Northside Archive Curriculum Resource Guide: Music, Grade 10, Open (AMU2O) – Lesson 3 Lesson Title Gateway to Canadian Rap Expectations: Learning Goals Assessment Understand the Narrative Reflecting, Responding and Analyzing beginnings and Perspectives B2. Music and Society contributions of key What it Takes B2.1 explain the origins of traditional, commercial, or art music with figures in the Canadian reference to the culture or community in which it was created hip hop community Gain knowledge of Gateway to Canadian tracks central to Rap Playlist audio B2.2 describe significant contributions of individuals within a community Canadian hip hop annotation or culture to genres of traditional, commercial, and/or art music Materials Video: “Butcher T – In the Beginning” Article: DJ Lil Jaz’s ‘G-Force Slipmat, the Beginning of Something Big’ Audio: Gateway to Canadian Rap Playlist (CBC’s Q) LCD Projector, Laptop and Internet access Laptop/tablets for small groups Summative Task: Gateway to Canadian Playlist Video: “Jonbronski: A Career to Remember” Narrative Perspectives: The Beginning of Something Big Assessment Students watch “Butcher T – In the Beginning” an interview with the legendary Opportunities DJ, in which he describes how he got his name and his start in hip hop, (www.nshharchive.ca/curriculum/music.html; 12 minutes). Students then read DJ Lil Jaz’s Assessment account ‘G-Force Slipmat, the Beginning of Something Big’. Students compare and FOR contrast the two narratives from different historical eras. They may want to re-watch Learning: parts of the Butcher T clip. Consider: How do these two figures in the hip hop industry Narrative

Time: 30Time: contribute to the culture? What is compelling about their beginnings? How might a hip Perspectives

Minds On Minds On hop artist or DJ get their beginning today? What has changed? discussion Then, students choose a modern hip hop artist or DJ to reference. How has technology, an established industry and history shaped today’s up and coming artists? How did they

Before: Before: start? Assessment Gateway to Canadian Rap Playlist 5 Essential Practices FOR Students listen to Mark V. Campbell on CBC Radio’s Q with the Designed to Promote Learning: Anti-Racist Pedagogy ‘Gateway to Canadian Rap Playlist’ Gateway to Canadian Rap (www.nshharchive.ca/curriculum/music.html; 9 minutes). • Education for In small groups, students choose one of Dr. Campbell’s picks and empowerment Playlist music view its (available at the URL above). How did the Gateway to Canadian video analysis

video complement, complicate or contradict the song lyrics? Do Rap Playlist you agree this is an important song in Canadian rap? Why or why •Talk about race not? Discuss. Gateway to Canadian Assessment OF Learning: Rap Playlist •Capture the Unseen Summative: Over this lesson arc, students have learned about historical What it Takes Gateway to Canadian hip hop artists. The teacher distributes the summative •Tell a Complicated Canadian Rap task for which students will curate their own Gateway to Story Playlist Canadian Rap playlist. Choose two songs from Canadian hip hop Narrative history and two from the modern-day scene. Prepare an audio Perspectives Differentiated annotation of song clips, modelled on Dr. Campbell’s Q interview. •Connect to the Instruction: Time: 15 Time: 20 Be prepared to present to the class. As a large group, co-create Present

Narrative Learning success criteria using the CBC interview as an exemplar. What environment

25 Action! During: Perspectives should your annotated audio playlist include? Full class, small What It Takes group and View an interview clip featuring Jonbronski, a Canadian hip hop pioneer individual work

(www.nshharchive.ca/curriculum/music.html). What do you notice about his career?

Connection Connection What qualities are important to success/longevity in the music business? How are these Interest & Content

Time: 10Time: qualities different from or the same as those necessary in other professions? Discuss with Consolidation & Choice of music

After: After: an elbow partner. In the large group, students share key ideas. videos Next Students may use computer lab time to research songs and prepare annotations. (Assessment for/of learning) Ti m Steps

Northside Hip Hop Archive: Lesson Arc for AMU2O Summative Task: Gateway to Canadian Rap Playlist

Over this lesson arc, you have learned about historical Canadian hip hop artists. Now, you will curate your own Gateway to Canadian Rap playlist.

Choose two songs from Canadian hip hop history and two from the modern-day scene.

Record an audio annotation of your four audio song clips, modelled on Mark V. Campbell’s Q interview in which he shares his own playlist. Dr. Campbell chose songs to which he connected emotionally and that he felt represented Canadian identity. The themes of belonging to and pride in where he’s from unite his selections. In his annotation, he explains themes of each song, provides some background on the artist(s), and presents links to the themes he states when introducing his playlist.

Explain why you chose your songs, ensuring you make clear why they are important to Canadian hip hop but also to you, and how they relate to your stated theme. Your entire recording should be about five minutes long, with song clips that don’t exceed one minute of this time total.

Refer to the success criteria co-created by the class when completing this task. Be prepared to present your playlist to the class.

My Gateway to Canadian Playlist

Historical Selections:

1.______

2.______

Modern Day Selections:

3.______

4.______