Using a pilot program in one Chicago elementary school as a case study, this article reports findings of an ethnographic investigation on the impact of Hip-hop based music education at the elementary school level. The findings describe how this program facilitated a process by which the youth participants were empowered through (a) identity building within a community of practice, (b) musical expression as internal critical dialogue and an external critical voice and, (c) a classroom ethos supportive of expression related to contemporary Black youth subjectivity. The findings of this study suggest that implementation of Rap music making as an in-school activity involves creative use of computer and multimedia technologies to develop novel social skills and competencies in elementary school youth and thus, also provides a framework for better promoting learning equity (race, ethnicity and class) with digital media and cultural responsiveness in urban education.
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This work is licensed under a Creative Commons Attribution 4.0 License.
Evans, Jabari M.
"“Deeper than Rap”: Cultivating racial identity and critical voices through Hip-hop recording practices in the music classroom,"
Journal of Media Literacy Education,
11(3), 20 -36.
Available at: https://digitalcommons.uri.edu/jmle/vol11/iss3/3