A month from today I will leave the house I share with my partner in Sunnyvale and I will fly from San Jose to Chicago to spend two days catching up with family and friends. On the 11th, I will pick up my UHaul and drive it to Michigan, collect my belongings from my boyfriend’s basement in Ann Arbor, hitch my much-missed Honda Civic to the back of the truck, and drive along the great lakes to Syracuse. TA orientation starts on August 14. Continue reading
After I wrote my post on 9th Wonder’s lecture at Michigan, in which I argued that 9th modeled producing skills for the audience, I started thinking about what skills I could model for my students. I was already aware that I try to model respectful, specific language when talking about touchy subjects like race or sexuality. But what I really want to model is skills – and my skill, the reason I teach a writing class, is that I’m a writer. But it’s frustratingly hard to model writing practice in the classroom. Usually I’m either lecturing or reactive, giving tips or offering feedback. It’s rare that I actually write something my students see. I have one short close reading that I hand out, but that’s it.
Yet lesson planning is a kind of writing I do before class every day. By arranging a set of texts and a set of questions in 120-minute chunks, I’m using my writing skills of argument, research, evidence, and structure to arrange materials for students so that the texts tell a story and build an argument. When students make connections between texts in class, the secret is that I did a lot of the work for them already – I arranged the texts for that class.
This semester, my advanced class English 225 had an A/V hookup, so toward the end of the semester I began experimenting with putting my lesson plans up on our class blog, instead of keeping them private on my precious looseleaf. And I like to think that by making my lesson plan public, I’m modeling the early work of argument: following the hunches that put texts in dialogue with one another, explaining their links, formulating questions. Making space for argument to begin. Anyway, I did this twice this semester. The first time was about falling masks in Afrodiasporic literature + music, and the second is about 50 Cent and hiphop masculinity, below.
The text that follows is what I posted on our class blog and showed on the overhead projector during class. I had students get into small groups. After each video or audio clip, I asked students to discuss some of the questions I raised in their groups, and then we talked over the same issues as a class.
Marc Lamont Hill writes that (perhaps falsely) outed rapper “Big Daddy Kane was hip-hop’s playboy extraordinaire. With his good looks, braggadocious lyrics, a flashy persona, and even a pimp-like name, Kane’s very identity signified a carefully crafted and extravagantly performed masculinity” (Hill X).
A decade and a half later, another rapper who “extravagantly perform[s] masculinity” is 50 Cent. In his lyrics and videos, 50 Cent’s performance of masculinity makes specific claims about what it means to be a man. This masculinity is in relationship to oneself, to material goods, to women, and to other men.
Examining a selection of 50 Cent’s music and videos, we can ask what values his image projects. What does it mean in this universe to be a man? What does it mean to be a woman? What is the nature of heterosexual courtship and relationships? Which characteristics are valued and which are scorned?
Listen: “Many Men”
Many men, many, many, many, many men
Wish death ‘pon me
Lord I don’t cry no more
Don’t look to the sky no more
Have mercy on me
Have mercy on my soul
Somewhere my heart turned cold
Have mercy on many men
Many, many, many, many men
Wish death upon me
Watch: “Candy Shop” ; “Window Shopper”
Byron Hurt’s mini documentary “Barack and Curtis” explores the impact of 50 Cent’s masculinity on the American conception of black masculinity, and then compares that image with the image of then-new President Barack Obama. According to Hurt, how does the appearance of Obama challenge the vision of masculinity presented by 50 Cent?
Wassup, fools! It’s Labor Day Weekend, the annual last weekend of summer when a lot of people are on vacation but I am at my desk, editing syllabi for a new calendar year.
When I started teaching “College Writing on The College Dropout” two years ago, I was an MFA student with a simple purpose in mind: to make sure the required freshman writing class I taught would be more enjoyable than the one I took when I was a freshman, which I hated. And from the moment I started teaching, it was clear to me that this was something I’d have to write about.
That first semester teaching was Fall 2010; the following summer, I did some research for the English Department on the subject of reflective writing. Among our research team, my subfocus was new media, and blogs were a large part of my research. In fact, blogs have tons of reflective writing applications. They archive student writings for future study. They foster a writer’s awareness of their audience. And that pithy-casual blog tone we all know so well actually helps young academic writers break out of an academic register and let their own voices and experiences come into play. But one of the most important things I remember reading (in Will Richardson’s wonderful Blogs, Wikis, Podcasts, and other powerful Web tools for the Classroom) was that to teach effectively using blogs, you needed to know what it was like to have a blog. If we in the English Department were so sure reflecting on writing made students better writers, wouldn’t it behoove me as a teacher to reflect on teaching?
(Full disclosure: Around this time, I told a friend I wanted to write a book of essays on hiphop. She said, “Why wait for a book deal? Go start a blog.”)
That December, about eight months ago, I started writing this thing, and it has been wonderful–a place to reflect on rap, on teaching, on pop culture. Indeed, I like this stuff so much I’m about ready to go back to school for it. So, in the interest of my future research and remembrance of times past, I’m going to try something new this semester: starting on Tuesday, I’m going to post all my lesson plans and course materials up here. If you’re a writing teacher, feel free to ape (with credit to me, please). This new initiative is inspired as much by the principles of transparency, crowdsourcing, and remix as by my own personal interest in recording and reflecting on my lesson plans. Heck, my course already makes use of free, online materials like song lyrics, music videos, and other blogs and periodicals. I’ve spent a lot of time honing this freshman writing course, but that only makes me want to share it with you. If you want to teach “College Writing on The College Dropout,” please be my welcome guest. (Heck, if you want to take this class along with us, please do! Though I won’t grade your papers–I have enough of those already.) If you have thoughts or comments on my lesson plans, I can’t wait to hear them. If you’re my former student, the time is ripe for your revenge: tell me (and the world!) if this stuff actually worked. In the process, I hope to learn more about my teaching style, to remember those little lessons we learn every day but too often forget, and to give a lil’ sumt’n back to this hiphop universe that has given me so much.
More soon, friends. Til then, happy Labor Day. -T.