Jung Kim and Isaura Pulido focused on using hip-hop in a classroom because of its relativity to the lives of the students outside of the classroom (Kim & Pulido, 2015). This idea is directly related to the overarching theme of reality pedagogy found in Dr. Emdin’s work (Emdin, 2016). Dropout rates in areas like Chicago hover around 50%. In addition, there are an overwhelmingly high number of students that stay in school but still feel marginalized by the school or the curriculum as well as a number of other factors (Kim & Pulido, 2015). Kim and Pulido argue that, using hip-hop music reaches those students that feel marginalized, and that perhaps, if done correctly and continuously, the drop-out rate would drop significantly.
(Rock and Roll)Christopher Soper is an example of an individual who uses music in a subject other than science. Soper wrote about the power of using music in a Political Science class (Soper, 2010). Soper opened up the discussio...
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...des to music in the classroom are, or if there are any. But instead this research has shown that the power of music reaches to more than just Emdin’s science class as well as more than just in high school and more than just hip-hop. Soper’s Political Science class using rock and roll, Sciullo’s Philosophical discussions in an undergrad class, as well as Tupac’s work and it’s relevance to social work, are all examples of the many ways that show the power of music in the classroom. Besides the one warning by Soper which reminded the readers that some content in hip-hop can be offensive and have language that is equally offensive, and that they need to be mindful of those potential problems (Soper, 2010), it is clear, through this research, that using music to help a student grow is an essential key to helping the students reach their highest potential level of growth.
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