Northside Hip Hop Archive Curriculum Resource Guide: Media Arts, Grade 10, Open (ASM2O)
Lesson 1
Lesson Title Mixtapes: The Lost Archive’s Artists
Expectations:
Reflecting, Responding and Analyzing
B2. Identity and Values
B2.1 identify and describe, particularly with reference to their own art works and those of their peers, ways in which media art works reflect artists’ personal identities
B2.2 identify and describe ways in which media art works reflect cultural identity
Before: Minds On
Shut ’Em Down: The Creative Process
Learning Goals Assessment
Understand how cultural context influences multimedia art
Shut ‘Em Down The Lost Archive’s Artists
During: Action!
Describe how personal identity is reflected in multimedia art
Mixtape Inspiration Materials
Shut ‘Em Down: The Creative Process discussion tool
LCD Projector, Laptop and Internet access
Exhibition Catalogue: Mixtapes: The Lost Archive’s Artists The Lost Archive’s Artists Notes Organizer Laptop/tablets for small groups
On the discussion tool (see appendix), students read an excerpt from an interview with multimedia artist Eklipz, outlining the creative process for and components of his piece ‘Shut ‘Em Down’ (pictured on the cover of the Mixtapes Exhibition catalogue). His explanation highlights the personal and political nature of this exhibit. With an elbow partner, students discuss and make notes: What were some events in Eklipz’s own life that influenced this work? How is his personal history, interwoven with political criticisms and cultural history, embedded in his work? Consider what cultural context(s), personal events and political critiques influence your own artwork.
Assessment Opportunities
Assessment FOR Learning:
The Lost Archive’s Artists Students look through the online version of Mixtapes: Hip Hop’s Lost Archive, a catalogue accompanying the 2016 gallery show, using computers or tablets: Click Media Arts Lesson Arc Resources. Small groups choose two of the featured artists: Elicser, Mark Stoddart, Leon “Eklipz” Robinson, Digexart, Michael Chambers, or Sheinina Raj. They examine the artist’s pictured works. Before reading the accompanying text, studying the photos, they think about cultural context:
● What social, political, and historical events may have influenced the artist in this work?
● What cultural movements, events, or traditions or other works in the arts may have influenced the artist?
● What events in the artist’s life may have affected the creation of the work?
Once they have made notes about their own inferred ideas (on the organizer provided; two/group), they read about the artist’s background,
5 Essential Practices Designed to Promote Anti Racist Pedagogy • Education for empowerment
The Lost Archive’s Artists •Talk about race
The Lost Archive’s Artists •Capture the Unseen Shut ‘Em Down •Tell a Complicated Story
Shut ‘Em Down •Connect to the Present Mixtape Inspiration
Shut ’Em Down: The Creative Process paired discussion Assessment FOR Learning: The Lost Archive’s Artists notes organizer Assessment FOR Learning: Mixtape Inspiration playlist
Differentiated Instruction: Learning environment
Full class, small group and individual work
Interest& Content Choice of artists; songs for mixtape
career and artwork. How did their ideas about the cultural context of these works fit into the context and analysis provided?
Small groups introduce one of their artists to the large group until all six artists are discussed.
Connection
After: Consolidation &
Mixtape Inspiration
While these days mixtapes often feature original content, historically, the DJ mixed compilation of songs was all about choices. Make a playlist for your own mixtape. Consider a theme and genre. Choose a name. Share your ideas with a friend. Would they listen? Have you ever created a mixtape before? How did it reflect your identity? Discuss.
Next Steps
Students can consider ideas for their own hip hop aesthetically influenced media art work, inspired by the ideas and cultural contexts examined in this lesson. (Assessment for/of learning)
Shut ‘Em Down: The Creative Process
● What were some events in Eklipz’s own life that influenced this work?
● How is his personal history, interwoven with political criticisms and cultural history, embedded in his work?
● Consider what cultural context(s), personal events and political critiques influence your own artwork.
With a partner, discuss.
Thought Bubble…
Mixtapes: The Lost Archive’s Artists
Artist: Artwork(s): ________________________________________________________________________________________
● Examine the artwork, before reading about the artist’s background and analysis of the piece.
● Respond to the Critical Analysis questions listed.
● Then, read the information provided about the art and artist.
● How did your ideas about the cultural context of these works compare and contrast to the context and analysis provided in the exhibition catalogue? Make notes about key ideas relevant to the cultural context questions.
Initial Responses to Artwork
● What social, political, and historical events may have influenced the artist in this work?
● What cultural movements, events, or traditions or other works in the arts may have influenced the artist?
After Reading about Art & Artist
● What events in the artist’s life may have affected the creation of the work?
Northside Hip Hop Archive Curriculum Resource Guide: Media Arts, Grade 10, Open (ASM2O) – Lesson 2
Lesson Title Hip Hop Music Videos: Critical Analysis
Expectations:
Reflecting, Responding and Analyzing B1. The Critical Analysis Process
B1.1 identify and describe their initial responses to media art works (e.g., Marie Jo Lafontaine’s Tears of Steel), using various strategies and modes of communication
B1.3 use the critical analysis process to assess the effectiveness of media art works in communicating a message or expressing an emotion, and describe how their assessment of the works has evolved throughout the critical analysis process
Before: Minds On
Hybridization in Hip Hop
Learning Goals Assessment
Understand thematic and aesthetic elements of hip hop music videos
Hybridization in Hip Hop Exit Slip: Music, Post Video
The Music Video: Critical Analysis Process Materials
Apply knowledge of the critical analysis process to hip hop multimedia artwork
LCD Projector, Laptop and Internet access Assorted Music Videos (see titles within lesson) Laptop/tablets for small groups
Critical Analysis Process question squares in envelopes Post Its Exit Slips: Music Video as Multimedia Art
In the large group, students view the music video by A Tribe Called Red “R.E.D.” Ft. Yasiin Bey, Narcy & Black Bear: Click Media Arts Lesson Arc Resources. Students form a line at the back of the room, according to chronological month of birth (January to December). The teacher directs them to ‘fold the line’ in half so each student is facing another student. In these pairs, students respond to the following questions on the board: What message or meaning do you think the work conveys? What do you feel is the artist’s view of the world? How does this view match or contrast with your own view of the world?
The teacher asks a few pairs to share observations from their discussion and asks the large group to consider how people from diverse cultures use hip hop as a platform of cultural and political expression, with reference to its roots in civil rights concerns.
The Music Video: Critical Analysis Process
Students form small groups and select their top two music videos choices from those listed below; the teacher picks slips out of a container until all five videos are assigned:
1. Drake, “Over” 2. Point Blank, “Born and Raised in the Ghetto” 3. Drake, “Headlines” 4. Shad, “Rose Garden” 5. K’Naan, “Soobax”
After viewing (Click Media Arts Lesson Arc Resources), groups use Critical Analysis Process question squares to engage with the videos. They remove the squares from the envelope and place the first one in the middle of the table; each student responds to the question using a post it which they place around the square. They re organize the space to accommodate the next square/responses, and so on. After completing the five squares, students synthesize ideas gathered in a discussion.
In the large group, the teacher shows each video, after which groups share key ideas from their analyses.
5 Essential Practices Designed to Promote Anti Racist Pedagogy • Education for empowerment Hybridization in Hip Hop •Talk about race Hybridization in Hip Hop •Capture the Unseen The Music Video •Tell a Complicated Story
The Music Video •Connect to the Present
Exit Slip: Music, Post Video
Assessment Opportunities Assessment FOR Learning: Hybridization in Hip Hop ‘fold the line’ discussion Assessment FOR Learning: Music Video Critical Analysis Process question squares Assessment FOR Learning: Exit Slip: Music, Post Video
Differentiated Instruction: Learning environment
Full class, small group and individual work
Interest& Content Choice of music videos
After: Consolida tion & Connecti on
Exit Slip: Music, Post Video
The music video is a true multimedia art platform. Students consider how viewing a music video changed their understanding of a song. They write about a song of their choice and its video. How did viewing the video change their experience of the song?
Next Steps
Students can explore award winning music videos; why are these critically acclaimed? What makes a compelling video? Analyze the success criteria used by prize juries based on their choices. (Assessment for/of learning).
Critical Analysis Process Squares
Initial Reaction
What emotions does this work evoke? What puzzles you? What questions do you have?
What connections can you make between this work and your own experience or other art forms?
2. Analysis and Interpretation
What do you think is the theme or subject of the work? (i.e., What is the artist trying to communicate, and why?)
What elements, principles, and/or conventions of the art form are used in this work?
3. Consideration of Cultural Context
What cultural movements, events, or traditions or other works in the arts may have influenced the artist?
4. Expression of Aesthetic Judgement
How effectively does the artist select and combine elements to achieve an intended effect in this work? (i.e., What works?) What does not work, and why?
5. Ongoing Reflection
How would you alter this work for a different audience, or to send a different message?
