My Lesson:
Prior to this lesson, students already have knowledge about the various forms and characteristics of famous/foundational works of poetry as well as how to analyze these writings. The previous lesson before this one focused on how black authors revolutionized poetry by reconstructing the accepted form/style, subject matter, and length of the literature in this genre. As an introduction to my lesson, I started the class by having a one-question “pop quiz” that asked, “Which of the following is a form of poetry: a) The Shakespearean sonnet b) Free verse c) Hip-pop/rap lyrics d) all of the above”. After the class answered, I did not reveal what the right answer was, instead, I segued into a discussion pertaining to our previous lesson and asked students what they thought were some characteristics of “revolutionary” poetry we had previously explored. I then played the song If I Ruled the World (Imagine That) to assist students in this process, asking for students to listen and make a note of sections that stood out to them. Then I would project the lyrics of the song up on the board and engage in a class critical discussion of the lyrics through the lens of poetry. Asking students, what imagery stood out to you in the story? What is the significance of these images? How does specific language get used to emphasize an idea? What is the overall narrative/message in the poem? Does the author produce any critiques in his writings? Whose perspective/identity is centralized in this work? How is hardship outlined? How does this work relate to or give insight into broader contexts such as history or our society? What concerns you most about what is seen in the text? After this whole class discussion students are put into groups of 4-5. Their groups are then given 10 minutes to choose any piece of poetry previously explored in class and turn it into a hip-hop song or rap. Students are asked for their raps/songs to last at least one minute long and not to simply be a reproduction of the original poetry. To end the lesson students present their raps/songs by sharing out to the whole class. The lyrics explored in If I Ruled the World (Imagine That) provided culturally relevant material for students to engage with and a new lens through which they could view poetry. Additionally, our critical examination of the lyrics in If I Ruled the World (Imagine That) let us closely investigate the story, perspectives, ideologies, and critiques within the literature, allowing students an opportunity to make their own connections and cement their own understandings of the material.
Elements of critical pedagogy in Lesson:
While building the lesson outlined above, I used 4 out of the six tenets that support relevant pedagogical practices. Throughout my lesson, students are mainly taught through engaged class discussions and cooperative group work; by having student learning be a collaborative effort “students are apprenticed in a learning community rather than taught in an isolated and unrelated way” (Stovall, 588). In my lesson I utilize a rap song, which details the lived experience of a black male in society, as its source of literature; by including this resource in my lesson I am highlighting which voices and stories are important enough to be taught in the classroom, as a result, “students’ real-life experiences are legitimized as they become part of the official curriculum” (Stovall, 588). Furthermore, my lesson also includes students learning through listening to a rap song, examining/analyzing lyrics, and reworking classic poetry; by using these methods and different forms of poetry “teachers and students participate in a broad conception of literacy that incorporates both literature and oratory” (Stovall, 588). Lastly, in my lesson we critically analyze the lyrics to a rap song and examine its various poetic elements; in doing this I am providing students with literature that reframes what poetry is and a discourse that questions and critiques the social inequalities outlined in the text, allowing “ Teachers and students [to] engage in a collective struggle against the status quo” (Stovall, 588).
Additionally, the song used in my lesson, If I Ruled the World (Imagine That), can also be used to implement other elements of critical pedagogy. The song I choose emphasizes the voice and viewpoint of a black man while also providing insight into the hardships and lifestyles faced by those in his community. This aspect of my song connects well with the ideas surrounding what successful multicultural education, the transformational approach, once implemented,“enable[ing] diverse ethnic, racial, and religious groups to see their cultures, ethos, and perspectives in the school curriculum” (Banks, 257). Furthermore, the song I choose discusses the perspective, social criticisms, hopes, and history surrounding the experiences of a black man in the inner city. This aspect of my song connects well with the ideologies presented in implementing critical literacy, which suggests to “offer exercises in oral and written storytelling and in identifying with the ideas, interests, histories, and attitudes of “others.” Giv[ing] special attention to…critique so as to strengthen students’ abilities to speak back to…products of the dominant culture.” (Shor, 20). My song and lesson work in conjunction to, as critical literacy dictates, improve both functional skills of literacy and critical thinking tools; this is done by analyzing the elements that contribute to a poem as well as critically engaging with the contents of the poem.
Work Cited
Shor, Ira (1999) “What is Critical Literacy?,” Journal of Pedagogy, Pluralism, and Practice: Vol. 1 : Iss. 4 , Article 2. Available at: https://digitalcommons.lesley.edu/jppp/vol1/iss4/2
Stovall, D. (2006). WE CAN RELATE. Hip-Hop Culture, Critical Pedagogy, and the Secondary Classroom. Urban Education , 41(6), 585–602.
Banks, James A. “Approaches to Multicultural Curriculum Reform” (Class Reading, pp.242-264)
Contributor: Briyani Mercedes