Hip Hop Hamburger

Procedure

1) Introduce the unit by playing a listening example of a rap song and helping students identify the verse and chorus (“hook”). Explain how verse lyrics typically differ but the hook is always the same.

2) Distribute the Hip Hop Hamburger Lyric Sheet and explain how students will use a hook-verse-hook format to create a rap song with ABA form where the A sections are the "buns" and the B section is the "meat and cheese". Students compose lyrics about a topic of their choice while conforming to a given rhyme scheme and length (in measures).

3) Students create a musical accompaniment in Soundtrap. Each section of music should conform to the number of measures consistent with the corresponding lyrics. Remind students that the music for the Hook must repeat (just like the lyrics) while the music for the verse should be different.

4) Students record their lyrics over their accompaniment taking care to align the sections correctly and in a stylistically appropriate way (maintaining a steady beat, chanting rhythmically as opposed to normal speaking voices, etc.)

5) Students present their finished rap songs to the class or a small group of their peers. Students complete a self-evaluation of their song based on the essential questions listed above.

Standards Code

MU:Cr1.1.7.a - Generate rhythmic and melodic phrases over given or generated harmonic accompaniments within AB and ABA forms, and describe connection to purpose and context.

MU:Cr2.1.7.b - Use standard notation and/or audio/video recording to combine, sequence, and document musical phrases.

MU:Cr3.1.7.a - Evaluate, refine, and document revisions to music, applying criteria and feedback (related to areas such as style and form), and explain the rationale for changes.

MU:Re9.1.7.a - Apply established and collaboratively developed criteria to evaluate musical works and performances, citing evidence, explaining appropriateness to the context.

Suggested Assessment

Students’ rap songs can be assessed through rubric scoring based on a set of criteria previously agreed upon by the teacher and students. Possible criteria might include Representation of ABA Form, Vocal Performance Quality, Technical Ability, and more.

Enduring Understanding

Cr 1.1 - The creative ideas, concepts, and feelings that influence musicians’ work
emerge from a variety of sources.

Cr 2.1 - Musicians’ creative choices are influenced by their expertise, context,
and expressive intent.

Cr 3.2 - Musicians’ presentation of creative work is the culmination of a process of
creation and communication.

Re 9.1- The personal evaluation of musical work(s) and performance(s) is
informed by analysis, interpretation, and established criteria.

Essential Question

Cr 1.1 - How do musicians generate creative ideas?

Cr 2.1 - How do musicians make creative decisions?

Cr 3.2 - How does sharing creative musical ideas demonstrate expressive intent? What
personal purpose does sharing creative musical ideas serve?

Re 9.1 - How do we judge the quality of musical work(s) and performance(s)?

Notes/Resources/Accommodations

https://drive.google.com/open?id=1Qs8NgmaRt3hUoCyd3eK4Ko__B3qi5efTguxESbbA3qc, https://drive.google.com/open?id=1xIyyJ9b0X8QMtPqS37qirFbtit3S6aCM7yWCEKQpQrc, https://drive.google.com/open?id=1n5FjQF0QxHHC1a-D0ATIodtBK9p9JgYwQZ-1uti7NvA