Filmed LIVE at the PUBLIC THEATER, NY on September 5th, 2016 BARS Created by Rafael Casal & Daveed Diggs MEDLEY Directed by Carlos Lopez Estrad
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15 November 2016
Wow! Wow! Wow!!!
I remember the buzz when Baz Luhrmann's 1996 radical interpretation of Romeo and Juliet starring Leonardo DiCaprio rocked English department meetings like a Tsunami. Blasphemy or Genius? My department nearly came to blows.
Okay, I made that part up. But there were those who were aghast and those who were ecstatic.
Let's start here. Have you "Gone Ga Ga" over Hamilton?
Do you by chance teach any of the title listed below? If so you might want to take a look at this video.
BIG TIP FOR WATCHING if you're not particularly receptive to rap. Below the video and below the photograph of Rafael Casal, click the "•••More" link then the transcript link. Don't click the CC (closed caption) link. Rap is apparently way to fast for the Closed Caption to work.
My preference is to watch the video and occasionally scroll down the the transcript. This is not just a rap album; it's an incredible theatre experience.
The House on Mango Street
• Pride and Prejudice
• Things Fall Apart
• Death of a Salesman
• Lord of the Flies
• Native Son
• The Catcher in the Rye
• Autobiography of Malcolm X
• The Alchemist
• The Great Gatsby
Like rap or not. or like me, I don't really have an opinion about rap because getting up to speed on rap as good or bad as it might be, just hasn't (or should I say "hadn't") risen high enough on my bucket list yet to form a thoughtful opinion..
But, this video, has certainly sent rap racing towards the upper levels of my bucket list. This video is beyond remarkable. The first thoughts I had were a recollection of my core vision when teaching literature. I wanted my students to think about how I felt the first time Shakespeare was "taught at me."
That thought, "What's this old story got to do with anything I care about?" Though now embarrassed to confess it. This wasn't an expression of curiosity. In this late bloomer's pre-bloomer days, it was more of a rational for not caring; for dismissing any further interest in finding out if it actually might have something to do with anything I cared about.
Whether you become aghast or ecstatic, what if it reaches right to the center of what your students, or some of your students, care much about? Wouldn't that be cool?
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