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It’s a Rap

Overview The purpose of this activity is to create and perform a rap. Pupils will:

o Watch a video clip by Welsh rappers Genod Droog and learn about rap o Discuss the similarities and differences between Shakespeare and hip hop o Learn techniques to improve their poetry writing o Write their own rap and create a musical accompaniment o Perform their rap to an audience o Discuss how artists create money from the music industry o Carry out numeracy tasks based on musicians’ earnings

Enrichment

o Possible collaboration with writers, rappers, historians, musicians, songwriters, actors, local arts centres and arts organisations, local high school Curriculum links LNF Digital Literacy PSE History Music: Skills P1-3, P6-8; C1-4; A1-3 ICT: Skills: FAI1-3; CCI1-3, Range Bullets 1-4 PSE: Skills WWO1-6; IOL1-4, Range AC1-3,7,9; MSD1,4 Resources included with this activity

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o Video clip of Welsh rap band ‘Genod Droog’ o Appraisal worksheet for the Genod Droog rap o Glossary of literary terms used in poetry o Rap Keywords Sheet o Rhyming Words sheet o Circle map template o Rap lyric sheet example (Black Eyed Peas) o Numeracy worksheet ‘Money Made from Downloads’

Resources that need to be made available

o Computer/Internet access o iPads/electronic keyboards o Simple tuned/ untuned instruments

Preparation

o Video clip ready (taken from ‘Music: Wales’ DVD by Tinopolis for the Welsh Government’s ‘Music Education for Key Stages 2 and 3’) o Photocopies/enlargements of worksheets provided o Pencils/Post-its

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Task 1: What do we know about rap and hip hop? Collaboration Potential LNF progression

pathways. The pupils will be creating their own raps. The aim of Task 1 is provide them with background knowledge and examples of what rap is

o DISCUSS – Do they like rap music? What rappers do they know? Do they know any Welsh rappers?

o WATCH – Part 1 Performance of the Genod Droog video (stop at 2min 50) o http://artscouncil.staging.tinopolis.com/media/1530/resource_1.mp4

o DISCUSS - Appraise in pairs what they liked/disliked about the performance

o WATCH/DISCUSS/WRITE – for each of the following clips, pupils watch the relevant video

section and then discuss the questions on the Genod Droog Appraisal sheet provided. One member of the group can be the scribe and write notes. Alternatively, provide pupils with one enlarged version per group, and they can use post-it notes to stick on their ideas. Part 2 About the Music (2min 50 - 3min 35) Groups discuss - What is rap? Part 3 Sound Sources (3min 35 - 4min 20) What instruments can you use in a rap backing/accompaniment? Part 4 Processes (4min 20 - 6min 20) How do Genod Droog create their raps? Part 5 Musical Elements (6min 20 - 7min 23) What is the structure of their rap? How do they make their raps catchy and memorable? Part 6 Appraisal (7min 23 – 8min 19) What have you learned that will help you when you start to write your own rap?

You could contact a local rap artist to provide specialist input. For suggestions, contact: Literature Wales - Writers of Wales database http://www.literaturewales.org/ Local arts centres, for example… Chapter Cardiff http://www.chapter.org/ Galeri, Caernarfon http://www.galericaernarfon.com/ Mwldan, Cardigan http://www.mwldan.co.uk/ Community Music Wales http://communitymusicwales.co.uk/en/ Ty Cerdd http://www.tycerdd.org/about-us Local recording studios may be able to suggest someone

Literacy Oracy OL1: listening carefully OC1: contribute to discussions OC2: purposeful talk Writing WM3: planning writing

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Task 2: What will be the focus of the rap? Collaboration Potential LNF progression pathways.

The pupils need to decide what their rap will be about. The aim of Task 2 is to start generating ideas and words for their writing

o DISCUSS – The inequalities for the Black community in 60s/70s America (poverty, poor life chances). The first rappers were so angered by the inequalities they faced, they decided to put their feelings into words. They could not afford to buy instruments. Rap became a powerful way for groups like Public Enemy to get their message across.

o LISTEN/DISCUSS– Bring the Noise by Public Enemy

https://www.youtube.com/watch?v=l_Jeyif7bB4

o DISCUSS – What issues do the pupils feel strongly about? Is there an injustice or an issue that could be the focus of their rap? Poverty? Racism? Environmental damage? Animal cruelty? Cyber bullying? Discuss in pairs, then as a group the message they want to put across.

o WRITE – Each group decides the focus of their rap. On the Keywords sheet provided, pupils collaborate to create a list of as many words related to their chosen topic as possible.

o WRITE/EDIT – Pupils look through their list and select the 10 most important words that need to be in their rap.

o WRITE/RHYME – Using the Rhyming Words sheet provided, pupils take their 10 words and create

suitable rhymes for each one. Encourage rhymes with differing numbers of syllables to provide interest and rhythmic flow. See link to the rhyming site http://www.poetry4kids.com/rhymes Conclusion

Local historian could visit the school to talk about American history – slave trade, race riots, turmoil during the 60s You may want to contact a Poet/writer to discuss how to generate ideas and create interesting rhymes. Literature Wales has an A-Z of writers, see Writers of Wales Database http://www.literaturewales.org/ Visit the local high school for a member of the history department to give a lesson on American history

Literacy Oracy OS2: explaining information and ideas OC1: discussions OC2: purposeful talk Writing WM1: writing for purpose WM3: planning writing

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Task 3: Exploring poetry, rap and Shakespeare Collaboration Potential LNF progression pathways.

Is rap similar to the work of William Shakespeare? The aim of Task 3 is to show pupils that all great poetry has the fundamentals of rhythm, rhyme and great choice of words

o DISCUSS/WRITE – What do pupils already know about Shakespeare? Where was he from? Why was he famous? Discuss in partners, then in groups. Each group could be given an enlarged copy of the Shakespeare Circle Map sheet provided to fill in

o READ/WRITE – follow the link to BBC Primary History for more Shakespeare facts, encourage pupils to add any new facts they discover to their circle map http://www.bbc.co.uk/schools/primaryhistory/famouspeople/william_shakespeare/

o DISCUSS – What are the similarities and differences between Shakespeare and rap/hip hop? (NB. Rap is poetry set to music, hip hop is the term used to describe the wider culture that encompasses music, fashion, graffiti art, street dance, breakdancing, DJs etc.)

o WATCH – Akala has studied Shakespeare and rap, follow the link to see his findings. During the clip, he asks the audience to vote ‘Shakespeare or hip hop?’ Stop the clip at these points and get the class to do their own vote. WATCH TO 4mins then stop http://www.youtube.com/watch?v=DSbtkLA3GrY&feature=player_embedded

o DISCUSS/WATCH…Were you surprised by the video? How would Shakespeare’s words sound to a rap beat?

View Akala video from 5min16 – 7min15

o DISCUSS/PERFORM – Shakespeare’s writing and rap have common features – rhythm, rhyme and a strong choice of words. Follow the BBC link below and click on ‘Writings’. There are a few short quotes from Shakespeare – can any of the pupils take these quotes and improvise a rap, repeating them over a beat of 4 as

Make contact with a local theatre company who might be able to come and talk about Shakespeare and / perform excerpts of his work http://www.theatre-wales.co.uk/companies/ Visit the Globe Theatre in London or check out its online resources http://www.shakespearesglobe.com/?gclid=CIfAj7bl_sgCFQVuGwodaTsAXQ RSC Education http://www.rsc.org.uk/education/

Literacy Oracy OS2: explaining information and ideas OS3: extending talk OL1: listening carefully OL3: asking questions OC1: contribute to discussions OC2: purposeful talk Reading RC3: identifying information RC4: deduction RC6: personal experience RA2: responding to text RA3: making

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Akala did? http://www.bbc.co.uk/schools/primaryhistory/famouspeople/william_shakespeare/

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Task 4: Researching literary features used in poetry and rap Collaboration LNF progression pathways

Pupils know that rhyme really helps poetry, but what other techniques can be used? The aim of Task 4 is to make pupils aware of a range of literacy devices to enhance their writing

o DISCUSS – What techniques and devices do writers use to enhance their poetry?

o READ – Introduce Elements of Poetry sheet provided. Focus on those most appropriate for your pupils (for example, maybe just rhyme/repetition/simile and metaphor)

o RESEARCH – Pupils work in pairs/groups, studying examples of both Shakespeare and rap to identify the

techniques used. See Black Eyed Peas Lyrics provided for a rap example. The BBC Primary History link, under ‘Writings’ has text from Hamlet, Romeo & Juliet and Macbeth that can be used. http://www.bbc.co.uk/schools/primaryhistory/famouspeople/william_shakespeare/

o IDENTIFY – From this web link, give pupils enlarged versions of the texts from Hamlet, Romeo & Juliet and Macbeth or use other examples from poetry you are currently using in class. Groups use different coloured highlighters to represent examples of rhyming, repetition, alliteration etc.

o DISCUSS - What techniques were most common? Rhyme? Repetition? Where were the rhymes in the

poems? Always at the end of the line? In the middle? Which of these techniques could be useful when they start to write their own raps?

Invite an author to visit Literature Wales - see Writers of Wales Database http://www.literaturewales.org/ Visit to a literary festival to hear a poet/author read to an audience eg. Hay Festival https://www.hayfestival.com/portal/index.aspx?skinid=1&localesetting=en-GB Authors such as Tom Palmer regularly visit schools http://tompalmer.co.uk/

Literacy Oracy OC1: discussions OC2: purposeful talk to complete a task Reading RS2: reading strategies RS3: reading different texts RS5: skimming and scanning RS6: text purpose and features RS7: features of text RS8: on-screen texts RC3: identifying information RC4: deduction RC6: personal experience RA2: responding to

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text RA3: making connections RA4: facts, theories and opinions RA6: evaluating content

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Task 5: Writing raps Collaboration LNF progression pathways Pupils have a sheet of words and rhymes and are now aware of a range of literacy devices to improve their work. The aim of Task 5 is for pupils to use these ideas to create their own raps

o DISCUSS – Raps have a structure, usually verses and choruses. Show pupils the Black Eyed Peas Lyrics sheet provided. Their rap song ‘Where is the Love? has the chorus shown in bold. Encourage pupils when they write to give their raps a structure – a verse and chorus to clearly get their message across

o WRITING – Pupils could be given the focus of their verse being about the problems faced, and their chorus being about the solutions to make things better.

o CREATING – Encourage pupils to feel the steady beat of 4 when they write, saying their words out loud and making sure they have rhythm. The clip below of a teacher rapping provides further inspiration http://www.youtube.com/watch?v=N8lb_sdwenw

o DISCUSS – Constant reminders/modelling/highlighting throughout of techniques to use – repetition, rhymes, alliteration etc.

Rapper/songwriter

Community Music Wales http://communitymusicwales.co.uk/en/ Ty Cerdd http://www.tycerdd.org/about-us

Try Welsh record companies…

http://www.sainwales.com/

http://www.fflach.co.uk/cms/index.php

http://www.bubblewrapcollective.co.uk/artists/

Literacy Oracy OS2: explaining information and ideas OS3: extending talk OL1: listening carefully OC1: contribute to discussions OC2: purposeful talk Writing WM1: writing for different purposes WM3: planning writing WS1: structures for writing WS2: organising writing WS4: paragraphs and sequencing writing WL1: appropriate language WL2: vocabulary WG1: sentence structures WG5: spelling

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Task 6: Adding music to the raps Collaboration LNF progression pathways Pupils have written their raps. The aim of Task 6 is to perform them with a sense of beat and then add a suitable accompaniment

o REHEARSE/PERFORM – Pupils rehearse their raps, editing as they go to make their work flow and fit the steady beat of 4. They then perform to the class.

o APPRAISE – Which performances kept the beat? Which were most effective at getting their

message across? Which group had the right mood and spirit?

o CREATING AN ACCOMPANIMENT – Stress to pupils that their lyrics are the most important element - any accompaniment should enhance these

o ACCOMPANIMENT idea 1 – Give groups 2 instruments - 1 untuned, 1 tuned (eg. drum and glockenspiel). The drummer keeps the steady beat or creates a good rhythm, while another pupil creates a catchy melody on the glock that fits the mood of the piece (these could be tasks for your MAT music pupils). The rest of the group focus on performing the rap lyrics with conviction and good timing.

o ACCOMPANIMENT idea 2 – Garageband – if iPads are available, go to Garageband, Instruments then Smart Drums. Here you will see a dice – pressing this creates different beats for the pupils to rap over. The Spanner icon will allow pupils to change the speed of the beat. (Alternatively, use pre-set beats on an electronic keyboard). MAT/Digital leaders can lead and support pupils in this task.

o ACCOMPANIMENT idea 3 – Beatboxing. The link below shows pupils the basics of

beatboxing, this could be incorporated into their performance http://www.cansing.org.uk/ymarferion/rhestr.php?cat=6

African drumming workshop to enhance raps + sense of beat…

In south Wales http://www.phelpsmusic.com/main/african-drumming-workshops-south-wales/ http://balletnimba.org.uk/education/4585873752 In north Wales http://colindaimond.co.uk/north-wales-drum-workshops/

Your local authority arts team may also be able to suggest workshop providers

Community Music Wales http://communitymusicwales.co.uk/en/

Literacy Oracy OS2: explaining information and ideas OS3: extending talk OL1: listening carefully OL3: asking questions OC1: contribute to discussions OC2: purposeful talk OS4: speak clearly OS5: role play Writing WM5: editing and improving work WL1: language appropriate to writing

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Task 7: Performing the raps Collaboration LNF progression pathways Pupils have experimented with accompaniments. The aim of Task 7 is for pupils to decide which one suits their rap the best

o DISCUSS/APPRAISE – Groups discuss what backing was most effective for their rap. Encourage pupils to think about how they use their voices when performing – can they include singing or chants to make their work even better?

o REHEARSE/REFINE…Pupils practise for the final performance. Encourage them to listen carefully and consider questions such as - are the lyrics clear? Is the balance between the lyrics and instruments correct? Do we all rap together or create some solo parts? Is the performance too fast or too slow?

o PERFORM/RECORD/APPRAISE – Pupils do their final performances. This can be recorded to iPad and then appraised by the whole class. Which rap performances were most effective?

o DISCUSS – Ask pupils if there are opportunities to perform the raps to an audience eg. a class assembly? School concert? Invite parents in to see them? Put the recording on the school website?

o EXTENSION – Discuss the growing popularity of ‘rap battles’ where two rappers are given a topic eg. bullying, and then they improvise raps back and forth with the audience deciding the winner. MAT performing pupils might enjoy trying this. iPads can be used to give a backing beat to rap over.

Professional actors / musicians would be able to share tips on how to deliver confident performances (and perform themselves) Theatre, Dance & Performance Wales http://www.theatre-wales.co.uk/companies/ Community Music Wales http://communitymusicwales.co.uk/en/ Ty Cerdd http://www.tycerdd.org/about-us

Literacy Oracy OS2: explaining information and ideas OS3: extending talk OL1: listening to others OL3: asking questions OC1: contribute to discussions OC2: purposeful talk

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Task 8: How do people make money from music? Collaboration Possible LNF progression pathways Pupils might be interested in a career in music. The aim of Task 8 is to illustrate some of the ways musicians can earn a living via some numeracy tasks

o DISCUSS – How do you think musicians make money? Encourage pupils to consider everyone involved in the process of creating and performing a song.

(The red PRS sticker you see in windows of shops indicates that the business pays a PRS fee every year to be able to play music. The PRS collects data from the radio, TV and internet and the money they collect is distributed to the song writers / composers; – the more times a record is played, the more money is paid. TV stations and radio stations must pay for the music they use).

o DISCUSS – Financial rewards for successful musicians can be very high, but many musicians do a number of jobs to generate an income. They need to be multi-skilled (teaching pupils, performing gigs, doing paid recording work in studios, arranging music for choirs, orchestras.)

o NUMERACY 1 – Provide pupils with the Numeracy resource sheet provided. The first task is data handling involving a pie chart and percentages, which shows pupils how the money from a download is shared out.

o NUMERACY 2 – The second task is data handling using a table which focuses on money and percentages.

o NUMERACY 3 –The final task involves estimating and calculating.

o DISCUSS – It isn’t easy to be a successful musician, but in Wales as a nation we ‘punch above our weight’. How many successful Welsh musicians can you name? Reinforce that successful music careers are possible with talent, determination and a lot of hard work.

Contact PRS for Music to suggest a local member to come in and talk about ways musicians can earn money from their music http://www.prsformusic.com/Pages/default.aspx Invite professional musicians to talk about their career and how they got into music.

Literacy - Oracy OS2: explaining information and ideas OS3: extending talk OL1: listening to others OC1: contribute to discussions OC2: purposeful talk Numeracy Developing numerical reasoning KS2.1 transferring skills KS2.2 identify steps KS2.3 appropriate techniques KS2.4 mental and written strategies KS211: explaining results KS217: checking strategies KS218: interpreting answers KS219: drawing conclusions Using number skills N2: read/write numbers N5: multiplication N6: multiples of 10 and 100 N9: the links between fractions, decimals/% N10: percentages N13: multiplication and division N15: estimate by rounding N18: profit and value for money Using data skills D3: data interpretation

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Suggested further activities

o Explore other aspects of hip hop culture such as graffiti art, breakdancing etc. and create a display for the class/corridor

o Debate motions such as: ‘Rap music isn’t real music and should be banned’ or ‘Hip hop makes the world more interesting’

o Create an anthology of favourite poems. Perform a ‘poem slam’ in front of an audience – the audience votes on whose performance was best Explore language and rhyme further e.g. Cockney rhyming slang or literacy devices used by Dylan Thomas

Assessment against the LNF

Learners may demonstrate many elements and aspects of the LNF as they undertake this activity. The tables below show the main focus areas.

Literacy Strand Element Aspect

Oracy across the curriculum Developing and presenting information and ideas Speaking Listening Collaboration and discussion

Reading across the curriculum Locating, selecting and using information Reading strategies Responding to what has been read Comprehension

Response and analysis Writing across the curriculum Organising ideas and information Meaning, purposes, readers

Structure and organisation Writing accurately Language

Grammar; Punctuation; Spelling; Handwriting

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Numeracy Strand Element Developing numerical reasoning Identify processes and connections

Represent and communicate Review

Using number skills Use number facts and relationships Fractions, decimals, percentages and ratio Calculate using mental and written methods Estimate and check Manage money

Using measuring skills Length, weight/mass, capacity Time Temperature Area and volume; Angle and position

Using data skills Collect and record data; Present and analyse data; Interpret results