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And (How) Can It Be Done in a Formalized Education Setting?","","Hip-Hop’s dominant aesthetic in the 2020s is increasingly entering formalised educational settings, where it offers new ways to analyse and teach rap. This chapter introduces methodological tools for analysing flow as rap’s rhythmic structure and explains how such analysis can be used in higher education. Cultural principles like “keeping it real” and individual expression may seem misaligned with conventional music-education structures, so the discussion foregrounds these tensions and their implications for educators and students.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":15,"@type":76,"position":81},"https://docshare.wps.com/document/literature/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/making-dope-shit-how-does-one-learn-about-flow-and-how-can-it-be-done-in-a-formalized-education-setting/422605/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/making-dope-shit-how-does-one-learn-about-flow-and-how-can-it-be-done-in-a-formalized-education-setting/422605.png","ImageObject",300,407,{"name":92,"@type":93},"Blue Pony","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the chapter propose about analysing rap flow?","Question",{"text":112,"@type":113},"It presents methodological tools for analysing flow as the rhythmic structure of rap and shows how that type of analysis can be used in higher education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why are cultural tenets of Hip-Hop important in an educational context?",{"text":117,"@type":113},"The chapter foregrounds potential tensions between common elements of formalised music education and Hip-Hop values such as “keeping it real,” individual expression, and avoiding copying.",{"name":119,"@type":110,"acceptedAnswer":120},"Is flow presented as a learnable skill in the chapter?",{"text":121,"@type":113},"Yes. The chapter argues that flow can be taught, while also discussing debates and implications educators should be aware of.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},422605,1791126229,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":14,"category_name":15,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Making Dope Shit  \nHow Does One Learn (about) Flow? And (How) Can It Be Done in a Formalized Education Setting?1  \nKjell Andreas Oddekalv  \nAbstract With Hip-Hop being perhaps the dominant aesthetic flavouring of popular music and general culture in the 2020s, it is inevitably finding its way into formalised educational settings. This chapter presents methodological tools for the analysis offlow—rap’s rhythmic structure—and suggests how this type of analysis can be utilised in higher education. Some of Hip-Hop’s cultural tenets, like “keeping it real” and a focus on individual expression and “not biting” might seem at odds with the typical structures offormalised music education, and the chapterforegrounds these discussions. Hip-Hop’s cultural and social values are intimately connected with its aesthetics, all the way down  \nto the organisation of the tiniest rhythmic units in a rap flow, and this chapter provides educators with a toolbox capable of letting students unpack what makes the shit dope, and in turn make some dope shit themselves.  \n1 Thanks to the editors of this volume for believing my expertise and opinions are worthy of being distributed to the Hip-Hop education community. Thanks to my colleagues at RITMO and the University of Oslo for constant and continuous inspiration. Thanks to the Norwegian Research Council for funding. And a special thanks to Oliver Kautny for making me reflect on and systematize my research for educational purposes, to Griff Rollefson for challenging me to deeply engage with the connections between aesthetics and the cultural and social; and to Phil Ewell for reassuring me that it is not only OK, but valuable—as a perspective that enriches diversity—for a White Norwegian to engage with this Black art form and culture in an academic context.  \n252 It’s How You Flip It  \nIntroduction  \nFlow—“The Rhythmic Voice in Rap Music”(Ohriner 2019); “the song a rapper’s speech sings” (Bradley 2009: 9); the “ability to move easily and powerfully through complex lyrics, as well as of the flow in the music”(Rose 1994: 39); or more matter-of-factly “the rhythmic delivery of MCing”(Kautny 2015: 103)—isone of many foundational concepts within the Hip-Hop element emceeing. It’s rich with meanings, connotations, layers, and apparent contradictions that are, in reality, deeply meaningful. This simple one-syllable word evokes references to overarching flow styles that can be personal or tied to group (geographic, subgenre, etc.; see, for example, Krims 2000); flow types characterized by musical parameters such as “triplet flow” (Duinker 2019) or “stutter rap”(Komaniecki 2019: 33); and the quite concrete musical rhythm and form of the words and rhymes in a specific piece of rap.2 For the purposes of analyzing, learning, and teaching flow, which is the main topic of this chapter, it is the latter understanding of the term that should be taken as the default meaning. However, it should be stressed that when the term is encountered“in the wild,”it contains all these aspects—and more—to some degree or other (see also Kautny in this volume) .  \nAs for Hip-Hop and music education, the questions around flow as concrete musical rhythmic structure are multiple and multifaceted. The ability to flow—or more modestly/realistically the ability to create rapflows by phrasing and structuring words, syllables, vocables, and rhymes in a way that is stylistically appropriate—is a learned skill. Can we as educators facilitate this learning in our students? Can it be taught? Perhaps more pressing: should it be taught? Is it culturally appropriate? What do we do to and say about Hip-Hop by institutionalizing emceeing? In this chapter, I will make the argument that it can be taught, and I will raise and discuss some questions about potential dangersand implications educators should be aware of and reflect upon. Building on my own experience as a rap analyst, emcee, and university music educator,3 I will present flow’s multiple intera","cbCaifksDEFAhP60","https://ap.wps.com/l/cbCaifksDEFAhP60","pdf",686902,"English","# Flow analysis and education in Hip-Hop\n## Defining flow and its layered meanings\n## Teaching, learning, and cultural appropriateness","[{\"question\":\"What does the chapter propose about analysing rap flow?\",\"answer\":\"It presents methodological tools for analysing flow as the rhythmic structure of rap and shows how that type of analysis can be used in higher education.\"},{\"question\":\"Why are cultural tenets of Hip-Hop important in an educational context?\",\"answer\":\"The chapter foregrounds potential tensions between common elements of formalised music education and Hip-Hop values such as “keeping it real,” individual expression, and avoiding copying.\"},{\"question\":\"Is flow presented as a learnable skill in the chapter?\",\"answer\":\"Yes. The chapter argues that flow can be taught, while also discussing debates and implications educators should be aware of.\"}]","Making Dope Shit - How Does One Learn (about) Flow? And (How) Can It Be Done in a Formalized Education Setting? | PDF",1790628099,31]