A new, innovative CPPHS Language and Literature elective titled Hip Hop Lit aims to connect student interests with history
"It was truly a great class, and I hope it is successful in the years after,” said CPPHS junior Jack Casper, about a new class he finished in January called Hip Hop Lit. The endorsement was echoed by students who took the new, innovative class, taught by Language and Literature Teacher Ms. Rachel Berg.
Ms. Berg said, “My initial reasoning for proposing this course was to provide students the opportunity to study literature and poetry in a way that they can relate to. Music is something that is so mainstream and accessible to all and it seemed like the best way to go about it.”
The course offers students the chance to analyze the art, culture, aesthetics, history, politics, motivations, and evolution of rap music throughout the 20th and 21st century. Students work both collaboratively and independently in an effort to develop an appreciation and understanding of the expansive history, themes, and dialogue that rap creates for its listeners.
The course opens with a historic look into the origin of the music genre. Ms. Berg said, “We studied the history of redlined districts and its lasting social/economic impacts, the Civil Rights movement, the impact of The War on Drugs in impoverished communities, systemic oppression in the US, the “Golden Age” of Hip-Hop in 1970’s South Bronx, and the emergence of the 4 pillars of Hip-Hop: breaking, MCing, DJing, and graffiti.”
Students studied music from the Jazz age and explored elements of African tribal music that are incorporated into modern hip-hop/rap.
Junior Morgan Gardner said, “In this elective, we started with learning about the Jazz Age and ended our class by learning about present day rap and hip hop. While learning about the Jazz Age we presented presentations about different jazz singers.”
Delving into the history and development of the music genre provided students with a historical foundation that made for a more well-rounded understanding of the subject matter in the music. That continual development was tied to what was also happening in the nation at the time.
Ms. Berg said, “This was essentially the goal for the entire course…to identify the ways in which history, politics, and culture influenced the Hip-Hop/rap genre, and ultimately identify how that music is used as a form of social commentary.”
Morgan said, “After we analyzed the songs, we started brainstorming for our huge timeline. On the timeline we have jazz, the “Golden Age”, 2000-2010, and 2010-present day rap. On this timeline we have all the major events that happened during these time periods. To create this we used our knowledge from what we learned while learning about these time periods and outside knowledge.”
The course and final project, expressed as a collaborative, visual representation of the timeline, was displayed in the hallway at the high school. The class content and learning process certainly resonated with the students. Ms. Berg said, “Going into this, I knew that it may be a challenge for those who don’t like Language and Literature. However, it’s amazing what can be done when the curriculum is catered toward and designed around student interest. That was a big takeaway for me as an elective teacher but also as a teacher in general. It’s important to recognize how necessary it is for students to feel seen within the subject matter.”
The student feedback of the course supported this type of connection. Jack said, “The class itself was both engaging and fun, the solo and collaborative projects mixed with class discussions certainly helped with my enjoyment.”
For students interested in this course, it is offered to students with room in their schedules or students looking to earn more course credits. This course runs for half a year (one semester) and offers students a half credit toward their diploma. Ms. Berg said, “I offered the students the chance to provide me with feedback about the course, and they provided me with some great suggestions that I am taking into consideration for next year. I am also looking into field trip opportunities to important landmarks in Hip-Hop history. If students are interested, they can reach out to me (Rachel Berg, rberg@cppasd.com) or their school counselor. This class is a great opportunity to learn more about American history, culture, politics, and more, while listening to some great music along the way.”
Caption photo 1: Top: Ms. Rachel Berg, Shyanne Roney, Laci Stocum, Madelane Reynolds, Paycen Benjamin, Nicholas Peet, Jack Casper
Middle: Olivia Daugherty, Emma Loudenslager, Alexa VanAlstine, Kaitlynn Osburn, Delia Dieg, Gabriel Morley
Bottom: Ashlee Torrence, Catherine Corey, Morgan Gardner
Not Pictured: Kendra Close
Caption photo 2: Students work on the timeline
Caption photo 3: Students display their completed timeline