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ASSEMBLY DATE:___________________________________ ASSEMBLY TIME:___________________________________ FOR STUDENTS IN:_________________________________
Bomani Armah is “not a rapper, he’s a poet with a hip-hop style.” He has been performing his brand of thought provoking-head-nodding music on stages big and small for over 15 years! Bomani’s assembly is a multi-media presentation, explaining the fun process of hip-hop song writing while comparing it to the practical skill of essay writing. Through the use of positive music videos and song lyrics Bomani encourages students to find and create art that reflects their life and aspirations.
Program Description Bomani’s program is a solo interactive performance, featuring music videos, multi-media presentations, call and response, as well as rhythmic movement with the audience. Students are taken on a fun, multi-media trip through the world of creative writing where they discuss the writing process (pre-writing, drafting, revising, editing, and publishing) as well as being able to recognize main ideas and supporting details. Students will rap along to original, professionally released music created by Bomani, as well as songs highlighting his tips on how to be a better creative writer. Students will also learn historical facts about the birth and development of hip-hop culture and it’s elements. There will be dancing, there will be beat-boxing, there will be fun had by all!
Assembly Coordinator: Please Distribute, Post, and Announce!
ASSEMBLYBomani
“Open Mic”
Contact Young Audiences for more information on this and other programs • 410-837-7577 • www.yamd.org Young Audiences/Arts for Learning 2600 N Howard Street, Suite 1300 Baltimore, MD 21218
"One of the more entertaining voices in a local spoken word scene that's overflowing with talent."
- Washington Post
*Please pass along the attached teacher program guide to all participating classrooms Setup Requirements
•A projector with a screen •Sound system with one microphone and an input for a 1/4 or 1/8 inch connector.
Artist arrival time
At least 60 minutes before performance time.
Suggested Introductions
“MC's, DJ's, b-boys and b-girls, beat-boxers, graffiti taggers, please give a warm welcome to artist for today. He's ‘not a rapper, but a poet with hip-hop style...’ Baba Bomani”
Inclement Weather
DON’T WORRY! Artists will follow school closings and delays and will work with you to reschedule the performance if necessary.
Young Audiences Contact Number: 410-837-7577
Call 410-837-7577 and follow the prompts to be connected with a staff member on call for After Hours or Emergency.
Contact Young Audiences for more information on this and other programs • 410-837-7577 • www.yamd.org Young Audiences/Arts for Learning 2600 N Howard Street, Suite 1300 Baltimore, MD 21218
Assembly Coordinator: Please Distribute, Post, and Announce!
Inside this guide:
• Artist Bio
• Standards
• Vocabulary
• Resources
• Discussion questions
• Pre & Post Performance Activities
ASSEMBLYBomani
“Open Mic”
Artist Bio Bomani is a poet, songwriter, producer, performer and educator. Born in Washington, D.C. and raised in the metropolitan area, Bomani uses his life experiences, mixed with his musical and poetic skills, to paint lyrical pictures of life, as he sees it, and the future as he envisions it. Bomani has had videos featured BET and MTV2, as well as has hosted and has performed everywhere from the Washington National Cathedral to the Fillmore in New York City.
Bomani Armah is “not a rapper, he’s a poet with a hip-hop style.” Bomani has been performing his brand of thought provoking-head-nodding music on stages
big and small for over 15 years for thousands of people of all ages, from schools, to churches, to nightclubs, and prisons!
Bomani’s assembly is a multi-media presentation, explaining the fun process of hip-hop song writing while comparing it to the practical skill of essay writing. Through the use of positive music videos and song lyrics Bomani encourages students to find and create art that reflects their life and aspirations. Bomani’s music videos have appeared on BET and MTV, he is currently the Director of Poetry Events for Busboys and Poets, and the head engineer for Urban-Intalek Studios.
Contact Young Audiences for more information on this and other programs • 410-837-7577 • www.yamd.org Young Audiences/Arts for Learning 2600 N Howard Street, Suite 1300 Baltimore, MD 21218
Teacher Program Guide
ASSEMBLYBomani
“Open Mic”
Standards: CCSS.ELA-Literacy.CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. Maryland Fine Art State Curriculum: Music, Grade 3:
Fine Arts Stranded 2.0 Historical, Cultural, and Social Context Indicator 1. Develop the ability to recognize music as a form of individual and cultural expression through experiencing music as both personal and societal expression
Vocabulary: • Bar - A measure of music that repeats. In most music this
measure consists of four counts • Beat-Boxing - To simulate the sounds and rhythms of percussion instruments or a drum machine by using
the mouth and voice • Break Dancing - An acrobatic dancing style characterized by intricate footwork, pantomime, spinning
headstands, tumbling, and elaborate improvised movements • Call and Response - Style of singing or rapping in which a line that is performed by a leader is responded
to or echoed by one or more singers • Couplet - Two lines of poetry in a row, especially a pair that rhymes and are of the same length • DJ’ing - The act of selecting, playing, and announcing records at a hip-hop party and can include
turntablism skills like mixing, cutting and scratching • Graffiti - Markings, as initials, slogans, or drawings, written, spray-painted, or sketched on things like
sidewalk, wall of a building or public restroom • Hip-Hop - 1970's Bronx New York cultural and art renaissance, which includes the elements of break
dancing, emceeing, graffiti, and DJ’ing - The act of selecting, playing, and announcing records at a hip-hop party and can include turntablism skills like mixing, cutting and scratching
Teacher Program Guide
Contact Young Audiences for more information on this and other programs • 410-837-7577 • www.yamd.org Young Audiences/Arts for Learning 2600 N Howard Street, Suite 1300 Baltimore, MD 21218
ASSEMBLYBomani
“Open Mic”
continued on next page
• Hook – (Also called chorus or refrain) A part of a song that recurs at intervals, usually following each verse, that contains the Main Idea of the song
• Main Idea - The most important or central thought of a section of text which tells the reader what the text is about
• MC – (originally meaning Master of Ceremony, in hip-hop it also means Move the Crowd or Microphone controller) A person who directs the entertainment at events like a party, radio or television broadcast. This includes the person on the microphone rhyming
• Near Rhyme - Rhyme in which the of the words sound somewhat identical, as in eyes, light; years, yours • Rhyme - Words or lines of poetry that sound the same at the end • Supporting Detail - Parts of the text that help to support the main Idea • Syllables - An uninterrupted segment of speech with a vowel sound • Verses - The parts of a song between the choruses that support the main idea of the chorus
Steps in the Writing Process
• Pre-writing: This is the planning phase of the writing process, when students brainstorm, research, gather and outline ideas, often using diagrams for mapping out their thoughts. Audience and purpose should be considered at this point, and for the older students, a working thesis statement needs to be started.
• Drafting: Students create their initial composition by writing down all their ideas in an organized way to convey a particular idea or present an argument. Audience and purpose need to be finalized.
• Revising: Students review, modify, and reorganize their work by rearranging, adding, or deleting content, and by making the tone, style, and content appropriate for the intended audience. The goal of this phase of the writing process is to improve the draft.
• Editing: At this point in the writing process, writers proofread and correct errors in grammar and mechanics, and edit to improve style and clarity. Having another writer’s feedback in this stage is helpful.
• Publishing: In this last step of the writing process, the final writing is shared with the group. Sharing can be accomplished in a variety of ways, and with the help of computers, it can even be printed or published online.
Teacher Program Guide
Contact Young Audiences for more information on this and other programs • 410-837-7577 • www.yamd.org Young Audiences/Arts for Learning 2600 N Howard Street, Suite 1300 Baltimore, MD 21218
ASSEMBLYBomani
“Open Mic”
vocabulary continued
Additional Resources www.flocabulary.com Flocabulary is an online library of educational hip-hop songs and videos for grades K-12. Over 35,000 schools use Flocabulary to engage and inspire students. (Even just having the free month subscription the weeks before and after would be helpful. I’m positive you’ll want to keep it.
www.edlyrics.com H.E.L.P., or the Hip Hop Educational Literacy Program, offers cutting edge supplemental reading workbooks developed around the lyrics of
popular Hip Hop songs. H.E.L.P. is designed by an experienced team of educators in order to provide culturally responsive teaching materials that motivate students to read and improve literacy skills. (This is a good resource for follow up writing lesson plans that feature classic hip-hop songs).
www.secretagent23skidoo.com (hip-hop music and videos for kids 12 and under) More Fraggles than Wiggles, more Soul Train than Thomas the Train, 23 Skidoo is equal parts Dr. Seuss and Dr.
Dre! His albums and shows are a cornucopia of creativity, mixing a wide spectrum of genres into multi-instrumental, musically sophisticated, lyrically intelligent house party classics. With an authentic feel that resonates from packed park jams in the South Bronx to sold out shows at The Smithsonian, 23 Skidoo is the pioneer of positive family Hip Hop music.
How to Rap: The Art and Science of the Hip-Hop MC - I recommend this book for teachers who want to know more about the artistic and ELA related aspects of hip-hop songwriting.
Teacher Program Guide
Contact Young Audiences for more information on this and other programs • 410-837-7577 • www.yamd.org Young Audiences/Arts for Learning 2600 N Howard Street, Suite 1300 Baltimore, MD 21218
ASSEMBLYBomani
“Open Mic”
With an ongoing string of eight #1 hits on SiriusXM, glowing reviews from TIME, USA Today, People and NPR’s “All Things Considered”, rocking sets at Lollapalooza, Austin City Limits, Legoland and countless other top quality venues, plus a 2015 GRAMMY nomination, the Skidoo crew is spreading the word and the wordplay far and wide.
Pre-Performance Activities: Because this assembly will teach hip hop song writing, teachers are encouraged to review the writing process (prewriting, drafting, revising, editing, evaluating, and publishing) as well main and supporting idea.
Teachers can also share…
Hip Hop Speaks to Children: A Celebration of Poetry with a Beat
By Nikki Giovanni (Author), http://amzn.to/1JkIuN0
When the Beat Was Born: DJ Kool Herc and the Creation of Hip Hop
By Laban Carrick Hill and Theodore Taylor http://amzn.to/1RMOWOJ
Classroom Discussion Questions: What are the elements of hip-hop?
How is a song chorus/refrain/hook similar to an introductory paragraph?
How are/ is a song’s verse similar to supporting paragraphs?
What are different ways you can rhyme?
What were some of the topics Baba Bomani wrote songs about? What kind of songs dealing with your life, experiences and desires would you write a song about?
Can you name one thing you learned, one thing they already knew, and one thing you could use more help with?
Exit Ticket • Can you name one thing you learned in Bomani's assembly? • Can you name one thing you already knew about writing songs? • Can you name one thing you could use more help with in writing you own song?
Teacher Program Guide
Contact Young Audiences for more information on this and other programs • 410-837-7577 • www.yamd.org Young Audiences/Arts for Learning 2600 N Howard Street, Suite 1300 Baltimore, MD 21218
continued on next page
ASSEMBLYBomani
“Open Mic”
Post-Performance Activities- with assessment:
Breakdance Freeze Dance" – https://www.youtube.com/watch?v=dz2fQ-MQMb0
Using the overhead projector, students watch and listen to the instrumental for Bomani's song "The Hustle" as it is counted out o the screen. The teacher models how you can count 1 bar, then 2 bars, then 3 bars. The teacher models (or have a student model) different "b-boy stances" (Google “b-boy stance images” for ideas: https://www.google.com/search?q=b-boy+stance&source=lnms&tbm=isch&sa=X&ved=0CAcQ_AUoAWoVChMIj7r22tj2xgIVyHE-Ch0KxQRU&biw=1278&bih=644). That is when you pose in a cool move after finish a dance move. The students are then instructed to dance for 1 bar, then b-boy stance for one bar alternatively for 8 bars. Then they move up to 2 bars with 2 b-boy stances (one on each count of one). This moves up to 4, 8 and possible sixteen if you're feeling adventurous. This is a great way for them to learn the basic music count that encompasses all popular music.
Teacher Program Guide
Contact Young Audiences for more information on this and other programs • 410-837-7577 • www.yamd.org Young Audiences/Arts for Learning 2600 N Howard Street, Suite 1300 Baltimore, MD 21218
ASSEMBLYBomani
“Open Mic”
