Art From the Harlem Renaissance Famous Artwork From the Harlem Renaissance
Part i: An Artistic Explosion
Introduce:
- Scout this short video on the Harlem Renaissance from HISTORY.
- Every bit students are watching, they should have notes in response to the following questions:
- What was the Harlem Renaissance?
- What was the goal of the artists of the Harlem Renaissance?
- What dissimilar kinds of fine art by African Americans wereprominentduring the Harlem Renaissance and who were some of the most famous artists of this time?
- If necessary, define "prominent" for students: well-nigh famous or well known.
- What impact did the Smashing Depression accept on the Harlem Renaissance?
- What is thelegacyof the Harlem Renaissance?
- If necessary, define "legacy" for students: something that's been left backside for future generations.
- After watching the video, have students share their responses to the questions.
Part 2: A Closer Look
Analyze:
- In partners, students will examine three artistic works from the Harlem Renaissance toIDENTIFYthe major themes often portrayed by Harlem Renaissance artists. (Notation: Select from this list the works best suited for your students. Consider their ability to handle difficult topics, reading levels, and prior knowledge on race relations post-obit the Ceremonious War.)
- I, Too past Langston Hughes
- Foreign Fruit by Billie Holiday (Please note: this link contains graphic violent imagery in some of the annotations.)
- The Libraryby Jacob Lawrence
- Dreams by Langston Hughes
- Panel no. 3 by Jacob Lawrence
- The Harp by Augusta Savage
- Console no. 58 by Jacob Lawrence
- Students will use this Investigating Artguided questions practise to clarify each piece of art. There is a separate set of questions for visual art, poems, and music. Use the corresponding graphic organizer(south) based on the artistic works y'all selected for your students.
Role 3: Themes of the Harlem Renaissance
CONNECT:
- After analyzing each artistic work, students will compare the 3 artistic pieces using this Comparing Artguided questions practise.
- Once students accept finished comparing the artworks, have them develop a list of major themes of the Harlem Renaissance that they noticed. Common themes y'all may desire to accost with your students include: the lasting influence of slavery, Black identity, the effects of institutional racism, the dilemmas of performing and writing for elite white audiences, and how to convey the experience of modernistic black life in the urban North. They can also utilize these themes for the Legacy of the Harlem Renaissance lesson.
EXPRESS:
- Take students select one of the themes from your class list about the major themes of the Harlem Renaissance.
- Students then write down a one-judgement argument in response to the question:What practise I want to say about this theme?
- For example: If a student selects "Black identity" equally the theme on which they want to focus, their response to this question could be "Blackness is cute."
- Edifice upon their responses, students create artworks to represent their statements responding to a major theme of the Harlem Renaissance:
- Begin ways to represent the statements. What will exist the most important components to convey in the artwork?
- Select a medium for representing the statement, such as poesy, song lyrics, short story, visual art.
- Create the artwork representing the statement.
- Create a classroom gallery:
- Each educatee presents on the theme they selected and the statement they wanted to make with their art.
- Students explore each other'southward artworks and reflect on how they all chose to represent the themes.
The 306 Workshop Group in front end of 306 West 141st Street
Late 1930s
© 2006 The Jacob and Gwendolyn Lawrence Foundation, Seattle/Artists Rights Society (ARS), New York
The 306 Workshop Group, likewise known as the Harlem Art Workshop was founded by artist Charles Alston. This grouping served to bring together Black artists such as Jacob Lawrence, Romare Bearden, Augusta Savage, and Langston Hughes, only to proper noun a few. Located at 306 Due west 141st Street in Harlem, NY, the Harlem Art Workshop provided these artists with both a meeting and work infinite. Students acquire more than about some of the artists who were part of the 306 Workshop Group in this lesson.
The 306 Workshop Group in front of 306 Westward 141st Street, Late 1930s
Augusta Cruel with Sculpture
Courtesy Federal Art Project, Photographic Division collection, 1935-1942
Athenaeum of American Art, Smithsonian Establishment
Augusta Fell was a prominent American sculptor during the Harlem Renaissance. She created sculptures of important Blackness figures such as W.East.B. DuBois and Marcus Garvey. Like many of the other artists of the Harlem Renaissance, Savage wanted to highlight aspects of Black history and identity through her artwork. In this lesson, students written report some of the themes that emerged from the art created by artists of the Harlem Renaissance.
Augusta Savage with Sculpture, 1935-1942
Carl Van Vechten
Langston Hughes
© Van Vechten Trust, Beinecke Rare Volume and Manuscript Library
Langston Hughes was a prolific American poet during the Harlem Renaissance. In addition to poetry, he also wrote novels, short stories, and plays. Often influenced past jazz, his poetry told stories of Black people and reflected all aspects of Black culture, underscoring the beauty of it as well every bit the suffering that Black people endured living in America. In this lesson, students study some of the themes that emerged from the art created past Harlem Renaissance artists.
Carl Van Vechten, Langston Hughes
Additional Context
Lesson Context
In the 1920s, Harlem became a coveted address. The neighborhood in New York City was synonymous with an outpouring of production in the visual arts, music, literature, theater, and dance that some began referring to the creative era as the Harlem Renaissance.
Famous artists of the Harlem Renaissance included: sociologist and historian W.E.B. Du Bois, writers Claude McKay, Langton Hughes, and Zora Neale Hurston, musician Knuckles Ellington, and entertainer Josephine Baker.These artists strived to express their racial identity and pride.
Jacob Lawrence, an artist of the Harlem Renaissance, believed his paintings were "a portrait of myself, a portrait of my customs." The customs he grew up around included artist and mentor Charles Alston and leading philosopher Alain LeRoy Locke.
The people of Harlem and their rich heritage were constant sources of inspiration for Lawrence. The community experience—its triumphs and tragedies, its dreams and disappointments, its pleasures and humility, collectively forged by the Great Migration, the Harlem Renaissance, and the Depression era—lives on in his paintings.
Cardinal Terms
306 Workshop: A commonage made up of artists, musicians, and writers who rented studio space at 306 West 141st Street in Harlem during the Harlem Renaissance.
Harlem Renaissance: The largest concentration of African Americans who migrated during the Bully Migration moved to Harlem. From the 1910s to mid-1930s, the neighborhood of Harlem in New York Metropolis became a hub of African American culture, with an explosion of literature, music, theater, and the arts.
Institutional Racism: A course of racism (prejudice and discrimination based on race and the belief that your ain race is superior) in social and political institutions. Specifically, institutional racism is reflected in discriminatory practices, policies, and behaviors inside spheres such every bit economics, the criminal justice system, teaching, employment, housing, wellness care, income, and political power.
Source: https://www.phillipscollection.org/lesson-plan/artists-harlem-renaissance
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