3/2/2023 0 Comments For the Kind Kindergarten Classroom: Hip-Hop and Haring: Pop Culture and Interdisciplinary LearningTeachers are looking for classes with broad appeal while incorporating popular culture as primary pupils grow more diverse. Early hip-musical hop and movement components perfectly match this kind of education.
Hip-hop from the 1980s inspired artist Keith Haring, who often created breakdancing characters in his pieces. An experimental set of lessons using Haring's artwork for kids in grades K–5 are shared in this article. General music instructors can introduce classes that combine popular culture with collaborative, interdisciplinary projects as the demographics of students in primary school become more varied. Consequently, this article presents an experimental set of lessons that pair Keith Haring's artwork with hip-hop music and breakdancing. Although having a broad audience, Haring's artwork also tackled contemporary topics like AIDS and racial inequity. In this regard, it resembles street art, which people often use as a vehicle to spread sociopolitical ideas. Teachers seek comprehensible, relevant, and exciting courses as primary classes grow more diverse, and curricula are constrained by high-stakes testing. They could consider integrating classes that combine pop culture with group projects that cross academic boundaries. Keith Haring's artwork and the hip-hop music of the 1980s are discussed in lesson one. It comprises an art and music project finished with K–5 children. The class teaches students about symbolism, movement, and creativity via hip-hop dancing and the works of artist Keith Haring. It incorporates information and experiences from the students' lives into creative production, culminating in a large public mural. It is possible to use this practical lesson in several music and art schools. Students will have the chance to produce artwork and music that examines 1980s hip-hop and the works of pop artist Keith Haring during this course. General music instructors may consider introducing classes that combine popular culture with collaborative, interdisciplinary learning as primary classrooms become more diverse, and the curriculum is constrained by high-stakes testing. To better grasp the motions and enthusiasm of the dancers, students should first view a break dancing video on YouTube. Students then imitate the poses and lines that depict movement by using their bodies to build characters from Haring's artwork (see Figure 2). Students then sketch their figures and add symbols and emotive components to create giant dance party murals that replicate the vibe of 1980s hip-hop music. The end product was public art on display for everyone to see in a school corridor. Hip-hop music from the 1980s was a significant source of inspiration for Haring, who also painted while listening to the music. He often painted one stroke at a time with the music, and his artwork expressed his fascination with the dynamism of hip-hop and break dancing. Students in this session use the figures they drew in music class to create a dance party mural while listening to 1980s hip-hop music. After being cut out and mounted, they put them onto a vast sheet of white paper. Students embellished their models with symbols like hearts and radial lines. Children represented love and uniqueness with dazzling lines in some cases and joy and hoped with hearts in other others. Everyone in the school contributed to the artwork in this very collaborative endeavor. Keith Haring was greatly influenced by the hip-hop and breakdancing culture of the 1980s while creating his works. His dancing figures, in particular, are often shown with strong gestural double lines that stand for liberation and joy. As primary classrooms grow increasingly diverse, teachers seek accessible, relevant, and engaging teachings that engage kids. Due to curriculum and recess time restrictions brought on by high-stakes testing, it is challenging for general music instructors to identify interdisciplinary activities that are both relevant and open to all students. In this lesson, students investigate how to understand and incorporate Keith Haring's symbolism into their artwork using hip-hop music and break dancing as inspiration. Moreover, it motivates students to draw links between their life experiences and creative creations and think of public art as a platform for intergroup communication.
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