Content Area Resource Collection and Review
Danae Ross
EDUC 355
Grade: 11th and 12th grade
Content Area: Secondary Language Arts
Chapter Book: RL’s Dream – Walter Mosley (1995)
So What: RL’s Dream is important because it gives a very new perspective on the blues. In other readings, we see the blues figure as a young, black male trying to find his place in a White world, however in this book the reader sees how the life of a blues figure ends and is allowed to explore the idea of suffering/the blues in the lives of those that are not African-American. It is a great piece of literature that causes the reader to question his or her worldview and what we know about race. This novel also underscores the important concept of differentiating the blues as a condition, as artistic expression, and as an attitude or philosophical orientation.
Now What: It is important that the classroom is established as a safe space long before reading this novel. It is very intense and enthralling, and students will need a lot of support to grapple with the explicit and challenging situations. This book is best read individually with intense section-by-section class and partner discussions. The essential step to making this a successful reading is by creating an open dialogue to express all feelings and questions.
Mosley, W. (1995). RL’s Dream. New York: W.W. Norton.
Political Cartoon:
So What: These two cartoons allow students to see the complexities of what being oppressed is; in other words, they ask students “who can have the blues?” The first one shows a privileged white male who is elected to office and millions of people have to listen to his thoughts and obey his decisions – clearly not a man who can have the blues. The second one challenges our idea of who can have the blues: he is making a lot of money, but does that make him unable to experience the blues? Is there more to feeling the blues than being economically oppressed.
Enos, R. (2011). Scott Walker’s Michael Moorish blues [Cartoon]. The Cagle Post. Retrieved from http://theweek.com/section/nfcartoon/212920/scott-walkers-michael-moorish-blues
Sam Samotnaf Fantomas. (2013, Jan 2). Some musical notes: “blues cartoon2” [Cartoon]. Retrieved from http://dialectical-delinquents.com/?attachment_id=182
Picture Book: Blues Journey – Walter Dean Myers (2007)
What: This is an illustrated book of poetry that creates a timeline of the blues from the end of slavery to the beginning of the Civil Rights Movement, trailing the lives of individuals and their stories that inspired the blues. It not only attempts to inform on the history, but also on the culture associated with the blues.
So What: This book will allow the students to understand how the blues and its culture developed out of slavery. The poems and illustrations give students a fresh look at the blues and its intricacies and depth. They are given an inside view of what it was like living in these time periods, while developing their poetry skills and appreciation.
Now What: This would be read to student early on in the unit, either as first day introductory material or as a second day supplement. This must be taught early on because it shares important background information on the blues and its history, and will give students a taste of what is to come in terms of blues literature. This would be read out loud to the class, and perhaps after they would be given a write-to-learn activity of either a short response or creating their own poem.
Meyers, W. D. (2003). Blues Journey (C. Meyers, Illustrator). New York: Holiday House.
Film or Video: Warming by the Devil’s Fire – Charles Burnett (2003) http://www.pbs.org/theblues/
What: This is one episode in a PBS series on the blues. Warming by the Devil’s Fire follows a young boy growing up in Mississippi in the 1950s, and his exploration of blues music and culture. The main focus of the film is to highlight the dissonance between the older gospel and the younger blues cultures, all while exploring themes of race, religion, and overviewing blues figures and history.
So What: This film provides an stimulating new way to understand the blues. They will be introduced to famous blues musicians, which will allow them to become much more familiar and personal with blues singers in various texts. Along with the musicians they will meet, they will get to hear blues music and all of its characteristics – a very important part of understanding how blues literary elements are created – while still learning about blues culture and African-American history. Exploring the dissonance between the gospel and blues cultures will begin a conversation on the secularity of the blues, how gospel and blues intersect and diverge, and why there is a tension between them.
Now What: Either the full movie or clips will be shown (depending on time constraints), preferably near the beginning of the unit. During the movie, students should take notes on important details about the blues to refer back to either during a write-to-learn activity, a class discussion, or a formal essay later on. Prompts for this film should involve the exploration of differences between gospel and blues, and how they relate to spirituality and secularity.
Burnett, C. (Writer & Director). (2003). Warming by the devil’s fire [Television series episode]. In M. Bodde & A. Gibney (Producers), The Blues. Seattle, WA: Vulcan Productions.
Article: “The Blues: A Secular Spiritual” – James H. Cone
What: This academic essay is a dynamic look at all different parts of the blues and how it is a secular creation. It attempts to teach about the conditions that gave rise to the blues and synthesize a definition from that. The essay covers essential topics that help establish the blues as a complex creation: such as the blues and black suffering, the blues and sex (secularity), the blues and social protest, and the blues and hope.
So What: This essay contains some of the most profound and important ideas that help us understand all of the different facets of the blues and how it relates to African-American history and literature. It is a good opportunity to see how different blues lyrics relate to these important themes while also exploring an academic essay format.
Now What: Because this is such an important text to read in this unit, adequate time must be given. That means, assigning this and only this as reading for a night so students can focus on the various aspects. Students should take notes while reading, perhaps specific ones that the teacher has scaffold. At the minimum, a write-to-learn must be done – perhaps a response paper or a concept map. I would definitely require students to refer to Cone’s essay and use textual evidence in their own blues essay.
Cone, J. H. (1999). The blues: A secular spiritual. In S. C. Tracy (Ed.), Write me a few of your lines: A blues reader (pp. 231-251). Amherst: University of Massachusetts.
Poems: “Too Blue” – Langston Hughes and “Queen of the Blues” – Gwendolyn Brooks
What: These are two different blues poems that are created from two different blues aspects. The first one by Hughes is narrated by a man that talks about how he is so sad, that maybe he should just kill himself, then woes that his head is probably too thick anyway. The second poem, talks about a blues woman dancing with no one around to stop her because they have all either left her or perished.
So What: These poems are a shorter way to touch on significant blues themes while also exploring blues in poetry and how blues characteristics translate into poetic form. The first poem allows us to see true suffering; you want it to be over, but even that is an impossible feat for someone in your position. The second poem synthesizes the affliction of African-American women, and how they were constantly being abandoned and oppressed, and explores how the blues is used as an outlet. Both of the poems do an excellent job of capturing the main point of this unit, understanding the different dimensions of blues: the blues as a condition, as artistic expression, and as an attitude or philosophical orientation.
Now What: Because of the poems’ short length, these could easily be read out loud in class either in a group or in partners. In a partner setting, the students could read to one another, searching for different poetic elements. Either they would be allowed to discuss freely, or they could be given a few discussion questions asking them to explore major themes and connect different aspects of the poems to the other texts they have been reading.
Brooks, G. (2003). Queen of the blues. In K. Young (Ed.), Blues poems (pp. 57-60). New York: Alfred A. Knopf.
Hughes, L. (2003). Too blue. In K. Young (Ed.), Blues poems (p. 25). New York: Alfred A. Knopf.
Professional Organization: PBS: http://www.pbs.org/theblues/
What: PBS has created a rich website on the blues with dozens of different resources for exploring blues poetry; the creation of the blues and its stylistic qualities; playing the blues and its lyrics; blues and its effect on men, women, identity, oppression, folk tradition; as well as plenty of historical content.
So What: The ability to access different types of media has obvious benefits for students with different learning styles: they are able to gather information that they find the most interesting and in the format they find most beneficial.
Now What: This website could be given to students as a place to look if they would like or need more information on any of the blues topics covered in class. There could also be a class assignment where the students would need to explore some of the resources given and do a write-to-learn about a few resources they found interesting or helpful.
Web Site: Pandora (or any other internet radio site) http://www.pandora.com/music/blues/blues-
What: Websites like Pandora play music for free online. There is a multitude of stations that are available that play exclusively blues music. Google “listen to blues music online” and there will be dozens of options to choose from.
So What: It is very important that students actually listen to blues music while studying blues literature. Just because a language arts class typically does not include music or music theory, does not mean that there are not great benefits to listening to it. Hearing blues form in action will provide great insight into how different elements of form work together and how they translate into poetry and novels.
Now What: Students will be assigned to listen to the music on their free time, writing down a few songs they listened to and why they liked it or what elements of form were present in the song; or this same thing could be done in a whole class setting during class time. Also, the students could be assigned to do research on a different blues artist, then listen to an internet radio channel featuring just that artist.
Picture Book: Blues Journey – Walter Dean Myers (2007)
So What: This book will allow the students to understand how the blues and its culture developed out of slavery. The poems and illustrations give students a fresh look at the blues and its intricacies and depth. They are given an inside view of what it was like living in these time periods, while developing their poetry skills and appreciation.
Now What: This would be read to student early on in the unit, either as first day introductory material or as a second day supplement. This must be taught early on because it shares important background information on the blues and its history, and will give students a taste of what is to come in terms of blues literature. This would be read out loud to the class, and perhaps after they would be given a write-to-learn activity of either a short response or creating their own poem.
Meyers, W. D. (2003). Blues Journey (C. Meyers, Illustrator). New York: Holiday House.
Film or Video: Warming by the Devil’s Fire – Charles Burnett (2003) http://www.pbs.org/theblues/
So What: This film provides an stimulating new way to understand the blues. They will be introduced to famous blues musicians, which will allow them to become much more familiar and personal with blues singers in various texts. Along with the musicians they will meet, they will get to hear blues music and all of its characteristics – a very important part of understanding how blues literary elements are created – while still learning about blues culture and African-American history. Exploring the dissonance between the gospel and blues cultures will begin a conversation on the secularity of the blues, how gospel and blues intersect and diverge, and why there is a tension between them.
Now What: Either the full movie or clips will be shown (depending on time constraints), preferably near the beginning of the unit. During the movie, students should take notes on important details about the blues to refer back to either during a write-to-learn activity, a class discussion, or a formal essay later on. Prompts for this film should involve the exploration of differences between gospel and blues, and how they relate to spirituality and secularity.
Burnett, C. (Writer & Director). (2003). Warming by the devil’s fire [Television series episode]. In M. Bodde & A. Gibney (Producers), The Blues. Seattle, WA: Vulcan Productions.
Article: “The Blues: A Secular Spiritual” – James H. Cone
What: This academic essay is a dynamic look at all different parts of the blues and how it is a secular creation. It attempts to teach about the conditions that gave rise to the blues and synthesize a definition from that. The essay covers essential topics that help establish the blues as a complex creation: such as the blues and black suffering, the blues and sex (secularity), the blues and social protest, and the blues and hope.
So What: This essay contains some of the most profound and important ideas that help us understand all of the different facets of the blues and how it relates to African-American history and literature. It is a good opportunity to see how different blues lyrics relate to these important themes while also exploring an academic essay format.
Now What: Because this is such an important text to read in this unit, adequate time must be given. That means, assigning this and only this as reading for a night so students can focus on the various aspects. Students should take notes while reading, perhaps specific ones that the teacher has scaffold. At the minimum, a write-to-learn must be done – perhaps a response paper or a concept map. I would definitely require students to refer to Cone’s essay and use textual evidence in their own blues essay.
Cone, J. H. (1999). The blues: A secular spiritual. In S. C. Tracy (Ed.), Write me a few of your lines: A blues reader (pp. 231-251). Amherst: University of Massachusetts.
Poems: “Too Blue” – Langston Hughes and “Queen of the Blues” – Gwendolyn Brooks
What: These are two different blues poems that are created from two different blues aspects. The first one by Hughes is narrated by a man that talks about how he is so sad, that maybe he should just kill himself, then woes that his head is probably too thick anyway. The second poem, talks about a blues woman dancing with no one around to stop her because they have all either left her or perished.
So What: These poems are a shorter way to touch on significant blues themes while also exploring blues in poetry and how blues characteristics translate into poetic form. The first poem allows us to see true suffering; you want it to be over, but even that is an impossible feat for someone in your position. The second poem synthesizes the affliction of African-American women, and how they were constantly being abandoned and oppressed, and explores how the blues is used as an outlet. Both of the poems do an excellent job of capturing the main point of this unit, understanding the different dimensions of blues: the blues as a condition, as artistic expression, and as an attitude or philosophical orientation.
Now What: Because of the poems’ short length, these could easily be read out loud in class either in a group or in partners. In a partner setting, the students could read to one another, searching for different poetic elements. Either they would be allowed to discuss freely, or they could be given a few discussion questions asking them to explore major themes and connect different aspects of the poems to the other texts they have been reading.
Brooks, G. (2003). Queen of the blues. In K. Young (Ed.), Blues poems (pp. 57-60). New York: Alfred A. Knopf.
Hughes, L. (2003). Too blue. In K. Young (Ed.), Blues poems (p. 25). New York: Alfred A. Knopf.
Professional Organization: PBS: http://www.pbs.org/theblues/
So What: The ability to access different types of media has obvious benefits for students with different learning styles: they are able to gather information that they find the most interesting and in the format they find most beneficial.
Now What: This website could be given to students as a place to look if they would like or need more information on any of the blues topics covered in class. There could also be a class assignment where the students would need to explore some of the resources given and do a write-to-learn about a few resources they found interesting or helpful.
Web Site: Pandora (or any other internet radio site) http://www.pandora.com/music/blues/blues-
What: Websites like Pandora play music for free online. There is a multitude of stations that are available that play exclusively blues music. Google “listen to blues music online” and there will be dozens of options to choose from.
So What: It is very important that students actually listen to blues music while studying blues literature. Just because a language arts class typically does not include music or music theory, does not mean that there are not great benefits to listening to it. Hearing blues form in action will provide great insight into how different elements of form work together and how they translate into poetry and novels.
Now What: Students will be assigned to listen to the music on their free time, writing down a few songs they listened to and why they liked it or what elements of form were present in the song; or this same thing could be done in a whole class setting during class time. Also, the students could be assigned to do research on a different blues artist, then listen to an internet radio channel featuring just that artist.
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