Lesson Overview:
As an introduction to African-American History Month (February), students will listen to a reading of the book Harlem by Walter Dean Myers to learn more about the places and people that figured prominently in the Harlem Renaissance. Students will research the lives of famous African-Americans of the Harlem Renaissance era. They will write short monologues in the voice of these individuals, and present them as part of a living museum exhibit. Students will also create backdrops to correspond with the figures they have studied, and to complement the performance of the monologue.
Length of Lesson:
Eleven 45-minute periods
Instructional Objectives:
Students will:
- identify the period of the Harlem Renaissance.
- identify African-Americans who contributed to the Harlem Renaissance through music, literature, dance, inventions, politics, etc.
- research the life of one of these influential African-Americans.
- write a monologue about this person’s life.
- portray the person and present the monologue to museum visitors.
- create a backdrop to accompany the monologue.
Supplies:
- Harlem by Walter Dean Myers (see Sources section for bibliographic information
- CD recording of Billy Strayhorn's "Take the 'A Train'" performed by Duke Ellington's band (see Sources section for suggested recording)
- Audio Recorder
- Sound System
- Video Camera
- White bulletin board paper (4 sets of 6' x 3' feet sheets)
- Paint (primary and multicultural colors)
- Magic markers
- Gum erasers
- Yardstick/ruler
- Paint brushes
- Pens/pencils
- Notebook
- An old shirt to use as a smock
- 8 oz. paper cups to hold water (five sets)
- Double-sided foam tape to hang backdrops
- Costumes and props (as applicable)
Instructional Plan:
Read Harlem by Walter Dean Myers to the students and ask them to visualize the story as you are reading. (You may wish to have students listen to Walter Dean Myers reading Harlem online, while viewing a sideshow of the book’s illustrations, done by Christopher Myers.
While discussing the book and characters portrayed, have students start to list on the board the names of those individuals that appeared in the story. Discuss who each person was, as well as his or her unique contributions to the Harlem Renaissance. Chart this information for use later in the lesson. Ask students to name other famous African-Americans of the Harlem Renaissance, adding information about these individuals to the chart as well.
Have students complete a “Think-Pair-Share” activity. Write the following words on the board or overhead projector: migration, Apollo, A-train, Harlem, and jazz, as well as names of people in the book. Ask students to think of what comes to mind when they read these words. Have students pair with a partner to discuss their ideas. The partners will then share their ideas with a larger group (have three pairs join together). Invite one volunteer from each group to share with the class an idea they discussed. Each idea should be different than the ones previously presented. You may wish to have students draw papers with numbers to establish the order in which the groups share their ideas.
Review the previously generated list of Harlem Renaissance figures and their accomplishments. Have each student choose a person whom they wish to portray via a monologue. You may choose to have only one monologue created for each individual so that students learn about many different notable Harlem Renaissance figures.
Once students have made their selections, allow time in the computer lab for students to conduct research on the individual they have chosen. Students should begin by using the recommended sites under Teacher Internet Resources. (If students cannot find the information needed, the computer teacher or teacher should demonstrate proper searching techniques and familiarize students with search engines such as Google.com.
Tell students they should include details about the following in their research:
- personal characteristics and qualities
- talents
- milestones in this individual’s life
- career
- hardships or challenges faced by this individual
- notable accomplishments
- contributions to the Harlem Renaissance
After students have collected some basic facts and information about their chosen figure, have them write a monologue using the collected information. Have students share their drafts with you as they are writing. When students are writing their monologue, you need to remind them that a monologue is a story told from the perspective of that person. Therefore, students should aim to make the monologue believable, and reflective of the individual’s ideals, personality, and dreams. The monologue should incorporate factual information learned in the course of students’ research.
Explain that monologues are powerful forms of dramatic expression, the audience watching a monologue is given a first-person account of what a character is thinking and feeling. For more information on monologues, view the article on the Playwriting Seminars site.
Introduce students to artwork depicting the Harlem Renaissance. Using Harlem by Walter Dean Myers as a starting point, show illustrations that pertain to notable places and individuals that were part of the Harlem Renaissance. Share additional resources about Renaissance artists, musicians, dancers, actors, etc. (See Sources.)
Using ideas generated from the Harlem images, have students create preliminary sketches for a background they think would be appropriate for their selected individual. After you have approved the sketch, have the student duplicate it on a long sheet of white bulletin board paper, adding vivid colors and detail. Students will use this artwork as a backdrop during their monologues.
When students have completed their backdrops, set up the living museum exhibit. You may wish to invite parents and/or other classes to see the “exhibit” and hear the monologues. Students can either read or memorize the monologues. They can also bring in props and dress in the appropriate attire suited to their character. You may wish to videotape or record on audio students' monologues.
Assessment:
Assess students based on the following:
- Student submits a character sketch with a summary of what they will be portraying during their theatrical presentation.
- Student accurately portrays the character they have chosen. Student’s portrayal of character is believable.
- Student is able to paraphrase and summarize three milestones in the characters life in chronological order.
- Student is able to create a representative backdrop.
Extensions:
You may wish to have students complete one or more of the following:
- Create personal timelines.
- Take a field trip to tour historical Harlem Renaissance sites.
- Interview a member of the family who lived during the time of Harlem Renaissance.
- Work with a local community choreographer to learn social dances that were popular during the Harlem Renaissance.
- Write a poem using new knowledge related to the Harlem Renaissance.
Also, consider expanding the lesson with information included in the relatd ARTSEDGE lesson Creative Voices of Harlem
Sources:
Print:
- Myers, Walter Dean. Harlem: A Poem. New York: Scholastic, 1997.
Media:
- Ellington, Duke. Early Ellington: The Complete Brunswick and Vocalion Recordings of Duke Ellington, 1926-1931. (Three-CD Set). Decca GRD-3-640.
Web:
Authors:
-
Joyce Gill-Thompson, Enrichment/Reading Teacher
Thomas Pullen Arts Magnet School
Landover, MD United States
