Black Nationalism and Rap Music
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ENG 350 Summer12
ENG 350: THE HISTORY OF HIP-HOP With your host, Dr. Russell A. Potter, a.k.a. Professa RAp Monday - Thursday, 6:30-8:30, Craig-Lee 252 http://350hiphop.blogspot.com/ In its rise to the top of the American popular music scene, Hip-hop has taken on all comers, and issued beatdown after beatdown. Yet how many of its fans today know the origins of the music? Sure, people might have heard something of Afrika Bambaataa or Grandmaster Flash, but how about the Last Poets or Grandmaster CAZ? For this class, we’ve booked a ride on the wayback machine which will take us all the way back to Hip-hop’s precursors, including the Blues, Calypso, Ska, and West African griots. From there, we’ll trace its roots and routes through the ‘parties in the park’ in the late 1970’s, the emergence of political Hip-hop with Public Enemy and KRS-One, the turn towards “gangsta” style in the 1990’s, and on into the current pantheon of rappers. Along the way, we’ll take a closer look at the essential elements of Hip-hop culture, including Breaking (breakdancing), Writing (graffiti), and Rapping, with a special look at the past and future of turntablism and digital sampling. Our two required textbook are Bradley and DuBois’s Anthology of Rap (Yale University Press) and Neal and Forman’s That's the Joint: The Hip-Hop Studies Reader are both available at the RIC campus store. Films shown in part or in whole will include Bamboozled, Style Wars, The Freshest Kids: A History of the B-Boy, Wild Style, and Zebrahead; there will is also a course blog with a discussion board and a wide array of links to audio and text resources at http://350hiphop.blogspot.com/ WRITTEN WORK: An informal response to our readings and listenings is due each week on the blog. -
DJ Skills the Rise of the Hip-Hop DJ 3
The Rise of the Hip-Hop DJ 1 74 The Rise of The Hip-hop DJ DJs were Hip-hop’s original architects, and remain crucial to its contin- ued development. Hip-hop is more than a style of music; it’s a culture. As with any culture, there are various artistic expressions of Hip-hop, the four principal expressions being: • visual art (graffiti) • dance (breaking, rocking, locking, and popping, collectively known in the media as “break dancing”) • literature (rap lyrics and slam poetry) • music (DJing and turntablism) Unlike the European Renaissance or the Ming Dynasty, Hip-hop is a culture that is very much alive and still evolving. Some argue that Hip-hop is the most influential cultural movement in history, point- ing to the globalization of Hip-hop music, fashion, and other forms of expression. Style has always been at the forefront of Hip-hop. Improvisation is called free styling, whether in rap, turntablism, breaking, or graf- fiti writing. Since everyone is using the essentially same tools (spray paint for graffiti writers, microphones for rappers and beat boxers, their bodies for dancers, and two turntables with a mixer for DJs), it’s the artists’ personal styles that set them apart. It’s no coincidence that two of the most authentic movies about the genesis of the move- ment are titled Wild Style and Style Wars. There are also many styles of writing the word “Hip-hop.” The mainstream media most often oscillates between “hip-hop” and “hip hop.” The Hiphop Archive at Harvard writes “Hiphop” as one word, 2 DJ Skills The Rise of the Hip-Hop DJ 3 with a capital H, embracing KRS-ONE’s line of reasoning that “Hiphop Kool DJ Herc is a culture with its own foundation narrative, history, natives, and 7 In 1955 in Jamaica, a young woman from the parish of Saint Mary mission.” After a great deal of input from many people in the Hip-hop community, I’ve decided to capitalize the word but keep the hyphen, gave birth to a son who would become the father of Hip-hop. -
“Rapper's Delight”
1 “Rapper’s Delight” From Genre-less to New Genre I was approached in ’77. A gentleman walked up to me and said, “We can put what you’re doing on a record.” I would have to admit that I was blind. I didn’t think that somebody else would want to hear a record re-recorded onto another record with talking on it. I didn’t think it would reach the masses like that. I didn’t see it. I knew of all the crews that had any sort of juice and power, or that was drawing crowds. So here it is two years later and I hear, “To the hip-hop, to the bang to the boogie,” and it’s not Bam, Herc, Breakout, AJ. Who is this?1 DJ Grandmaster Flash I did not think it was conceivable that there would be such thing as a hip-hop record. I could not see it. I’m like, record? Fuck, how you gon’ put hip-hop onto a record? ’Cause it was a whole gig, you know? How you gon’ put three hours on a record? Bam! They made “Rapper’s Delight.” And the ironic twist is not how long that record was, but how short it was. I’m thinking, “Man, they cut that shit down to fifteen minutes?” It was a miracle.2 MC Chuck D [“Rapper’s Delight”] is a disco record with rapping on it. So we could do that. We were trying to make a buck.3 Richard Taninbaum (percussion) As early as May of 1979, Billboard magazine noted the growing popularity of “rapping DJs” performing live for clubgoers at New York City’s black discos.4 But it was not until September of the same year that the trend gar- nered widespread attention, with the release of the Sugarhill Gang’s “Rapper’s Delight,” a fifteen-minute track powered by humorous party rhymes and a relentlessly funky bass line that took the country by storm and introduced a national audience to rap. -
Smith, Troy African & African American Studies Department
Fordham University Masthead Logo DigitalResearch@Fordham Oral Histories Bronx African American History Project 2-3-2006 Smith, Troy African & African American Studies Department. Troy Smith Fordham University Follow this and additional works at: https://fordham.bepress.com/baahp_oralhist Part of the African American Studies Commons Recommended Citation Smith, Troy. Interview with the Bronx African American History Project. BAAHP Digital Archive at Fordham University. This Interview is brought to you for free and open access by the Bronx African American History Project at DigitalResearch@Fordham. It has been accepted for inclusion in Oral Histories by an authorized administrator of DigitalResearch@Fordham. For more information, please contact [email protected]. Interviewer: Mark Naison, Andrew Tiedt Interviewee: Troy Smith February 3, 2006 - 1 - Transcriber: Laura Kelly Mark Naison (MN): Hello, this is the 143rd interview of the Bronx African American History Project. It’s February 3, 2006. We’re at Fordham University with Troy Smith who is one of the major collectors of early hip hop materials in the United States and the lead interviewer is Andrew Tiedt, graduate assistant for the Bronx African American History Project. Andrew Tiedt (AT): Okay Troy, first I wanna say thanks for coming in, we appreciate it. Your archive of tapes is probably one of the most impressive I’ve ever seen and especially for this era. Well before we get into that though, I was wondering if you could just tell us a little bit about where you’re from. Where did you grow up? Troy Smith (TS): I grew up in Harlem on 123rd and Amsterdam, the Grant projects, 1966, I’m 39 years old now. -
Teacher Perceptions of the Use of Hip Hop Culture, Hip Hop Pedagogy
TEACHER PERCEPTIONS OF THE USE OF HIP HOP CULTURE, HIP HOP PEDAGOGY, AND IDENTITY DEVELOPMENT IN AN URBAN ELEMENTARY SCHOOL by KELLY D. WILLIAMS A Dissertation Submitted to the Graduate Faculty of the University of West Georgia in Partial Fulfillment of the Requirements for the Degree of Doctor of Education CARROLLTON, GEORGIA 2015 ProQuest Number: 10007136 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. ProQuest 10007136 Published by ProQuest LLC (2016). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code Microform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, MI 48106 - 1346 ABSTRACT KELLY D. WILLIAMS: Teacher Perceptions of the Use of Hip Hop Culture, Hip Hop Pedagogy and Identity Development in an Urban Elementary School (Under the direction of Barbara Kawulich, Ph.D.) This study described the perceptions of Hip Hop teaching artists and traditional school teachers toward the use of Hip Hop music and culture to nurture positive identity development in urban elementary students. The study sought to discover influences of Hip Hop culture on youth identity formation. Inquiry also focused on the participant educators’ perceptions of the benefits and challenges of implementing Hip Hop-based pedagogy in educational settings. -
Thea&T Register
North Carolina Agricultural and Technical State University Aggie Digital Collections and Scholarship NCAT Student Newspapers Digital Collections 3-21-2007 The Register, 2007-03-21 North Carolina Agricutural and Technical State University Follow this and additional works at: https://digital.library.ncat.edu/atregister Recommended Citation North Carolina Agricutural and Technical State University, "The Register, 2007-03-21" (2007). NCAT Student Newspapers. 1376. https://digital.library.ncat.edu/atregister/1376 This Book is brought to you for free and open access by the Digital Collections at Aggie Digital Collections and Scholarship. It has been accepted for inclusion in NCAT Student Newspapers by an authorized administrator of Aggie Digital Collections and Scholarship. For more information, please contact [email protected]. The A&T Register Serving North Carolina A&T State University since 1893 Wednesday, March 21,2007 ■ volume lxxx, issue 1 g Students trade fun to serve the public Shaunta Thompson Contributor Orlando college student Joe Rhymer is looking forward to getting out ofbed at 7 a.m. every day this week to work hard for no money in a strange neighborhood hundreds of miles from home Even the week's accom- modations achurch-hall floor shared with- dozens ofstrangers - evokes childhood memories ofa fun camping triprather thanworries about discomfort "It should be interesting," he said, chuckling. And wellworth the sacrifice It's a sentiment shared by a growing number ofcollege stu- dents and faculty across Florida and the country choosing public service overrecreation during spring break, that notoriously party-centric interval between midterms and finals. The growth is fueled in part by increasingly sophisticated campus-based programs and student-led initiatives that are making it easier for eager col- lege students to hook up with people who need help. -
Hip Hop Helps: Systemic Discrimination in Social Work Andragogy
This thesis/project/dissertation has been reviewed for 508 compliance. To request enhancements, please email [email protected]. HIP HOP HELPS: SYSTEMIC DISCRIMINATION IN SOCIAL WORK ANDRAGOGY A Project Presented to the faculty of the Division of Social Work California State University, Sacramento Submitted in partial satisfaction of the requirements for the degree of MASTER OF SOCIAL WORK by Yarin Gomez SPRING 2017 © 2017 Yarin Gomez ALL RIGHTS RESERVED ii HIP HOP HELPS: SYSTEMIC DISCRIMINATION IN SOCIAL WORK ANDRAGOGY A Project by Yarin Gomez Approved by: __________________________________, Committee Chair Maria Dinis, Ph.D., MSW ____________________________ Date iii Student: Yarin Gomez I certify that this student has met the requirements for format contained in the University format manual, and that this project is suitable for shelving in the Library and credit is to be awarded for the project. __________________________, Department Chair ___________________ Dale Russell Date Division of Social Work iv Abstract of HIP HOP HELPS: SYSTEMIC DISCRIMINATION IN SOCIAL WORK ANDRAGOGY by Yarin Gomez Hip Hop is a transnational culture ignored in social work academia. A qualitative exploratory study with a social constructionist lens used a non-probability sampling method to recruit six Masters-level social work students in a stakeholder-engaged focus group. Subjects took the Rap Music Attitude and Perception (RAP) Scale, to gage perceptions about the music genre. As part of the focus group, open-ended questions were presented about Hip Hop music video content with themes of institutional racism. Data analysis verified individual and collective processes of social identity construction, delineating social agency versus oppression, and exploring the educational merits of Hip Hop. -
Rapper's Delight by Sugarhill Gang (Hip Hop) 1980 Song
Rapper’s Delight by Sugarhill Gang (hip hop) 1980 Song: • Upbeat • Fun • Movement • Its about woman • Positive • Funny lyrics Hip Hop: • This song introduced this genre to a wider audience. • On charts of being one of the best hip hop songs. • Record companies didn’t want to finance hip hop artists. • Started being something just played at parties. • Using samples of other artists songs and adding rap sections to it. • Break-dancing is a popular element of hip hop. o Decreased the amount of violence. o People where expressing themselves through the dance and rap. • DJ battling was when two rappers would battle each other to see who was better. • The ‘scratch’ was made by a mistake. o DJ grand wizard Theodore tried to hold the spinning record still so he could hear his mother talking. Sugarhill Gang History: • American – New Jersey • Members o Wonder Mike (Mike Wright), o Big Bank Hank (Henry Jackson), o Master Gee (Guy O’Brien), o Kory O (replaces Master Gee) • Sylvia Robinson o was a founder of a record label. o She heard the increase of rap music and wanted to release a record. o She originally was only going to have one person but after auditioning Wonder Mike and Big Bank Hank she decided to put them together to create a group. o She auditioned Wonder Mike in her car outside a pizza shop where he worked. o She heard Big Bank Hank rapping while on the job (bouncer). • Big Bank Hank was also a part-time hip-hop manager. He used to rap along with songs he was given to test. -
Abstract Humanities Jordan Iii, Augustus W. B.S. Florida
ABSTRACT HUMANITIES JORDAN III, AUGUSTUS W. B.S. FLORIDA A&M UNIVERSITY, 1994 M.A. CLARK ATLANTA UNIVERSITY, 1998 THE IDEOLOGICAL AND NARRATIVE STRUCTURES OF HIP-HOP MUSIC: A STUDY OF SELECTED HIP-HOP ARTISTS Advisor: Dr. Viktor Osinubi Dissertation Dated May 2009 This study examined the discourse of selected Hip-Hop artists and the biographical aspects of the works. The study was based on the structuralist theory of Roland Barthes which claims that many times a performer’s life experiences with class struggle are directly reflected in his artistic works. Since rap music is a counter-culture invention which was started by minorities in the South Bronx borough ofNew York over dissatisfaction with their community, it is a cultural phenomenon that fits into the category of economic and political class struggle. The study recorded and interpreted the lyrics of New York artists Shawn Carter (Jay Z), Nasir Jones (Nas), and southern artists Clifford Harris II (T.I.) and Wesley Weston (Lii’ Flip). The artists were selected on the basis of geographical spread and diversity. Although Hip-Hop was again founded in New York City, it has now spread to other parts of the United States and worldwide. The study investigated the biography of the artists to illuminate their struggles with poverty, family dysfunction, aggression, and intimidation. 1 The artists were found to engage in lyrical battles; therefore, their competitive discourses were analyzed in specific Hip-Hop selections to investigate their claims of authorship, imitation, and authenticity, including their use of sexual discourse and artistic rivalry, to gain competitive advantage. -
"What Is an MC If He Can't Rap?"
California State University, Monterey Bay Digital Commons @ CSUMB Capstone Projects and Master's Theses Capstone Projects and Master's Theses 5-2019 "What Is An MC If He Can't Rap?" Dominique Jimmerson California State University, Monterey Bay Follow this and additional works at: https://digitalcommons.csumb.edu/caps_thes_all Part of the Ethnomusicology Commons, Music Performance Commons, Music Practice Commons, and the Other Music Commons Recommended Citation Jimmerson, Dominique, ""What Is An MC If He Can't Rap?"" (2019). Capstone Projects and Master's Theses. 569. https://digitalcommons.csumb.edu/caps_thes_all/569 This Capstone Project (Open Access) is brought to you for free and open access by the Capstone Projects and Master's Theses at Digital Commons @ CSUMB. It has been accepted for inclusion in Capstone Projects and Master's Theses by an authorized administrator of Digital Commons @ CSUMB. For more information, please contact [email protected]. Dominique Jimmerson Capstone Sammons 5-18 -19 “What Is an MC if He Can’t Rap?” Hip hop is a genre that has seen much attention in mainstream media in recent years. It is becoming one of the most dominant genres in the world and influencing popular culture more and more as the years go on. One of the main things that makes hip hop unique from other genres is the emphasis on the lyricist. While many other genres will have a drummer, guitarist, bassist, or keyboardist, hip hop is different because most songs are not crafted in the traditional way of a band putting music together. Because of this, the genre tends to focus on the lyrics. -
The Hip Hop Pedagogy and Innovative Prose of Rakim Allah – AAIHS
The Hip Hop Pedagogy and Innovative Prose of Rakim Allah – AAIHS Follow Us On Social Media Fa G R T ce oo S wi b l S Published by AAIHS HOME ABOUT CONTRIBUTORS FEATURED BOOKS AUTHOR INTERVIEWS ROUNDTABLES RESOURCES Subscribe The Hip Hop Pedagogy and Innovative Prose of Rakim Allah Sign up to get the latest posts and updates. By Richard D. Benson II September 15, 2017 1 Categories Select Category Archives Select Month Tags #AAIHSRoundtable Rakim Allah in Hamburg, Germany in June 1998 (Credit: Mikael ‘Mika’ Väisänen, Wikimedia) Activism African Diaspora archives black feminism Black film It was the summer of 1986 in Chicago, and my eleven-year-old self was engaged in an intense debate with my buddies after little league practice. The topic of debate was hip hop. We were debating who was the coldest emcees of the day black intellectual with the hottest albums out–cassettes to be exact–at the time. LL Cool J was at the top of the list. Run DMC was tossed history black internationalism around and so were Kool Moe Dee, Fat Boys, and Beastie Boys. The discussion took a different path when one of my black lives matter black nationalism Black teammates remarked, “But yo, y’all heard of this dude named Rakim?” We were all puzzled. As we prodded our teammate with extreme skepticism, his older brother arrived to pick him up from practice bumping (unbeknownst to us) Panther Party black politics the classic, ‘My Melody.’ My teammate shouted, “That’s Him…That’s Rakim, the dude I was telling y’all about.” We couldn’t believe our ears and definitely couldn’t’ believe that it was rap. -
The Authenticity of a Rapper: the Lyrical Divide Between Personas
The Authenticity of a Rapper: The Lyrical Divide Between Personas and Persons by Hannah Weiner A thesis presented for the B.A. degree with Honors in The Department of English University of Michigan Winter 2014 © March 25, 2014 Hannah Weiner Acknowledgements The past year has been dedicated to listening to countless hours of rap music, researching hip hop blogs, talking to everyone who will listen about exciting ideas about Kanye West, and, naturally, writing. Many individuals have provided assistance that helped an incredible amount during the process of writing and researching for this thesis. Firstly, I am truly indebted to my advisor, Macklin Smith. This thesis would not be nearly as thorough in rap’s historical background or in hip hop poetics without his intelligent ideas. His helpfulness with drafts, inclusion of his own work in e-mails, and willingness to meet over coffee not only deepened my understanding of my own topic, but also made me excited to write and research hip hop poetics. I cannot express how much I appreciated his feedback and flexibility in working with me. I am also grateful for Gillian White’s helpfulness throughout the writing process, as well. After several office hours and meetings outside of class, she has offered invaluable insight into theories on sincerity and the “personal,” and provided me with numerous resources that helped form many of the ideas expressed in my argument. I thank my family for supporting me and offering me hospitality when the stresses of thesis writing overwhelmed me on campus. They have been supportive and a source of love and compassion throughout this process and the past 21 years, as well.