Soto, Michael (ed.)
Teaching the Harlem Renaissance
Course Design and Classroom Strategies
Year of Publication: 2008
New York, Bern, Berlin, Bruxelles, Frankfurt am Main, Oxford, Wien, 2008. XVIII, 247 pp.
ISBN 978-1-4331-0391-9 hardback (Hardcover)
ISBN 978-0-8204-9724-2 pb. (Softcover)
Weight: 0.490 kg, 1.080 lbs
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Teaching the Harlem Renaissance: Course Design and Classroom Strategies addresses the practical and theoretical needs of college and high school instructors offering a unit or a full course on the Harlem Renaissance. In this collection many of the field’s leading scholars address a wide range of issues and primary materials: the role of slave narrative in shaping individual and collective identity; the long-recognized centrality of women writers, editors, and critics within the «New Negro» movement; the role of the visual arts and «popular» forms in the dialogue about race and cultural expression; and tried-and-true methods for bringing students into contact with the movement’s poetry, prose, and visual art. Teaching the Harlem Renaissance is meant to be an ongoing resource for scholars and teachers as they devise a syllabus, prepare a lecture or lesson plan, or simply learn more about a particular Harlem Renaissance writer or text.
Contents: Michael Soto: Introduction: Teaching the Harlem Renaissance – Dorothea Löbbermann: The Renaissance’s Harlem: Representing Race and Place – Claudia Stokes: Literary Retrospection in the Harlem Renaissance – William J. Maxwell: Harlem Polemics, Harlem Aesthetics – Martha Jane Nadell: Visual Art of the Harlem Renaissance – Amber Harris Leichner: Harlem and the New Woman – Laura Harris: On Teaching a Black Queer Harlem Renaissance – Maureen Honey: Teaching Women Poets of the Harlem Renaissance – James Smethurst: Teaching Sterling Brown’s Poetry – Patrick S. Bernard: Teaching Countee Cullen’s Poetry – Susan Tomlinson: Teaching Jessie Fauset’s Plum Bun – Kathleen Pfeiffer: Teaching Waldo Frank’s Holiday – Anita Patterson: Teaching Langston Hughes’s Poetry – Hans Ostrom: Teaching Langston Hughes’s The Ways of White Folks – Lawrence J. Oliver: Teaching James Weldon Johnson’s The Autobiography of an Ex-Colored Man – Emily M. Hinnov: Teaching Nella Larsen’s Quicksand – Tom Lutz: Teaching Claude McKay’s Home to Harlem – Michael Soto: Teaching The New Negro – Rita Keresztesi: Teaching George S. Schuyler’s Black No More – Elisa Glick: Teaching Wallace Thurman’s Infants of the Spring – Nathan Grant: Teaching Jean Toomer’s Cane – Emily Bernard: Teaching Carl Van Vechten’s Nigger Heaven – Adam McKible: Teaching Edward Christopher Williams’s When Washington Was in Vogue.
About the author(s)/editor(s)
The Editor: Michael Soto is Associate Professor of English at Trinity University, where he teaches courses in twentieth-century literature and cultural history. His previous books are The Modernist Nation: Generation, Renaissance, and Twentieth-Century American Literature (2004) and Resources for Teaching the Bedford Anthology of American Literature, Vol. 2 (2008). He holds degrees in modern thought and literature from Stanford University (A.B.) and in English and American literature and language from Harvard University (A.M., Ph.D.).
«In a word, ‘Teaching the Harlem Renaissance’ is indispensable. It draws on the most recent scholarship – including perspectives from feminism, Marxism, queer studies, and visual culture – and presents in it a format ready for classroom use.» (Cheryl A. Wall, Board of Governors Zora Neale Hurston Professor of English, Rutgers University)
African American Literature and Culture: Expanding and Exploding the Boundaries. Vol. 16
General Editor: Carlyle V. Thompson