"Sign Me to A Chemical Label: Using Hip Hop  to Teach and Learn Chemistry in High School."  

 Introduction :

   This video analysis of a presentation in a conceptual chemistry class. In this e-portfolio entry I use ethnographic analysis supplemented by conversational and video analysis. I provide evidence to show how students' youth culture (e.g., hip hop) can be used to teach and learn chemistry. This e-portfolio highlights a presentation designed by one of my students at Brandywine High School ; a suburban school in Wilmington, Delaware. At Brandywine students select from an array of courses ranging from advance placement (AP) English to basic electronics. For instance, in chemistry students can enroll in one of four different levels; conceptual chemistry which is a semester course, a college prep, an honors level, or an AP Chemistry course. The student body at Brandywine High School consists of approximately 58 percent white, 35 percent African American, 4 percent Asian, 3 percent Hispanic, and 1 percent Indian American. Twenty four percent of the student body comes from low-income families. The class where the presentation occurred is a conceptual chemistry class. The conceptual chemistry class is also designated as an inclusion class where students generally don't plan to major in science in college, or plan to pursue higher education after obtaining a high school diploma. This class has a total of 24 students; 9 of them are classified as special education students.  Ethnically the student body consists of 16 African-American, 7 Caucasian, and one Hispanic male.  This class is taught by two teachers; I am the regular Education Chemistry teacher and Mrs. Speechley is the special Education teacher.  Mrs. Speechley and I cooperate together to facilitate a healthy educational environment for all of our students. My role consisted mainly of teaching science-related content as well as instructing on other topics, while Mrs. Speechley mainly focus on helping special education students.

This presentation is made by John; a black male who identifies himself as African-American, and who chose to present his project in the form of a rap. In this presentation John enacted his youth culture in learning science. John succeeded in getting his classmates engaged in the science class using rap music that dominates the students’ culture. Students in the class successfully interacted with John generating a positive emotional energy.  In the video we can clearly see amplitudes, gestures; both verbal and non-verbal, and actions from everyone in the socio-cultural environment.

This e-portfolio entry is divided into the following sections:

1- The theoretical framework (Socio-cultural theory)

2- Reflective practice

3- Who is John?

4- Video analysis

5- Summary and conclusion (addressing e-portfolio and enduring understanding rubrics)

1-The theoretical framework : Socio-cultural theory 

In this video analysis I am using meso level analyses to explore learning in my chemistry classes through the socio-culture theory.  I analyze John's presentation using the lens of building on capital. Nowadays where rap music rules among youth, especially African-American students, we clearly see this kind of youth culture penetrate even classrooms. Students and teachers bring their own culture to the classroom. In the process of learning science (cultural production) students try to build social capital among their peers and with their teachers.  Many times students have to face this conflict between their culture and that of their teachers; however, a successful classroom comes to existence when students and teachers can built their social capital and create solidarity in the classroom, as Tobin (2006) states; “Solidarity occurs within a community when positive emotional energy, mutual focus, synchrony, and chains of successful interactions occur.

 

2-Reflective practice:

By applying socio-cultural theory to explore successful ways of building capital , it becomes much easier to allow types of production in my classrooms where my culture and those of my students merge in a synchronous way. This is accomplished through everyday activities, and applications to build social solidarity in my science classes. In the past my main focus was only to teach the main concepts of chemistry. I assumed that all my students can learn the same way, as I also assumed that the only difference would be the time students may need to either comprehend or to practice. It was a big struggle because at that time neither I, nor my students spoke the same language, my language was the one of canonical science, and theirs was the one of their youth culture. I failed when I tried to peel these students away from their own culture, however, but when science learning at Brandywine High School became part of their cultural practice and when both cultures, mine and theirs merged, then we were able to build solidarity and more successful opportunities to learn in our classrooms.

 

3-Who is John?

 John is a 19 year old black male who is a senior student at Brandywine High School. John is taking a Conceptual Chemistry course.  John either wants to go to acting school in Philadelphia to be an actor, or become an elementary school teacher. John chose to rap his presentation . Rap music has grown and flourished within the African American youth culture since the late 1970's. Rap echoes in African-American culture because its roots can be traced back to African and Afro- Caribbean cultures that used (chants) calls, and responses. John is an active member in his Baptist church where he used to sing in the choir when he was in sixth grade. He doesn't, however, sing there anymore.  John likes to rap most of the time.  John chose to do his presentation in rap for two main reasons.  Firstly, John is a rapper, and second he wants his presentation to be different and unique.  Furthermore, he believes his friends will like his presentation this way. John is a very energetic outgoing young man with a promising future.

4-Video analysis:

Evidence of understanding Science Education theory, and applying new pedagogical in teaching

 

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.........Figure (1) John talking over the class ........................................................ ............. ............ ...............Figure (2) Mrs. Speechley smiling

1. Hello class hope yall ready for knowledge. ............................... .....................8. Dimethyl Benzyl, EthiBenzyl, that aint' all

2. As I drop some chemistry on this here project.......................... .....................9. Put em together yes they're poisonous

3. Now where I'ma start, oh the trouble..................................... . .................. . .10. Look at all yall I know u enjoying this

4. Oh, yeah I'm talkin' bout Scrubbing Bubbles......................... ........................11. Just chill Makarious, I know you havin fun

5. You know, the bathroom cleaner that disinfects................... .........................12. That's only the half cuz I ain't done

6. Ethanol, Tetra-Sodium............................................... ......... ................ ....... ..13. Back to the lyrical teachin' yall

7. Some other ones and I can't pronounce them....................... .........................14. I doin my best at reaching yall

 

 

 

Part 1: (1-5)

John starts his presentation trying to gain the attention of the class. He’s introducing his product “Scrubbing Bubbles.” and at the same time he’s expressing his feeling about chemistry as a hard subject. Then he moved to using scientific language “disinfects.  As John proceeds, he is trying to build social capital with his classmates. John uses slang and daily language to connect with his peers.

Part 2:(6-10)

In this part John really starts to engage the class. He smoothly moved to cover the requirements of the chemistry project, naming main chemicals in the bathroom cleaner. All students are staring at John except Donte, another male who sees John class rival.  All students are taking pride in John, as noted by looks of admiration in their eyes, at John conducting his presentation. He is using hard chemical names in an easy way for them to comprehend.

Part 3: (11-12)

It was’t enough for John to build social capital with his classmates, but he tried to reach out for his teachers.  In part 3, John incorporated both of his teachers’ names to the rap (Makarious-me and the special education teacher Mrs. Speechley.) There was a wide smile (figure 2) on Mrs. Speechley face after hearing John calling her name in the middle of his presentation. In this way John succeeded in gain social capital with his teachers.

Part 4: (13-14)

At this point John reached a higher level of comfort as we see the transfer of control (Figure 1). He is controlling and teaching the class. He said it twice; “teachin yall.” Everyone is focusing, paying attention, and admiring John. The class at this point is really quiet except for some encouraging chanting shouts of, “Ya Go John.”

 

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Figure (3) Travis Showing Excitment................................................ ..... ............... ............... ..........................Figure (4) Class clapping and celebrating
.............AAAaAbout John's Rap....................................................................... ......................... ................. .................... ..........John's presentation

15- He needs to get signed to the chemical label….................. ..................…....17- shouting, screaming, RIGHT JOHN, all of the class

16- That boy rapping about chemicals clapping

 

Part 5: (15-16)

Travis is getting highly excited, as he is totally engaged in the presentation, rap, and music.  Travis is screaming (see figure 3), “He (John) needs to get signed to the chemical label…..That boy rapping about chemicals.” Travis didn't’t even notice that I was next to him laughing.  Travis wasn't’t acting up, but really was excited and felt connected to the class.  By this time the students and teachers reached a peak of solidarity in the classroom (see figure 4)

 

Part 6: (17)

By the end of this presentation, an amazing positive energy was present in the class; students were shouting, raising their hands up, giving John the signs of victory and brotherhood; wide smiles were on all the faces . There were no exceptions. Everyone in the class, teachers and students, were socially and emotionally connected to John.

 

5-Summary and conclusion(addressing e-portfolio and enduring understanding rubrics)

This video analysis reflects the understanding of Science Education theory and literature (e-portfolio rubric) where socio-cultural theory is applied as the main tool to identify and analyze an educational encounter. The importance of understanding the socio-cultural environment as a leading factor that enabled me to develop the support to guide all students with diverse interests, abilities, and experiences in making sense of scientific ideas. (EU#1). I believe now I have a clear vision when it come to classroom practices, such as reflective practice. Science education theory helped me to align my teaching of science with my students' culture, and at the same time brought me closer to understanding my students youth culture, gestures, slang, music, and body language. Analyzing daily situations created positive social interactions in my classrooms, and produced a new classroom culture where everyone, not only felt safe and belonged there, but also enjoyed success learning science.

Furthermore, this video analysis shows the use of new pedagogical knowledge in designing instruction;(e-portfolio rubric) as well as the sse of new pedagogical knowledge in designing assessment (e-porfolio rubric) where activities in a science classroom were designed and assessed in different styles to meet the needs of each individual student, and to differentiate instructions in teaching Science. The presentation itself shows applying different strategies and assessments of students' work, without lowering either the standards, or the objective of learning.(EU3).

Finally it’s a reflective practice on my own classroom (e-portfolio rubric), where I conducted an action research on my teaching pedagogy.(EU3)

Reference:

"Tobin, K. (2006). Aligning the cultures of teaching and learning science in urban high schools. Cultural Studies of Science Education , 1 , 219-252. "