by: Brian Mooney on June 2nd, 2015 | Comments Off
Most classes start with a “Do Now” or “Warm-Up.” Mine often start with a hip-hop cypher. In a cypher, students stand in a circle, spread at equal distances, and one at a time, contribute a rhyme, line of poetry, thought, idea, or affirmation. This circle is the pedagogical foundation of the work I do in hip-hop education.
On a recent February afternoon, just outside of New York City, only miles from hip-hop’s birthplace in the South Bronx, I asked my high school students to answer this question in the opening cypher; why should schools include hip-hop in the curriculum?
Christian, now a junior, told us that, “hip-hop is a culture and it’s just like learning about the Aztecs or the Mayans. We learn the origin, customs, and traditions [of hip-hop].”Recalling a recent lesson on hip-hop’s fifth element, Christian went on to explain that hip-hop offers students an opportunity to learn, “”knowledge of self,” which is knowing who you are.”
Hip-hop was born in the South Bronx of the 1970s under oppressive conditions. In response to limited resources, poverty, and gang violence that riddled the New York City borough, black and Latino youth came together in an effort to improve the community, expressing themselves through rapping, breakdancing, graffiti art, and turntablism.
Over forty years later, hip-hop has become a worldwide phenomenon, reaching every corner of the globe and shaping the identities of a whole generation of young people. Kids today are just as invested in hip-hop culture as they were in the 80s, 90s, and early 2000s.