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* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
• Reflect on the subjective reasons behind your choice to be an educator. – Example : “I am an educator because I have the desire to transmit to others my own desire to learn about oneself.” – Example : “I am teaching in the humanities because works of art, because of their paradoxical position in knowledge, are an infinite source of learning about oneself.” – Example : “I am teaching a class on rap music because the current repressed status of racism makes race studies an incredibly rich source of learning about oneself.” • Understand the (1) history, (2) the current state and (3) possible directions of your field. – Example : (1) Due to the inadequacy of pitch-centered musicological tools to analyze Djing and rapping, the field of rap studies has historically been limited to an almost exclusively sociological approach; (2) under the influence of media studies, cultural studies, race studies, and popular music studies, the field of rap studies is evolving towards a more interdisciplinary approach that demands a crossing of different disciplinary perspectives; (3) the field offers the unique possibility to renew our understanding of music by integrating class, ethnicity, religion, idiom and entrepreneurship as legitimate components in the aesthetic process of creating music. • Know your department’s own learning outcomes. – Example : Students graduating in my program are expected to demonstrate their ability to write, read, understand oral speech, present orally and initiate and sustain a conversation in French at the Advanced Mid level. • Describe what knowledge is to be acquired using verbs (from Bloom’s taxonomy or your own field), conditions (and degree). – Example : At the end of the class students should be able to identify, define and describe in their cultural, economical and political context, through a written and oral exam, the representations circulating in rap music. • Describe what skills are to be acquired using verbs (from Bloom’s taxonomy or your own field), conditions (and degree). – Example : At the end of the class students should be able to demonstrate in a written essay or an oral presentation their ability to analyze and interpret the aesthetic pleasures, intellectual insights and ethical questions deriving from a rap song. – Example : At the end of the class students should be able to demonstrate in a written essay or an oral presentation their ability to write, read, understand oral speech, present orally and initiate and sustain a conversation in French at the Intermediate High level. • Describe what attitudes are to be acquired using verbs (from your own field), conditions (and degree ). – Example : At the end of the class students should be able to demonstrate in a written essay or an oral presentation their ability to acknowledge and correct existing cultural stereotypes, perspectives, or hypotheses that limit them and/or others when considering the complexity and diversity of rap music and its communities of artists and fans. • At the end of the class students should be able demonstrate in a written and oral exam, their ability to identify, define and describe in their cultural, economical and political context the representations circulating in rap music, including the representations of (1) race, (2) idioms, (3) the self, (4) violence, (5) sexuality, (6) business, (7) politics, (8) philosophy, (9) religion and (10) history. • The course map is designed along assigned readings and listening activities illustrating each representations and explaining their cultural, economical and political context. • At the end of the class students should be able to demonstrate in a written essay or an oral presentation their ability to analyze and interpret the aesthetic pleasures, intellectual insights and ethical questions deriving from a rap song. – Using a different rap track each week, students are asked to identify and describe (1) the rhythm, pitch and texture of musical elements in riddims, samples, and beats; (2) the rhythm, pitch and texture of a flow, including the exact rhythmical relationship between a scansion and the strong and weak beats of a double-bar; (3) the alliterations, assonances, rimes and paronomasias. – Biweekly professor- and peer-feedback help students make their analysis more correct, more detailed, and more varied. – Using rap track studied that particular week, students are asked to infer original interpretations of how the previously described element of flow, Djing expresses, manifests, illustrates or problematizes the rappological representations studied that week (race, idioms, the self, violence, sexuality, business, politics, philosophy, religion or history). – Biweekly professor- and peer-feedback help students make their interpretations more insightful, more coherent, more detailed, and more varied. • At the end of the class students should be able to demonstrate in a written essay or an oral presentation their ability to acknowledge and correct existing cultural stereotypes, perspectives, or hypotheses that limit them and/or others when considering the complexity and diversity of rap music and its communities of artists and fans, including the following stereotypes: • • • • • “The offensive lyrics and aggressive musical style of some rap tracks carry a message of violence and intolerance”. “The lyrics, videos and rapper’s public attitudes garishly displaying expansive apparel and goods carry a message of individualism and materialism.” “The salacious lyrics and videos of some rap tracks carry a message of sexism.” “Rap lyrics overwhelmingly use slang and often refers to very particular social issues and therefore its message is not addressed to people who don’t speak that slang or have neither experience nor knowledge of these social issues.” “Rap music is a trend targeting a young audience, and therefore its message cannot be taken seriously.” At the end of the class, students are asked to demonstrate in a written essay, oral presentation or conversation one of two things : • Their ability to analyze and interpret a rap track so as to manifest the ways in which hip hop values such as respect, solidarity, honesty, education, loyalty, entrepreneurship, resilience and love are expressed in rap music through seemingly contradicting artistic means. • To narrate in an essayistic form the experience of acknowledging and correcting existing cultural stereotypes, perspectives, or hypotheses that previously limited them when considering the complexity and diversity of rap music and its communities.