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MAKE BEATS. LEARN CODE. PROMOTE EQUITY.

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CODE TO COMPETE

You will use Georgia Tech’s EarSketch Platform to code a unique remix that demonstrates awareness and calls for action!
Winners will be selected in August.
50 students will win prizes, and the top students will win a $5000 scholarship or grant to start a business!

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How are music, computer science, �activism and entrepreneurship �pathways to promote racial equity?

Layers of Injustice

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Learn about the history of Hip-Hop as a chronicle of the socio-political issues faced by Black youth growing up in the United States and identify the type of racism discussed in a series of Hip-Hop songs.

Sensitive Topic: This module discusses the damaging legacy of slavery in the United States, including current examples of Interpersonal, Institutional Systemic, and Structural racism.

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AGENDA

The History of Hip-Hop
Understanding Types of Racism
Creating a Script
Using Comments
Build Your Vocabulary

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MODULE 2 - LAYERS OF INJUSTICE

OBJECTIVE

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Activity 1: The History of Hip-Hop

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1. MUSIC AS A WAY TO EXPRESS VOICE

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Everyone regards DJ Kool Herc as the originator of Hip-Hop. He is a Jamaican immigrant who DJ’d parties in the Bronx, New York in the 1970s and beyond.

�A DJ is someone who uses turntables to play recorded music for a live audience.

�Herc was the first DJ to take the “break” of a song – the moment when all the elements of a song stop except for the percussion – and mix it with other songs using two turntables.

� This is where the term “break dancing” comes from; – dancers would used to dance during this break in the song.

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Activity 1: History of Hip-Hop

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Soon, this style of DJing music evolved to incorporate scratching, spinning, and emceeing, where a hype person talks to the crowd while the DJ plays the song.

�Shortly after, emceeing incorporated rapping; using clever rhymes and word play recited rapidly over a beat.

�This created a brand-new genre of music never heard before - Hip-Hop!

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History of Hip-Hop

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Optional Video: “The Birth of Hip-Hop”

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Optional Video: “DJ Kool Herc's Turntables: Hip Hop Extraordinaire”

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Hundreds of years prior, during the era of slavery, African Americans developed a very different style of music called spirituals. Spirituals were songs sung by enslaved people that were about the hardships they endured, biblical stories, and some even had secret codes that are said to have shared secret messages about how to escape from slavery. The most notable being “Wade in the Water” which warned enslaved people to get into the water to hide their scent from the slave catching dogs on their trail. When Once slavery ended, it is said that the Spirituals evolved into Blues music.

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History of Hip-Hop

Instructor Dialogue

Hundreds of years ago, during the era of slavery, African Americans developed a very different style of music called spirituals. Spirituals were songs sung by enslaved people that were about the hardships they endured, biblical stories, and some even had secret codes that are said to have shared secret messages about how to escape from slavery. The most notable being Wade in the Water which warned enslaved people to get into the water to hide their scent from the slave catching dogs on their trail. When slavery ended, it is said that Spirituals evolved into Blues music.

So, as you see, music has always been a tool for the liberation of oppressed people.

Instructor Note

You can learn more about spirituals from this article on African American Spirituals at the Library of Congress https://www.loc.gov/item/ihas.200197495/

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Some of the social and political conditions that were present at the time when Hip-Hop was created include:

Racial segregation in urban planning, leading to African Americans living in underfunded and neglected neighbourhoods, away from white people
Racial violence between Black citizens and police officers.
The largest civil rights demonstration of the era, when 460,000 students and teachers left school in 1964 to protest the continued segregation of schools.

�One hundred years after slavery was abolished, African Americans were protesting for the right to attend schools designated for white students only!

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History of Hip-Hop

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2. LAYERS OF RACISM

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Activity 2: Exploring Types of Racism/Injustice

What is racism?
My definition: _______________________________________________________________________________________________.

In your Student Written Activity Workbook write your definition of Racism
Discuss the following with a partner.

What is racism?
What does it look like?
How does it work?

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BUILD YOUR VOCABULARY TO PROMOTE EQUITY

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Term	Definition
	The subtle and overt mistreatment, hurt, and harm (discrimination) against individuals or members of a group based on the color of their skin. It manifests in a variety of ways and impacts everyone differently.

RACISM

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STRUCTURAL

INSTITUTIONAL

INTERPERSONAL

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Exploring Types of Racism

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BUILD YOUR VOCABULARY TO PROMOTE EQUITY

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Term	Definition
	�Racism that occurs between individuals as personal interactions.�

INTERPERSONAL

Examples: �1. Verbal use of racial slurs.

2. Racially insensitive graffiti.

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BUILD YOUR VOCABULARY TO PROMOTE EQUITY

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Term	Definition
	�Racism that occurs within institutions and systems of power.�

INSTITUTIONAL

Examples: �1. Racist school/office policies.�2. Racist hiring and promotion practices.

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BUILD YOUR VOCABULARY TO PROMOTE EQUITY

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Term	Definition
	�Racial bias among institutions and across society.�

STRUCTURAL

Examples:

1. “Redlining”- denying people home loans � depending on where they live.

2. Mass incarceration of Black and Brown men.

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WHAT’S THE MESSAGE IN THE MUSIC?

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Listen to the song Black Entrepreneur As you listen to the song, follow along reading the lyrics in your Student Writing Activity Workbook and highlight examples of injustice to answer the questions in the notebook or discuss as a group.

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Activity 3: Identifying Types of Racism

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WHAT’S THE MESSAGE IN THE MUSIC?

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What types of injustices are in this song? What do you think is this song’s message?

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Activity 3: Identifying Types of Racism

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TIME TO CODE!

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Activity 4: Creating a Script

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BUILD YOUR VOCABULARY TO MAKE BEATS

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Term	Definition
	�A series of instructions carried out in a specific order by a computer.�

SCRIPT

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Activity 4: Creating a script

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Follow the steps on the next two slides or in your Student Coding Activities Workbook to create a new script in EarSketch

Name your script “EarSketch First Script”

Select Python as the programming language

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GETTING STARTED: CREATING A NEW SCRIPT

EarSketch Training | 11.06.2020

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OR

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Name your script EarSketch First Script.
Choose Python as your Script language.
Select the <CREATE> button to create your script.

GETTING STARTED: CREATING A NEW SCRIPT

EarSketch Training | 11.06.2020

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Comments Section: Notes about your code You can add your name or the title of the code here.

Setup Section This code tells the Digital Audio Workstation (DAW) how to prepare to make music. setTempo() allows you to choose a tempo for the project.

Music Section: The most important section. All of the details of your code and composition go here. You will be adding Comments in here later to:

organize your song parts
annotate/tell the 'story' of your song

COMMENTS .

SETUP SECTION .

MUSIC SECTION .

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SECTIONS OF A SCRIPT

Instructor Dialogue

Let's go over some important sections in your script. (See 24.7 Creating a Basic Script in EarSketch curriculum.)

Comments Section: Notes about your code. You can use comments anywhere in your code, and this block at the top is usually used to describe the whole project.
Setup Section: This code tells the DAW how to prepare to make music.

from earsketch import * adds the EarSketch API to the project. Every project with music in it must have these parts in the setup section.
setTempo() allows you to choose a tempo for the project, which can be anywhere from 45 to 220 beats per minute.

Music Section: The most important section. All details of your code and composition go here.

You will also add comments throughout to tell your story.

We will be diving into each of these sections throughout the Your Voice is Power remix competition.

This is just an opportunity to familiarize yourself with the parts of your script.

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All scripts are automatically saved in this folder for you to access every time you login.

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SCRIPT BROWSER

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Term	Definition
	Lines of code that are not executed by the computer, but they are used by programmers to make notes in their code. They are preceded by a # (pound/hashtag) sign. �Ex. #author, #add sounds

COMMENTS

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Activity 5: Using Comments

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EXAMPLES OF COMMENTS

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COMMENTS

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Activity 5: Using Comments

Add the following comments to the beginning of your script. You can copy and paste this from your Student Coding Activities Workbook.

Replace the highlighted text with your own names and description

# script_name: YOUR VOICE IS POWER

# author: STUDENT NAME�# description: This script holds the code to compose my song

# about social injustice

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COMMENTS

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Activity 5: Using Comments (cont.)

3. Add a print statement after the comments. Replace the highlighted text with your own message

# script_name: YOUR VOICE IS POWER

# author: STUDENT NAME�# description: This script holds the code to compose my song

# about social injustice

print("This is a great opportunity to share my personal experiences")

4. Run your code using the Run button.

5. Look at the bottom of your screen do you see a message there?

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Comments are not executed when you run the script.
In the same way, that music can contain hidden messages in its lyrics, our code can contain hidden messages in the comments.
Use comments to embed messages and organize your code.
print statements display messages at the bottom of your screen

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WHAT HAPPENED WHEN YOU RAN YOUR CODE?

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Your print message appears here

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What happens if you put a # in front of the print statement and run your code again?

The print message no longer appears at the bottom of the screen, because you turned the print statement into a comment and comments are not executed.

Coders sometimes use this trick called ‘commenting out code’ when they have an error in their code. They will comment out a line of code to see if the error goes away to help them figure out which line of code is causing the error. When they want the code to execute again they just delete the #

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OPTIONAL BONUS CODING CHALLENGE

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Activity 6: Build Your Vocabulary

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3. CONSOLIDATION / REFLECTION

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In your Student Writing Activities Workbook

Match the following terms with their definitions:
Script
Comments

Identify the types of racism listed.

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Activity 6: Build Your Vocabulary

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A: Word Splash

B: Free Time - Explore EarSketch (10 minutes)

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Optional Extensions

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In your Student Writing Activities Workbook write some of the words that come to mind when you think of Hip-Hop?

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Extension A: Word Splas h!

Word Splash

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FREE TIME - EXPLORE EARSKETCH

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Extension B: Free Time—Explore EarSketch

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THANK YOU!

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