Hip Hop Culture in Latin America SPN 355 (44755)/LAS 370S (39335) Prof. Hector Dominguez Ruvalcaba Class meets T, TH, 12:30-2:00, BEN 1.104 Office hours: T, Th 11-12 or by appointment E-mail: [email protected]
Description:
The objective of this course is to study the development of the culture of hip hop in Latin America. Through a variety of materials including rap lyrics, graffiti, urban muralism, break dance, sound design, and entrepreneurship, the class will discuss: a) media and migratory factors of hip-hop expansion in the region; b) the notions of youth culture conveyed by these expressions; c) aesthetic debates around hip hop; d) the public intervention of hip-hop groups and their political influence. Class activities will include reading summaries, playlists of rap pieces with transcriptions and analysis, video and street art descriptions, class debates, and two tests, with the objective of introducing students to cultural and youth studies, and topics of contemporary Latin American contexts where hip hop culture has developed: poverty, race and ethnic conflicts, gender and sexuality.
Grading: Two partial tests: 30% Final project: 30% Reading summaries: 15% Quizzes: 10% Participation: 15%
Two partial tests. The content of these tests will be the topics of class discussions.
Final project. This will be a project developed by two students. There are two options for this project: 1). A selection of 10 rap pieces from any country of Latin America (including Brazil, the Caribbean countries and US Latino); a transcription and analysis of the lyrics; a presentation of the analysis (15-20 minutes). An essay of 4-5 pages will be turned in the day of presentation. 2) The composition of rap songs in Spanish. These songs should address any social or political issue of contemporary Latin America. About 10 pages.
Reading Summaries: each student will select one of the optional texts and will write a summary of one page to be presented to the class.
Quizzes: a quiz will be given for each mandatory reading.
Participation: Students are expected to be prepared for the class and to participate actively in discussions. In their participation, students will contribute with comments on the materials of analysis, response to professor and classmates’ positions, and questions addressing analysis and criticism. Attitudes and interventions that discourage the learning experience of the class will be considered negative participation and may affect participation grade.
Course policies Only 2 absences are allowed without penalty. After the 2nd one, a point from the final grade will be reduced for each absence, except when excusable absences are documented: illness, accidents, court attendance, participation in academic conferences, etc. (family reunions and non-emergency travels are not excusable). 50% of absences will result in an automatic F.
Only when a student has a valid excuse, he or she will be allowed to present tests or turn in assignments out of the scheduled date.
Students must talk to the professor in the office when they have any concern with grades, class performance, and other issues related to the class.
Professor musts give grades of tests and assignments at least one week after students presented or turned it in.
With a few exceptions, the use of laptops, tablets and cellphones is prohibited. All cellphones must be turned off during class.
Professor will give general feedback in class after each test or assignment or any time students request it; he also will be available in office hours or by appointment (in cases of schedule conflict) to talk on the progress of any particular student.
Instructor will make himself available to discuss appropriate academic accommodations that a student may require as a student with a disability. Before course accommodations will be made, students will be required to provide documentation prepared by the Services for Students with Disabilities Office (SSD). To ensure that the most appropriate accommodations can be provided, students should contact the SSD Office at 471-6259 or 471-4641. For more information, read regulations for Academic Accommodations for Students with Disabilities http://deanofstudents.utexas.edu/ssd
Scholastic dishonesty: students who violate University rules on scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and/or dismissal from The University of Texas. Since such dishonesty harms the individual, all students, and the integrity of the University, policies on scholastic dishonesty will be strictly enforced. For more information, visit Student Judicial Services (SJS) at http://deanofstudents.utexas.edu/sjs/
By UT Austin policy, you must notify me of your pending absence at least fourteen days prior to the date of observance of a religious holy day. If you must miss a class, an examination, a work assignment, or a project in order to observe a religious holy day, you will be given an opportunity to complete the missed work within a reasonable time after the absence.
Senate Bill 212 and Title IX Reporting Requirements. Under Senate Bill 212 (SB 212), the professor and TAs for this course are required to report for further investigation any information concerning incidents of sexual harassment, sexual assault, dating violence, and stalking committed by or against a UT student or employee. Federal law and university policy also requires reporting incidents of sex- and gender-based discrimination and sexual misconduct (collectively known as Title IX incidents). This means we cannot keep confidential information about any such incidents that you share with us. If you need to talk with someone who can maintain confidentiality, please contact University Health Services (512-471-4955 or 512-475-6877) or the UT Counseling and Mental Health Center (512-471-3515 or 512-471-2255). We strongly urge you make use of these services for any needed support and that you report any Title IX incidents to the Title IX Office.
Schedule
January
21. Introduction to the course. https://www.youtube.com/watch?v=gsgePJ84QOw
Definitions
23. Documentary: Mexico: ciudad hip hop https://www.youtube.com/watch?v=x6fid3Bzux8 (6 parts)
28. Reading: Braxton Peterson, James. Hip-Hop Headphones. A Scholar's Critical Playlist. (beat box) https://www.youtube.com/watch?v=Wbb8XIpoYc8 Quiz
El barrio leadership
30. Film: Favela Rising (afro reggae) https://www.youtube.com/watch?v=JU__cwZR6Oo
February
4. Reading: Valenzuela Arce, José Manuel. Vida de barro duro. Cultura popular y graffiti. Quiz
6. Reading: Cruz Salazar, Tania. "Yo me aventé como tres años haciendo tags, ¡Sí, la verdad, sí fui ilegal!
Street art
11. Reading: Sá, Lucía. "Writing on the Wall and other Interventions" Quiz
13. Muestra de arte urbano
18. Muestra de arte urbano
B-boys, B-girls or Breakdance
20. Reading. Rachael Gunn. “The paradoxes of breakdancing." (E) Quiz Beat Street (1984) https://www.youtube.com/watch?v=c_ShwO10d6g&list=RDA5fPSkTvjmY&index= 2
25. Lunaticoz. Medellín, Colombia https://www.youtube.com/watch?v=AzOW36E81Yc
LP Brakers. México https://www.youtube.com/watch?v=1gX3B6z1i54
27. Fusions. Cumbia https://www.youtube.com/watch?v=ZZMc91Ls8z4
Tango https://www.youtube.com/watch?v=cA0NtxZYKB4
Salsa https://www.youtube.com/watch?v=q6sPuZkLlHk
March
3. Test1
Rap
5. Jesús Salcido visit
10. Rap and addictions. Bubaseta. Conekshan letal (Chile) https://www.youtube.com/watch?v=ga7zJn5dllM
Shair, Midel. Chillin Willin (Argentina) https://www.youtube.com/watch?v=cubSyKqNp94&index=37&list=PLlYKDqBVDx X0t8cvQEj9dWDOuFU56-t42
Apache. Pónmela en el aire (Venezuela) https://www.youtube.com/watch?v=BKfeBHu4Yco&list=RDQMVwk74suy8Aw
12. Gangsta rap Reading: Rimas malandras (E) Quiz
Cartel de Santa. El tigre (México) https://www.youtube.com/watch?v=eLGNoL5kkHQ
El pinche mara. Tumbando coronas (México) https://www.youtube.com/watch?v=pXZ0XKOwE54
24. Rapper School. Pase lo que pase. (Perú) https://www.youtube.com/watch?v=kWh5aGMXByM
Julio Voltio. Julio Maraña. (Puerto Rico) https://www.youtube.com/watch?v=EqhnhA1vgMU&list=RDEMAwkGY9PRZjwjN ZSPiC-yNA&index=27
MC Crimen. Carlitos. (México) https://www.youtube.com/watch?v=KkVdaeGVwWI&list=RDDs7H7wUKmz0&ind ex=
Canserbero. Mundo de piedra (Venezuela) https://www.youtube.com/watch?v=kLFYQaqk3L8&index=3&list=RDdGzpsBSJZo w
26. Optional reading. León, Juanita. Country of Bullets. Chronocles of War.
ChocQuip Town. De donde yo soy (Colombia) https://www.youtube.com/watch?v=yMS4J6Gp6e4
Tres coronas. Falsedades (Colombia) https://www.youtube.com/watch?v=D3AFpbRNTmI
Calle 13 Adentro (Puerto Rico) https://www.youtube.com/watch?v=HZ7mt30A6aY&index=5&list=RDEMAwkGY9 PRZjwjNZSPiC-yNA
Social Protest
31. Molotov. Gimme tha power (México) https://www.youtube.com/watch?v=hfmY9Wlxx0o
Gabylonia. Abuso de poder (Colombia) https://www.youtube.com/watch?v=VQMBgsQyfT0
April
Race and ethnicity
2. Optional reading: Ben Bollig White rapper/Black beats (E)
Gabriel o Pensador (Brazil) https://www.letras.mus.br/gabriel-pensador/30449/
7. Wayna Rap - Chamakat Sartasiry (rap aymara, Bolivia) https://www.youtube.com/watch?v=YRwYjq7Kz-g Optional reading: Nancy H. Hornberger. "Bilingual Intercultural Education and Andean Rap. (E)
Optional reading: Kunin, Johana. "Jóvenes indígenas que "rapean" al ritmo de los cambios en el altiplano boliviano." Juventudes indígenas de Hip Hop y protesta social en América Latina. Ed. Maya Lorena Pérez Ruiz, Laura R. Valladares de la Cruz. México: Instituto Nacional de Antropología e Historia, 2014, 165-204. (P)
9. Bro MC. Koangagua (Rap guaraní, Brazil) https://www.youtube.com/watch?v=IBafJlZxT6s
Optional reading: Pimentel, Spensy. "Bro MC's: Los guaraní-Kaiowá de Brasil y el reencantamiento del Hip Hop en la lucha por la tierra." Juventudes indígenas de Hip Hop y protesta social en América Latina.
14. Una Isu. Mixteco es un lenguaje (rap mixteco, México-USA, https://www.youtube.com/watch?v=rzUyQ7wlUf4
Reading: http://www.jornada.com.mx/sin-fronteras/2017/06/12/201cuna-isu201d-el- rapero-trilingue-que-lucha-contra-la-discriminacion-y-marginacion-en-eu-en-lengua- mixteca-ingles-y-espanol-4513.html
Reading. https://unaisu.com/ Quiz
Gender implications
16. Mare. Advertencia de Lirika (México, rapera zapoteca) https://www.youtube.com/watch?v=aEs7Okf0SPc
Batallones femeninos en Cero Decibeles (México) https://www.youtube.com/watch?v=hJlxWgiwS0U
21. Bocafloja. sueños rotos (México) https://www.youtube.com/watch?v=Pom0KFRihN4
Reading. Bocafloja. La poética del Hip Hop como desmesura de lo político.
23. KRUDAS Cubensi (Cuba)
La gorda. https://www.youtube.com/watch?v=Mlzf9BPHZYo
Mi cuerpo es mío https://www.youtube.com/watch?v=x-Pgwldfx8U
Reading: Talia Wooldridge. ¡Escuche las Krudas! Raw Feminist Rap Music from Havaa, Cuba." (E) Quiz
28. Rap evangélico. MC Poncho https://www.youtube.com/watch?v=OFx2ZnG2Jyc https://www.youtube.com/watch?v=xmXwEgub4aM
December
30. Final projects presentations.
5. Final projects presentations.
7. Test 2
Bibliography
Braxton Peterson, James. Hip-Hop Headphones. A Scholar's Critical Playlist. New York: Bloomsbury, 2016.
Ben Bollig. 'White rapper/Black beats: Discovering a Race Problem in the Music of Gabriel o Pensador". Latin American Music review. 23:2 (Fall-Winter 2002), 159-178.
Bocafloja. La poética del Hip Hop como desmesura de lo político. México: Sísifo, 2008.
Cruz Salazar, Tania. "Yo me aventé como tres años haciendo tags, ¡Sí, la verdad, sí fui ilegal! Grafiteros: arte callejero en la ciudad de México." Desacatos 14 (primavera-verano 2004), 197-226.
Flores, Efnrique. Rimas malandras. México: Universidad Nacional Autónoma de México, 2013.
Hornberger, Nancy H.. "Bilingual Intercultural Education and Andean Rap. Transnational Sites for Indigenous Language and Identity." Language in Society, 41 (4), 499-525.
Kunin, Johana. "Jóvenes indígenas que "rapean" al ritmo de los cambios en el altiplano boliviano." Juventudes indígenas de Hip Hop y protesta social en América Latina. Ed. Maya Lorena Pérez Ruiz, Laura R. Valladares de la Cruz. México: Instituto Nacional de Antropología e Historia, 2014, 165-204.
León, Juanita. Country of Bullets. Chronocles of War. Abuquerque: University of New Mexico, 2009.
Pimentel, Spensy. "Bro MC's: Los guaraní-Kaiowá de Brasil y el reencantamiento del Hip Hop en la lucha por la tierra." Juventudes indígenas de Hip Hop y protesta social en América Latina. Ed. Maya Lorena Pérez Ruiz, Laura R. Valladares de la Cruz. México: Instituto Nacional de Antropología e Historia, 2014, 227-254.
Valenzuela Arce, José Manuel. Vida de barro duro. Cultura popular y graffiti. Guadalajara: Universidad de Guadalajara-COLEF.
Wooldridge, Talia. "¡Escuche las Krudas! Raw Feminist Rap Music from Havana, Cuba." Canadian Women Studies 27 (1), 74-81.