ERIC Number: ED396316
Record Type: Non-Journal
Publication Date: 1996-Feb
Reference Count: N/A
African American and Youth Culture as a Bridge To Writing Development. Final Report.
A study examined whether the familiarity and competence that many African American students have with elements of rap music and culture could be used as a bridge to the production of other literate texts. Two high-school English teachers, one teaching at Fremont High School, East Oakland and the other teaching at Berkeley High School in Berkeley, California, were selected. Curriculum materials included newspaper and magazine articles, short stories, visual materials, audio materials, and audio-visual materials. Instruction was conducted 2 days per week for the 12-week duration of the project. Data included classroom observations and initial and final writing prompts. Results of analysis of the writing prompts were inconclusive. Results also indicated that (1) many students exhibited significant competence in both the oral and written production of rap texts; (2) teachers continually reported that students who had a history of apathy and minimal participation came alive when presented with the intervention curriculum; (3) many of the most commercially successful rap artists are highly proficient in (and perform much of their music in) language that is very close to edited English; (4) one of the teachers began to feel that her students did not accept her teaching them about rap music and culture; and (5) the curriculum materials had an ephemeral shelf life. (Contains 31 references, and 3 charts of data. Attachments provide more data.) (RS)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for the Study of Writing and Literacy, Berkeley, CA.; National Center for the Study of Writing and Literacy, Pittsburgh, PA.