Rap rendering of modified physics content seems workable since it is the rhythmic spoken delivery of events and concepts with ample wordplay and has elements of hip hop music and culture, which has become popular of late.
Rapping makes use of spoken-word art of quick speech or repartee as a rhythmic folk element which had been the part of culture in many countries.
The best part of rapping is that this form of rendering can be created using just a simple beat and it does not require any instrumental accompaniment and melody.
A few pedagogues and teaching experts say that rapping is a sort of gray area of spoken word-art which has the shades of speech, prose, poetry, and rhythmic singing quite akin to hip hop tradition of emphasizing rhythm.
Since academic content and closed ended vocabulary along with prescribed syllabus and examination or certification ridden, academic rap has to be solely based on rhythm and vocal improvisation for cognitive gains of memorization and recall of specific content. Where possible, language arts and wordplay of double entendres, alliteration, internal rhyming and slant rhyming can be used to enhance the rhythmic value.
In science subjects, similes and metaphors are avoided to keep intact the individuality of concepts and their factual aspects. Science subjects allow only linear logical thinking with no scope for emotions and imagination.
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My classroom experience of teaching physics with musical intelligence informs that for key facts and concepts as well as remembering the summaries of chapters, rapping can be useful by writing the lyrics as rhythmic non-poems for non-music use of music for memorization and recall of content.
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