MTCA: (S) 101 “Beat 2 the Rhyme” Creative Writing for Academic Achievement

1picThis workshop will introduce concepts based on the 5th stage of development for adolescence (12 to 18 years) according to Erickson’s Stages of Development.  The creative writing and critical thinking assignments will focus on the following:

–          Identity
–          Social Interactions/Peer Groups
–          Moral/Ethic Issues
–          Moratorium
–          Philosophy of Life
–          Skills for High School Students (according to www.FamilyEducation.com)

Song: Young, Wild & Free (Wiz Khalifa)                                Stage 5: Moratorium

Sound Check: If you could do three things and not worry about the consequences of your actions or being disciplined by your parents or any other adults, what would they be and why?  Ask a few students to read their responses and make a list on the board.  Or you can have everyone read their top response of the three that they wrote down.

Introduction: “A psychosocial moratorium is when a person takes a break from “real life” to actively search for their identity. The developer, Erik Erikson, noted that it is a period of time “during which the individual through free role experimentation may find a niche in some section of his society, a niche which is firmly defined and yet seems to be uniquely made for him” (Erikson, 1956). During a psychosocial moratorium, a person has the opportunity to try on multiple identities and/or roles before firmly committing to one. They also finalize their sense of ethics and morals in this stage. Erikson intended for it to be the final stage of identity development, which takes place in late adolescence. People going through a psychosocial moratorium are said to be having an “identity crisis.” Erikson postulated that identity development facilitated personal functioning and well-being. If a person does not make a commitment to an identity or role after taking a moratorium, or if they don’t have a chance to take a moratorium, the person has a high risk for developing confusion about their identity and their role in society. (Erikson, 1956; Erikson, 1988)” https://sites.google.com/site/motivationataglanceischool/psychosocial-moratorium

This break from “real life” is a prominent theme in adolescence because youth want the freedom of choice without the full weight of the consequences of their actions.  In looking at this theory further and attaching socioeconomic status to it, do we have a difference between the moratoriums for the wealthy versus the poor?  Do adult like responsibilities placed on young people from lower economic families like watching younger siblings and preparing meals impact a young person’s ability to fully engage in his/her moratorium?  Is the notion of taking a break from “real life” inherently negative, positive, or neither?  We are going to listen to a song by Wiz Khalifa called “Young, Wild & Free” and discuss whether Hip-Hop provides a sort of moratorium for youth to escape “real life”, but at what cost if Hip-Hop is presented as “real life?”

Performance: Pass out the lyrics to “Young, Wild & Free” and then play the song.  Have the students read along as the song is playing so that you know that they are paying attention because they will keep time with the song.

 Lyrics of Emphasis:
–          We’re just having fun/ we don’t care who sees
–          Living young and wild and free
–          Saggin’ my pants, not caring what I show
–          Got my own car, no job, no children

Students should choose 3 of the 4 lyrics and write (3) sentences that explain what is being said by each lyric.

Lyrical Exercise:
In the song the emphasis of being young, wild and free is on using drugs and partying.  I want you to attempt to rewrite the chorus and write a verse that focuses on other activities that young people participate in under the motto of “Young, Wild and Free.”  In the chorus you should change the first two lines to include the other behaviors that young people participate in under their moratorium and therefore not considering the consequences.  Your verse should talk about the fun that you have in doing whatever it is that you are doing and how society should really back off because you are “young” and this is what your youth is about.  Your verse should be 12 lines in length.

Performance: Each student will read their completed work in the front of the class and submit.

“Young, Wild & Free”
(with Snoop Dogg)
(feat. Bruno Mars)

[Hook: Bruno Mars]
So what we get drunk?
So what we smoke weed?
We’re just having fun
We don’t care who sees
So what we go out?
That’s how it’s supposed to be
Living young and wild and free

[Verse 1: Wiz Khalifa]
Uh, Uh huh
So what I keep ‘em rolled up?
Saggin’ my pants, not caring what I show
Keep it real with my ni*&as
Keep it player for these h*^s
And look clean don’t it?
Washed it the other day, watch how you lean on it
Give me some 501 jeans on it
Roll joints bigger than King Kong’s fingers
And smoke them h*^s down ’til they stingers
You a class clown and if I skip for the day
I’m with your b&#$% smokin’ grade A

[Verse 1: Snoop Dogg]
You know what?
It’s like I’m 17 again
Peach fuzz on my face
Lookin’, on the case
Tryna find a hella taste
Oh my god, I’m on the chase, Chevy
It’s gettin’ kinda heavy, relevant, sellin’ it
Dippin’ away, time keeps slippin’ away
Zip in the safe, flippin’ for pay
Tippin’ like I’m drippin’ in paint
Up front, four blunts, like, “Khalifa put the weed in a J”

[Hook]

[Verse 2: Wiz Khalifa]
And I don’t even care
Cause if me and my team in there
There’s gonna be some weed in the air
Tell ’em Mac

[Verse 2: Snoop Dogg]
Blowin’ everywhere we goin’ and now you knowin’
When I step right up, get my lighter so I can light up

[Wiz Khalifa]
That’s how it should be done
Soon as you thinkin’ you’re down
Find how to turn things around
Now things are lookin’ up

[Snoop Dogg]
From the ground up, pound up, this Taylor Gang
So turn my sound up and mount up and do my thang

[Wiz Khalifa]
Now I’m chillin’, fresh outta class, feelin’
Like I’m on my own and I could probably own a building
Got my own car, no job, no children
Had a science project, me and Mac killed it

[Snoop Dogg]
T-H-C, M-A-C, D-E-V, H-D-3, high as me
This is us, we gon’ fuss
And we gon’ fight and we gon’ roll
And live off life

[Hook]

[Bridge: Wiz Khalifa]
Yeah, roll one, smoke one
When you live like this you’re supposed to party
Roll one, smoke one, and we all just having fun
So we just, roll one, smoke one
When you live like this you’re supposed to party
Roll one, smoke one, and we all just having fun

[Hook]

Sample Lesson 2

1pic2This workshop will introduce concepts based on the 5th stage of development for adolescence (12 to 18 years) according to Erickson’s Stages of Development.  The creative writing and critical thinking assignments will focus on the following:

–          Identity
–          Social Interactions/Peer Groups
–          Moral/Ethic Issues
–          Moratorium
–          Philosophy of Life
–          Skills for High School Students (according to www.FamilyEducation.com)

Song: Starships (Nicki Minaj)                     Stage 5: Moratorium

Sound Check:

“So he moves with his peers, different blocks, different years
Sittin on, different benches like it’s musical chairs
All his peoples moved on in life, he’s on the corners at night
with young dudes it’s them he wanna be like
It’s sad but it’s fun to him right? He never grew up
31 and can’t give his youth up; he’s in his second childhood” –Nas 2nd Childhood

“Time flyin she the same person, never matures
All her friends married doin well
She’s in the streets yakkety yakkin like she was 12
Honey is twenty-seven, argues fights
Selfish in her own right, polite, guess she’s in her second childhood”- Nas 2nd Childhood

(If a person does not make a commitment to an identity or role after taking a moratorium, or if they don’t have a chance to take a moratorium, the person has a high risk for developing confusion about their identity and their role in society.) Analyze the two quotes from Nas’ song “2nd Childhood” and the statement in italics and write a short paragraph for each one telling what you believe could have happened to these individuals during the period of adolescence and their psychosocial moratorium that has them in these life conditions as adults.  Ask a few students to read their responses and make a list of the reasons mentioned in the paragraphs on the board.

Introduction: We are continuing our study on Erickson’s theory of adolescents participating in a “psychosocial moratorium” as a process of establishing their identity.  The break from “real life” as the moratorium is called takes on different forms based on socio-economic status and the individual desires of the youth.  Culture can play a significant role in influencing the behaviors that take place under the auspices of a “moratorium.”  What happens when the behaviors that are being promoted are behaviors that are legally adult in nature and are irresponsible for adults to participate excessively?  The song that we will be reviewing is “Starships” by Nicki Minaj.  The song is very upbeat and promotes a spirit of partying and forgetting the worries of the day, but at what cost?

Performance: Pass out the lyrics to “Starships” and then play the song.  Have the students read along as the song is playing so that you know that they are paying attention because they will keep time with the song.

Lyrics of Emphasis:
–          They say, what they gonna say?
–          Get on the floor, floor/Like it’s your last chance
–          Can’t stop ‘cause we’re so high
–          That’s our life, there’s no end in sight

Students should choose 3 of the 4 lyrics and write (3) sentences that explain what is being said by each lyric.

Lyrical Exercise:
Look through the verses of this song and identify the behavior in the song that you deem irresponsible.  Think about the potential short and long term consequences associated with the behaviors celebrated in the song.  Write two 8 line verses to “starships.”  One verse will outline the responsible way to ensure that you are ready to fly high in young adulthood in a manner that is healthy for you and full of opportunity.  The other verse should outline the consequences of the irresponsible behavior that you identified within the original song.  Include the chorus:

“Starships were meant to fly/Hands up and touch the sky/can’t stop ‘cause we’re so high/Let’s do this one more time” before each of your verses in your poem.  You can choose which verse you want to go first in your poem.

Performance: Each student will read their completed work in the front of the class and submit.

Nicki Minaj
“Starships”

Red one
Let’s go to the beach, each
Let’s go get away
They say, what they gonna say?
Have a drink, clink, found the Bud Light
Bad b@#$%@* like me, is hard to come by
The Patrón, own, let’s go get it on
The zone, own, yes I’m in the zone
Is it two, three, leave a good tip
I’ma blow all my money and don’t give two s#$^#

I’m on the floor, floor
I love to dance
So give me more, more, ‘til I can’t stand
Get on the floor, floor
Like it’s your last chance
If you want more, more
Then here I am

Starships were meant to fly
Hands up and touch the sky
Can’t stop ‘cause we’re so high
Let’s do this one more time

Starships were meant to fly
Hands up and touch the sky
Let’s do this one last time
Can’t stop…

(We’re higher than a mother#$@%^) [x3]

Jump in my hooptie hooptie hoop
I own that
And I ain’t paying my rent this month
I owe that
But f#@$ who you want, and f#$% who you like
That’s our life, there’s no end in sight
Twinkle, twinkle little star

Now everybody let me hear you say ray ray ray
Now spend all your money cause today’s pay day
And if you’re a G, you a G, G, G
My name is Onika, you can call me Nicki

Get on the floor, floor
Like it’s your last chance
If you want more, more
Then here I am

Starships were meant to fly
Hands up and touch the sky
Can’t stop ‘cause we’re so high
Let’s do this one more time

Starships were meant to fly
Hands up and touch the sky
Let’s do this one last time
Can’t stop…

(We’re higher than a mother#$@%^) [x3]

Starships were meant to fly
Hands up and touch the sky
Can’t stop ‘cause we’re so high
Let’s do this one more time

Starships were meant to fly
Hands up and touch the sky
Let’s do this one last time
Can’t stop…

(We’re higher than a mother#$@%^) [x3]

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