The Aspirations of Freestyle
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
University Interscholastic League Literary Criticism Contest • Invitational a • 2021
University Interscholastic League Literary Criticism Contest • Invitational A • 2021 Part 1: Knowledge of Literary Terms and of Literary History 30 items (1 point each) 1. A line of verse consisting of five feet that char- 6. The repetition of initial consonant sounds or any acterizes serious English language verse since vowel sounds in successive or closely associated Chaucer's time is known as syllables is recognized as A) hexameter. A) alliteration. B) pentameter. B) assonance. C) pentastich. C) consonance. D) tetralogy. D) resonance. E) tetrameter. E) sigmatism. 2. The trope, one of Kenneth Burke's four master 7. In Greek mythology, not among the nine daugh- tropes, in which a part signifies the whole or the ters of Mnemosyne and Zeus, known collectively whole signifies the part is called as the Muses, is A) chiasmus. A) Calliope. B) hyperbole. B) Erato. C) litotes. C) Polyhymnia. D) synecdoche. D) Urania. E) zeugma. E) Zoe. 3. Considered by some to be the most important Irish 8. A chronicle, usually autobiographical, presenting poet since William Butler Yeats, the poet and cele- the life story of a rascal of low degree engaged brated translator of the Old English folk epic Beo- in menial tasks and making his living more wulf who was awarded the 1995 Nobel Prize for through his wit than his industry, and tending to Literature is be episodic and structureless, is known as a (n) A) Samuel Beckett. A) epistolary novel. B) Seamus Heaney. B) novel of character. C) C. S. Lewis. C) novel of manners. D) Spike Milligan. D) novel of the soil. -
Poetry Vocabulary
Poetry Vocabulary Alliteration: Definition: •The repetition of consonant sounds in words that are close together. •Example: •Peter Piper picked a peck of pickled peppers. How many pickled peppers did Peter Piper pick? Assonance: Definition: •The repetition of vowel sounds in words that are close together. •Example: •And so, all the night-tide, I lie down by the side Of my darling, my darling, my life and my bride. -Edgar Allen Poe, from “Annabel Lee” Ballad: Definition: •A song or songlike poem that tells a story. •Examples: •“The Dying Cowboy” • “The Cremation of Sam McGee” Cinquain: Definition: • A five-line poem in which each line follows a rule. 1. A word for the subject of the poem. 2. Two words that describe it. 3. Three words that show action. 4. Four words that show feeling. 5. The subject word again-or another word for it. End rhyme: Definition: • Rhymes at the ends of lines. • Example: – “I have to speak-I must-I should -I ought… I’d tell you how I love you if I thought The world would end tomorrow afternoon. But short of that…well, it might be too soon.” The end rhymes are ought, thought and afternoon, soon. Epic: Definition: • A long narrative poem that is written in heightened language and tells stories of the deeds of a heroic character who embodies that values of a society. • Example: – “Casey at the Bat” – “Beowulf” Figurative language: Definition: • An expressive use of language. • Example: – Simile – Metaphor Form: Definition: • The structure and organization of a poem. Free verse: Definition: • Poetry without a regular meter or rhyme scheme. -
Hip-Hop's Diversity and Misperceptions
The University of Maine DigitalCommons@UMaine Honors College Summer 8-2020 Hip-Hop's Diversity and Misperceptions Andrew Cashman Follow this and additional works at: https://digitalcommons.library.umaine.edu/honors Part of the Music Commons, and the Social and Cultural Anthropology Commons This Honors Thesis is brought to you for free and open access by DigitalCommons@UMaine. It has been accepted for inclusion in Honors College by an authorized administrator of DigitalCommons@UMaine. For more information, please contact [email protected]. HIP-HOP’S DIVERSITY AND MISPERCEPTIONS by Andrew Cashman A Thesis Submitted in Partial Fulfillment of the Requirements for a Degree with Honors (Anthropology) The Honors College University of Maine August 2020 Advisory Committee: Joline Blais, Associate Professor of New Media, Advisor Kreg Ettenger, Associate Professor of Anthropology Christine Beitl, Associate Professor of Anthropology Sharon Tisher, Lecturer, School of Economics and Honors Stuart Marrs, Professor of Music 2020 Andrew Cashman All Rights Reserved ABSTRACT The misperception that hip-hop is a single entity that glorifies wealth and the selling of drugs, and promotes misogynistic attitudes towards women, as well as advocating gang violence is one that supports a mainstream perspective towards the marginalized.1 The prevalence of drug dealing and drug use is not a picture of inherent actions of members in the hip-hop community, but a reflection of economic opportunities that those in poverty see as a means towards living well. Some artists may glorify that, but other artists either decry it or offer it as a tragic reality. In hip-hop trends build off of music and music builds off of trends in a cyclical manner. -
Song List 2012
SONG LIST 2012 www.ultimamusic.com.au [email protected] (03) 9942 8391 / 1800 985 892 Ultima Music SONG LIST Contents Genre | Page 2012…………3-7 2011…………8-15 2010…………16-25 2000’s…………26-94 1990’s…………95-114 1980’s…………115-132 1970’s…………133-149 1960’s…………150-160 1950’s…………161-163 House, Dance & Electro…………164-172 Background Music…………173 2 Ultima Music Song List – 2012 Artist Title 360 ft. Gossling Boys Like You □ Adele Rolling In The Deep (Avicii Remix) □ Adele Rolling In The Deep (Dan Clare Club Mix) □ Afrojack Lionheart (Delicious Layzas Moombahton) □ Akon Angel □ Alyssa Reid ft. Jump Smokers Alone Again □ Avicii Levels (Skrillex Remix) □ Azealia Banks 212 □ Bassnectar Timestretch □ Beatgrinder feat. Udachi & Short Stories Stumble □ Benny Benassi & Pitbull ft. Alex Saidac Put It On Me (Original mix) □ Big Chocolate American Head □ Big Chocolate B--ches On My Money □ Big Chocolate Eye This Way (Electro) □ Big Chocolate Next Level Sh-- □ Big Chocolate Praise 2011 □ Big Chocolate Stuck Up F--k Up □ Big Chocolate This Is Friday □ Big Sean ft. Nicki Minaj Dance Ass (Remix) □ Bob Sinclair ft. Pitbull, Dragonfly & Fatman Scoop Rock the Boat □ Bruno Mars Count On Me □ Bruno Mars Our First Time □ Bruno Mars ft. Cee Lo Green & B.O.B The Other Side □ Bruno Mars Turn Around □ Calvin Harris ft. Ne-Yo Let's Go □ Carly Rae Jepsen Call Me Maybe □ Chasing Shadows Ill □ Chris Brown Turn Up The Music □ Clinton Sparks Sucks To Be You (Disco Fries Remix Dirty) □ Cody Simpson ft. Flo Rida iYiYi □ Cover Drive Twilight □ Datsik & Kill The Noise Lightspeed □ Datsik Feat. -
COMPLETE MUSIC LIST by ARTIST ] [ No of Tunes = 6773 ]
[ COMPLETE MUSIC LIST by ARTIST ] [ No of Tunes = 6773 ] 001 PRODUCTIONS >> BIG BROTHER THEME 10CC >> ART FOR ART SAKE 10CC >> DREADLOCK HOLIDAY 10CC >> GOOD MORNING JUDGE 10CC >> I'M NOT IN LOVE {K} 10CC >> LIFE IS A MINESTRONE 10CC >> RUBBER BULLETS {K} 10CC >> THE DEAN AND I 10CC >> THE THINGS WE DO FOR LOVE 112 >> DANCE WITH ME 1200 TECHNIQUES >> KARMA 1910 FRUITGUM CO >> SIMPLE SIMON SAYS {K} 1927 >> IF I COULD {K} 1927 >> TELL ME A STORY 1927 >> THAT'S WHEN I THINK OF YOU 24KGOLDN >> CITY OF ANGELS 28 DAYS >> SONG FOR JASMINE 28 DAYS >> SUCKER 2PAC >> THUGS MANSION 3 DOORS DOWN >> BE LIKE THAT 3 DOORS DOWN >> HERE WITHOUT YOU {K} 3 DOORS DOWN >> KRYPTONITE {K} 3 DOORS DOWN >> LOSER 3 L W >> NO MORE ( BABY I'M A DO RIGHT ) 30 SECONDS TO MARS >> CLOSER TO THE EDGE 360 >> LIVE IT UP 360 >> PRICE OF FAME 360 >> RUN ALONE 360 FEAT GOSSLING >> BOYS LIKE YOU 3OH!3 >> DON'T TRUST ME 3OH!3 FEAT KATY PERRY >> STARSTRUKK 3OH!3 FEAT KESHA >> MY FIRST KISS 4 THE CAUSE >> AIN'T NO SUNSHINE 4 THE CAUSE >> STAND BY ME {K} 4PM >> SUKIYAKI 5 SECONDS OF SUMMER >> DON'T STOP 5 SECONDS OF SUMMER >> GIRLS TALK BOYS {K} 5 SECONDS OF SUMMER >> LIE TO ME {K} 5 SECONDS OF SUMMER >> SHE LOOKS SO PERFECT 5 SECONDS OF SUMMER >> SHE'S KINDA HOT {K} 5 SECONDS OF SUMMER >> TEETH 5 SECONDS OF SUMMER >> WANT YOU BACK 5 SECONDS OF SUMMER >> YOUNGBLOOD {K} 50 CENT >> 21 QUESTIONS 50 CENT >> AYO TECHNOLOGY 50 CENT >> CANDY SHOP 50 CENT >> IF I CAN'T 50 CENT >> IN DA CLUB 50 CENT >> P I M P 50 CENT >> PLACES TO GO 50 CENT >> WANKSTA 5000 VOLTS >> I'M ON FIRE 5TH DIMENSION -
The Co-Construction of Whiteness in an Mc Battle
Pragmatics 17:1.9-22 (2007) International Pragmatics Association DOI: 10.1075/prag.17.1.01cut THE CO-CONSTRUCTION OF WHITENESS IN AN MC BATTLE Cecelia Cutler Abstract Within hip-hop, MC (Master of Cermonies) battles are one of the most visible and potentially humiliating venues for demonstrating one’s verbal skill. Competitors face each other in front of an audience. Each has a minute to “diss” his or her opponent against a backdrop of rhythms produced by a DJ. Each participant’s performance generally consists of “freestyle” or spontaneously generated rhymes designed to belittle some aspect of the opponent’s appearance, rhyming style or place of origin, and ritual insults directed at his or her mother, sister, or crew. Opponents show good will by embracing afterwards. Ultimately the audience decides who wins by applauding louder for one opponent than the other at the end of the battle. Using the framework of interactional sociolinguistics (Goffman 1974, 1981), I will analyze clips from a televised MC battle in which the winning contestant was a White teenager from the Midwest called “Eyedea.” I will show how Eyedea and his successive African American opponents, “R.K.” and “Shells”, participate in the co-construction of his Whiteness. Eyedea marks himself linguistically as White by overemphasizing his pronunciation of /r/ and by carefully avoiding Black ingroup forms of address like “nigga” (c.f. Smitherman 1994). R.K. and Shells construct Eyedea’s Whiteness largely in discursive ways – by pointing out his resemblance to White actors, and alluding to television shows with White cultural references. Socially constructed racial boundaries must be acknowledged in these types of performances because Whiteness (despite the visibility of White rappers like Eminem) is still marked against the backdrop of normative Blackness in hip-hop (Boyd 2002). -
ED 105 498 CS 202 027 Introduction to Poetry. Language Arts
DOCUMENT RESUME ED 105 498 CS 202 027 TITLE Introduction to Poetry. Language Arts Mini-Course. INSTITUTION Lampeter-Strasburg School District, Pa. PUB DATE 73 NOTE 13p.; See related documents CS202024-35; Product of Lampeter-Strasburg High School EDRS PRICE MF-$0.76 HC-$1.58 PLUS POSTAGE DESCRIPTORS Class Activities; *Course Descriptions; Course Objectives; *Curriculum Guides; Instructional Materials; *Language Arts; Literature; *Poetry; Secondary Education; *Short Courses IDENTIFIERS Minicourses ABSTRACT This language arts minicourse guide for Lampeter-Strasburg (Pennsylvania) High School contains a topical outline of an introduction to a poetry course. The guide includes a list of twenty course objectives; an outline of the definitions, the stanza forms, and the figures of speech used in poetry; a description of the course content .nd concepts to be studied; a presentation of activities and procedures for the classroom; and suggestions for instructional materials, including movies, records, audiovisual aids, filmstrips, transparencies, and pamphlets and books. (RB) U S Oh PAR TmENT OF HEALTH C EOUCATKIN WELFARE NAT.ONA, INSTITUTE OF EOUCATION Ch DO. Ls. 1 N THA) BE E 4 REPRO ^,,)I qAt L'e AS RECEIVED FROM 1' HI PE 4 sON OR ulICHLNIZA T ION ORIGIN :.' 4L, , T PO,N' s OF .IIE K OR OP .NICINS LiN .." E D DO NOT riFcE SSARL + RE PRE ,E % , Lr lat_ 4.% 00NAL INS T TUT e OF CD c D , .'`N POs. T 1C14 OR POLICY uJ Language Arts Mini-Course INTRODUCTION TO POETRY Lampeter-Strasburg High School ERM.SSION TO RE POODuCETHIS COPY M. 'ED MATERIAL HA; BEEN GRANTED BY Lampeter, Pennsylvania Lampeter-Strasburg High School TD ERIC AV) ORGANIZATIONS OPERATING P.t,EP AGREEMENTS .SiTH THE NATIONAL IN STTuTE Or EDUCATION FURTHER 1973 REPRO PUCTION OU'SIDE THE EPIC SYSTEMRE QUIRES PERMISS'ON OF THE COPYRIGHT OWNER N O INTRODUCTION TO POETRY OBJECTIVES: 1. -
INFLO-Mation: a Model for Exploring Information Behavior Through Hip Hop
The Journal of Research on Libraries and Young Adults Volume 9 No.1: July 2018 www.yalsa.ala.org/jrlya INFLO-mation: A Model for Exploring Information Behavior through Hip Hop Kafi D. Kumasi, PhD, Wayne State University Abstract This paper explores the insights that hip hop might afford young adult library researchers who study information behavior, particularly in online environments. A Critical Race Theory (CRT) approach was used to explain how existing information behavior models describe youth experiences in ways that mask their unique racialized experiences and culturally specific information-creating behaviors. Using CRT’s counter-storytelling method, a new model called INFLO-mation is introduced, featuring a continuum of information behaviors captured within three descriptive categories of creativity: Rhythm, Rhyme, and Remix (R3). Findings include a discussion the INFLO model, its classification scheme, and illustrative examples from contemporary teens’ digital media practices rooted in hip hop culture. Introduction “Okay, Ladies, now let’s get in formation.” —Beyoncé, “Formation,” Lemonade (2016) In this paper, I introduce a model for exploring information behavior (IB) called INFLO-mation (INFLO). This model also serves as a call to action for library and information science (LIS) professionals to “Get INFLO-mation,” or to leverage hip hop culture as a way to expand how they view, study, and support the everyday IB of teens. This call to action is reminiscent of a popular song by singer Beyoncé, who commands listeners to “get in formation,” or to get in one accord with a radical aura of Black positivity. JRLYA: Volume 9 No.1: July 2018 1 This INFLO model is grounded in over fifteen years of my thinking and writing about the intersections of adolescent literacy, school librarianship, and issues of equity in education.i It also reflects my lived experiences as a Black female scholar who came of age in the 1990s during the golden era of hip hop, which was the proverbial soundtrack of my youth. -
Writing to Transgress: Sharing Stories, Claiming Space, and Finding Community
Writing to Transgress: Sharing Stories, Claiming Space, and Finding Community by Emily Pohl-Weary A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Leadership, Higher and Adult Education Ontario Institute for Studies in Education University of Toronto © Copyright by Emily Pohl-Weary 2018 ii Writing to Transgress: Sharing Stories, Claiming Space, and Finding Community Emily Pohl-Weary Doctor of Philosophy Leadership, Higher and Adult Education Ontario Institute for Studies in Education University of Toronto 2018 Abstract My research has shown that community-based creative writing groups can be safer spaces for people who are under-represented in the English literary canon to craft and share their stories, poems, and other genres of writing. They can also put the act of cultural production into the hands of participants, redefine the notion of great literature, and provide a counterpoint to institutional learning. These groups are potential spaces for learning how to relate to one another with respect while acknowledging our own privileges, which can ultimately transform hegemonic social relations that exclude and oppress rather than connect and build support. Using iii critical arts-based inquiry and program evaluation methods, I employ a reflexive technique to investigate the benefits of a single group for youth, Toronto Street Writers (TSW), which I facilitated for six years in the neighbourhood where I grew up. TSW is positioned within a range of literacy and community writing groups across North America, transgressive and anti- oppressive theories around creative writing pedagogy are summarized, and interviews with former participants and staff of TSW are analyzed for insights into how to facilitate sustainable community-based creative writing groups that genuinely benefit members. -
Université De Montréal Les Duels De Rap En Tant Que Forme De
Université de Montréal Les duels de rap en tant que forme de compétition pour le statut : une perspective évolutionnaire Par Vivekan Brunschwig Département d’anthropologie Faculté des arts et sciences Mémoire présenté à la Faculté des études supérieures en vue de l’obtention du grade de Maître ès sciences en anthropologie Novembre 2016 © Vivekan Brunschwig, 2016 ii RÉSUMÉ Les duels de rap sont souvent définis dans la littérature sociologique comme étant des échanges d’insultes ou des joutes verbales improvisées. Ces définitions risquent de biaiser la compréhension du phénomène, puisque les chercheurs auront tendance à ne relever que les aspects qui vont dans le sens des définitions choisies au début de l’analyse qui, en plus, sont très réductrices et contextuelles. En adoptant une perspective évolutionnaire, il est possible d’ancrer l’analyse dans un cadre plus large, car basé sur des tendances motivationnelles universelles, pouvant servir comme un point de départ objectif à l’analyse. En ce sens les duels de rap peuvent être considérés comme des concours de compétences pour un statut conféré par le public (hypothèse de départ) où les participants tentent de surpasser leurs adversaires (hypothèse 1), tentent de conquérir le public (hypothèse 2), et reçoivent certains bénéfices en liens avec le statut grâce à leurs performances (hypothèse 3). Ces trois hypothèses évolutionnaires ont été confirmées par un examen systématique de cinq duels selon une grille d’analyse standardisée comportant 14 critères d’observations. Ces critères, regroupés en neuf prédictions, représentent les aspects variables et contextuels des duels de rap, tels que les niveaux et fréquences de dominance physique démontrés par chaque participant, d’interactions avec le public, de vers où ils se vantent et/ou rabaissent leur adversaire, de démonstrations des capacités artistiques, d’humour, et, pour le public, les niveaux d’acclamations des participants et les votes pour élire un vainqueur ou encore pour établir une hiérarchie entre les participants. -
The Co-Construction of Whiteness in an Mc Battle
Pragmatics 17:1.9-22 (2007) International Pragmatics Association THE CO-CONSTRUCTION OF WHITENESS IN AN MC BATTLE Cecelia Cutler Abstract Within hip-hop, MC (Master of Cermonies) battles are one of the most visible and potentially humiliating venues for demonstrating one’s verbal skill. Competitors face each other in front of an audience. Each has a minute to “diss” his or her opponent against a backdrop of rhythms produced by a DJ. Each participant’s performance generally consists of “freestyle” or spontaneously generated rhymes designed to belittle some aspect of the opponent’s appearance, rhyming style or place of origin, and ritual insults directed at his or her mother, sister, or crew. Opponents show good will by embracing afterwards. Ultimately the audience decides who wins by applauding louder for one opponent than the other at the end of the battle. Using the framework of interactional sociolinguistics (Goffman 1974, 1981), I will analyze clips from a televised MC battle in which the winning contestant was a White teenager from the Midwest called “Eyedea.” I will show how Eyedea and his successive African American opponents, “R.K.” and “Shells”, participate in the co-construction of his Whiteness. Eyedea marks himself linguistically as White by overemphasizing his pronunciation of /r/ and by carefully avoiding Black ingroup forms of address like “nigga” (c.f. Smitherman 1994). R.K. and Shells construct Eyedea’s Whiteness largely in discursive ways – by pointing out his resemblance to White actors, and alluding to television shows with White cultural references. Socially constructed racial boundaries must be acknowledged in these types of performances because Whiteness (despite the visibility of White rappers like Eminem) is still marked against the backdrop of normative Blackness in hip-hop (Boyd 2002). -
MC Trey: the 'Feline Force' of Australian Hip Hop Tony Mitchell
ARTIST PROFILE MC Trey: The ‘Feline Force’ of Australian Hip Hop Tony Mitchell A Hip Hop Role Model Fijian-Australian MC Trey, aka Thelma Thomas, is arguably Australia’s leading female MC, who has begun to receive prominent mainstream media coverage for her Pacific Islander style, dynamic live performances, distinctively street-wise and musically diverse recordings, and her hip hop workshops. Described by Andrew Drever in the Sydney Morning Herald as ‘one of Australian hip hop’s true role models,’1 to date she has released two acclaimed mini-albums, the ten-track Daily Affirmations (2000)—described as a ‘landmark for the Australian hip hop scene’ and album of the week in Sydney street mag Revolver2—and the eight-track Tapastry Tunes (2003), described by George Palathingal in the Sydney Morning Herald’s ‘Metro’ as ‘[d]emonstrating potentially the biggest leap forward for Australian hip hop.’3 Trey (initially an anagram for ‘The Rhymin’ Edifying Young’un’) has also contributed tracks to numerous Australian hip hop compilations, most notably the all-woman First Words (2000), released on Sydney-based label Mother Tongues, described by label founder Heidi Pasqual as ‘the first label in the world dedicated to the development of Women in Hip Hop Music.’ On the US release Best of International Hip Hop (Hip-O Universal, 2000) she represents Australia with her ‘melodic, realistic, personal, political, positive’ MC style, alongside a host of non-Anglophone male MCs and crews from Argentina, Algeria, Switzerland, Israel, Romania, Greece, Austria, Greenland, Croatia, France, South Africa and Portugal. Trey’s track on the international hip hop compilation, ‘Feline Forces,’ is about the African- American and Australian women in hip hop who have influenced her, from Roxanne Shante to MC Lyte, Baby Love, MC Que and local graffiti artist and MC Charlene aka Spice, who ‘in ’88 dropped the first Aussie female tune’ (on the Virgin compilation of Australian hip hop 1 Andrew Drever, ‘Trey bien,’ Sydney Morning Herald 27 June 2003: ‘Metro’ 10.