{"id":350,"date":"2023-05-03T01:57:14","date_gmt":"2023-05-03T05:57:14","guid":{"rendered":"https:\/\/commons.trincoll.edu\/criticalpedagogy\/?page_id=350"},"modified":"2023-05-03T02:07:26","modified_gmt":"2023-05-03T06:07:26","slug":"el-apagon-by-bad-bunny","status":"publish","type":"page","link":"https:\/\/commons.trincoll.edu\/criticalpedagogy\/educ323-infusion-of-music-hip-hop-blurbs\/el-apagon-by-bad-bunny\/","title":{"rendered":"El Apag\u00f3n by Bad Bunny"},"content":{"rendered":"<p><strong>Note: Explicit Lyrics<\/strong><\/p>\n<p>Song Title: El Apag\u00f3n<\/p>\n<p>Artist: Bad Bunny<\/p>\n<p>Contributor: Maria Vicu\u00f1a<\/p>\n<p>El Apag\u00f3n is a song by the artist Bad Bunny. This song touches upon the displacement of native Puerto Ricans on the island due to the arrival of US colonists and other socioeconomic issues such as blackouts (title of the song).<\/p>\n<p>Use this song with older students like 11th\/12th graders to spark discussion on gentrification and other issues going on in their communities that they might want to bring up. First, talk about the problems the people of Puerto Rico are currently struggling with and ask students to analyze Bad Bunny\u2019s lyrics and discuss how he is describing them. Then, connect this song to the theme of gentrification and open the floor to students for discussion. How do they see gentrification happening? Have them observe their own communities. Have them do research on gentrification going on in cities throughout the US.<\/p>\n<p>Tenants from Stovall&#8217;s &#8220;<em>We can relate: Hip-hop culture, critical pedagogy, and the secondary classroom&#8221; <\/em>are implemented in this lesson:<\/p>\n<ul>\n<li>(c): Students\u2019 real-life experiences are legitimized as they become part of the official curriculum<\/li>\n<li>(e): Teachers and students engage in a collective struggle against the status quo (Stoval, 2006).<\/li>\n<\/ul>\n<p>This lesson would tie into these two tenants because, for tenant (c), teachers would be having a conversation with students and their experience with gentrification. Gentrification has the potential to cause displacement of long-time residents and businesses, like what the people of Puerto Rico are going through. Even if students have not experienced this firsthand, it is important to talk about gentrification, especially to inner-city students who live in cities that have most likely gone through the process (ex. Hartford). It would also tie into tenant (e) because students and the teacher would be talking about current struggles that not just them, but people living in their communities are going through.<\/p>\n<p>This lesson\/song can be used to implement elements of critical pedagogy as well. Jones Stanbrough in <em>Book Review Cultivating Genius: An Equity Framework For Culturally And Historically Responsive Literacy<\/em>, talks about the equity framework which includes four learning goals. This song\/lesson touches on Intellectual Development: Gaining knowledge and becoming smarter and Criticality: Learning and developing the ability to read texts (including print and social contexts) to understand power, equity, and anti-oppression (Jones Stanbrough, 2022). Students will not only learn about social and socioeconomic inequities happening in Puerto Rico but also, see how Bad Bunny touches on the idea in his music bringing awareness to those who listen to his music but might not know what is going on in Puerto Rico.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>El Apag\u00f3n<\/strong><br \/>\n<strong>Bad Bunny<\/strong><br \/>\n<strong>English Translation Lyrics<\/strong><\/p>\n<p>[Intro]<br \/>\nWith so much love for y&#8217;all<br \/>\nMera, tell me<br \/>\nHey<\/p>\n<p>[Chorus]<br \/>\nPuerto Rico&#8217;s fucking great, hey, it&#8217;s fucking great<\/p>\n<p>[Verse 1]<br \/>\nFrom Carolina came reggaeton and the sons&#8217; of bitches from Bayam\u00f3n (You know)<br \/>\nHey, hey, they want to ride the wave and they haven&#8217;t gone to Rinc\u00f3n<br \/>\nA little kiss for grandma on the balcony<br \/>\nCatching all the holes, on the Rubicon<br \/>\nP fuckin&#8217; R, hey<br \/>\nLand of Maelo and Tego Calderon<br \/>\nAnd of Barea who was champion (Wuh) before LeBron, mmm<br \/>\nDamn, another blackout<br \/>\nLet&#8217;s go to the bleachers to light up a blunt<br \/>\nBefor\u0435 Pipo gets a slap in the face<\/p>\n<p>[Chorus]<br \/>\nPu\u0435rto Rico&#8217;s fucking great, hey, Puerto Rico&#8217;s fucking great, hey, fucking great<br \/>\nPuerto Rico&#8217;s fucking great, ha, ha, hey, hey, hey<\/p>\n<p>[Verse 2]<br \/>\nDitch Maldivas, I&#8217;m staying in Palomino, hey<br \/>\nIf not then I&#8217;m going to DR, greetings to my neighbors (My people, what&#8217;s up?), hey<br \/>\nHere the heat is different, the sun is ta\u00edno, hey<br \/>\nThe capital of perreo, now everyone wants to be Latino, no, hey (No, no)<br \/>\nBut they lack rhythm, drums and reggaet\u00f3n, hey, hey, hey<br \/>\nCareful with my friends, we&#8217;re a bunch, hey, hey, hey<br \/>\nThey lack rhythm, drums and reggaet\u00f3n, hey, hey, hey<br \/>\nCareful with my friends, we&#8217;re a bunch (Careful)<br \/>\nWelcome to the heat<\/p>\n<p>[Interlude]<br \/>\nI like the pussy of Puerto Rico<br \/>\nI like the pussy of Puerto Rico<br \/>\nI like the pussy of Puerto Rico<br \/>\nI like the pussy of Puerto Rico<br \/>\nI like the pussy of Puerto Rico<br \/>\nI like the pussy of Puerto Rico<br \/>\nI like the pussy<br \/>\nI like the pussy of Puerto Rico<br \/>\nI like the pussy of Puerto Rico<br \/>\nI like the pussy of Puerto Rico<br \/>\nI like the pussy of Puerto Rico<br \/>\nI like the pussy of Puerto Rico<br \/>\nI like the pussy of Puerto Rico<br \/>\nI like the pussy of Puerto Rico<br \/>\nI like the pussy of<br \/>\nI like the pussy of Puerto Rico<br \/>\nI like the pussy of Puerto Rico<br \/>\nI like the pussy of Puerto Rico<br \/>\nI like the pussy of Puerto Rico<br \/>\nI like the pussy of Puerto Rico<br \/>\nI like the pussy of Puerto Rico<br \/>\nI like it, I like it, I like it<\/p>\n<p>[Chorus]<br \/>\nPuerto Rico&#8217;s fucking great, Puerto Rico&#8217;s fucking great, Puerto Rico&#8217;s fucking great, Puerto Rico&#8217;s fucking great<br \/>\nPuerto Rico fucking great, is fucking great<br \/>\nPuerto Rico is fucking great, it&#8217;s fucking great<br \/>\nPuerto Rico is fucking great, Puerto Rico is fucking great, Puerto Rico is fucking great<\/p>\n<p>[Outro]<br \/>\nI think the public knows that this is sort of an informal thing<br \/>\nI don&#8217;t want to leave here<br \/>\nI don&#8217;t want to leave here<br \/>\nLet them go, let them go<br \/>\nLet them go, let them go, let them go<br \/>\nWhat belongs to me, they&#8217;ll keep it to themselves<br \/>\nLet them go<br \/>\nThis is my beach, this is my sun<br \/>\nThis is my land, this is me<br \/>\nThis is my beach, this is my sun<br \/>\nThis is my land, this is me<\/p>\n<p>&nbsp;<\/p>\n<p>Sources:<\/p>\n<p><em>Jones Stanbrough, R. (2022). Book Review Cultivating Genius: An Equity Framework For Culturally And Historically Responsive Literacy. Michigan Reading Journal, 54(2), 16.<\/em><\/p>\n<p><em>Stovall, D. (2006). We can relate: Hip-hop culture, critical pedagogy, and the secondary classroom. Urban Education, 41(6), 585-602.<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Note: Explicit Lyrics Song Title: El Apag\u00f3n Artist: Bad Bunny Contributor: Maria Vicu\u00f1a El Apag\u00f3n is a song by the artist Bad Bunny. This song touches upon the displacement of native Puerto Ricans on the island due to the arrival of US colonists and other socioeconomic issues such as blackouts (title of the song). Use [&hellip;]<\/p>\n","protected":false},"author":2987,"featured_media":0,"parent":96,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":[],"_links":{"self":[{"href":"https:\/\/commons.trincoll.edu\/criticalpedagogy\/wp-json\/wp\/v2\/pages\/350"}],"collection":[{"href":"https:\/\/commons.trincoll.edu\/criticalpedagogy\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/commons.trincoll.edu\/criticalpedagogy\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/commons.trincoll.edu\/criticalpedagogy\/wp-json\/wp\/v2\/users\/2987"}],"replies":[{"embeddable":true,"href":"https:\/\/commons.trincoll.edu\/criticalpedagogy\/wp-json\/wp\/v2\/comments?post=350"}],"version-history":[{"count":2,"href":"https:\/\/commons.trincoll.edu\/criticalpedagogy\/wp-json\/wp\/v2\/pages\/350\/revisions"}],"predecessor-version":[{"id":352,"href":"https:\/\/commons.trincoll.edu\/criticalpedagogy\/wp-json\/wp\/v2\/pages\/350\/revisions\/352"}],"up":[{"embeddable":true,"href":"https:\/\/commons.trincoll.edu\/criticalpedagogy\/wp-json\/wp\/v2\/pages\/96"}],"wp:attachment":[{"href":"https:\/\/commons.trincoll.edu\/criticalpedagogy\/wp-json\/wp\/v2\/media?parent=350"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}