DISCLAIMER: The course outline below serves as a general informational guide for students.

Course content and assessment modes may vary for different lecturers. Actual course
outlines will be made known to students on NTULearn by the individual lecturers.
DO NOT purchase textbooks based on the information contained in this document.

SS9303: Introduction to Hip-Hop and its Dances

Learning Objective

How many times have you wondered- what exactly is Hip-Hop? Over this course, learners
will be exposed to how the Hip-Hop culture we know of today, born in the mid-1970s in an
impoverished section of New York City, found its way to the mass media and mainstream
population and evolved into a multi-million dollar industry. Emphasis will be placed on
learning about roots of Hip-Hop, particularly its dances. Participants will learn to dance to the
rhythm of music and be introduced to some common moves popularized by prominent dance
pioneers.

Content
This course is structured to provide a history (examining the background and controversies)
of Hip-Hop and practice-based understanding of its dances, specifically Lockin’, Poppin’ and
Party Dances. Basic movement activities include locomotor and non-locomotor movements,
isolation, use of space, use of dynamics and a variation of dance patterns.

1. Understanding Hip-Hop as a culture and its elements.

2. Learning specific Hip Hop Dances (Lockin’, Poppin’ and Party Dances)
3. Learning specific dances’ fundamentals, terminologies and their movement (wrist twirl,
uncle sam point, the lock, pop, fresno, walk out, roger rabbit, party machine, the wop etc.)
4. Improvising and creating own dance patterns.
5. Learning to work and dance in teams.

Week Content Remarks

1. Introduction: Exposing Hip Hop Culture; Activities All students/participants will be
which evolved from the streets in USA. required to participate in the
Rhythm training: Bounces (up beat) activities and display the
character and style of the
Introduction to Lockin’: music as they execute the
 Wris t twirl movement.
 Lock
 Uncle S a m point
 P a cing
 Stop and go

2. Finding out more: Graffiti Artistes and Disc Jockeys All students/participants will be
(DJs)- Block parties with Kool Herc to Grandmaster required to participate in the
Flash activities and display the
character and style of the
Rhythm training: Bounces (front back rock) music as they execute the
Recap: Wrist twirl, Lock, Uncle Sam point, Pacing, movement.
Stop and go
Introduction to Poppin’:
 P op- arm, leg and body
 Fre s no
 Wa lk out
 Ne ck-o-Flex

3. Finding out more: Enter Rappers and Master of All students/participants will be
Ceremonies (MCs)- Power of words and rhymes required to participate in the
Rhythm training: Bounces (side beat). activities and display the
character and style of the
 Recap: Pop- arm, leg and body, Fresno, Walk out, music as they execute the
Neck-o-Flex movement.

More on Lockin’:
 S coobot/S coobot hop
 S cooby doo
 S ke e te r ra bbit
 Le o wa lt
 Which-a-way

More on Poppin’
 Twis t-o-Flex
 O ld m a n
 Dim e S top
 Ticking/S trobing

4. Finding out more: Boom through boom boxes- how All students/participants will be
cassette tapes and music records changed it all. required to participate in the
Rhythm training: Bounces (front, back, side beat). activities and display the
character and style of the
Recap: Lockin’ and Poppin’ movements taught music as they execute the
from lesson 1-3. movement.

More on Lockin’ and Poppin’

 Five , S ne a k, P im p wa lk, Volks Wa gon
 Booga loo, S ca re crow, Toym a n, Film ore

Preparation for assessment.

5. Introduction to Improvisation and Freestyle. All students/participants will be

Rhythm training: Bounces (front, back, side beat). required to participate in the
activities and display the
Assessment – theory and practical based on the character and style of the
following principles : music as they execute the
1. Groove, Clarity and Coordination movement.
2. Dynamics of Movement
3. Movement to Music/Staying on beat

6. Finding out more: Wild Style (video)- Paying tribute All students/participants will be
to Hip-Hop movement. required to participate in the
activities and display the
Rhythm training: Bounces (down beat). character and style of the
Recap: improvisation and freestyle. music as they execute the
movement.
Introduction to basic b-boy and floorwork:
 Top rock , down rock, s ix s te ps , CCs , thre a ding

7. Finding out more: Going to the big screen- All students/participants will be
Flashdance, Breakin’ and Breakin’ 2. required to participate in the
activities and display the
Rhythm training: Bounces (down beat). character and style of the
Isolation training: Head, chest and hips. music as they execute the
movement.
Recap basic b-boy and floorwork: Top rock , down
 rock, six steps, CCs, threading

Introduction to party dances (Old School):

 The wop
 S ha m rock
 Re e bok/G ucci
 Fila /Ra m bo
 Ha ppy fe e t
 Ca bba ge P a tch
 The pre p

8. Finding out more: From B-boys to House Dance- All students/participants will be
Proliferation of street dances in USA. required to participate in the
activities and display the
Rhythm training: Bounces (down, upbeat). character and style of the
Isolation training: Head, chest and hips. music as they execute the
movement.
Recap party dances: The wop, Sham rock,
Reebok/Gucci, Fila/Rambo, Happy feet, Cabbage
Patch, The prep.

More on party dances (Middle School) :

 B.K Bounce
 Running m a n
 Butte rfly
 Ba rt S im ps on
 P e ppe r s e e d
 S te ve Ma rtin
 Roge r Ra bbit
 P a rty m a chine

9. Finding out more: Spreading across the Boroughs, All students/participants will be
States and the World- Afrikka Bambataa’s Vision. required to participate in the
Rhythm with isolation training: Bounces with activities and display the
isolations. character and style of the
Recap party dances: B.K Bounce, Running man, music as they execute the
Butterfly, Bart Simpson, Pepper seed, Steve movement.
Martin, Roger Rabbit, Party machine.
More on party dances (New School):
 Wa lk it O ut
 C-Walk

 Mona s te ry

 J a ne t J a cks on

Introduction to the Big apple formation.

10. Finding out more: A look on Hip-Hop’s influence in All students/participants will be
Europe, Asia and the music/entertainment industry. required to participate in the
activities and display the
Rhythm with isolation training: Bounces with character and style of the
isolations. music as they execute the
movement.
 Recap: Party dances learned through sessions 7-
9.

More on party dances (New School):

 Cra b s te p

 Bicycle

 Bobby Brown

 The Alf

 Robocop

Big apple formation dance.

Improvisation and freestyle.

11. Finding out more: A look on Hip-Hop’s influence in All students/participants will be
the dance industry- from commercial to required to participate in the
underground movement. activities and display the
character and style of the
Rhythm with isolation training: Bounces with music as they execute the
isolations. movement.

Recap: Party dances learned through sessions 7-

10.
Introduction to waves and glide- arm, side, back.
Big apple formation dance.
Improvisation and freestyle.

Preparation for assessment.

12. Big apple dance formation. All students/participants will be

Preparation for assessment. required to participate in the
Assessment – theory and practical based on the activities and display the
following principles : character and style of the
1. Groove, Clarity and Coordination music as they execute the
2. Dynamics of Movement movement.
3. Movement to Music/Staying on beat
4. Choreography and Presentation

Learning Outcomes

Students will be able to:

1. Identify and demonstrate movement elements and skills.

2. Demonstrate common movement patterns seen in

-Lockin’

-Poppin’

-Hip Hop Party Dance

3. Improve balance, groove, control and coordination of different body parts.

4. Participate in the dances and display the character and style of the music as they

execute fixed routines.

5. Apply and demonstrate critical and creative thinking skills in dance.

6. Make connection between dance and healthy living.

7. Demonstrate the ability to work in teams to create and perform routines.

8. Demonstrate the ability to improvise to the style and character of music.

Student Assessment
Practical: 60%
Theoretical and historical understanding: 30%
Professional attribute: 10%

Textbooks/References

Asante, Molefi K, Jr. (2008). It’s Bigger Than Hip Hop: The Rise of the Post-Hip Hop
Generation.

Baker, Soren. (2006) The Music Library- The History of Rap and Hip-Hop. Thomson Gale.

Chang, Jeff, Can’t Stop Won’t Stop: A History of the Hip Hop Generation 2005.

Fitzgerald, Tamsin. (2008). Hip-Hop and Urban Dance. Pearson Education.

Garofoli, Wendy. (2011) Hip-Hop Dancing-Popping,Locking, and Everything in Between

vol.3. Capstone Press.

Garofoli, Wendy. (2011) Hip-Hop Dancing-The Basics vol.1. Capstone Press.

Garofoli, Wendy. (2011) Hip-Hop History. Capstone Press.

Morgan, Marcyliena. (2009). The Real HipHop: Battling for Knowledge, Power, and Respect
in the LA Underground.

Ogbar, Jeffrey O.G. Ogbar. (2007). Hip-Hop Revolution: The Culture and Politics of Rap.

Pough, Gwendolyn D. (2007). Home Girls Make Some Noise: Hip Hop Feminism Anthology.

Rose, Tricia. (2008) The Hip Hop Wars: What We Talk About When We Talk About Hip Hop
and Why it Matters.

Videos/Films

Ahearn. C. (1983). Wild Style. Rhino Home Video.

Elite Force Crew (2008). New School Dictionary.

Israle. (2002).The Freshest Kids- A History of the B-Boy.

Skeeter Rabbit et. al. (2007). Old School Dictionary- Poppin’ Lockin’ Breakin’.

Websites/ BlogSpots

http://www.wildstylethemovie.com/ WLOng/FVPS

http://sketchesofadancer.com/

http://www.style2ouf.fr/

http://www.wildstylethemovie.blogspot.com/

http://singaporegotdance.blogspot.com/

http://www.floorthelove.blogspot.com/

Forums

http://westcoastpoppin.com/

http://www.style2ouf.com/forum/

http://www.bboy.org/forums/