Influence Of Hip-Hop Essays - African-American Culture, Free Essays

Influence Of Hip-Hop Essays - African-American Culture, Free Essays Influence Of Hip-Hop Influence of Hip-Hop Controversy has always been a prominent characteristic of popular music throughout the twentieth century. Whether it be the controversy surrounding Elvis' swinging hips, the Doors' suggestive lyrics, or Alice Cooper's stage antics, this controversy always seems to be followed by undue criticism from the media. One form of musical expression that has been in the news recently because of its negative attention is hip-hop. Rap, a relatively new form of musical exposition, has been criticized for its so-called anti-women lyrics. Some have even said that these types of lyrics are veering toward rape music (Faludi 267). This is just simply not true. Once thought of as a passing fad, rap has been able to fabricate many facets of popular culture. Due to their raw and insouciant lyrics, many artists have met opposition by conservative groups that believe rap spreads an anti-women message. These groups argue that the lyrics in many rap songs degrade women by calling them bitches, hoes, and tricks. These words, however, do little more than sell records. It is the image that rap artists represent as a whole that the youth of America buy. Although these terms may sound degrading, these lyrics have no real influence on America's image of women. These words are just a tool of the musicians that helps give them an appearance of being Benninger 2 gangsters, pimps, or dealers. It is these types of people that represent power and control to some or a glimpse into an unknown world to others. Either way, this image is what makes money. Further proof that rap artists are selling an image and not real life is that many rap artists are happily married men with wives and children that they truly care about. Dr. Dre, one of the forefathers of hardcore rap, in an interview with MTV, readily admitted that what he sells in his music is not a life that he himself wishes to live. He, like many other rap artists, does not view women as derogatory sex objects as they are depicted in his lyrics (MTV 3). Songs such as Bitchez [sic] ain't Shit and Bridget in which women are referred to as hoes do not really represent how Dr. Dre and many other rap artists feel about women. Dre said, people buy the type of music that I make. As long as people keep buying it, I will keep making it (MTV 2). Linda Tuzynski, a mother of six and housewife, sees no problem with rap music. It's just a image. No one really thinks of their mothers, wives, girlfriends, or daughters as bitches or hoes. She says the only issue she has with rap music is young children listening to it. But, she says, as long as parents monitor what their children listen to when they are too young, it is not a problem. Society has always been able to move on and eventually accept different ways of expressing oneself, and hip-hop should be no different. Although the message may not be the best one, each musician has the right to say whatever he or she feels. Rap music has no real influence on the image America has of women. In this age of enlightenment Benninger 3 toward the images and ideas the media present, the only real image America should have of women is the image that women themselves furnish. These groups that bash rap music and tell people to avoid it because of its negative reflection on woman are missing the big picture. All musicians have a right to say whatever they want in their music, no matter how offending it might be to some people. It is protected under their constitutional rights as Americans. The bottom line is, if you do not like something, do not listen to it. Bibliography Faludi, Susan. Blame it on Feminism. Creating America 2nd Edition Ed. Joyce Moser, with Ann Watters. Upper Saddle River, NJ: Prentice Hall, 1999. 267. Loder, Kurt. MTV News. Internet. www.mtv.com. 2,3. Tuzynski, Linda. Personal Interview. 27 Oct. 2000.

Lesson Plans for Eid al Adha--a Muslim Holiday Celebration

Lesson Plans for Eid al Adhaa Muslim Holiday Celebration Eid al Adha is perhaps the most joyful of Muslim holidays. Coming at the end of the Hajj, it is a family celebration involving gift giving and gathering as a family. This part of the unit introduces the core belief’s of Islam, the specifics of Eid al Adha, and celebrates the cultural differences of two cultures. If you have a Mosque in your community, I would suggest contacting them to find a speaker. Or, you can invite a Muslim that you know to come and speak about how their family celebrates Eid al Adha. They will be thrilled that you recognize the importance of this festival. Day 1: An introduction to Islam and to the Festival Objective: Students will be able to identify Ibrahim, Ishmael and Eid al Adha. Procedure: Do a KWL chart: What do you know about Islam? You students are likely to know very little, and it may negative. How you respond to that will have to do with the ability of your students: You can find majority Muslim countries on a map. You can find pictures on Google Images. Tell the following stories: Muslims believe that many years ago God, or Allah, sent an angel to a man named Mohammed who lived in Mecca in what is not Saudi Arabia. The angel gave Mohammed a holy book called the Koran that told them what God wanted from people. Mohammed is called a prophet, because he brought the word of God to the people of the Middle East. The people who believe the writings of the Koran are called Muslims and the religion is called Islam, which means â€Å"Submission,† or to obey God. Muslims believe that they need to obey God by reading the Koran and doing what it tells them. What they should do is defined by five pillars: Pillar One: Shahadah (Declaration of Faith) â€Å"There is no God but Allah and Muhammad is His Prophet†Pillar Two: Salat (Prayer) Muslims pray at least 5 times a day.Pillar Three: Zakat (Almsgiving)Pillar Four: Sawm (Fasting,) which goes for thirty days during the month of Ramadan.Pillar Five: Hajj (Pilgrimage) Every Muslim hopes to make the pilgrimage to Mecca during the Hajj in their lifetime. Eid al Adha: This festival, which comes at the end of the Hajj, remembers an event in the life of Ibrahim, which is the Arabic name for Abraham. Ibrahim was chosen by Allah to share the word of the Unity of God. He had a single son, Ishmael. The Koran tells the story of how Ibrahim was commanded by God to take his son, Ishmael, to the mountaintop and there to sacrifice him to Allah. Allah wanted Ibrahim to prove to him that he truly was obedient. Ibrahim took his son to the mountain with a heavy heart. He built a fire. He bound Ishmael. As he was about to kill his son, Allah sent Gibril, a messenger angel, to stop him. He brought the message that by being obedient, Ibrahim had truly made a sacrifice. Muslim people gather in the Mosque to remember Ibrahim’s sacrifice. They gather in their homes later to feast and to share gifts. Evaluation: Make the following cards for your word wall: Allah, Islam, Mohammed, Eid al Adha, Ibrahim, Ishmael. Identify the Cards: Mohammed is the Prophet of Allah. Islam is the name of the religion of those who believe in the teachings of Mohammed and the Koran Eid al Adha is a family celebration. Ibrahim was the faithful servant of Allah Ishmael was Ibrahim’s son. After putting them on the wall, ask them to identify: Point to the name of the prophet, etc. Day 2: Zakat (or Alms Giving) Objective: Students will understand that generosity is a value of Islam, by identifying gift giving as a practice of Zakat, or Almsgiving. Procedure: Read the book Aminah and Aisha’s Eid Gifts. Questions: To whom did Amina give gifts? Why did they give gifts? Activity: Coloring Pages Have the children color several packages and label to whom they would give the gifts. Evaluation: Ask students what it means to be generous. Day 3: Symbols and Not Images Objective: Students will identify the symbols of the star and crescent with Islam. Procedure: Review The Story of Eid al AdhaThe five pillars.The Word Wall. The Crescent and Star: Copy the coloring page on to transparencies, one for each each child (or reduce, and run two per sheet.) Distribute colored markers, either permanent or transparency, and have the students color the crescent and star. Cut around them and mount in the window. Day 4: A Taste of Islam Objective: Students will name Kheer as a traditional Middle Eastern food, served in many Islamic countries. Procedure: Prepare as much of the Kheer Recipe ahead of time as possible. Save heating and the addition of spices for school. Add spices and heat the Kheer in the school microwave. Serve individual portions. Discuss taste, when you would eat the Kheer, and find out whether students do or do not like it.