Romeo and Juliet in the times of hip hop

Purpose & objective

During the 9th-grade Native Language class, students will learn the importance of literature and cultural context in the creation of artistic works. In this way, we will read Romeo and Juliet, analyzing its message and significance for the time and art. This project will allow us to achieve various learning objectives:
Reading Comprehension: Students will practice reading a play that, for their age, presents challenges in terms of vocabulary and narrative. They must understand the general ideas and motivations of the characters to be able to manipulate the text into a reinterpretation.
Literary Creativity: Writing Hip Hop verses and rhymes to create new messages that take general ideas from the text to catch the attention of young people.
Technological Skills: Using GarageBand students will record their songs and create lyrics videos with drawing animation and make the final edition in iMovie.
Information Synthesis: Each act and scene of the original work must be synthesized to be reflected in rhymes that make up a 1-minute Hip Hop song. This way, they will learn to distinguish between primary and secondary ideas.
Time Management: Using a digital Gantt Chart, they learn how to manage time, activities, and using Google Spreadsheets in collaboration with their team.
Teamwork: Each student will play a key role in planning, writing, and production. Therefore, they should follow predefined roles and ensure that everyone understands and works equitably. Additionally, when working in the later stages with high school students, they will face communication and empathy challenges with people of different ages.
Social Analysis: When translating a message from a time earlier than the present, students will need to analyze the social environment and the issues that arise from including old models of communication and social structure in the current context. They will have to consider the role of women, romance, marriage, violence, and family influence in this and other eras.

Outline

Our students will host a presentation, inviting participants to step into a small music production booth. Here, they will instruct the audience on crafting rhymes, operating a teleprompter with an iPad, and utilizing GarageBand for recording vocals and generating melodies, including sound effects. They will demonstrate how to edit audio for a final musical piece, shareable with all.
Participants will have the option to learn how to create animation since another group of female students will showcase the use of an iPad app and crayons for creating animations. They will illustrate the process of drawing on the iPad and combining it with the audio to create a comprehensive audiovisual project.

Supporting research

Shakespeare W. (2014) Romeo y Julieta (2° ed.) México, Editores Mexicanos Unidos, S.A.

https://humanidades.com/literatura-renacentista/#:~:text=La%20literatura%20renacentista%20intentaba%20plasmarse,la%20mujer%20como%20objeto%20admiraci%C3%B3n.

https://historia.nationalgeographic.com.es/a/shakespeare-el-genio-de-la-literatura-inglesa_6944
https://www.storyboardthat.com/es/articles/e/shakespeare

https://www.grupoeducar.cl/revista/edicion-251/shakespeare-por-que-leer-los-clasicos-de-la-literatura-ayer-hoy-y-siempre/

https://idus.us.es/bitstream/handle/11441/56207/TFG%20ALVARO%20CABELLO%20LOPEZ%20%282%29.pdf?sequence=1&isAllowed=y

http://repositorio.pedagogica.edu.co/bitstream/handle/20.500.12209/17049/shakespeare%20una%20ventana%20a%20los%20cl%C3%A1sicos.pdf?sequence=4&isAllowed=y