Teaching Strategies
The learning process is triangular, involving the teacher as a facilitator, the student as a learner, and the school as the enforcer of regulations ensuring credibility. Productive joint activity, language development, contextualization, rigorous activities, and instructional discourse are delineated to make sure that students receive a meaningful successful educational experience suited to their needs. William Bagley’s essentialism theory suggests that students should learn traditional subjects to establish a solid understanding, using traditional academic knowledge to develop critical thinking. According to Gardner, individuals possess different degrees of intelligence in various areas. Therefore, a teacher should approach each student as unique, treating them holistically and recognizing multiple aspects of their personality and ability. This approach enables teachers to encourage students to identify areas they need to strengthen through formal and informal educational processes. Thus, teachers should implement diverse strategies to meet all students’ academic needs, as students absorb and process knowledge differently. What is effective in teaching one lesson might not be effective for another, and what is effective for one student might not - teachers should vary their teaching methods to accommodate different learning styles. To this end, the following techniques can be suggested: presenting concise lectures followed by questions, brainstorming activities, and incorporating diverse activities to cater to different learning styles.33
Foster their love for learning by valuing students’ input and output, maximizing their potential, and recognizing their victories, little or big, and losses. Teach them that failure is a part of learning and acknowledge their role in the success of the curriculum and the learning process.
One rule of thumb to remember is knowing “who is the recipient” when planning students’ activities, including their cognitive capabilities, reading skills, prior knowledge, learning behaviors, motivation, and experiences. Another consideration is the intent and complexity of the task and the line of questioning provided.
Background knowledge and experience significantly affect students’ ability to access the text. Unlocking vocabulary is crucial to interpreting the poem, as it builds students’ learning and accounts for various reading levels. Frontloading the vocabulary before tackling the text.
Furthermore, explicitly teaching or modeling figurative language can immensely benefit students who struggle to understand the text. Anchor charts, concrete examples, and video clips can also aid comprehension. Additionally, offering the text to students before their initial reading and allowing extra time can be particularly advantageous for students with specific accommodations and learning needs.
This curriculum unit will focus on poems and one informational text: Black Misery by Langston Hughes, “America” by Claude McKay, and Getting to Know the World’s Greatest Artists by Jacob Lawrence, written and illustrated by Mike Venezia.
Black Misery, by Langston Hughes - When planning to teach Langston Hughes’s poem Black Misery, it is crucial to ensure that students understand the historical context in which the poem was written. Providing students with background knowledge will allow them to fully appreciate the themes and messages conveyed in the poem and relate to them personally. Despite being penned in 1969, Black Misery remains profoundly relevant today, capturing the poignant experiences of a Black child navigating the challenges of integration in the 1960s. The poem’s gentle, humorous, and wistful words resonate with readers, shedding light on the blend of hope and disillusionment characterizing that era. Arouni's black-and-white illustrations and concise yet impactful one-sentence captions vividly capture the poem’s essence and prompt deep contemplation among readers, fostering empathy and understanding.34 Langston Hughes’s Black Misery encourages readers to reflect on significant life questions, addressing prejudice and apathy with humor and compassion. Notably, Black Misery was Langston Hughes’s final book, as he passed away in May 1967 while working on it, adding further depth and significance to the poem.35
A practical approach to exploring Langston Hughes’s Black Misery themes and nuances involves integrating close reading exercises into the instructional strategy. Begin by guiding students in closely analyzing select passages from the text, prompting them to identify literary devices such as metaphors and discuss how these elements contribute to the work's overall meaning. Encourage students to annotate the text, underline or highlight key passages, identify literary devices, and jot down their thoughts in the margins. Engaging in paired and group discussions following the close reading and annotation of a text can foster critical thinking and a deeper understanding of the socio-cultural context and human experience portrayed in the book. This approach enables students to examine the layers of meaning in Hughes's work, encouraging them to articulate their interpretations and insights, leading to a more profound appreciation of the text’s significance.
In addition to close reading, incorporating creative writing as a teaching strategy can further enhance students’ engagement with the themes of Black Misery. Introduce the concept of creative writing and its significance in expressing emotions. Engage students in a discussion and analysis of Black Misery to help them grasp the theme and mood of the poem. Next, provide a clear model with an anchor chart to teach a freeform style of poetry and write a narrative, emphasizing individual expression and creativity without following a specific structure or rhyme scheme. Encourage students to brainstorm their feelings and thoughts about the themes of Black Misery and then express these in their own words. With scaffolding and guidance as needed, students can begin crafting their freeform poetry and narrative based on the themes of Black Misery. Finally, encourage students to share their poems with the class, foster constructive feedback and discussions about each other's interpretations and writing styles, and display their work in the classroom to recognize their creativity and expressive language.
“America” by Claude McKay—Claude McKay’s America is a significant sonnet published in 1921 during the Harlem Renaissance, marking the flourishing of African American art, literature, and activism. The poem serves as a lens into McKay’s complex feelings towards the United States, a country he settled in following his emigration from Jamaica. While acknowledging America’s virtues, McKay also confronts the prevalent racism and violence within the nation. The poem suggests the potential for significant future challenges for this influential nation.36
Various instructional strategies can engage students in teaching Claude McKay’s “America.” The instruction should commence with an in-depth exploration of the historical context of the Harlem Renaissance, emphasizing its profound impact on art, literature, and the broader societal landscape of the time. This segment should immerse students in a nuanced understanding of Claude McKay as an eminent figure of the Harlem Renaissance and provide a thorough introduction to his poem “America.”
Following this, students should be given copies of the poem “America” and guided through a detailed text analysis. This involves an immersive annotation process, zeroing in on its prevalent themes, evocative imagery, and linguistic nuances, all while encouraging critical analysis stimulated by guiding queries.
Upon completing the close reading, students should be divided into small discussion groups, each tasked with exploring specific themes or aspects of the poem. These discussions should be platforms for students to share their interpretations, dissect the implications of the poem's themes, and establish connections to contemporary social justice movements, such as the Black Lives Matter Movement. Guiding questions can underpin these group discussions, ensuring each group can articulate and share valuable insights with the larger class.
After the group discussions, students should embark on a creative project that enables them to articulate their comprehension of the themes in “America” and their intersections with present-day social justice movements. This open-ended creative exploration could be rewriting the poem “America” through erasure poetry, crafting visual art pieces, or developing multimedia presentations. The goal is to encourage students to combine their insights from the close reading and group discussions into their creative expressions.
The lesson should culminate in a reflection period, allowing students to present and discuss their creative assignments. This phase should also emphasize the relevance of the themes in “America” to ongoing social justice issues, prompting students to consider how their learning can be transferred into real-world contexts.
The Great Migration Series, by Jacob Lawrence - To effectively engage students with Jacob Lawrence's Great Migration paintings, a multifaceted teaching approach encompassing visual analysis, in-depth discussions, and direct artistic activities is crucial.
Start by providing comprehensive historical context on the Great Migration and the Harlem Renaissance, ensuring that students deeply understand the social and cultural themes depicted in the artwork. Incorporate primary sources, personal narratives, and historical accounts (e.g., a field trip to the museum, a virtual visit to the museum, or a video clip) to provide a distinct perspective on the experiences of African Americans during this period.
To guide students through a visual analysis of the painting, it is essential to encourage them to delve into specific visual elements such as color, composition, and subject matter. These elements play a crucial role in conveying the overarching themes of social justice and racial discrimination depicted in the artwork. By delving into symbolism and visual storytelling within the artwork, students will develop a keen eye for interpreting the artist's expressions and gaining a deeper understanding of the artwork's message. This collaborative approach with the Art teacher will provide comprehensive insights into visual elements and their significance in the painting, helping students appreciate the artwork's depth and complexity.
Following the visual analysis, it is essential to facilitate open-ended discussions, encouraging students to express their interpretations of the artwork. By encouraging students to draw connections between the painting and literary works from the Harlem Renaissance, we can foster an interdisciplinary approach that deepens their understanding of the artwork's historical and cultural significance through ekphrastic poetry. This comprehensive approach will help students to not only analyze the visual elements of the painting but also to understand its broader artistic and cultural context.
Moreover, allowing students to engage in firsthand artistic activities inspired by the themes and styles in Lawrence's painting will empower them to express their perspectives on social justice issues authentically. Encourage students to experiment with different artistic techniques and media to develop their creative voices, fostering a supportive environment for personal expression and exploration. By allowing students to directly apply their understanding of the artwork's themes and styles to their creative endeavors, they will gain a deeper appreciation for the painting's historical and cultural context and become advocates for change through their artistic expressions. Emphasize the importance of art as a powerful tool for initiating meaningful conversations and inspiring social awareness and action.
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