Harlem Renaissance and you

Pick up the papers on the front table

Homework due next class – worksheet on Harlem Renaissance

Record in your agendas your homework• You will need to use a textbook.• Make sure that you take it home if it is in your locker.

• This assignment is due next class

Goals today• Through the Harlem Renaissance students will examine the importance of

literature and the arts as an expression of history.

• Students will reflect on the power of the arts to portray the feelings, attitudes, and values of individuals as well as its impact on society as a whole.

• Understand that the works which came from the Harlem Renaissance carry as powerful a message today as they did in the 1920s.

Standards addressed

• Standard 5: Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.

• 11.5.5 Describe the Harlem Renaissance and new trends in literature, music, and art, with special attention to the work of writers (e.g., Zora Neale Hurston, Langston Hughes).

When you think of Harlem, what comes to mind?• For many of you it is this ….• http://www.bing.com/videos/search?q=Harlem+Shake+Original+Clea

n&Form=VQFRVP#view=detail&mid=FAFBB18CD93FEB628FD7FAFBB18CD93FEB628FD7

• Or this …..• http://youtu.be/QkNrSpqUr-E

Harlem Renaissance is not any of that • The Harlem Renaissance, according to historian John Hope Franklin,

was "the articulation of consciousness brought on by suffering and discrimination."

• In other words, artists expressed their personal experiences with discrimination in the United States with their poems, music, works of art.

Harlem Renaissance

• What is so remarkable about the Harlem Renaissance is the flowering of so many outstanding authors, poets, dramatists, artists, and musicians in a short span of time. Harlem became the center; the hub from which the works flowed.

Working in 4 groups today

• Divide the class into four groups and have each group read a different biographic sketch of a Harlem Renaissance poet (Langston Hughes, James Weldon Johnson, Claude McKay, and Countee Cullen).

• Each group selects a student to read the poem to the class. Instruct the remainder of the class to listen carefully and to reflect on the feelings expressed in each reading.

Questions to discuss in your group• What were the author's intentions?

• In what ways did the selected poems reflect the history of the period?

• What was the central message of each poem?

• Which of the poems imparted a desire to remedy inequality?

• Are there any universal messages in these selected works?

Return to your original seats.

Let’s look at art work from the time period

Jazz Musichttp://www.bing.com/videos/search?q=Jazz+Songs+of+the+1920s&qpvt=Jazz+Songs+of+the+1920s&FORM=VDRE#view=detail&mid=356EDF422AF347E895E6356EDF422AF347E895E6The Charleston

http://www.youtube.com/watch?v=1iJdXWY7JRo

Louis Armstrong The Savoy

http://www.youtube.com/watch?v=VkBOu-9qy44Louis Armstrong – when your smiling

Record on your paper how does each music clip make you feel?What instruments do you hear playing?What do the words to the last song mean?

ClosureOn the ticket out the door – answer the following :Describe the Harlem Renaissance and new trends in literature, music, and art, with special attention to the work of writers

Also add, if you were to teach this lesson, what would change, what would you keep?

What to do now…. Your choice…• Link the Harlem Renaissance to another decade in United States History by asking students to compare and contrast the important persons from the Harlem Renaissance to individuals/artists in another era (e.g. the 1960s/ civil rights movement, rap artists today).

• Create your own piece of Harlem Renaissance.A poema song

a piece of artwork- may use inspiration from the items shown.

Use Chapter 24, the materials/resources in the front of the room to support your creativity.