The conversation begins with a discussion about the lack of interest in jazz among students at a high school, led by a person named Philippe and a psychologist named Marlene. Philippe expresses his dismay over the lack of engagement in his music workshops, while Marlene suggests that Philippe's own bias might be influencing his perception. The conversation then shifts to a debate about the merits and demerits of rap music, with Philippe expressing his dislike for the genre.
The dialogue then moves to a personal level, with Philippe revealing his own past as a musician and Marlene questioning his objectivity. Philippe mentions a talented rapper, Medina, who was suggested as a speaker for a school event, but Marlene dismisses the idea.
The conversation then becomes more personal, with Philippe expressing his frustration at the lack of appreciation for his talents and the influence of others on his life. He also talks about his mother
1. There is a conversation about the lack of interest in jazz among students at a school.
2. The speaker expresses dissatisfaction with the lack of engagement in jazz workshops.
3. The speaker suggests that jazz is not popular among students, and questions the effectiveness of music workshops.
4. The speaker mentions a disagreement about the appeal of the music style "rap".
5. The speaker questions the objectivity of another individual's opinion on the music style "rap".
6. The speaker mentions a band they were part of, which they refer to as a quartet.
7. There is a disagreement about the effort required in the activity of music versus other activities.
8. The speaker mentions a talented rapper named Medina, suggesting they could have invited them to speak at the school.
9. The speaker is surprised by the lack of interest in Medina and the music style "rap".
10. The speaker expresses frustration with blinded colleagues and the lack of awareness among students.
11. The speaker considers themselves to be too closed to changing the status quo.
12. The speaker mentions attending a music event and expressing a preference for a different artist, "Gims".
13. The speaker expresses a negative opinion of "rap" music.
14. The speaker recounts a personal story about a mother who does not approve of their interests and lifestyle.
15. The speaker mentions a disciplinary council on Thursday and suggests an acquaintance, Medina, as a speaker.
16. The speaker expresses surprise at the lack of familiarity with the music style "rap".
17. The speaker is asked about their profession, and they identify as a psychologist.
18. The speaker expresses a desire to be a rapper, but acknowledges that it's not their world.
19. The speaker describes a world where "rap" is the most popular music style.
20. The speaker expresses a wish that "rap" music never existed.
21. The speaker describes a traumatic experience associated with "rap" music.
22. The speaker is asked to describe what "rap" music sounds like, but admits they don't know due to the lack of familiarity.
23. The speaker describes the music style "rap" as being very fast, with lyrics that keep the rhymes.
24. The speaker is asked to improvise a lyrical piece about "rap" music, admitting it might not be incredible.
25. The speaker is asked about a disciplinary council, and they express exhaustion from handling a student who has been in multiple such commissions.
26. The speaker mentions a student, Landry N'Guema, who is considered one of the most promising students but is also facing disciplinary issues.
27. The speaker expresses surprise that Landry N'Guema is a student of theirs, given his behavior.
28. The speaker suggests that Landry N'Guema used to rap and that his behavior improved when he stopped.
29. The speaker suggests that Landry N'Guema's writings might be "rap".
30. The speaker expresses surprise at Landry N'Guema's preference for the music of Mylène Farmer.
31. The speaker shares a poem written by Landry N'Guema, expressing frustration and a general feeling of disillusionment.
32. The speaker expresses concern about Landry N'Guema's future and the lack of clarity about it.
33. The speaker suggests that Landry N'Guema's writings could be a way for him to express himself during the disciplinary council.
34. The speaker reads a piece written by Landry N'Guema during the disciplinary council, expressing frustration and dissatisfaction.
35. The speaker expresses surprise at the content of Landry N'Guema's writings and suggests that they could be a cry for help.
36. The speaker expresses frustration with the constraints placed on Landry N'Guema and his potential.
37. The speaker expresses surprise at Landry N'Guema's preference for the music of Rousseau, Hugo, Zola, and Voltaire.
38. The speaker expresses frustration with the lack of comments and criticism from Landry N'Guema.
39. The speaker expresses frustration with the lack of understanding and support from Landry N'Guema.
40. The speaker expresses surprise at the content of Landry N'Guema