Nas’ “illmatic”: Lessons in Reflections Curriculum Sample

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By Timothy Jones, Chief Visionary Officer, #HipHopEd

Overview
As a 20 year old Nasir Jones wrote and recorded on of the most renowned albums in the 40 years of contemporary Hip-Hop history. “Illmatic” is an album that can be viewed as a coming of age narrative where Nas speaks from being 10 years old on “Halftime” by saying, “Back in 83 I was an MC sparking..” to a 20 year old young adult on “Life’s a B&^%h” by saying, “ I woke early on my born day, I’m twenty..” The album cover features Nas at 7 years graphically imposed with the ghetto behind him but you can see the ghetto scene through the picture as well. This duality of the image of the ghetto being visible behind and through a young Nas symbolizes the power of the influence that the environments and neighborhoods are having on children as they grow. The ability of Nas to articulate his story with a combination of accepting and challenging his reality is a skill that fosters a resilience that all young people need to develop.

“The Lessons in Reflections” is a curriculum designed to invite youth in middle school to look at the narrative of “Illmatic” through select quotes from 8 of the 10 songs on the album. The songs “One Love” and “Represent” do not have selected quotes but the titles of these songs will be used to develop activities for the youth. These quotes were selected on the ability to use the words to challenge young people to better understand where Nas was coming from and for them to view their own neighborhoods to assess the influence that their environments can have on their development. The reflection process is one where the youth will look at themselves as individuals and as members of their communities. The youth will begin to evaluate what aspects of their environment are obstacles versus opportunities based on how they see themselves and how they want their lives to play out in the future.

The content of “Illmatic” is graphic and discusses themes such as drug use, women and violence and sex in a manner that is not appropriate for a classroom or after school setting to be played in its entirety. This is another reason why the quotes were selected because the over arching theme of evaluating oneself as they develop within a given environment is a lesson that young people must learn and understand as they transition through the various stages of development as a child and an adolescent. The focus of the curriculum will be targeted at helping young people navigate through the “Industry (competence) vs. Inferiority” stage according to Erikson’s Psychosocial Stages. This stage is where the young people begin to have their world expanded and the influence of seeking the acceptance of their peers grows in importance. This stage also introduces young people to their environments in a way that requires them to determine their place within their environment as they begin to spend more time away from home.

On the next series of pages is an outline of the selected quotes and suggested guided questions for the rap sessions and activities that will be designed to engage middle school/high school youth through Nas’ “Illmatic”: Lessons in Reflections.

Nas “Illmatic” Quotes (Grades 6th-12th)

1. The Genesis
True indeed, knamsayin’, but when it’s real you doin’ this
Even without a record contract, knamsayin‘”

What are some things that you like to do that could possibly lead to careers? Is the purpose that you are doing these activities for money, careers or for the love and how it makes you feel?

2. NY State of Mind
“I never sleep, cause sleep is the cousin of death
Beyond the walls of intelligence, life is defined
I think of crime when I’m in a New York state of mind”

We know that natural sleep is an important bodily function. Sleep in this sense means to move without thinking or to not pay attention. The reference of sleep being a cousin of death is showing the relation that sleeping in the slang sense can have with death. We can also look at sleep as wasting time and how wasting time and behaving in certain ways can mean the death of our dreams. Create a handout that allows the students to create a list of statements where the complete the following: I sleep when I _____ instead of doing ______. Have at least five of these statements with possible different fonts.

Beyond the walls of intelligence life is defined means that there is always more that we can learn because our intelligence is limited to what we have learned and life is so much more. This is a call for all of us to become lifelong learners because it takes a life time to learn about life. This quote can challenge you to look at the world through a balance of your imagination and your intellect. What do you see with your imagination that you can use your intellect to make a reality? How do you increase your intellect? How do you increase your imagination? How can you define life? Create a handout with two pair of glasses. One labeled “Intellect” and the other “Imagination.” Students will list how their lives are defined by each and then on the bottom of their list they will make some observations as to how the definitions of life can become one in the same as they increase their intellect and foster their imagination. (I&I)

What do you think about when you think about Washington DC? What is the DC state of mind from your view? Use a storyboard handout with three squares and lines on the side of each square. The students will draw a scene and explain what is taking place on the side of each scene. (You can substitute Washington DC with your home town)

“Life is parallel to hell but I must maintain”

Parallel can mean equal to or similar to but parallel in math means: “Lines are parallel if they lie in the same plane, and are the same distance apart over their entire length” This definition means that no matter how bad life may be it never touches what we view as hell or eternal destruction. This mindset or point of view can help us maintain. What are some of the things that you see in your life or the lives of people that you know that you believe are bad? How do you maintain (continue) to have a positive outlook on life in spite of the negatives you see in life? Create a landscape handout where the word “Life” is written down both sides of the margin. Then have a set of parallel lines either running diagonal or through the center. One part of the handout will be representations of decisions that can result in lost freedoms and opportunities in life. The other side will be representations of decisions that result in obtaining freedoms and opportunities in life.

*This is a sample set of activities for these two songs.  If you are interested in partnering in the development and or implementation of this curriculum please contact Timothy Jones tdj6899@gmail.com

 

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