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Welcome! We are so excited that you are able to join us for the 2017-18 Bemis Education Series. Throughout this season we will celebrate and recognize generations who have paved the way and those yet to come. Join us as we explore the cultures, experiences and memories that have influenced and shaped us as individuals. With each unique performance we will learn, live and hope while we grow together through the performing arts.

We look forward to telling each unique story and providing a platform for expression through the arts. From lesson ideas and professional development workshops to backstage tours, the Bemis Education Series allows us to partner with you to provide students with exciting educational opportunities!

For questions contact the education sales department (920) 730-3726 or

educationsales@foxcitiespac.com.

INSIDE THIS GUIDEWelcome 3Standards 4About 5Lesson Plans 6Discover the Arts 7In the Spotlight 13Resource Room 18

Kennedy Center Theater for Young

Audiences on Tour’s

Darius & Twig

Thursday, February 15,

9:30 AM & 12:30 PM

APPROX RUN TIME:

60 Minutes

GRADES 8-12

WELCOME TO THE FOX CITIES P.A.C.We are in need of an audience – are you up for the part?

THEATER ETIQUETTE •When entering the Fox Cities Performing Arts Center, remember to show respect for others by waiting your turn and speaking quietly.

•Remember that during the performance the live performers can see and hear you. Even the smallest sounds can be heard throughout the theater, so it is best to remain quiet so everyone can enjoy the performance.

•Applause is the best way to express how much you enjoyed the performance!

•Important things to remember: •Student backpacks, gum, drinks and food are not allowed in the theater.•Cell phones should be turned off and stowed. •Note that recording or taking photos in the theater is strictly prohibited; however, photos may be taken in the lobby. •It’s a long way down – please do not drop items off balconies.

This study guide was created for you by the Education Team as a part of The Boldt Company Beyond the Stage Education program. To download copies of this study guide or to find additional resources for this performance or view past study guides please visit: www.foxcitiespac.com.

Questions about your show reservation? Contact our education sales team at educationsales@foxcitiespac.comor call (920) 730-3726.

ENJOY THE SHOW!

INFORMATION FOR TEACHERS

Be prepared to arrive early – You should plan on arriving to the Center 30 minutes before the show. Allow for travel time, parking and trips to the restroom.

Know your needs – To best serve the needs of you and your students, please indicate in advance if you have individuals who require special services or seating needs upon making your reservation.

Seating – Seating is based on a number of factors including when the reservation is made, size of group, students’ ages and any special seating needs.

•In 2002, as a part of the Fox Cities P.A.C.’s Grand Opening Celebrations, Tony Bennett performed alongside local arts groups.

•Air conditioning units are outside the center to prevent extra noise and vibrations.

•There are 101,550 exposed bricks on the face of the Fox Cities Performing Arts Center.

•Zeidler Roberts Partnership Inc. is the Fox Cities Performing Arts Center architect. They operate out of Toronto, Canada.

DID YOU KNOW?

Fox Cities Performing Arts Center Education | education@foxcitiespac.com | (920) 730-3726

WISCONSIN ACADEMIC STANDARDSTo assist you in your planning the Wisconsin Academic Standards that are most likely to connect with this performance are listed below.

ENGLISH LANGUAGE ARTSREADING/LITERATURE: Students in Wisconsin will read and respond to a wide range of writing to build an understanding of written materials, of themselves, and of others.

ORAL LANGUAGE: Students in Wisconsin will listen to understand and will speak clearly and effectively for diverse purposes.

LANGUAGE: Students in Wisconsin will apply their knowledge of nature, grammar and variations of American English.

SOCIAL STUDIESHISTORY: Students in Wisconsin will learn about the history of Wisconsin, the United States, and the world, examining change and continuity over time in order to develop historical perspective, explain historical relationships, and analyze issues that affect the present and the future.

ECONOMICS: Students in Wisconsin will learn about production, distribution, exchange and consumption so that they can make informed economic decisions.

BEHAVIORAL SCIENCES: Students in Wisconsin will learn about the behavioral sciences by exploring concepts from the discipline of sociology, the study of the interactions among individuals, groups, and institutions; the discipline of psychology, the study of factors that influence individual identity and learning; and the discipline of anthropology, the study of cultures in various times and settings.

THEATER PLAY READING AND ANALYSIS: Students in Wisconsin will attend live theater and read plays, be able to analyze and evaluate the play and articulate (create meaning from) the play’s message for individuals and society.

RESEARCH AND ANALYSIS: Students in Wisconsin will research and analyze methods of presentation and audience response for theater, the interconnections of theater, community, other cultures and historical periods for use as general knowledge.

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ABOUT THE COMPANY For 19 years, the Kennedy Center Theater for Young Audiences on Tour has been a leader in bringing imaginative and original works to communities around the nation. More than 41 tours have played in hundreds of cities reaching more than 2 million students, teachers and parents. Time and again, audiences experience the professionalism and talent that is the trademark of Kennedy Center Theatre for Young Audiences. It is their belief that supporting the creation of new works for young audiences is critical to the ongoing revitalization of the field.

SYNOPSISAdapted by Caleen Sinette Jennings, Darius & Twig is a stage presentation of the Coretta Scott King Honor Book “Darius and Twig” by bestselling author, Walter Dean Myers.

Set on 145th street in Harlem, New York City, Darius and Twig are two 16-year old boys each with their own dreams. Darius is a young writer, on the edge of his first publication in a journal. Twig is a middle distance runner, gaining the attention of college scouts.

Daily obstacles must be overcome to make their bright dreams a reality. Twig struggles with his uncle, who has his own plans for Twig’s future. Darius’ inner alter-ego, a peregrine named Fury, voices his struggles with a complicated home life. Together, they face bullying and neighborhood violence.

Will the strength of their friendship and power of their dreams be enough to overcome their challenges?

Praise for Darius & Twig

“All in all, Darius & Twig is a really fun and moving 60 minutes at the theatre. It is a production that was written for young audiences, but does not talk down to them.”-Theatre Bloom

“It is relevant and significant in American society and it is important to expose these issues to audiences of all ages… For a night of humor, intensity and a slice of American life, Darius and Twig is worth bringing your family to.”-Broadway World

Fox Cities Performing Arts Center Education | education@foxcitiespac.com | (920) 730-3726

LESSON ONE: Found PoetryObjective: Introduce students to performance poetry and discover the format through creating their own poems.

MATERIALSMagazines or newspaper articles (that can be cut up, larger fonts work better)Writing implements Scissors Glue Computer/Projector

OPENING DISCUSSIONWithin Darius & Twig, Darius often uses spoken word or performance poetry to express his feelings. Why do you think that is? How would he as a character, or the story be different if he used everyday language? Performance or slam poetry is an ambiguous term for poetry written specifically for performance. A majority of the poem’s meaning is derived from the inflection, tone, rhythm, pace and other performance elements of the writer/presenter. Similar to Darius, poets construct these works as a spoken collage, juxtaposing action, themes, ideas and emotions encountered in their daily lives.

WARMUPPlay the following videos for your students. If possible, present the video alongside the text of the poem, enabling students to compare the video to the text.

“Poet Breathe Now”- By Adam Gottlieb- www.youtube.com/watch?v=lXIjF0ERvYYchargerlit.weebly.com/uploads/2/0/7/0/20704870/_01-17_poet_breathe_now_text.pdf

“Scratch and Dent Dreams”- By Eric Darby- www.youtube.com/watch?v=JfTa4B7wQ_8genius.com/Eric-darby-scratch-and-dent-dreams-annotated

Ask students:• What would you say the poem was about?• Beyond the words, how did the poet convey the message?• What do you remember most about the performance?• When you compare the text to what you heard, what were some of the key differences?• Although some of the lines didn’t rhyme, how could you tell it was still poetry?

ACTIVITY• Distribute magazines and articles to your students. • Have students read the article and reflect what it’s about. What are some of the key words and

emotions?• Have students cut out words and phrases from their articles.• With the cut out words, have students construct new lines, arranging and playing with words (similar

to magnetic poetry).• Encourage students to make their poems at least five lines long

• On a separate piece of paper, have students write out their new poem. Allow them, if needed, to write a few words to create the connective tissue between ideas.

• Pair students up and have them practice reading their poems aloud.• Select a few students to present their poems for the class.

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EXTENSION ACTIVITY• Divide students into small (3-5 person groups). Have students select one person’s poem to present.

Other students will create a series of tableaus, or silent moving images to illustrate different elements of the presenter’s poem. Share each presentation with the class.

CLOSING DISCUSSIONWhat did you enjoy about creating your own work? What was difficult? How was this exercise different than some of the other writing you’ve done before? Can you think of any instances where poetry would be the best way to get an idea across? Is there any instance where it wouldn’t? Why or why not?

Darius and Twig redefine themselves within in their Harlem neighborhood, but they are far from the first to do so. The Harlem Renaissance was a famous time period for the development of African American identity and culture through literature, music and arts. Between 1917 and 1938, the New York City borough became a renown hub of new intellectuals and cultural rejuvination.The Harlem Renaissance followed the Great Migration when African Americans migrated from south to north. Following continued discrimination and hardship, African Americans sought northern urban communities to capitalize on industry and achieve prosperity. As Harlem became a center for social, cultural and artistic reinvention, it attracted international artists from France, Jamaica, the Caribbean as well as other countries. America was shifting from a “melting pot” that would yield one identity into a more pluralist thinking. Rather than melding all cultures into one, many thought America should be a coexistence of many cultures, free from pressures to conform or adapt to one another. African Americans became eager to reinvent themselves, while their white counterparts were interested in embracing this identity, expressing an interest in the “exotic”.Jazz music was a huge component of the Harlem Renaissance. Race records or phonographs were created of, by and for African Americans and brought many of their featured artists to fame. Jazz orchestras also swelled in size during the Harlem Renaissance, frequently selling out concert halls and night clubs of Harlem. Performances gave African American audiences a taste of identity, while giving white audiences something new to listen to. Despite similar interests, many of these clubs remained segregated throughout the Harlem Renaissance. Theatre, literature, and visual arts experienced similar proliferation during the Harlem Renaissance.The Harlem Renaissance was related to politics as much it was to the arts, anticipating for the civil rights movement two decades later. The movement fell short of major societal transformations yet African American artists and writers gained a sense of authority and respect, paving the way for the Civil Rights movement of the 1950s and 1960s.

Artists of the Harlem Renaissance• Louis Armstrong (Music)• Billie Holiday (Music)• Chick Webb (Music)• Meta Fuller (Visual)• Duke Ellington (Music)• Fats Waller (Music)• Aaron Douglas (Visual)• Archibald J. Motley (Visual)• Augusta Savage (Visual)• Dunbar Nelson (Drama)• Mary P. Burrill (Drama)• Marita Bonner (Drama)• Willis Richardson (Drama)

• Wallace Thurman (Writer)• Langston Hughes (Writer)• Zora Hurston (Writer)• Jean Toomer (Writer)• Sterling Brown (Writer)• Countee Cullen (Writer)• Claude McKay (Writer)• Alice Dunbar Nelson (Writer)• Gwendolyn Bennett (Writer)• Anne Spencer (Writer)• Jessie Redmond Fauset (Writer)• W.E.B. Dubois (Writer)• Nella Larson (Writer)

The Cotton Club, opened in 1923, was an infamous club where white clientele patronized black artists and staff. Duke Ellington lead the house orchestra from 1927-1930.

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LESSON TWO: Understanding Me (Day 1)Objective: Students examine themselves as characters through self-reflection and then artistically express their findings.

MATERIALSPaperWriting utencils.

OPENING DISCUSSIONGrowing up is challenging for everyone, and characters Darius and Twig are no exception. Throughout the play, both boys struggle to define their dreams, and achieve those dreams through their day-to-day pursuits. This process is something all of us can relate to. Just like Darius and Twig, we have a network of people that want the best for us, but sometimes they have a different perspective on what that means.

WARM UP• Review with your students different elements of poetry.

• Rhyme: The repetition of syllables, typically at the end of a verse line.• Tone: Poet’s attitude toward the poem’s speaker, reader or subject matter. Often described

as “mood.” • Meter: the rhythmical pattern of stressed and unstressed syllables in verse.• Imagery: Elements of a poem that invoke any of the five senses to create a set of mental

images.(more poetic terms, examples, poems and poets at www.poetryfoundation.org).

• Watch Touchscreen” by Marshall Davis Jones- https://www.youtube.com/watch?v=GAx845QaOck(For additional slam poet videos and school appropriate resources see Classroom Resources p.17).

• Ask students:• What was the meaning of the poem?• What was its tone?• How did the poet use different poetic devices to convey their message?

ACTIVITY• Have students rotate a sheet of paper horizontally and fold it into thirds.• In the center, at the top of the sheet of paper, have students write “Who am I?”

• Note: Throughout the first stages of this exercise, encourage students to be brief, using one or two words. They will have the opportunity to flesh out their ideas later.

• In the first column, have students write “I am.” • Fill in this column with a list of adjectives, words and sentences that describe themselves.

This could include a combination of physical attributes (i.e. I have blonde hair), as well as personality traits (i.e. I am funny).

• In the second column, have students write “My likes, desires and dreams.”• Fill in this column with a list of needs and wants, as well as short and long term goals. (i.e. I

like to be outdoors. I want to be a doctor one day).• In the third column, have students write “My Struggles.”

• Fill in this column with obstacles or struggles, big and small, that students encounter. A good prompt might be “I hate it when…” or “What people don’t understand about me is…”

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ACTIVITY (cont.)• Flip over the sheet of paper, and have students write:• In the first column the names of three people they are particularly close with.

• Fill in this column with their names, and a few features of their relationship with that person. (i.e. Best Friend, known four years, trust with everything).

• In the second column, have students write “They want for me.”• Prompt students to consider each person’s perspective, and write some specific wants or

wishes each person has for the student. Encourage students to be specific. (i.e. a parent might want their student to get good grades, a significant other might want them to have more free time).

• In the third column, have students write “I want for them.”• Have students return to their own perspective, and think about specific things they’d want

for each person. (i.e. they might want a parent to get a promotion, or a significant other to get onto the varsity team of a sport).

• Have students review both sides of sheets of paper, circling or starring between three and five ideas or items that are important to them.

• On a second sheet of paper, have students rewrite the important items, and flesh out these items with additional details. Brainstorm additional details about them.

• These could include things like specific situations, memories, frustrations and joys. They could also include specific items, belongings or places. The more detailed and specific students can be, the better. Encourage using sensory descriptors to embellish these ideas.

• Review elements of poetry from the warm up activity with your students.• Share a poetic structure you’d like your students to compose. Give them guidelines in terms of

length, rhyme or meter.• A sample structure might be three stanzas long. The first stanza focused on the student’s

perspective, the second from the perspective of another and the third looking at the relationship between the two.

• Using the ideas and brainstorming from the second sheet of paper, have your students draft and revise their poems.

• Pair students together and have them share their poems with each other. Have them provide constructive feedback and give them a chance to revise their poems.

• After revising their poems, have students share their work with the class.

CLOSING DISCUSSIONIn listening to each other's poems, what have you discovered about your classmates? Through writing your own poem, did you make any any discoveries about yourself? Looking back at your first sheet of paper, are there any additional topics or themes that you feel compelled to write about?

DID YOU KNOW?The Peregrine falcon can dive at speeds up to 200 miles per hour- making them the fastest birds in the world. This bird of prey is highly adaptable, inhabiting every continent besides Antarctica. They capture much of their prey (pigeons, doves, and bats) midair using their strong talons and hooked beaks. Frequently, Peregrines don’t build nests but instead find a small cove or shallow dip to nest in. These raptors mate for life, and usually breed in the same territory each year. Males court females for about a month through aerial displays. Gestation takes about another month, young chicks will learn to fly in approximately 45 days. Their name is Greek in origin, translating to “to wander.” Consulted: www.defenders.org/peregrine-falcon/basic-facts

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LESSON THREE: Understanding Character (Day 2)Objective: Students analyze and compare themselves to characters through literary research and then poetric expression

NOTE: This lesson is designed to follow Lesson Two: Understanding Me. It will also be easier for students to complete the activity after they’ve finished reading “Darius and Twig” by Walter Dean Myers. The same lesson can be applied to any literary character, but will work best with characters around the same age as the students.

MATERIALS:PaperWriting Utensils“Darius and Twig” by Walter Dean Myers

OPENING DISCUSSIONThere are as many reasons to read literature as there are books to read. Yet both on the page and the stage readers and audiences enjoy characters they can relate to. We enjoy understanding the parallels between their world and our own- creating a sense of catharsis. Today, we’ll first understand Darius and Twigs’ world. Then we’ll look at the similarities and differences between their world and our own. Finally, we’ll use poetry to encapsulate our discoveries.

WARM UP• This warmup activity is similar to the game Scategories, intended to get students into a creative

headspace. Instructors should remind students it isn’t a competition, there are no correct answers.• Divide students up into groups (between 3-5 people).• Have each group write four different words on separate sheets of paper. Nouns and adjectives work

best.• Have each group collect their words, and then trade words with another group. These are the key

words.• At the beginning of each round, have one member of the group read one key word aloud. For the

next 1-2 minutes, have students privately brainstorm and list words or phrases that the key word reminds them of.

• (Note: All answers are good answers. This is important to emphasize. For instance, if the key word were time- one student might think of watch, clock, grandfather, wrist, cell phone, timer. They can also include verbs, adjectives, or sensory descriptions the key word reminds them of. Extended brainstorming should be encouraged).

• Repeat the process for every key word, or four rounds.• Within their groups, have students compare their list of words within their group. Have them mark

off or check any word they shared with another student.

ACTIVITY• Divide students into pairs and assign each pair a character, either Darius or Twig.• Flip a new sheet of paper horizontally. In the center of the page, have students write “Who is

(Character they’ve been assigned).• Have each pair fold the new sheet of paper into thirds, using the same headers from Lesson Two:

Understanding Me at the top of each column.

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• HEADERS: • Darius/Twig Is- How Darius or Twig see themselves, both physical and personality traits.• Darius/Twig’s Likes, Dreams and Desires- a list of their character’s needs or wants.• Darius/Twig’s Struggles- a list of their character’s struggles or obstacles.

• Have students begin filling out the first side of the sheet focusing on how Darius or Twig view themselves.

• Before opening their books, have students list details they remember about their character.

• Next, have students page through the book, and find the literary evidence and context for the details they’ve thought of. Students should notate page numbers of the passages where the evidence can be found.

• While searching, students can add additional details about their character, once again citing evidence or passages from the book for these details and facts.

• Next, have students flip over their folded sheet and begin filling in the second side of the sheet with the names of three supporting or minor characters in their character’s life. The first character should be the opposite title character.

• HEADERS:(note: this step in the exercise may require interpretation/extrapolation on action in the book. I.E. when Darius buys pencils for his brother, it could be listed in the third column as “wanting his brother to achieve his dreams.” Collaboration should be encouraged).

• Characters- List the names of the selected characters and a few key details about their relationship to Darius or Twig.

• Minor characters want for Darius/Twig- What these characters want or wish for Darius or Twig.

• Darius or Twig want for them- What the main character wants or wishes for the minor character.

• Have students repeat the process they completed on the first side. First fill in details they remember, then find literary evidence, list the page numbers and or additional details from the book.

• Ask students to take out their personal three-fold Who am I sheet, and compare and contrast themselves against their character from the novel. Discuss these similarities and differences with their partner.

• Student pairs should choose one person from the pair to present their own poem from Lesson 2 - Understanding Me.

• Both students should collaborate on selecting several short passages from the text that convey key details about their character.

• Using these passages have students create a script, alternating stanzas of the Lesson 2 -Understanding Me poem and selected passages from “Darius and Twig” by Walter Dean Meyers.

• Have students rehearse reading their scripts aloud with each other.• Have each student duo perform their scripts for the class.

CLOSING DISCUSSIONWhat did you notice about your classmates performances? What are some attributes or traits you share with Darius and Twig? What are some differences? How do you see Darius and Twig differently at the end of this process as compared to the beginning?

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LESSON FOUR: Their Town and Our TownOBJECTIVE: Students research, create and perform a poem on their own hometown.

MATERIALS:• Copies of the poem “Harlem” by Walter Dean Myers (Available on pg. 14-15)• Research materials/ Internet access

OPENING DISCUSSIONHarlem is a heavy influence in Darius & Twig. Harlem was Walter Dean Myers’ hometown, and has remained an important characteristic of his life and writing. Historically, the Harlem Renaissance set much of the cultural tone for the New York City borough that remains to present day. As you think about your own city, how big of an influence do you think it plays in your own life?

WARM UP• As students are entering class, play music from the Harlem Renaissance era (Bessie Smith, Louis

Armstrong, Billie Holiday).• Ask students “What do you know about Harlem, New York City?” After several responses, share the

Harlem: A History Pg. 13.)• Distribute copies of “Harlem” by Walter Dean Myers, and read it aloud with the students.• Have students re-read the poem to themselves, circling important words and phrases.• Ask students, after reading the poem, what do you now understand about Harlem? How does the

poem compare to the Harlem: A History (pg. 13).

ACTIVITY• Divide students into groups (3-5 people) and have them share their responses to the poem.• Have students individually research any names or references from the poem that they may not be

familiar with. Then have them share their responses with the group.• As a group, have students brainstorm and list:

• What are some descriptors they would use to define their own city?• What are major annual events or festivals that are popular in their community?• What are some specific details of their town or neighborhood that they’ll never forget? (i.e.

a dairy queen they always go to with their friends, a crack in the sidewalk they always trip over).

• Who are some important figures, current or historical, that their community is known for?• When they walk around their city, what are some activities or people they are likely to see?• As they grow up, what changes have they noticed in their own city?

• Students should use this as a springboard to begin individually researching their own community, its influential figures and historical origins.

• Throughout the research process, have students continue brainstorming and maintain running list of people, ideas, visuals, details, places, historical facts etc. that they generate.

• Have students return to their groups and share what they learned. Groups should compare lists, and circle or star specific words that intrigue them.

• Groups should expand their lists to include further descriptors and details that they’ve come across throughout the brainstorming and research process.

• As a group, have students write a poem similar to the style of “Harlem” about their own community

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ACTIVITY (cont.)that includes the different elements they’ve thought of.

• NOTE: Include some guidelines for poem length.• Collect, copy and bind student’s poems. Distribute their original collected anthology of poems about

their community.

EXTENSION ACTIVITY• Within their groups, have students divide their poem up and present a choral reading.

• Choral Reading: Groups divide their poem into sections, lines and words and assign different portions to be read by different individuals, pairs or as a group. Students rehearse reading the poem as a group before presenting it to the class.

• Different color pens, pencils and highlighters will be useful tools to provide.

CLOSING DISCUSSIONLike most writing formats, poetry is a particular way of expressing ideas. As you transitioned from research to writing, describe the process. How did you understand and then convey information? As you compare Harlem to your own community, did you notice any similarities or differences?

Walter Dean Myers was born on August 12, 1937 in Martinsburg West Virginia. One of five siblings, his mother passed away when he was 18 months old. His father sent him to live with his first wife and her new husband, Florence and Herbert Dean- who lived in Harlem, New York City. Harlem and city life became a foundational feature in many of Myers’ books.

By middle school, Walter Dean Myers was over six feet tall, playing basketball while also struggling in the classroom. Yet a high school english teacher told Myers that writing was his gift, and no matter what, he should never stop writing. At the age of 17, he dropped out to join the Army, serving for three years.

He returned to Harlem and became a construction worker and messenger carrier on Wall Street. Still, something was missing. He began writing in the evenings for various magazines and publications. His first book, “Where Does the Day Go?” was published in 1969 after winning a children’s literature contest for minority writers.

Since then, Walter Dean Myers has published over 100 novels for children and young adults. He is a three time National Book Award nominee, received the Coretta Scott King Book Award five times, and has served as national ambassador for young peoples literature from 2012-2013. He passed away following a brief illness in 2014.

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Harlem: A History

The New York City borough of Harlem is said to lie between 155th street, 96th street, 110th street, Cathedral Parkway and Amsterdam Avenue. Peter Stuyvesant from the Netherlands established the settlement as Nieuw Haarlem in 1658. It remained underdeveloped farmland for approximately 200 years following its settlement.

In the late 19th century, elevated rail lines were erected along 8th and 9th Avenues, encouraging northward expansion. Harlem became a fashionable residential district with a combination of row houses and multi-family apartment buildings. This boom slowed in 1893 when the national recession cut real estate sales.

In 1904 the Lenox Avenue subway connected Harlem to lower Manhattan, leading land developers to build hundreds of tenement houses. Unfortunately, the borough was overdeveloped. High vacancy rates led to property owners renting to African Americans during World War I.

Following World War I, Harlem became the cultural center for the Harlem Renaissance. A number of artistic and cultural pioneers within Harlem redefined African American identity through literature, music, drama and visual arts.

The Harlem Renaissance was followed by the Great Depression, which generated animosity following the stresses of high rent, unemployment, racial segregation and injustice. This turbulence continued through the Civil Rights movement of the 1960s and 1970s.

During the 1970s, African Americans had expanded beyond this area into parts of the Bronx and Brooklyn. A large Puerto Rican, Hispanic, Italian and White Non-Hispanic population now call the diverse neighborhood home.

An example of a Harlem Brownstone. Many Brownstones were first built in the late 1800s.

Harlem is divided into three sections, Central, West, and East Harlem. According to the 2010 Census, together they have over 345,000 residents.

Famous People of Harlem

• Alexander Hamilton• Norman Rockwell• George Girshwin• Al Pacino

• Malcom X• J.D. Salinger• Maya Angelou• Neil Patrick Harris

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Harlem: A PoemBy Walter Dean Myers

They took the road in Waycross, GeorgiaSkipped over the tracks in East St. LouisTook the bus from Holly SpringsHitched a ride from Gee’s BendTook the long way through MemphisThe third deck down from TrinidadA wrench of heart from Goree IslandA wrench of heart from Goree IslandTo a place calledHarlem

Harlem was a promiseOf a better life,of a place where a manDidn’t have to know his placeSimply becauseHe was Black

They brought a callA songFirst heard in the villages ofGhana/Mali/SenegalCalls and songs and shoutsHeavy hearted tambourine rhythmsLoosed in the hard cityLike a scream torn from the throatOf an ancient clarinet

A new sound, raucous and sassyCascading over the asphalt villageBreaking against the black sky over1-2-5 StreetAnnouncing HallelujahRiffing past resolution

Yellow, tan, brown, black, redGreen, gray, brightColors loud enough to be heardLight on asphalt streetsSun yellow shirts on burnt umberBodies

Demanding to be heardSeenSending out warriors

From streets known to beMourning still as a lone radio tells us howJack JohnsonJoe LouisSugar RayIs doing with our hopes.

We hopeWe prayOur black skinsReflecting the face of GodIn storefront temples

Jive and Jehovah artistsLay out the human canvasThe mood indigo

A chorus of summer herbsOf mangoes and bar-b-queOf perfumed sistersHip strutting pastFried fish jointsOn Lenox Avenue in steamy August

A carnival of childrenPeople in the daytime streets Ring-a-levio warriors Stickball heroesHide-and-seek knights and ladiesWaiting to sing their own sweet songsLiving out their own slam-dunk dreamsListeningFor the coming of the blues

A weary blues that Langston knewAnd Countee sungA river of bluesWhere Du Bois wadedAnd Baldwin preached

Fox Cities Performing Arts Center Education | education@foxcitiespac.com | (920) 730-3726

There is liltTempo

Shango and JesusAsante and MendeOne peopleA hundred different peopleHuddled massesAnd crowded dreams

SquaresBlocks, bricksFat, round woman in a rectangleSunday night gospel“Precious Lord…take my hand,Lead me on, let me stand…”

Caught by a full lippedFull hipped SaintWashing collard greensIn a cracked porcelain sinkBacking up Lady Day on the radio

Brother so black and bluePatting a wide foot outside theToo hot Walk-up“Boy,You ought to find the guys who told youyou could play some checkers‘cause he done lied to you!”

Cracked reed and soprano sax laughterFloats overa fleet of funeral cars

In HarlemSparrows sit on fire escapesOutside rent partiesTo learn the tunes.

In HarlemThe wind doesn’t blow past SmallsIt stops to listen to the sounds

Serious businessA poem, rhapsody tripping alongStriver’s RowNot getting it’s metric feel soiledOn the well-swept walksHustling through the hard rain at two o’clockIn the morning to its next gig.

A huddle of hornsAnd a tinkle of glassA noteHanded down from Marcus to MalcomTo a brotherToo bad and too cool to give his name.

Sometimes despairMakes the stoops shudderSometimes there are endless depths of painSinging a capella on street corners

And sometimes not.

Sometimes it is the artistlooking into the mirrorPainting a portrait of his own heart.

PlaceSoundCelebrationMemories of feelingsOf place

A journey on the A trainThat started on the banks of the NigerAnd has not ended

Harlem.

Don’t let this experience end with the drop of the curtain. Keep the conversation going with your students and reflect on the performance that you just attended. Here are a few

questions to get the conversation started!

• What do you think the key take home message was from this performance?

•Which part do you remember most from the performance? What was happening?

•Which character did you relate to most? Why?

•What was different about the poetic moments in the play? How could you tell it was poetry?

•What was the similar and different between the performance and the book?

•How many days passed during the show? How could you tell?

•How were lights, sound and scenery used during the show? Do you think it was effective? If you were one of the designers, what would you have done differently?

Fox Cities Performing Arts Center Education | education@foxcitiespac.com | (920) 730-3726

Fox Cities Performing Arts Center Education | education@foxcitiespac.com | (920) 730-3726

BOOKS “Darius & Twig” by Walter Dean Myers

“Poetry 180: A Turning Back to Poetry” edited by Billy Collins

WEBSITES Walter Dean Myers Homepage- Dedicated to Walter Dean Myers, his life and works.http://walterdeanmyers.net

Arts Edge- Site dedicated to Arts Integration in the classroom. Includes definitions, presentations and lesson ideas. https://www.artsedge.org

Poetry Foundation- Site dedicated committed to preserving the presence of poetry in every day life. Includes a library of poems, biographies of poets, and definitions of poetry terms and concepts.www.poetryfoundation.org

Slam Poems- 25 collected slam poems, appropriate for use in Middle and High School Classrooms.http://teacheroffduty.com/20-slam-poems-you-can-use-in-your-classroom-tomorrow/

This educator resource guide is created as part of The Boldt Company Beyond the Stage Education Program.

THANK YOU TO OUR SERIES PARTNERS FOR MAKING THIS PERFORMANCE POSSIBLE!

Our sponsors love to hear from you! Mail or drop off cards, letters or pictures to the Center and we will share with them.

Fox Cities Performing Arts Center Education Department 400 W. College Avenue

Appleton, WI 54911

Community Partners