Name   Use   Cost  Quantity  Overall Cost 

(linked to provider)  (How will this be used by students/teacher?)  (per unit) 

FIFINE USB  The students will use these to record  $30 per  3  $90 
MICROPHON themselves when they make their original  mic 
E WITH  songs.  
VOLUME 
DIAL FOR 
GAMING, 
STREAMING, 
BROADCASTI
NG AND 
RECORDING 
ON MAC OR 
WINDOWS-K6
69B  

Rockville  For the weekly rap battles and performances   $269.95  1  $269.95 
RPG2X10 
Package PA 
System 
Mixer/Amp+10
" 
Speakers+Sta
nds+Mics+Blu
etooth  

Canon EOS  This will be for music projects that involve  $529.00  2  $1,058.00 
Rebel T6  music videos  
DSLR Camera 
with Canon 
18-55mm IS II 
Lens & 
75-300mm III 
Lens Kit + 
Battery Grip + 
Canon Case + 
64GB Memory 
+ Filters + 
Macros + 
Monopod + 
50" Tripod + 
Professional 
DSLR Bundle  

Behringer  This will be for getting pitches and creating  $150.00  4  600 
MOTÖR  sounds.  
49-Channel 
DAW 
Controller  

Total Cost  2,017.95 

 
Sources

Dimitriadis, G. (2009). Performing Identity/performing Culture: Hip-hop as Text,

Pedagogy, and Lived Practice . Peter Lang .

Karvelis, N. (2019). Hip-Hop as Critical Pedagogy Part One: Reapproaching Hip-Hop.

Retrieved from

https://docs.google.com/presentation/d/1Qivq0TCn4LYfQVKC0nooTIEifAvJ3F2

JoxHD-2k4AR8/edit#slide=id.g1c6e73ef3e_1_0

Kruse, Adam J. (2016). Featherless Dinosaurs and the Hip-Hop Simulacrum:

Reconsidering Hip-Hop’s Appropriateness for the

Classroom. ​Music Educators Journal. 1​ 02 (4). 13-21.

Kruse, Adam J. (2016). Toward Hip-hop Pedagogies for Music Education ​The

International Journal of Music Education. ​34 (2). 247-260.

Sheel, J., Kruse, A., Karvelis, N., Holden, L., & Becker, C. (2019). Classroom Resources.

Retrieved from http://www.hiphopmusiced.com/classroom-resources.html