English & American

Literature
LECTURER: CALUM LEATHAM UNIT 9
Todays Seminar
Part 1 Part 2
Introduction to Harlem
Renaissance Writing About Poetry

Introduction to
Langston Hughes Poetry Analysis
Poetry Analysis

Examine the poem Dreams. Pick someone in your group to

read it aloud and write down the groups first impressions on
a central piece of paper.
What was the Harlem Renaissance?

Discuss with each other the Harlem Renaissance and

why understanding its history is useful for analyzing
poetry.
 Reading Poetry:
1. Who is the speaker? (is it possible to find out who they are?)
2. Is the speaker talking to anyone specifically?
3. How do you respond to the speaker? In a good or bad way?
4. Is there a specific setting for the poem? (time & Place).
5. Does reading the poem aloud change anything and help you to understand it?
6. Can you paraphrase the poem to reveal its basic purpose?
7. Are any ‘Tools’ of the poet used and to they reveal anything? (Diction, rhyming, word order).
8. Did you enjoy the poem (why or why not? Is there anything specific?)
9. How might understanding the author, history at the time, culture, help to determine the central theme of
the poem?
10. What is the interpretation you find most useful when reading the poem?
 Harlem Renaissance
Origins: Harlem Renaissance rooted in the Great Migration of the early
20th century (1910s-1930s)
 Massive movement of African Americans from southern America to urban areas
in the north, offering them economic opportunities and forming a cultural
capital.
 Harlem, New York City, a hub for creative and intellectual flourishing

 Black Communities: Harlem attracted black artists, intellectuals, writers,

and musicians
 Black-owned businesses, including newspapers, publishing houses, music
companies, nightclubs, cabarets, and theaters, contributed to the vibrant scene.

Importance of Harlem: Harlem became known as "the [African American]

capital of the world"
 Migration of significant literary and artistic figures to Harlem defined the era.
 Artists reclaimed their identity and racial pride in the face of widespread
prejudice and discrimination.
Langston Hughes
Hughes's Background and Travels:
 Varied and colorful background, living in six different American cities before age 12
 Diverse experiences including farming, cooking, sailing, and traveling the world to
work different professions.

Central figure in the Harlem Renaissance (1920s)

 Diverse contributions: major poet, novels, short stories, essays, and plays
 First African American to earn a living through only writing and lecturing.

Representation of Working-Class Black Lives:

 Honest portrayal of joys and hardships of working-class black lives
 Avoidance of sentimental idealization and negative stereotypes of black people.
 Hughes addressed his poetry specifically to black people (His works were accessible
to anyone with the ability to read.
 “most people are generally good, in every race and in every country where I have
been”.
Poem:
Dreams BY LANGSTON HUGHES
Hold fast to dreams
For if dreams die
Additional Questions:
Why is the poem so short?
What is a dream?

Life is a broken-winged bird Whose dream?

That cannot fly.

Hold fast to dreams

For when dreams go
Life is a barren field
Frozen with snow.
Poem:
Dreams BY LANGSTON HUGHES 1. Hughes quickly focuses on the theme of "dreams" in the first stanza,
emphasizing their importance without any unnecessary delay.
1. Hold fast to dreams
2. Hughes straightforwardly explains his advice emphasizing the continued
2. For if dreams die importance of dreams (No pronoun).
1. Choosing "if" over "when" to suggest that avoiding such a fate is possible.
3. Life is a broken-winged bird
3. Hughes uses straightforward language to convey the significant impact of
4. That cannot fly. losing dreams on life, comparing it to a broken-winged bird that cannot fly.
4. This metaphor suggests that without dreams, life becomes constrained and
unable to reach higher levels of fulfillment.
5. Hold fast to dreams
6. For when dreams go
7. Life is a barren field
8. Frozen with snow.
Poem:
Dreams BY LANGSTON HUGHES 5. Repeating “Hold fast to dreams” twice for emphasis and highlighting its
central importance.
1. Hold fast to dreams
6. Unlike the first stanza's "if," here Hughes uses the more certain "when dreams
2. For if dreams die go," suggesting a gradual departure. Though dreams will inevitably vanish,
whether voluntarily or with time, Hughes encourages holding onto them for
3. Life is a broken-winged bird as long as possible.

4. That cannot fly. 7. Hughes is suggesting, when dreams go, life turns grim, with everything
around the person growing cold and decaying, bringing about significant and
distressing changes.

5. Hold fast to dreams 8. The last two lines destroys the concepts of growth, warmth, and brightness
that come with a thriving lifestyle, and it indicates that once “dreams”
6. For when dreams go escape, life loses meaning and potential.

7. Life is a barren field

8. Frozen with snow.
Poem:
Dreams BY LANGSTON HUGHES In both stanzas, Hughes emphasizes the advice to
1. Hold fast to dreams "Hold fast to dreams," exploring the consequences
2. For if dreams die
of both the "if" and "when" scenarios, ultimately
revealing dire circumstances and diminished
3. Life is a broken-winged bird lifestyles. Although Hughes acknowledges that
4. That cannot fly. dreams will eventually vanish, he believes the
impact they have on life makes them worth
cherishing.
5. Hold fast to dreams
6. For when dreams go
7. Life is a barren field
8. Frozen with snow.
Extra Activities:
Skim: Overview of English Literature
Plan a poem:
Create a plan for a poem that you will write as an assignment. Send these rules to the class
monitor before Monday 11th
In the plan you need to:
1. Create a WiP title
2. Create a theme you want to focus on
3. Highlight the poet tools you want to use and not use and why