This is Part 2 of a post by this author. You can find Part 1, on the topic of Social-Emotional Learning strategies in the classroom, posted here. Portions of this article were previously published by the Massachusetts Music Educators Association Journal and have been republished with permission.
As you will remember from my previous post, I often engage students in conversations using SEL strategies about music they enjoy. One particular class discussion really changed my outlook on some of today’s current music: emorap.
Emo rap by definition, according to a Genius News video, “takes influences from the trap beats of Metro Boomin and the lyrical raw teenage angst of bands like Taking Back Sunday to create what people are calling ‘emo rap.’” (Genius) This particular video spotlights artists such as Lil Uzi Vert, XXXTentaction, and Lil Peep. At first, I was skeptical of emo rap. I am very passionate about conscious hip-hop, and usually try to steer my students towards artists such as Kendrick Lamar, J.Cole, and Rapsody. After having a “Hip-Hop Honor with O’Connor” session on Lil Uzi Vert’s “XO Tour Llif3,” our class analysis and discussion was mostly around emo rap and the concept of catharsis. I realized that students need to be reflective of their feelings and what they’re listening to for different purposes. Once I explained the idea of catharsis, my students instantly agreed that emo rap was a way for them to release feelings of sadness, loss, and angst. Catharsis is a familiar concept in all music, in myriad genres such as folk, blues, post-rock, punk, heavy metal, and 19th century impressionism. One student even suggested that I watch the Netflix documentary on Lil Peep Everybody’s Everything. That Friday night, I watched the documentary and I was able to have an incredibly enlightening conversation with my students the following week about emo rap and Lil Peep’s legacy.
Students were able to recognize and sympathize with the late artist, his struggle with boundaries, and his rise to fame, which ultimately led him to his untimely death. I was very impressed by my students’ dialogue and their self-awareness. They were able to recognize every aspect of the CASEL (Collaborative for Academic, Social, and Emotional Learning) wheel: self-awareness, self-management, social awareness, relationship skills and responsible decision-making. Lil Peep struggled with anxiety and depression throughout his life and ultimately that became the main message in his music. Using music as a cathartic outlet was a display of self-awareness and self-management. My students have also voiced that listening to emo-rap, and Lil Peep specifically, provides opportunities for self reflection and a cathartic experience. When Lil Peep became successful, he felt obligated to support his friends that stood by him throughout his journey. Unfortunately, the word “friend” became a loose term for him, as they all excessively indulged in drugs and alcohol. Students were able to recognize that Lil Peep made the wrong decision in keeping those particular people close to him, touching on all five aspects of the CASEL wheel in one scenario. Undoubtedly, our students can often be our best teachers, creating an environment where students have a voice in the repertoire discussed in class can open endless possibilities for social-emotional growth.
Continuing these open class discussions around social-emotional learning is crucial during this uncertain time. According to the National Educators Association, teachers and students alike often suffer from the idea of “toxic positivity,” or the idea of censoring other emotions to please others. “Just like anything done in excess, when positivity is used to cover up or silence the human experience, it becomes toxic. By disallowing the existence of certain feelings, we fall into a state of denial and repressed emotions.” (Álvarez) We often observe the concept of “toxic positivity”, with sayings like “we’re all in this together” or “positive vibes only.” However, does this practice actually validate our feelings? Does this practice cause more isolation for a student who is experiencing other emotions? Recently I assigned my students a survey asking for ideal questions to ask their peers for a podcast. One response in particular caught my attention: “What music do you listen to when you’re sad?” As music educators we often dwell on the joy that music can offer, and fill classrooms with happy, upbeat music that brings smiles to our students. While this is wonderful, and certainly critical, we shouldn’t forget about sadness, and the fact that we all need validation of our feelings. I would argue that during these trying times, we need to validate and acknowledge what students are truly feeling. We all need to know that it’s ok to be sad sometimes, and there is space in life for that, just as there is with joy. One does not exist without the other, and it’s important to recognize that. This student response tells me it’s time to expand upon the music we cover in contemporary music classes, in genre and in purpose.
Picture Description: This QR Code is linked to a class podcast series, where many students mention topics discussed in this article. Feel free to listen and check out other student work, linked on my teacher SoundCloud account.
Meaghan O’Connor-Vince teaches 8th Grade Music Technology, Music Technology 1 & 2, History of Rock and Roll, History of Hip-Hop, and Jazz Band at Barnstable High School in Hyannis, MA. She holds a Bachelors of Music in Music Education from the University of Rhode Island, where her principal instrument was saxophone. Meaghan also holds a Masters in Music Education from Teachers College, Columbia University. You can find her full curriculum and contact information at: www.musicoconnor.com.
Citations
Álvarez, Brenda. “When Too Much of a Good Attitude Becomes Toxic.” Advocating for Change, National Education Association, 5 January 2021, https://www.nea.org/advocating-for-change/new-from-nea/when-too-much-good-attitude-becomes-toxic?utm_source=nea_today&utm_medium=email&utm_campaign=210113NEAToday&utm_content=toxic. Accessed 11 February 2021.
Czeisler MÉ, Lane RI, Petrosky E, et al. Mental Health, Substance Use, and Suicidal Ideation During the COVID-19 Pandemic — United States, June 24–30, 2020. MMWR Morb Mortal Wkly Rep 2020;69:1049–1057. DOI: http://dx.doi.org/10.15585/mmwr.mm6932a1
Genius. “How Lil Peep, Lil Uzi Vert, and Trippie Redd Are Bringing Back Emo.” Genius News, Genius, YouTube, 17 September 2017, https://youtu.be/RKhMq4VE79Y. Accessed November 2020.