NEW YORK CITY COLLEGE OF TECHNOLOGY
The City University of New York
DEPARTMENT OF AFRICAN AMERICAN STUDIES
THE HIP HOP WORLDVIEW
COURSE DESCRIPTION:
This course is designed to explore the sociological realities of the Hip-Hop community, from its most visible recognition in
the 1970s, to its current form. Students will examine the historical, cultural, economic, and political dynamics out of which
Hip-Hop culture emerged, and learn about how various social institutions have interpreted it in various ways. Furthermore,
this course will take an inductive approach so that students can interpret, in their own ways, the dominant styles, patterns,
themes, eras, and personalities that make up the Hip-Hop culture and community
PEDAGOGY:
This course will be delivered in accordance with a lecture-discussion format. Students will be required to read essays and
articles, analyze Hip-Hop rhetoric, and compose essays demonstrating the ability to distinguish between Hip-Hop
expression and that of the rap music industry. In the interest of active learning, lectures may be supplemented with
workshops lead by graffiti writers, break dancers and MC’s.
Course based learning outcomes with assessment methods
Learning outcomes
Assessment methods
Students will Identify and discuss the contributions of key
Research paper, class exams and oral reports
figures within the Hip Hop movement past and present.
Students will Identify and discuss the cultural significance of Research paper, class exams and oral reports
the dominant elements/disciplines of Hip Hop expression.
Students will distinguish between various genres of rap in
Research paper, class exams and oral reports
relation to their cultural, aesthetic and social functions
Students will employ the Hip Hop perspective in
Research paper, class exams and oral reports
understanding the sociology of African Americans.
Students will discuss Hip Hop as part of the cultural
Research paper, class exams and oral reports
continuum of African American creative expression.
General Education learning outcomes and assessment methods
Learning outcomes
Assessment methods
Students will develop critical thinking skills through
Informal writing assignments, final research paper, class
discussions, group projects, and self-expression through
exams and oral reports
writing.
Students will develop research and information literacy skills
Students will develop ability to process and communicate
information through the various writing assignments.
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Informal writing assignments, final research paper, class
exams and oral reports
Informal writing assignments, final research paper, and class
exams
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REQUIRED TEXT:
Carter, Shawn (2010, 2011). JAY-Z DECODED. New York: Spiegel & Grau
Chang, Jeff; Picador. (2005). Can’t Stop Won’t Stop: A History of the Hip-Hop Generation. St. Martin’s Press
Quinn, Eithne. (2005). Nuthin’ but a “G” Thang: The Culture and Commerce of Gangsta Rap.; Columbia University
Press
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REQUIRED READINGS:
PDF excerpts for the following texts are ALL available on Blackboard.
• Chang, Jeff (2005). CAN’T STOP WON’T STOP. New York: Picador.
• Cobb, W. Jelani (2008) TO THE BREAK OF DAWN. New York: New York University Press.
• Collins, Patricia Hill, (2006). FROM BLACK POWER TO HIP-HOP: RACISM, NATIONALISM, AND FEMINISM.
Philadelphia: Temple University Press.
• Manning Marable, “The Politics of Hip-Hop” Available at: http://www.hartford-hwp.com/archives/45a/594.html
• Perkins, W.E. (ed.) 1996. DROPPIN’ SCIENCE: Critical Essays on Rap Music and Hip-Hop Culture, Philadelphia:
Temple University Press.
• Rose, Tricia. (1994) “Ladies First: Hip-Hop Womanism vs. Misogyny in Rap Music” in BLACK NOISE: RAP MUSIC
AND BLACK CULTURE IN CONTEMPORARY AMERICA, University Press of New England
• Quinn, Eithne. (2005). Nuthin’ but a “G” Thang: The Culture and Commerce of Gangsta Rap.; Columbia University
Press
• Smitherman, Geneva. (1977) Talkin’ and Testifyin’: The Language of Black America. Wayne State University Press
ACADEMIC INTEGRITY:
NYCCT, like all academic institutions, encourages and thrives on the open exchange of ideas. At City Tech, we expect
students to conduct their intellectual work with honesty and integrity. City Tech's academic integrity policy aims to deter
academic dishonesty by students, and allow the college to process cases of academic dishonesty more effectively.
Plagiarism is the presenting of someone else’s ideas without proper credit or attribution. These ideas could come from:
Information obtained from books, journals or other printed sources
• The work of other students or of faculty
• Information from the Internet
• Software programs or other electronic material
• Designs produced by other students or faculty
What is academic integrity, and why is it important?
Academic Integrity is the idea of faculty and students engaging in the process of teaching and learning with a high level of
respect for each other and great attention to the values of trust, honesty, and fairness. Academic integrity is important
because it is a critical value upon which students will earn true respect and value from others, not only while at City Tech,
but more importantly after they graduate and enter their chosen professional field.
In accordance with and in addition to the College's policy on academic integrity, the following rules apply in class:
• Laptops, cell phones, pdas, ipods, calculators, and other electronic or communication devices must be turned off
during all examinations.
• Talking during examinations is not permitted.
• Students will be allowed to leave the class only once during an examination.
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•
Only one student at a time is allowed to leave the class during an examination.
Students must arrive on time, in order to fully participate and receive full credit for attending the class session. If lateness is
unavoidable, the student is welcome to join the class, but he/she is expected not to disrupt the session already in progress.
Points will be deducted from the final average, if students are consistently late and absent. Students must turn off cellular
phones, pagers, and other electronic devices before class begins. Points will be deducted from the final average, if
students consistently allow cell phones to ring in class and /or consistently leave class to answer calls.
CLASS POLICIES:
Each student will be expected to prepare for class by reading all required texts and handouts prior to meeting. Preparation
is essential to making thoughtful contributions to class discussions. Only three absences are allowed. If formal writing
assignments are not submitted on time, they will be penalized one full letter grade. Therefore, students must keep up with
the readings and submit assignments promptly. Late papers will not be accepted.
There will be a midterm exam and a final exam. Students will also be required to make an in-class presentation of the major
research project. Further details will be provided for the exams and the presentation. If you miss the midterm exam, final
exam, or presentation without clearing your absence in advance, you will receive a zero for the particular assignment.
ASSESMENT METHODS
WRITING ASSIGNMENTS
Students will be given writing assignments designed to help them improve their critical thinking and writing skills. The
assignments will be comprised of both informal and formal writing on the Hip-Hop community.
Informal Writing
Informal writing is non-graded, exploratory writing, where students are asked to write about a topic. The point is to have
students develop ideas freely and focus on content, to have them “think aloud” on paper. For these assignments, students
will be asked to give their thoughts and perspectives after watching videos or listening to music or visiting historic sites
related to the Harlem Renaissance.
Formal Writing
Formal writing assignments are structured assignments that are graded for both content and organization. These
assignments are based on class readings, and will ask students to compare and contrast literary works, summarize ideas,
and conduct research. For these assignments, students are required to submit an early draft so that the professor can read
and give important feedback on improving the paper. After revising the paper, students resubmit it for a grade.
GRADING SCALE:
Attendance & Participation
Quizzes & Writing assignments
Research Paper/Presentation
Midterm Exam
Final Exam
TOTAL
20%
25%
100%
15%
20%
20%
COLLEGE POLICY ON ABSENCE/LATENESS
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A student may be absent without penalty for 10% of the number of scheduled class meetings during the semester as
follows:
Class Meets Allowable Absence
1 time/week 2 classes
2 times/week 3 classes
3 times/week 4 classes
SCOPE OF ASSIGNMENTS
COURSE OUTLINE
Week 1:
Introduction: The World of Hip-Hop-Informal Writing: What is Hip-Hop to you?
Week 2:
Bubblin’ Underground 1968-1977. (Chang; pages 1-40)
Informal Writing: After reading Jeff Chang’s Can’t Stop; Won’t Stop, discuss the socio-economic conditions out
of which Hip-Hop culture emerges.
Week 3:
South Bronx: Hip-Hop’s Post-Industrial Ground Zero (Chang; pages 41-88)
Informal Writing: Discuss Hip-Hop culture’s response to the persistent social conditions that instigated its
emergence.
Week 4:
Founding Fathers: DJ Kool Herc, Afrika Bambaataa, Grand Master Flash (Chang; pages 89-108)
Informal Writing: Analyze the lyrical content of Melle Mel’s “The Message” to determine whether or not it
bemoans or glorifies street life.
Week 5:
Talkin’ and Testifyin’: The Language of Black America. (Smitherman, pages 35- 100)
Informal Writing: What is Ebonics (African-America’s native tongue or broken English)?
Week 6:
KRS-101: The Philosophy of Hip-Hop DVD by Dr. Tshombe Walker
Informal Writing: React to the philosophy of, the ever-controversial MC, KRS- ONE as expressed in the DVD
KRS-101.
Week 7:
Breaker’s Workshop: Fabel Pabon
View David La Chapelle’s Rise.
Informal Writing: After viewing Rise discuss Breaking, Clowning and Krumping as culturally grounded methods
of self-expression, conflict resolution, and stress management.
Week 8:
Graffiti Writer’s Workshop: James Top (The Odd Partners)
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Informal Writing: After participating in the Graffiti workshop discuss Hip-Hop aesthetics and graffiti writing as
they relate to the question, Hip-Hop graffiti: public art or vandalism?
+ Final paper topic due
Week 9:
Style Wars: We Live for the Battle. Beat Street DVD
Informal Writing: In-class reaction to the film’s theme: “…Beat Street is a lesson too, because you can’t let the
streets beat you.”
+Midterm Examination
Week 10: Westside Connection: Nuthin but a “G” Thang, Baby. (Quinn; pages 41-91).
Informal Writing: Discuss the impact of either Dr. Dre’s or Ice Cube’s role as the OG’s of West Coast Gangster
Funk.
Week 11: Gangsta Rap: The hyper-masculine, uber-capitalist, misogynist, homophobic, nihilistic, product of music
recording industry or the alter-ego of Hip-Hop music.
Week 12: “Rough and tough with [her] Afro-puffs.” “Exploring women’s agency in the Hip-Hop era.” hooks, bell.
“Oppositional consciousness: The case of feminism and womanism in rap and Hip-Hop.” Phillips, Reddick,
Stephen.
Week 13: Ladies First: Hip-Hop Womanism vs. Misogyny in Rap Music.
Rose, Tricia Black Noise
Informal Writing: Take a position in the debate over misogyny and homophobia in Hip-Hop culture. Explain
and support your opinion, making use of your understanding of the readings, lectures and your exposure to HipHop music and culture.
Week 14: “From Keepin’ it Real to Keepin’ it Right: The politics of representation in Conscious Rap.” (Quinn; pages 17-40)
Informal Writing: Why have culturally conscious Hip-Hop records been banned from mainstream radio?
Week 15: Final Examination Review
Final Examination
+Final Paper due
The Hip-Hop Worldview
Draft Due ______
Formal Writing Assignment
Final Draft Due_____
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LYRICAL COMPARISON
Assignment
You must compare and contrast two songs, preferably from the same artist; one that you believe represents the Hip-Hop
Worldview and one that represents the “Gangsta” culture. Be sure to discuss and support your choice through lyrical
analysis, in addition to outlining the criteria used to categorize the two raps. The choice of artists and songs are based on
your own understanding of the cultural location theory.
To complete this assignment, students should follow the steps below.
Step 1:
Find two rap songs: one expressing The Hip-Hop Worldview and the other representing “Gangsta” rap
culture.
Step 2:
Provide background information on both raps. In paragraph form, write the following:
a. Artist (s)
b. Release Date
c. Genre
d. Geographic location
e. Gender of the artist,
e. Do you consider the works to be part of Hip-Hop or “Gangsta” culture? Why or why not? What are your
criteria?
Step 3:
Identify what you find striking about each rap. In other words, write about what grabs your attention in each
work.
Step 4:
Identify similarities between the songs, and provide examples with quotes or paraphrasing.
Step 5:
Identify differences between the songs, and provide examples with quotes or paraphrasing.
Step 6:
Provide your assessment of each rhyme, giving your opinion on each.
In addition to direct quotes and summaries, you must include ideas from lecture notes, class materials, and readings from
class to support your interpretation of the songs. This paper must be typed, double-spaced, and between four and six
pages in length.
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Due Dates:
Week 3: First rhyme due
Week 4: Second rhyme due.
Week 6: Background information due.
Week 7: Outline of similarities and differences due.
Week 8: Final draft of Lyrical Comparison Paper due.
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