Abstract
In order to prepare preservice music education students to engage with Hip- Hop in their classrooms, it is not enough for them to learn it as subject matter. We argue that Hip-Hop educators should also be active creative participants in the music. Learn- ing by creating original beats and verses fosters personal expression, growth, and trans- formation, along with engagement in larger social and political issues. Writing and pro- ducing rap songs forces music education students to confront issues of identity formation, cultural appropriation, and the politics of race, class, and gender. As an antiauthoritar- ian street music, Hip-Hop fits uncomfortably in formal institutions. Hip-Hop music ed- ucators must be prepared to create "brave spaces" that can be used to confront harsh and caustic language, depictions of violent and antisocial behavior, and general defiance of authority and convention.
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