Devin Allen, a photographer from Baltimore, Maryland

The Imagery of Hip Hop

Grades 9-12

This lesson focuses on two main ideas:

  • How photography, as demonstrated by Devin Allen's work, captures and influences the narrative around hip-hop culture and significant social movements
  • How community involvement and collaboration with other artists help shape an individual artist’s voice and their impact on others

Procedure

INTRODUCTION (15 minutes)

Read the introduction to students and review new vocabulary. Students will watch the “Artworks Episode 9007: The Art of Curation - Execution ” video. After the video, have a discussion around the essential questions and thinking questions aligned to the topic and video.

EXTENSION (15-30 minutes)

Complete extension activities with students, as you see fit.

ASSESSMENT (15 minutes)

Have students apply their newfound knowledge by completing a Summative CER on the lesson using evidence from the video and activities as support.

REFLECTION (10 minutes)

Have students complete a reflection.

Standards

The ideas presented in this lesson are intended to be elaborated upon and scaffolded in order to adequately meet the standards. All grade levels should be creating, performing, and responding to music in order to fully meet the standards.

Students should be working independently to research and cite sources in order to explain and justify how art functions as a form of personal, societal, cultural, historical, political, and ethical communication and expression.

National Association for Music Education (NAfME) Standards and Maryland Music Standards

Common Anchor 10: Connecting

  • Synthesize and relate knowledge and personal experiences to make music.

Common Anchor 11: Connecting

  • Relate musical ideas and works with varied context to deepen understanding.

Anchor Standard 2
Organize and develop artistic ideas and work (All indicators and expectations).

  • All indicators and expectations for grades 9-12.

Anchor Standard 10
Synthesize and relate knowledge and personal experiences to make art.

  • Indicators
    • I:6-8:1: Describe how interests, experiences, knowledge, and skills relate to personal choices and musical intentions when creating, performing, and responding to music.
    • I:9-12:1: Describe how interests, experiences, knowledge, and skills relate to personal choices and musical intentions when creating, performing, and responding to music.
  • Expectations:
    • E:6-8:1: Identify and describe personal and cultural influences as well as creative preferences in creating, performing, and responding to music.
    • E:9-12:1: Identify and justify personal and cultural influences as well as creative preferences in creating, performing, and responding to music.

Anchor Standard 11
Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

  • Indicators
    • I:6-8:3 - Describe the relationships of music to dance, theatre, visual arts, media arts, and other disciplines.
    • I:9-12:3 - Describe influences and interactions among music, dance, theatre, visual arts, media arts, and other disciplines, citing research.
  • Expectations:
    • E:6-8:3 - With increasing independence, make connections between music and other common core subjects, including the arts, through creating, performing, or responding to music.
    • E:9-12:3 - As self-directed learners, describe influences and interactions between music and other common core subjects, including the arts, through creating, performing, or responding to music.


Summative CER

Option 1:

Discuss the impact of photography on the evolution of hip hop culture. How have photographers contributed to the way hip hop is perceived and understood by global audiences? Provide examples to support your claim.

Option 2:

Analyze how hip hop has served as a platform for expressing the day-to-day-life, challenges, and experiences of marginalized communities. In your analysis, include specific examples of how elements such as rap, fashion, and graffiti have allowed these communities to voice their struggles and achievements.


Reflection Questions

  • How does photography contribute to documenting the history of hip-hop and address broader social issues?
  • How do community and collaboration help to shape an artist’s unique voice?

Summative CER Rubric

Scoring Rubric Components No Response
Score Point 0
Not There Yet
Score Point 0.5
Beginning To
Score Point 0.75
Yes
Score Point 1.0
CLAIM The claim is missing. The claim is incorrect or irrelevant. The claim partially takes a position on the topic or issue addressed within the prompt. The claim takes an appropriate position on the topic or issue addressed within the prompt.
EVIDENCE There is no type of evidence in the response. The evidence is irrelevant or does not support the claim. The evidence partially supports the claim and demonstrates some understanding of the topic or text, using appropriate sources. The evidence supports the claim and demonstrates a strong understanding of the topic or text, using appropriate sources.
REASONING There is no use of words, phrases, and/or clauses to create cohesion and to clarify the relationship between the claim and evidence. The use of words, phrases, and clauses fails to show or explain any relationship between the claim and evidence. Scientific words, phrases, and clauses used lack cohesion but partially clarify the relationship between the claim and evidence. Appropriate scientific words, phrases, and clauses are used to create cohesion and to clarify the relationship between the claim and evidence.


This learning resource is a production of Maryland Public Television/Thinkport.