The Harlem Renaissance – Music & Literature

Unit

The Harlem Renaissance – Music & Literature

Years: 1917-1938

Culture & Community

Historical Events, Movements, and Figures

01

Prior Knowledge

Prior to this lesson, students should be familiar with the history of post-Civil War African American history. In particular to contextualize the time, students should be familiar with the effects of and backlash to the attempts at a racial democracy and economic adversity leading to the Great Migration as the Harlem Renaissance as, in many ways, a response to these historical conditions. 

Students should also be familiar with art, music and literature as primary sources that allow for analysis of cultural heritage across time and across contexts.

You may want to consider prior to teaching this lesson:  Moving North Marcus Garvey and the UNIA The Harlem Renaissance – The Visual Arts

02

Student Objectives

  • Describe the idea of the “new Negro” developed during the Harlem Renaissance
  • Compare and contrast works produced during the Harlem Renaissance to explain the diversity of thought between African American musicians and authors
  • Analyze how the Harlem Renaissance impacted African American communities, identity and consciousness, and American society more broadly
  • Evaluate the extent to which the Harlem Renaissance was both a cultural and political movement
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03

Organizing Idea

The Harlem Renaissance was a cultural movement that saw a flowering of African American music and literature across America. But it was also a political movement that empowered Black people to form a more unified Black political consciousness and a self-determined Black identity, created outside of the confines of racist stereotypes. The Harlem Renaissance left a rich artistic and literary legacy for all Americans and laid the foundation for later struggles for civil rights.

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04

Teacher Context

The Great Migration & The Harlem Renaissance

Many historians argue that the Great Migration—the massive movement of African Americans from the rural South to the urban North that began around World War I—played a major role in the growth and reach of the Harlem Renaissance. The Harlem Renaissance, also called the Black Renaissance, refers to the rise of African American artistry and culture that took place between 1917 and 1938 in Harlem, New York. However, Black artists in Chicago, Detroit, East St. Louis and Philadelphia also helped to create the movement, and the impacts of the Harlem Renaissance were felt far beyond New York City. These artists and writers worked in a wide range of media–the visual arts, music, theater and literature–and created new artistic forms that often combined them. 

Harlem was a multicultural and cosmopolitan community where African Americans organized with Black people from all over the African diaspora converged. These conditions encouraged Harlem Renaissance artists to explore the roots of Black culture from around the world and to create a more unified racial consciousness and identity. During the Harlem Renaissance, countless artists, musicians, and writers redefined, explored, and celebrated African American identity in America. This included lyric poetry by Langston Hughes, photography from James Van Der Zee, sculptures by Augusta Savage, jazz music from Louis Armstrong and Ma Rainey, and the vibrant writing of Zora Neale Hurston–just to name a few. 

 

The “New Negro”

The Harlem Renaissance in many ways can also be considered a  movement that was as explicitly political as it was cultural. Harlem Renaissance essayists and columnists such as Alain Locke and W.E.B. Du Bois encouraged Black Americans to embody the concept and identity of the “new Negro”. The “new negro” exemplified pride in their experiences in the Black diaspora and a willingness to speak out against discrimination and inequity in the United States. Locke’s anthology titled “The New Negro” (1925) showcased the work of African American writers, poets, and artists who celebrated their cultural heritage and explored themes of racial identity, social justice, and artistic expression.

While not all Harlem Renaissance artists agreed on a singular definition of Black identity, they all insisted that Black Americans must define their identities for themselves, beyond the confines of racist stereotypes that continued to prevail among White Americans. Newspapers and journals such as The Chicago Defender; the NAACP’s magazine, The Crisis; and the National Urban League’s Opportunity Magazine all published fiction and poetry along with articles calling for the removal of barriers to voting, equal educational and employment opportunities, and the desegregation of public accommodations. 

The “new Negro” of the Harlem Renaisance was self-respecting, with expectations for respect from White Americans. The efforts to address systemic racism and achieve equality through various means, was sometimes perceived as militant due to their confrontational stance against racial injustice. The “New Negro” movement thus laid the cultural and intellectual groundwork for later Civil Rights activism, including the more militant and separatist ideologies espoused by figures like Malcolm X in the 1950s and 1960s.

 

Reactions to the Harlem Renaissance

The audience for the visual, dramatic, musical, and literary works of the Harlem Renaissance included White as well as Black Americans. Some artists specifically addressed Black audiences, but others believed that Black cultural works would appeal to non-Black audiences as well. White New Yorkers flocked to Harlem’s jazz clubs, White literary critics acclaimed poets such as Langston Hughes, and White-led museums proudly exhibited painters such as Jacob Lawrence. However, White Americans still held the purse strings to mainstream American institutions, and some wealthy White patrons exercised too much influence over the Black artists they sponsored. For example, the anthropologist and writer Zora Neale Hurston, was not able to publish all of her works because a White patron rejected the use of Black vernacular in her writing. Today, many people appreciate precisely those qualities of Hurston’s work.

 

The Legacy of the Harlem Renaissance

While the Great Depression dried up funding for the arts and ground the Harlem Renaissance to a halt, the movement had long lasting impacts. For one, the self-determined Black culture developed during the Harlem Renaissance laid a strong foundation for the civil rights movement of the 1950s and 1960s. And second, many of the cultural forms that emerged during the Harlem Renaissance became part of broader American culture that persists to this day. As the literary historian David Levering Lewis put it: the Harlem Renaissance left “a legacy of which a beleaguered and belittled Afro-America could be proud and by which it could be sustained. If more by osmosis than by conscious attention, mainstream America was also richer for the color, emotion, humanity, and cautionary vision produced by Harlem during its Golden Age.”

References & Further Resources

Farebrother, Rachel, and Miriam Thaggert, editors. A History of the Harlem Renaissance. Cambridge University Press, 2021.

Gates, Henry Louis, Jr. and Nellie Y. McKay, eds.  The Norton Anthology of African American Literature.  New York:  W.W. Norton, 1997.

“Harlem Renaissance.” National Gallery of Art, 2023, https://www.nga.gov/learn/teachers/lessons-activities/uncovering-america/harlem-renaissance.html

“The Harlem Renaissance.” Poetry Foundation, 2023, https://www.poetryfoundation.org/collections/145704/an-introduction-to-the-harlem-renaissance

Hill, Laban Carrick. Harlem Stomp! : A Cultural History of the Harlem Renaissance. New York :Little, Brown, 2003.

Huggins, Nathan Irving. Voices From the Harlem Renaissance. Oxford University Press 1976. 

Hurston, Zora Neal. The Complete Stories. New York: HarperCollins Publishers, 1995.

Lewis, David Levering.  The Portable Harlem Renaissance Reader.  NY: Penguin Books, 1994.

Randolph, Ruth Elizabeth and Roses, Lorraine Elena. Harlem Renaissance and Beyond: Literary Biographies of 100 Black Women Writers 1900-1945. Cambridge: Harvard University Press, 1990. 

Toomer, Jean. Cane. New York, Liveright, 1993.

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05

Teacher Tips

Teaching the Harlem Renaissance and using visual arts is an opportunity to emphasize creativity and the deep and lasting cultural contributions made by African Americans to the United States. It is important that in addition to introducing students to this time, and the well known artists associated with it, that students understand that these pieces of art serve as creative mirrors for the varied experiences of members of the African American community. 

Their work tells stories of African American pride and resilience while also commenting on and critiquing American life. In turn, this unit invites concepts such as Black joy, agency, voice, and empowerment to be central to the study of African American history. This approach complements and builds upon explorations of inequality, injustice, and oppression without losing sight of the humanity of African American people and their capacity to challenge, critique, and create through multiple media.

It is important however for students throughout the unit to not only explore and celebrate the collective works of arts shared but also to reflect on it as a response and record of the inequality and injustices of the time.  Additionally, in teaching about the “New Negro,” teachers should contextualize the term “Negro” for students and clarify that this term is no longer acceptable in contemporary parlance.

Finally, the terms “African American” and “Black” are both used throughout this unit to describe people of African descent in the United States. However it is important to note that Black and African American are not always interchangeable. African American generally refers to Americans of African descent who have a historical connection to the African diaspora. The term emphasizes both the racial and cultural heritage of individuals or communities within the context of American society. African American should not be used as an umbrella term for people of African ancestry worldwide because it obscures other ethnicities or national origins, such as Nigerian, Kenyan, or Jamaican. Black is used broadly to refer to people of African descent, regardless of their specific national or cultural backgrounds. It is often used as an inclusive and more general descriptor that emphasizes racial identity rather than cultural or historical connections. This topic offers a rich opportunity for cross-curricular collaboration, and we encourage teachers to consult with English, music, and art departments as they teach the Harlem Renaissance.

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06

Student Context

The “Harlem Renaissance” refers to a flourishing of Black art, literature, and music from 1917 to 1938. As the Great Migration led Black communities like the Harlem neighborhood of New York City to grow rapidly, Black creators from all walks of life gathered and organized to explore what it meant to be Black in America. The result was a cultural movement that gave us some of the most well-known Black artists of the 20th century, including poet Langston Hughes, blues singer Bessie Smith, jazz musician Louis Armstrong, lyricist James Weldon Johnson, and authors Zora Neale Hurston and Countee Cullen–among many others. 

Black and White audiences alike flocked to the artistic creations of the Harlem Renaissance, and the movement had a massive influence on American culture as a whole. However, the Harlem Renaissance was also a political movement in which Black communities more widely shared their varying experiences as Black people in America and created a new racial consciousness and a Black identity apart from the racist stereotypes held by many White Americans, known as the “New Negro”.

Those that identified with the “new Negro” identity of the Harlem Renaissance were more empowered to fight discrimination head-on and to speak up against segregation and racial violence. Many historians contend that the Harlem Renaissance not only had a lasting cultural legacy for Black Americans and the United States as a whole, but was also an important precursor of later struggles for civil rights.

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07

Key Questions

01.

What artistic elements were the hallmarks of the music and literature created during the Harlem Renaissance?

02.

Who are some of the musicians and authors associated with the Harlem Renaissance? In what ways did intersectionality play a part in their craft?

03.

What did Harlem Renaissance leaders mean by the term “New Negro”?

04.

What are the similarities and the differences between works of art produced during the Harlem Renaissance?

05.

How did the Harlem Renaissance impact Black communities, Black identity and consciousness, and American society more broadly?

06.

To what extent was the Harlem Renaissance a political–and not just a cultural–movement?

08

Activities & Sources

Select the activities and sources you would like to include in the student view and click “Launch Student View.”

It is highly recommended that you review the Teaching Tips and sources before selecting the activities to best meet the needs and readiness of your students. Activities may utilize resources or primary sources that contain historical expressions of racism, outdated language or racial slurs.

Discussion & Analysis – Discovering Harlem 60 minutes

Instruct students to work in pairs to research historical background on the New York City neighborhood of Harlem. Have them use the internet or library resources to find answers to the following questions, and then check understanding through a full class discussion before moving on.

  • Where is Harlem? Describe its geography.
  • When did Harlem become a Black community? Why did Black Americans move there at this time in history?
  • What are the current demographics of Harlem? Find at least three statistics about Harlem’s residents that you find important or interesting.
  • Define gentrification, and explain its significance to Harlem today.
  • What are two important Harlem landmarks related to the Harlem Renaissance?

Then, distribute James Weldon Johnson’s essay “The Making of Harlem” to students, and instruct them to read it individually, perhaps for homework, if this activity spans two lessons. (Teachers should be careful to note that Johnson uses the term “aliens” to describe immigrants, and while this term still appears in some legal documents, it is dehumanizing and students should avoid using it to describe people from other countries.) With their partners from the research task, students should analyze the document together using the OPCVL protocol. Conclude with a full class discussion using the following questions:

  • How did Johnson’s essay add to your understanding of Harlem?
  • Why do you think Harlem was the center of the Black Renaissance?
  • Johnson asks in the essay: “Are the Negroes going to be able to hold Harlem?” To what extent does gentrification threaten the persistence of a Black community in Harlem?

Posters: Three Voices from the Harlem Renaissance 90 minutes

Divide students into three groups, and give each group one of the readings below:

Instruct each group to read their assigned text together, defining any new vocabulary terms as they read. These texts are long and challenging, so give enough time for students to read and analyze together, using the OPCVL protocol if helpful for student understanding. Groups should prepare a poster to present to the class their takeaways from the assigned document. Each poster should contain the following elements:

  • A short biography of the essay’s author
  • A summary of the essay’s main ideas
  • At least two quotations from the essay, and an explanation as to why the group selected those two passages
  • An explanation of the historical context of the essay. How does this connect to other historical events?
  • Three critical thinking questions for the class to consider related to the essay’s main ideas

Have students present their posters to the class. Students should take notes on the posters. Conclude with a full class discussion using the following questions:

  • What do these essays have in common? Where are they different?
  • What did Harlem Renaissance leaders mean by the term the “new Negro”? How does this idea appear in the three essays?
  • To what extent was the Harlem Renaissance a political–and not just a cultural–movement?

Musical Analysis – The Black National Anthem 30 minutes

Play a version of “Lift Every Voice and Sing” by James Weldon Johnson. (Many renditions are publicly available, including by contemporary artists Alicia Keys and John Legend.) Have students read the lyrics as they listen.

Put students into groups of 3-4 students each to discuss the following questions:

  • What are your favorite lines from the song? Why?
  • This song is known as the Black national anthem. Why do you think that is? Why do you think this was needed?
  • The song is hopeful. What’s the hope that Johnson refers to?
  • Why do you think that this song was important during the Harlem Renaissance? Responses may include:
    • The “Black National Anthem.” offered a sense of cultural identity, pride, and unity.
    • The lyrics of the song celebrate resilience in the face of adversity and oppression.
    • The song exemplifies the artistic achievements of African Americans.

Jigsaw: Poetry of the Harlem Renaissance 45 minutes

Divide students into groups and give each group one of the following poems from the Harlem Renaissance:

In the small groups, students should work together to answer the following questions:

  • Research the origin of your poem. Who wrote it, and what is important to know about the author? When was it written, and what was happening in history that may have shaped the poem’s meaning?
  • What’s the main idea of your poem? What do you think the author was trying to say?
  • What’s the most significant line of your poem? Why?
  • What does this poem tell us about Black identity during the Harlem Renaissance?

Then, place students in new groups so that each group has at least one representative that read each poem. Have students share out in their mixed groups, taking notes on the poems they did not read. Lead a full class debrief to close, using the following question as a guide:

  • What are the similarities and the differences between works of art produced during the Harlem Renaissance?

Socratic Seminar – Gender and the Harlem Renaissance 60-90 minutes

Present students with a definition or have students work in pairs to come up with a definition of intersectionality. Share out definitions and write a class definition of intersectionality on the board.

Bring students together in a large circle. If the class is large, consider creating two smaller circles. Explain that the purpose of a Socratic seminar is to consider an issue from different perspectives through the use of student-led questioning. Set norms for the discussion. Recommended norms include: share airtime, listen actively, call on the next speaker, stay grounded in the text, and take notes. Allow students to discuss, and either observe or participate as a fellow learner. 

In a Socratic seminar, students ask and answer questions about a given text or source, and conversation flows more organically than in a teacher-led discussion. For this seminar, have students read Marita Bonner’s essay “On Being Young–A Woman–And Colored.” Since the text is quite lengthy, consider assigning it for homework or giving an additional class period for students to read and analyze the source prior to the discussion.

After the seminar, lead a reflection in which students answer the following questions:

  • Why is this essay important for students learning about the Harlem Renaissance?
  • How did gender impact Black artists during the Harlem Renaissance?
  • How does the theory of intersectionality relate to the essay?
  • Bonner’s style is dramatically different from other essays we have read from the Harlem Renaissance. Why might that be, and how does her style impact her meaning?
  • Why did Bonner write with a male pseudonym?
  • To what extent does Bonner’s essay still apply today?

Mapping the Queer Harlem Renaissance 45 minutes

Historian Henry Louis Gates once wrote that the Harlem Renaissance was “surely as gay as it was Black.” Several of the key figures of the Harlem Renaissance engaged in same-gender relationships, and LGBTQ+ culture flourished alongside Black culture in Harlem nightclubs and drag balls. 

For this activity, place students into partners. Have each pair select one of the featured historic sites from the NYC LGBTQ+ Historic Sites Project’s Harlem Renaissance map. Partners should read their chosen site’s description from the website and take notes to share with the whole class. 

Have students share about their site and its significance with the full class. As a possible extension, create a map of the sites using Google Maps or another mapping software. If your class is in proximity to New York City, consider taking a walking tour of the historic sites and having students present their chosen site along the way.

Discussion – Zora Neale Hurston 45-60 minutes

Have students independently read Zora Neale Hurston’s short story “Drenched in Light.” Then hold a class discussion using the following questions:

  • Who are the central characters in the story and what words best describe them?
  • Why does Hurston use vernacular for dialogue between members of the Black family?
  • What are the key conflicts in the story? How do they get resolved?
  • What is the attitude of the three White characters toward Isie and her grandmother? Select the sentences that best express their attitude.
  • In the scene where Helen intervenes with Grandma on Isie’s behalf, why does Grandma suddenly change her attitude? 
  • How does this change inform us about race relations at the time?
  • What ideas is Hurston trying to convey in her story?
  • How does the title fit the author’s intentions?
  • To what extent does this story show that the Harlem Renaissance was a political–and not just a cultural–movement?

Gallery Walk – Visual Art of the Harlem Renaissance 45 minutes

Select 5-8 of the visual artworks from the Harlem Renaissance on display at the National Gallery of Art and place them around the classroom. 

Instruct students to walk around the room and answer the following three questions on each poster:

  1. List 2-3 observations of the visual artwork. What do you notice? These can include subject matter, figures, use of color and light, etc.
  2. What does the art mean? What is the artist trying to say?
  3. What might this piece of art tell you about how artists defined Black identity during the Harlem Renaissance?

Then, divide students into small groups and give each small group just one of the posters. As a group, students should read through all the comments and prepare a short verbal presentation to the class summarizing the art work’s main idea and any salient comments from the gallery walk. Take turns presenting the posters, and lead a final class discussion on the following questions:

  • What are the similarities and the differences between works of art produced during the Harlem Renaissance?
  • How did the Harlem Renaissance impact Black communities, Black identity and consciousness, and American society more broadly?
  • To what extent was the Harlem Renaissance a political–and not just a cultural–movement?

Performance Task: Presentations – Music of the Harlem Renaissance

Have students work in partners to select one of the following musicians from the Harlem Renaissance. 

  • Bessie Smith
  • Louis Armstrong
  • Gladys Bentley
  • Ma Rainey
  • Chick Webb
  • Duke Ellington
  • Billie Holliday
  • Ella Fitzgerald
  • Cab Calloway
  • Eubie Blake

Each pair should research their musician and their music and prepare an interactive presentation for the class. Presentations should include the following elements:

  • A biography of the musician
  • A sampling of their music and a description of its genre
  • An explanation of the musician’s significance, contributions to, and legacy in the Harlem Renaissance
  • A primary source related to the musician’s significance in the Harlem Renaissance
  • A bibliography of sources consulted for the project

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