It's How You Flip It : : Multiple Perspectives on Hip-Hop and Music Education.
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Superior document: | Studien Zur Popularmusik Series |
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TeilnehmendeR: | |
Place / Publishing House: | Bielefeld : : transcript Verlag,, 2024. ©2024. |
Year of Publication: | 2024 |
Edition: | 1st ed. |
Language: | English |
Series: | Studien Zur Popularmusik Series
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Physical Description: | 1 online resource (317 pages) |
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Table of Contents:
- Cover
- Contents
- "It's how you flip it!" - Editorial Notes
- References
- Music Education and Hip‐Hop
- References
- Hip‐Hop and Music Education
- Introduction
- Hip‐Hop Pedagogies
- The Emergence of Hip‐Hop Education
- The Federal Republic of Germany: Hip‐Hop and Social Work (1980s-1990s)
- The Federal Republic of Germany: Hip‐Hop and Music Education (1980s-1990s)
- The United States: The First Wave of Hip‐Hop Education (1980s-2000s)
- Establishing Hip‐Hop in Music Education
- Why Hip‐Hop Still Challenges Music Education
- Different Forms of Learning and Teaching
- Aesthetic and Ethical Differences
- Teachers' Skills and Teaching Materials
- Misunderstandings between Hip‐Hop Artists and Music Educators
- Research in Music Education and Teacher Training
- Current Issues for Music Education
- Conclusion and Outlook
- References
- "Music can really, really raise you" (Pete Rock)
- It's All Clear, at Last: Preparations for a Hip‐Hop Seminar and the Genesis of a Rap Song
- Hip‐Hop as a (Creative) Space for Knowledge Transfer
- Hip‐Hop as Literature
- Literature as Hip‐Hop
- References
- Appendix
- Retrogott: Endlich eindeutig (2022)
- "Urgency. […] It's so much more than just interest or passion!"
- Institutionalizing Beatmaking
- Introduction
- Beatmaking as an Asynchronous Form of Phonographic Work
- Manifestation and Constitution of Artistic Agency
- Development of Artistic Agency
- Beatmaking as a Challenge and Opportunity for Music Education
- Conclusion
- References
- Invisible Skillz. Thoughts on Hip‐Hop as an Artistic, Creative Culture
- References
- The Archipelago as a Metaphor for the Creation of Collective Knowledge in Breaking
- Being Touched - Getting Moving - Exploring Exchange
- Archipelagic Thinking: Édouard Glissant and the Creolization of the World.
- First Island: On the Origin as a Void and the Traces of Many Beginnings
- Second Island: Bricolage of the Self and "Identificatory Suspension"
- Third Island: The Poetic Cry of a United Germany and Its Echo in the Hip‑Hop Archipelago
- Fourth Island: Learning amid the Hip‐Hop Archipelago's Field of Potentiality
- Conclusion and Outlook
- References
- Breaking and the Island Life
- Analyzing Flow and Deconstructing Childhood
- "Starting from Scratch": Rap Music in My Classroom
- Analyzing Flow and Its Impact on Teaching Music
- Deconstructing Childhood-And Its Benefits for Music Education
- Conclusion
- References
- Flow in the Music Classroom
- Flow in Lesson Preparation
- Dealing with Problematic Lyrics
- Conclusion
- Examining the Ideological Tension and Institutional Constraint of Implementing Hip‑Hop‑Based Music Education within the Formal Academic Space
- Background and Introduction
- Schooling Hip‐Hop: Challenges to Implementation
- Case Study: Background and Corpus of the Data
- Methods and Analysis
- Staying Current, Meeting Expectations? The Case of Malcolm Y.
- Discussion and Conclusion
- References
- The Representation of Gangsta Rap in Music Education Textbooks
- Introduction
- Gangsta Rap: Challenges for Music Education
- Method
- Analysis
- Popularmusik im Kontext (2007)
- musik live 2 (2009)
- Further Results
- Conclusion and Outlook
- References
- Gangsta Rap in Everyday School Life
- Characteristics of a Hip‐Hop Pedagogy Based in Community Music Practices
- Introduction
- Swedish Hip‐Hop-Educational and Community Music Perspectives
- The Tradition of Nordic Bildung
- Characteristics of Local Swedish Hip‐Hop Education
- Disciple Pedagogy
- Pedagogy of Trust
- Cipher Pedagogy
- Lessons for the Music Classroom Drawn from Swedish Hip‑Hop Education
- Conclusions
- References.
- What Germany's Educational System Can Learn from Sweden's Engagement with Hip‐Hop Culture
- Building Hip‐Hop Music Educators
- Introduction
- Our Approaches to Teaching Hip‐Hop in Music Education
- About Toni Blackman
- Toni's Teaching Practice
- About Ethan Hein
- Ethan's Teaching Practice
- What Is Hip‐Hop Music Education?
- How Do We Teach Hip‐Hop Responsibly?
- Conclusion
- References
- Hip‐Hop Doesn't Need School, School needs Hip‑Hop
- Hip‐Hop Is More than Music
- Making Dope Shit
- Introduction
- Learning (about) Flow
- Analyzing Flow
- Line‐Bar Interactions-Phrasing on/in Meter
- Stress Interactions-(Quantized) Rhythmic Surface Structure
- Microrhythm-Timing and Degrees of Ambiguity
- What Makes the Shit Dope?
- References
- Hip‐Hop and Intersectional Music Education: Learning from Hip‑Hop Feminisms
- Introduction: Intersectionality and Hip‐Hop
- Hip‐Hop Feminism
- Intersectional Music Education in Germany
- Developments of Hip‐Hop Feminisms
- a) Threading and Stitching-Redefining Technology and Tools
- b) Bringing the Wreck-Redefining Representation and Image
- c) Kinetic Orality-Redefining Storytelling
- d) Melodious Misogyny-Redefining Sound and Listening
- Conclusion: Redrawing the Lines of Difference
- References
- Eco Hip‐Hop Education
- Introduction
- Eco Hip‐Hop Education
- Hip‐Hop and Environmental Justice in Music Education
- Hip‐Hop and Place‐Based Learning in Music Education
- Hip‐Hop and Negotiating Normative Contradictions
- Conclusion and Outlook
- References
- Biographical Notes.