LEADER 08003nam 22006733 450 001 9910879798103321 005 20240807181123.0 010 $a9783839466674 010 $a3839466679 024 7 $a10.1515/9783839466674 035 $a(CKB)32775291000041 035 $a(MiAaPQ)EBC31554493 035 $a(Au-PeEL)EBL31554493 035 $a(DE-B1597)663341 035 $a(DE-B1597)9783839466674 035 $a(Perlego)4278628 035 $a(EXLCZ)9932775291000041 100 $a20240729d2024 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aIt's How You Flip It $eMultiple Perspectives on Hip-Hop and Music Education 205 $a1st ed. 210 1$aBielefeld :$ctranscript Verlag,$d2024. 210 4$d©2024. 215 $a1 online resource (317 pages) 225 1 $aStudien Zur Popularmusik Series 311 08$a9783837666670 311 08$a3837666670 327 $aCover -- Contents -- "It's how you flip it!" - Editorial Notes -- References -- Music Education and Hip?Hop -- References -- Hip?Hop and Music Education -- Introduction -- Hip?Hop Pedagogies -- The Emergence of Hip?Hop Education -- The Federal Republic of Germany: Hip?Hop and Social Work (1980s-1990s) -- The Federal Republic of Germany: Hip?Hop and Music Education (1980s-1990s) -- The United States: The First Wave of Hip?Hop Education (1980s-2000s) -- Establishing Hip?Hop in Music Education -- Why Hip?Hop Still Challenges Music Education -- Different Forms of Learning and Teaching -- Aesthetic and Ethical Differences -- Teachers' Skills and Teaching Materials -- Misunderstandings between Hip?Hop Artists and Music Educators -- Research in Music Education and Teacher Training -- Current Issues for Music Education -- Conclusion and Outlook -- References -- "Music can really, really raise you" (Pete Rock) -- It's All Clear, at Last: Preparations for a Hip?Hop Seminar and the Genesis of a Rap Song -- Hip?Hop as a (Creative) Space for Knowledge Transfer -- Hip?Hop as Literature -- Literature as Hip?Hop -- References -- Appendix -- Retrogott: Endlich eindeutig (2022) -- "Urgency. [?] It's so much more than just interest or passion!" -- Institutionalizing Beatmaking -- Introduction -- Beatmaking as an Asynchronous Form of Phonographic Work -- Manifestation and Constitution of Artistic Agency -- Development of Artistic Agency -- Beatmaking as a Challenge and Opportunity for Music Education -- Conclusion -- References -- Invisible Skillz. Thoughts on Hip?Hop as an Artistic, Creative Culture -- References -- The Archipelago as a Metaphor for the Creation of Collective Knowledge in Breaking -- Being Touched - Getting Moving - Exploring Exchange -- Archipelagic Thinking: Édouard Glissant and the Creolization of the World. 327 $aFirst Island: On the Origin as a Void and the Traces of Many Beginnings -- Second Island: Bricolage of the Self and "Identificatory Suspension" -- Third Island: The Poetic Cry of a United Germany and Its Echo in the Hip?Hop Archipelago -- Fourth Island: Learning amid the Hip?Hop Archipelago's Field of Potentiality -- Conclusion and Outlook -- References -- Breaking and the Island Life -- Analyzing Flow and Deconstructing Childhood -- "Starting from Scratch": Rap Music in My Classroom -- Analyzing Flow and Its Impact on Teaching Music -- Deconstructing Childhood-And Its Benefits for Music Education -- Conclusion -- References -- Flow in the Music Classroom -- Flow in Lesson Preparation -- Dealing with Problematic Lyrics -- Conclusion -- Examining the Ideological Tension and Institutional Constraint of Implementing Hip?Hop?Based Music Education within the Formal Academic Space -- Background and Introduction -- Schooling Hip?Hop: Challenges to Implementation -- Case Study: Background and Corpus of the Data -- Methods and Analysis -- Staying Current, Meeting Expectations? The Case of Malcolm Y. -- Discussion and Conclusion -- References -- The Representation of Gangsta Rap in Music Education Textbooks -- Introduction -- Gangsta Rap: Challenges for Music Education -- Method -- Analysis -- Popularmusik im Kontext (2007) -- musik live 2 (2009) -- Further Results -- Conclusion and Outlook -- References -- Gangsta Rap in Everyday School Life -- Characteristics of a Hip?Hop Pedagogy Based in Community Music Practices -- Introduction -- Swedish Hip?Hop-Educational and Community Music Perspectives -- The Tradition of Nordic Bildung -- Characteristics of Local Swedish Hip?Hop Education -- Disciple Pedagogy -- Pedagogy of Trust -- Cipher Pedagogy -- Lessons for the Music Classroom Drawn from Swedish Hip?Hop Education -- Conclusions -- References. 327 $aWhat Germany's Educational System Can Learn from Sweden's Engagement with Hip?Hop Culture -- Building Hip?Hop Music Educators -- Introduction -- Our Approaches to Teaching Hip?Hop in Music Education -- About Toni Blackman -- Toni's Teaching Practice -- About Ethan Hein -- Ethan's Teaching Practice -- What Is Hip?Hop Music Education? -- How Do We Teach Hip?Hop Responsibly? -- Conclusion -- References -- Hip?Hop Doesn't Need School, School needs Hip?Hop -- Hip?Hop Is More than Music -- Making Dope Shit -- Introduction -- Learning (about) Flow -- Analyzing Flow -- Line?Bar Interactions-Phrasing on/in Meter -- Stress Interactions-(Quantized) Rhythmic Surface Structure -- Microrhythm-Timing and Degrees of Ambiguity -- What Makes the Shit Dope? -- References -- Hip?Hop and Intersectional Music Education: Learning from Hip?Hop Feminisms -- Introduction: Intersectionality and Hip?Hop -- Hip?Hop Feminism -- Intersectional Music Education in Germany -- Developments of Hip?Hop Feminisms -- a) Threading and Stitching-Redefining Technology and Tools -- b) Bringing the Wreck-Redefining Representation and Image -- c) Kinetic Orality-Redefining Storytelling -- d) Melodious Misogyny-Redefining Sound and Listening -- Conclusion: Redrawing the Lines of Difference -- References -- Eco Hip?Hop Education -- Introduction -- Eco Hip?Hop Education -- Hip?Hop and Environmental Justice in Music Education -- Hip?Hop and Place?Based Learning in Music Education -- Hip?Hop and Negotiating Normative Contradictions -- Conclusion and Outlook -- References -- Biographical Notes. 330 $aThe cultural practices of hip-hop have been among people's favorite forms of popular culture for decades. Due to this popularity, rap, breaking, graffiti, beatboxing and other practices have entered the field of education. At the intersection of hip-hop and music education, scholars, artists, and educators cooperate in this volume to investigate topics such as representations of gangsta rap in school textbooks, the possibilities and limits of working with hip-hop in an intersectional critical music pedagogy context, and the reflection of hip-hop artists on their work in music education institutions. In addition, the contributors provide ideas for how research and theory can be transferred and applied to music educational practice. 410 0$aStudien Zur Popularmusik Series 606 $aMUSIC / History & Criticism$2bisacsh 610 $aEducation. 610 $aKnowledge. 610 $aMusic Education. 610 $aMusic Learning. 610 $aMusic. 610 $aMusicology. 610 $aPedagogy. 610 $aPop Music. 610 $aPopular Culture. 610 $aTeacher Training. 615 7$aMUSIC / History & Criticism. 700 $aEusterbrock$b Linus$01765599 701 $aKattenbeck$b Chris$01348872 701 $aKautny$b Oliver$01765600 712 02$aDeutsche Forschungsgemeinschaft (DFG)$4fnd$4http://id.loc.gov/vocabulary/relators/fnd 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910879798103321 996 $aIt's How You Flip It$94207432 997 $aUNINA