Cape Internal Assessment for Caribbean Studies Sample

1. INTRODUCTION
The researcher is focusing on ‘Dancehall music has a negative impact on the
students of Black River High School’ and to objectively analyse this problem
statement. The statement was of interest because it is observed that now, more than
ever, dancehall music is becoming the most preferred genre of music amongst youths.
Consequently, various issues of students have been found abundantly evident of
misconduct within the school.
As the impact of dancehall music on students is an evident issue in the
Caribbean this research is of great importance, as it aims to provide ways to help
students understand what these impacts have on their lives. In addition, this would
raise the awareness about the issue and recommendations for possible solutions.
This independent study is for partial fulfilment of the Caribbean Advanced
Proficiency Examination (C.A.P.E), Caribbean Studies examination requirements
which allows the researcher to contribute to her final grades.
Whilst doing this research, the researcher also aimed at improving her critical
writing skills and to become proficient in data collection.
Definition of key terms
1. Dancehall music – A style of Jamaican popular music that had its genesis in the
political turbulence and became Jamaica's dominant music. (Cooper. C. 2013)
2. Impact – A significant influence caused by something.
3. Student – A person enrolled in a school engage in learning.
4. School – An institution for educating people.
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2. LITERATURE REVIEW
Dancehall music, a genre of music prevalent in Jamaica, has captured the
attention of many as it has really had a great impact on youths. According to Cooper.
C (2013), dancehall music is a style of Jamaican popular music that had its genesis in
the political turbulence of the late 1970s and became Jamaica's dominant music in the
1980s and '90s.
The lyrics of dancehall music promote current social, economic and political
climate presented within communities, the country and by extension, the world. Some
lyrics stress the importance of education and encourage children to stay in school.
Refer to songs such as ‘We Shall Overcome’ by Mavado and I-Octane’s ‘My Life’.
Dancehall music has also been an effective advocate against political oppression.
Amidst the restrain and submission inflicted on citizens by actions of government for
example tax increases and the dancehall music acts as a voice for the people. Reflect
on Kartel’s song ‘Emergency’ which touched on the government inactions. Through
such an avenue the music highlights struggles faced by the poor, note the song
‘Poverty’ by I-Octane.
A pure heart is a sermon preached by dancehall entertainers. In it, speaks of
grudge and jealousy and hatred against each other, look at I-Octane’s hit ‘Nuh Love
Inna Dem’ which shows the extent to which people will conspire. Dancehall’s
doctrine teaches us to be satisfied and be happy and work towards what we desire.
However dancehall music has proven to have a negative impact on youths.
According to an article published in The Daily Gleaner (2008, March 2nd
) by Gareth
Manning “Music triggers early sexual activity – study”. Behavioural scientist and
music educator, Dr. Marilyn Anderson said, “some rhythms, timbres and amplitudes
of the music can affect emotional behaviour in humans, particularly the young”. The
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3. most obvious evidence demonstrating the influence of dancehall music on youths is
veneration of feuds in dancehall among artistes. The recent emergence of such
factitious behaviour is the much publicized clannish divide between dancehall artistes
Mavado (of the Gully Side) and Vybz Kartel (of the Gaza). It is seen customary for
young people to affirm an informal allegiance and ensue, in which they did.
In the article “Decadent dancehall” published in The Jamaica Observer (2011,
May 15th
), Deserene Davis argued that “parents can’t talk to their children anymore.
The songs that their children have been exposed to – these so-called dancehall songs –
have been behavioural changes in children being insolent and showing no respect to
their teachers”. She challenged dancehall artists to realise that they are role models –
whether they want to or not – to the youths and insisted that their recordings have a
degrading impact on society.
Dr. Gillian Lowe, child psychologist attached to the University of the West
Indies and the Ministry of Health stated in her article “Parents urged to monitor kids”
published in The Daily Gleaner (2008, June 2nd
) that parents should monitor
children’s activities to limit the likelihood of the transfer of negative values. She also
stated that parents should explain to their children why they prefer certain music
genres and lyrics to others. “You want to get them to understand. Sit and explain why
the song is not appropriate and some of the ill-effects of being exposed,” she said. The
psychologist advises that parents should also establish a system of consequences if
children indulge. “We need to educate the children by introducing music appreciation
that includes knowledge of the power of music and the effects it has on the body and
mind”, stated Lowe.
Dancehall music is a staple of Jamaican life and is adored around the world.
There is no doubt that the influence of music on people is phenomenal. Therefore,
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4. there is no reason to doubt the extensive effect of dancehall music on the young
impressionable minds of Jamaican youths. However in a society of Jamaica, we
should not dwell on the negative but embrace the positive.
Therefore, it may be summated that dancehall music has a positive and
negative impact on its young listeners. However the problem is soluble as it was
created by humans.
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5. DATA COLLECTION SOURCES
In order to complete this research, the researcher used both primary and
secondary sources.
PRIMARY SOURCES
Participating Observation is a close up look at the reactions of students to
dancehall music whilst partaking. This observation was done at The Black River High
School Cadet Unit Pre-Valentine’s Day Concert (2013, February12th
).
Questionnaire is a list of open and close ended questions given to the students
of Black River High, based on the negative impacts of dancehall music on them.
These students were chosen because they are found abundantly evident in breaching
of school code of conducts and gang fights within the school and the researcher
considers dancehall music to be the reason for this. Questionnaires were given to
students between the ages of 11 to 19.
SECONDARY SOURCES
Secondary sources give the researcher background information as regards to
dancehall music. The secondary sources that were used are newspaper articles and the
Encyclopedia Britannica (2013). Carolyn J. Cooper is contributed the definition of
dancehall music in the Encyclopedia. He is a Coordinator of The International Reggae
Studies Centre, University of the West Indies, Mona, Jamaica.
The article in The Daily Gleaner dated the 2008, March 2nd
, written by Gareth
Manning focusing on his views of music triggering early sexual activity. Gareth
Manning was a reporter at the Gleaner Company but presently is a Cooperate
Communications Assistant at JN Group. Also in The Daily Gleaner dated 2008, June
2nd
an article written by Avia Collinder, Gleaner writer, focused on Dr. Gillian Lowe’s
5

6. views on parenting. Dr. Gillian Lowe is a child psychologist attached to the
University Hospital of the West Indies and the Ministry of Health.
The article in The Jamaica Observer dated 2011, May 15th
, written by Cecelia
Campbell-Livingston, Sunday Observer staff reporter, focused on a debate between
Christ the Redeemer Skills Centre against St. Margaret’s Skill Centre arguing the
moot: ‘Dancehall music is to be blamed for the decadence in our youth culture’.
All these sources helped the research to gather information for this internal
assessment and will help the reader to gain a fundamental understanding of the
hypothesis.
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7. PRESENTATION OF DATA
This research seeks to prove dancehall music has a negative impact on the
students of Black River High School. The data collected is being represented in the
following presentation of findings.
0% 10% 20% 30% 40% 50% 60% 70%
Female
Male
Percentage of Respondents
Gender
Fig 1. Bar chart showing genderdistrubiton
of the students
Of the 20 questionnaires distributed, 40% were males while 60% were females.
The student population sampled were from different age groups. 28% were between
the ages of 11 – 12, 23% between 13 – 14, 12% between 15 – 16 while 37% between
17 – 19 years.
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28%
23%12%
37%
Fig 2. Pie chart showing the age group
population sampled.
11-12 yrs
13-14 yrs
15-16 yrs
17-19 yrs

8. 80%
20%
Fig 3. Pie chart showing students who do and do
not listen to dancehallmusic
Yes No
Of the students sampled 80% listen to dancehall music while 20% does not listen to
dancehall music.
60% of the students indicated that they listen to dancehall music because of
entertainment. 12% listen to it because it is a norm, 8% listen to it because it is trendy
while 20% does not listen to dancehall music.
8
60%
8%
12%
20%
Fig 4. Pie chart showing the student's reasons
for listening to dancehall music.
Entertainment
Listening to it is trendy
Listening to it is a
norm
I don't listen dancehall
music

9. 44% of students were introduce to dancehall music by friends, 16% by family while
40% by social media.
28%
20%
20%
12%
20%
Fig 6. Pie chart showing student's mood whilst
listening to dancehall music
High in spirits
Aggressive/Angry
Relaxed
Positive/Fulfilled
I do not listen to dancehall
music
The students indicated that 28% of them became high in spirits whilst listening to
dancehall music, 20% became aggressive/angry, 20% became relaxed, 12% became
positive/fulfilled while 20% does not listen to dancehall music.
9
44%
16%
0%
40%
0%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
Friends Family Social
Networks
Social Media Other
Percentageofrespondents
Introduction to Dancehall Music
Fig 5. Column chart showing how students were
introduced to dancehallmusic

10. A majority 60% of students stated that dancehall music does not have a negative
impact on them. 20% said the impact is weak, 12% said average while 8% said strong.
Response shows that 44% of students agree that dancehall music promote negative
messages, 12% strongly agree, 20% disagree, 12% strongly disagree while 12% said
undecided.
10
12%
20%
44%
12%
12%
Fig 8. Pie chart showing students that do and do not
think dancehall music promote negative messages
Strongly disagree
Disagree
Agree
Strongly agree
Undecided
20%
12%
8%
60%
0%
10%
20%
30%
40%
50%
60%
70%
Weak Average Strong Does not have an
impact
Percentageofrespondents
Strength ofnegative impacts
Fig 7. Column chart showing the strength of negative
impact dancehallmusic has on the students

11. Response shows that 72% of the students agree that dancehall music promotes gang
violence within the school while 28% disagree.
Response shows that 40% of respondents think the reasons for dancehall music
promoting gang violence within the school is the negative messages the lyrics
promote. 32% indicated that it’s the negative actions the artistes do while 28% does
not think dancehall music promote gang violence within the school.
11
40%
32%
28%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
The negative messages that
the lyrics promote
The negative actions that
the artist do
Does not promote gang
violence
Percentageofrespondents
Reasons for dancehall music promoting gang violence within the school
Fig 10. Column chart showing student's reasons for
thinking dancehall music promotes gang violence within
the school
72%
28%
Fig 9. Pie chart showing students that do and do
not think dancehallmusic promotes gang violence
within the school.
Yes No

12. 20%
80%
Fig 11. Pie chart showing students who do and
do not view dancehallartists as role a model
Yes No
Response shows majority (80%) of students do not view dancehall artists as role
models while others (20%) do.
12%
0%
68%
20%
Fig 11. Pie Chart showing students that do and
does not think dancehallmusic degrade young
women
Strongly disagree
Disagree
Agree
Strongly agree
Response shows that a significant 68% of students agree that dancehall music degrade
young women, 20% strongly agree while 12% strongly disagree.
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13. Response shows that a majority of 68% of students choose banning, 12% choose
censorship while 20% choose fines as recommendations for reducing the negative
impact of dancehall music.
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14. INTERPRETATION OF DATA
The data collected from questions 1 and 2 indicates that a majority (60%) of
females are from the population sampled while (40%) of males. A vast majority of
students (37%) were between the ages of 17 – 19 years while minority (12%) were
between the ages of 15-16 years.
44% of students in the data collected from question 12, agreed that Dancehall
music promotes negative messages. For the most part, data collected from question 15
shows that students (72%) believe that dancehall music aids with gang violence
within the school. In that, the students (40%) believe that the lyrics promote negative
messages while others (32%) believe it’s the negative actions the artistes do, as seen
in the data collected from question 16. Also, the students (68%) agree that this genre
of music degrade young women, as seen in the data collected from question 19.
However, students (80%) said they do not view dancehall artists as role models.
A question that was intended for students who say dancehall music has
impacted on them negatively to specify the strength of its impact. The data collected
from question 11 shows that students (20%) say the impact is weak, 12% said average
and 8% said it is strong.
Data collected from questions 4, 5 and 6 evidently indicates that majority
(80%) of the students sampled listen to dancehall music. 60% of these students listen
to dancehall music because of entertainment, 12% listen to it because it’s a norm,
while minority (8%) listen to it because it is trendy. Among other things, 44% were
introduced to this genre of music by friends, 16% by family and others (40%) by the
social media.
On the contrary, collection of data from question 9 illustrates student’s mood
whilst listening to dancehall music. A vast majority (28%) describe their mood as
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15. high in spirits, 20% became aggressive/ angry, 20% became relaxed and 12% became
positive/ fulfilled. Along with the participating observation done in the school’s Cadet
Unit Pre-Valentine’s Day Concert, student’s mood listening to dancehall music
became mostly high in spirits based upon which artist was playing and what the lyrics
was saying. However students became calm and relaxed to other genre of music
which was playing for the event.
Few of the students from the sample exhibited awareness of the negative
impact dancehall music have on them and the strength of the impact. An immense
majority attributed that gang violence within the school is due to dancehall music.
However, 68% of the students suggest banning of dancehall music to reduce the
negative impact, 20% suggested fines while minority (12%) suggested censorship as
seen in the data collection of question 20.
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16. DISCUSSION OF FINDINGS
According to Cooper (2013) dancehall music is a style of Jamaican popular
music that had its genesis in the political turbulence and became Jamaica's dominant
music. This genre of music produces both negative and positive messages. However,
the students (44%) agree and strongly agree (12%) that this genre produces negative
messages. The negative messages have impacted on the students of Black River High
School. Agreed by the students (72%), dancehall music promotes gang violence
within the school due to the negative actions the artists do and that the lyrics are also a
driving factor. This supports the recent dancehall feud that emerged between Movado
and Vybz Kartel from their factitious behaviour which was much publicized. It also
led to youths ensuing by affirming into informal allegiance amongst themselves.
Conferred by the students (80%), dancehall music influences their mood
whilst listening to it. This supported Dr. Anderson (2008) statement, where she stated
that rhythms, timbres and amplitudes of the music can affect emotional behaviour in
humans, particularly the young.
Moreover, the research showed that dancehall artistes are viewed as role
models by a vast minority (20%) of students from the sample. This goes to emphasize
Davis’ (2011) challenge to dancehall artistes to realise that they are role models –
whether they want to or not – to the youths and insisted that their recordings have a
degrading impact on society.
The research denoted that the vast majority of the students sample believe and
have knowledge that dancehall music has a negative impact on them.
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17. CONCLUSION /LIMITATIONS /RECOMMENDATIONS
CONCLUSION
In general, the students of Black River High School are negatively impacted
by dancehall music. It was establish that the lyrics play as a driving factor and so do
the artistes of these songs. The lyrics aid with gang violence within the school and
degrade young women. However, a significant majority of the sample does not
believe dancehall music has a negative impact on them.
Interestingly, the recent feuds between dancehall artists Mavado and Vybz
Kartel has led to affecting the emotional behaviour of youths. Causing them to affirm
themselves into informal allegiance and ensue. As such, this has led to gang fights
within school about whose clique is better than the other.
LIMITATIONS
The presented research was a small survey of one school in Jamaica. This school was
chosen because it was easily accessible by the researcher. As a result, this study is
limited by the precise sample size, making it difficult to make generalizations about
all the students in Jamaica based on the data collected. The instruments of data
collection which were utilised in the research were not time consuming.
RECOMMENDATIONS
Gang violence within the school and degrading of young women as a result of
negative messages the lyrics promote indicates that there is need for the censorship of
these lyrics or fines to be enforced. Necessary action should be taken by the relevant
authorities to prevent dancehall music from degrading society.
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18. Additionally, the government could provide various resources that would
motivate artistes to promote positive lyrics which would impact on the youths. Also,
the wider society of Jamaica can contribute by putting a stoppage to the listening of
negative and degrading dancehall music. If it is not played, then the negative
messages will not be played.
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19. BIBILOGRAPHY
• http://www.britannica.com/EBchecked/topic/150832/dancehall-music
Encyclopedia Britannica (2013)
• The Daily Gleaner (2008)
• The Daily Observer (2011)
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20. APPENDICES
Letter to respondents
Dear Respondents,
This questionnaire is designed to obtain data on your views of ‘Dancehall
music has a negative impact on the students of Black River High School’. The
research is being undertaken for partial fulfilment of the Caribbean Advanced
Proficiency Examinations (C.A.P.E), so I will be grateful for your time and patience
in answering these questions. There are no right or wrong answers, all information are
welcome. Your response will be treated in the strictest confidence and the
questionnaire is anonymous.
- Omelia Tennant
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21. QUESTIONNAIRE SAMPLE
Topic: The Negative Impacts Dancehall Music has on the students of Black River
High.
Instructions: Please tick (✓) the answer of your choice and write answers where lines
are provided.
1. To which age group do you belong?
□ 11 – 12yrs □ 13 – 14yrs □ 15 – 16yrs □ 17 – 19yrs
2. To which gender do you belong?
□ Female □ Male
3. What grade are you in?
□ 7 – 8th □ 9 – 10th □ 11 – 13th
4. Do you listen to dancehall music?
□ Yes □ No
5. If yes, which of the following reasons explains why?
□ Entertainment □ Listening to it is trendy □ Listening to it is a norm
□ I do not listen to dancehall music
6. How were you introduced to dancehall music?
□ Friends □ Family □ Social networks □ Social media
□ Other .
7. How often do you listen to dancehall music?
□ 30minutes – 1hr □1hr – 2hrs □ 3 and more hrs.
8. Which gender of artist do you listen more?
□Male □Female □Both □ I do not listen to dancehall music
9. What mood are you in when you listen to dancehall music?
□ High in spirits □ Aggressive/Angry □ Relaxed □Positive/Fulfilled
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22. □ I do not listen to dancehall music
10. Do you think dancehall music has a negative impact on you?
□ Yes □ No
11. If yes, how powerful is this impact?
□ Weak □ Average □ Strong □ Does not have a negative impact on me
12. Do you think dancehall music promote negative messages?
□ Strongly disagree □Disagree □Agree □Strongly agree □ Undecided
13. Has your personality changed since listening to dancehall music?
□ Yes □ No □ I do not listen to dancehall music
14. If yes, how has this change impacted on your personality?
□ Negatively □ Positively □ Does not impact on my personality
□I do not listen to dancehall music
15. Do you think dancehall music promotes gang violence within the school?
□ Yes □ No
16. If yes, why do you think dancehall music promotes gang violence within the
school?
□ The negative messages the lyrics promote □ The negative actions the artistes do
□Does not think dancehall music promotes gang violence
17. Do you view any dancehall artist as a role model?
□ Yes □ No
18. If yes, to which gender do you views as a role model?
□ Female □ Male □ Both □ I do not view any dancehall artist as a role model
19. Do you think dancehall music degrade young women?
□ Strongly disagree □ Disagree □Agree □ Strongly agree
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23. 20. Which of the following recommendations do you think can reduce the
negative impact of dancehall music?
□ Ban □ Censorship □ Fines □Other .
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