Introduction
The article examines the impact of hip-hop music education in elementary school. The theoretical justification of the article is the importance of music, in particular the style of hip-hop, in the formation of the system of interests and career goals of schoolchildren.
Discussion
The introduction of this musical direction represents a course on diversity and inclusiveness to deepen cultural practices in the classroom environment. Thus, the article introduces musical practices as a means of racial socialization, introduced by those who are respected (teachers) by others (students).
The problem raised in the article defines a crucial stage in the development of modern educational methods. The study’s results may have practical significance in applying culturally responsive approaches to teaching based on experimental data. The popularization of hip-hop among the younger generation is critically beneficial not only among predominantly African American students but also others (Evans 24). The scientific publication presents convincing arguments in favor of hip-hop-based education in the elementary school setting.
The optimal methodological basis for introducing a musically based aspect of education in elementary grades can be the therapeutic function of music. Empirical research within the scope of the article confirms that music has a positive effect on students’ general emotional state and concentration (Evans 29).
Conclusion
Thus, this phenomenon leads to better learning outcomes and satisfaction with the process. The level of inclusivity in the classroom has increased, as has self-confidence and a clear vision of career prospects. The article confirms that the combination of formal and informal learning formats based on the inclusion of hip-hop creates a positive environment for the education of Black youth.
Work Cited
Evans, Jabari M. “Deeper than Rap: Cultivating Racial Identity and Critical Voices Through Hip-hop Recording Practices in the Music Classroom.” Journal of Media Literacy Education, vol. 11, no. 3, 2019, pp. 20-36.