Canadian Hip Hop Radio

Northside Hip Hop Archive Curriculum Resource Guide: History, Grade 10, Academic/Applied (CHC2D/P) – Lesson 1 Lesson Title Pioneers & Architects: Canadian Hip Hop Radio DJs Expectations: Learning Goals Assessment Demonstrate Mapping Music Social, Economic, and Political Context understanding of the Discovery E1.1 describe various social and cultural trends and developments in cultural contributions of Fantastic Voyage Canada since 1982 Canadian hip hop DJs Explain the historical Hip Hop History Identity, Citizenship, and Heritage role of radio in music culture development E3.2 explain ways in which various individuals, groups, organizations, Materials and/or events have contributed to the arts and popular culture in Canada Audio: Shad - Fam Jam (Fe Sum Immigrins) since 1982 Post-its Video: 2011 of Stylus Hall of Fame Inductee Ron Nelson Copies of article: Scratching his Musical Mark LCD Projector, Laptop and Internet access Fantastic Voyage Exit Slips Mapping Music Discovery Assessment While the teacher plays music (Shad’s Fam Jam (Fe Sum Immigrins), students respond to Opportunities the question on post-its: Where do you discover new music? Each response (YouTube, Spotify, iTunes etc.) goes on a different post-it, which students affix to the chalkboard. After, students stay at the board to group similar responses until they have created a Assessment post-it web/map of how they encounter new music. The music stops and students return FOR to their seats. The teacher introduces the Northside Hip Hop Archive, discussing its Learning: Minds On Minds On mandate and navigates to the tribute clip for 2011 of Stylus Hall of Fame Inductee Ron Mapping Music

Time: 20 Time: Nelson, a founding father of Canadian hip hop culture (2:45 min) Discovery Post- (www.nshharchive.ca/curriculum/history.html). Its

After viewing the clip, students consider how music used to be discovered, compared to now. They also discuss why certain kinds of music may have had limited access to Assessment

Before: mainstream music venues of the time, considering race and class. FOR Hip Hop History: DTS and the Masterplan Show 5 Essential Practices Learning: The teacher distributes “Scratching his Musical Mark” Designed to Promote Hip Hop History Anti-Racist Pedagogy (www.nshharchive.ca/curriculum/history.html). In small groups, discussion students read the article, with special attention to the following • Education for terms that appear in it, also posted on the board: empowerment

 vinyl Hip Hop History •Talk about race Assessment  disc jockey Mapping Music  underground hip-hop FOR •Capture the Unseen Learning: 25  mainstream hip-hop Hip Hop History Fantastic  sound system •Tell a Complicated Time: 35 Time: Voyage Exit Slips  campus radio station Story

 misconceptions Fantastic Voyage

Each student chooses one term, making notes about: •Connect to the Present Differentiated Instruction: understanding of the term; its use in context, personal Mapping Music

connections; and questions it prompted. Consider social, cultural Learning and economic implications. In the large group, students share environment Action! During: analyses for each of the seven terms. Full class, small

Fantastic Voyage group and In the large group, students read the online introduction explaining the historical place of individual work

DJ Ron Nelson’s Fantastic Voyage and then listen to a five minute clip of the show (www.nshharchive.ca/curriculum/history.html). As they listen, students make notes about Interest & the kinds of information he provides to listeners (dances, artist news, shout outs, Content dedications, new songs etc). Choice of terms

Time: 20 Time: On an exit slip, students respond to the questions: Do DJs play music, make music or shape music culture? Or is it all three? With reference to today’s video, article and audio

Consolidation Connection & clip, make an argument responding to this question. After: After:

Next Students can share their ideas from exit slips on the course online forum, or the exit slips can be redistributed during Ti me Steps another class to prompt small group discussions. (Assessment for/of learning) Scratching His Musical Mark: Notes

Understanding of Term Term's Use in Article Context Term:

Personal Connections to Term Questions Prompted by Term

Fantastic Voyage: Exit Slips

Pioneers & Architects: Canadian Hip Hop Radio DJs Do DJs play music, make music, or shape music culture? Or is it all three? With reference to today’s video, article and audio clip, make an argument responding to this question.

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