darius & twig - fox cities performing arts center · within darius & twig, darius often...

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Kennedy Center Theater for Young Audiences on Tour’s

Darius & TwigThursday, February 15,

9:30 AM & 12:30 PMAPPROX RUN TIME:

60 MinutesGRADES 8-12

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FoxCitiesPerformingArtsCenterEducation|[email protected]|(920)730-3726

WISCONSINACADEMICSTANDARDSToassistyouinyourplanningtheWisconsinAcademicStandardsthataremostlikelytoconnectwiththisperformancearelistedbelow.

ENGLISHLANGUAGEARTSREADING/LITERATURE:StudentsinWisconsinwillreadandrespondtoawiderangeofwritingtobuildanunderstandingofwrittenmaterials,ofthemselves,andofothers.

ORALLANGUAGE:StudentsinWisconsinwilllistentounderstandandwillspeakclearlyandeffectivelyfordiversepurposes.

LANGUAGE:StudentsinWisconsinwillapplytheirknowledgeofnature,grammarandvariationsofAmericanEnglish.

SOCIALSTUDIESHISTORY:StudentsinWisconsinwilllearnaboutthehistoryofWisconsin,theUnitedStates,andtheworld,examiningchangeandcontinuityovertimeinordertodevelophistoricalperspective,explainhistoricalrelationships,andanalyzeissuesthataffectthepresentandthefuture.

ECONOMICS:StudentsinWisconsinwilllearnaboutproduction,distribution,exchangeandconsumptionsothattheycanmakeinformedeconomicdecisions.

BEHAVIORALSCIENCES:StudentsinWisconsinwilllearnaboutthebehavioralsciencesbyexploringconceptsfromthedisciplineofsociology,thestudyoftheinteractionsamongindividuals,groups,andinstitutions;thedisciplineofpsychology,thestudyoffactorsthatinfluenceindividualidentityandlearning;andthedisciplineofanthropology,thestudyofculturesinvarioustimesandsettings.

THEATERPLAYREADINGANDANALYSIS:StudentsinWisconsinwillattendlivetheaterandreadplays,beabletoanalyzeandevaluatetheplayandarticulate(createmeaningfrom)theplay’smessageforindividualsandsociety.

RESEARCHANDANALYSIS:StudentsinWisconsinwillresearchandanalyzemethodsofpresentationandaudienceresponsefortheater,theinterconnectionsoftheater,community,otherculturesandhistoricalperiodsforuseasgeneralknowledge.

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LESSONONE:FoundPoetryObjective:Introducestudentstoperformancepoetryanddiscovertheformatthroughcreatingtheirownpoems.

MATERIALSMagazinesornewspaperarticles(thatcanbecutup,largerfontsworkbetter)Writingimplements ScissorsGlue Computer/Projector

OPENINGDISCUSSIONWithinDarius&Twig,Dariusoftenusesspokenwordorperformancepoetrytoexpresshisfeelings.Whydoyouthinkthatis?Howwouldheasacharacter,orthestorybedifferentifheusedeverydaylanguage?Performanceorslampoetryisanambiguoustermforpoetrywrittenspecificallyforperformance.Amajorityofthepoem’smeaningisderivedfromtheinflection,tone,rhythm,paceandotherperformanceelementsofthewriter/presenter.SimilartoDarius,poetsconstructtheseworksasaspokencollage,juxtaposingaction,themes,ideasandemotionsencounteredintheirdailylives.

WARMUPPlaythefollowingvideosforyourstudents.Ifpossible,presentthevideoalongsidethetextofthepoem,enablingstudentstocomparethevideotothetext.

“PoetBreatheNow”- ByAdamGottlieb- www.youtube.com/watch?v=lXIjF0ERvYYchargerlit.weebly.com/uploads/2/0/7/0/20704870/_01-17_poet_breathe_now_text.pdf

“ScratchandDentDreams”- ByEricDarby- www.youtube.com/watch?v=JfTa4B7wQ_8genius.com/Eric-darby-scratch-and-dent-dreams-annotated

Askstudents:• Whatwouldyousaythepoemwasabout?• Beyondthewords,howdidthepoetconveythemessage?• Whatdoyouremembermostabouttheperformance?• Whenyoucomparethetexttowhatyouheard,whatweresomeofthekeydifferences?• Althoughsomeofthelinesdidn’trhyme,howcouldyoutellitwasstillpoetry?

ACTIVITY• Distributemagazinesandarticlestoyourstudents.• Havestudentsreadthearticleandreflectwhatit’sabout.Whataresomeofthekeywordsand

emotions?• Havestudentscutoutwordsandphrasesfromtheirarticles.• Withthecutoutwords,havestudentsconstructnewlines,arrangingandplayingwithwords(similar

tomagneticpoetry).• Encouragestudentstomaketheirpoemsatleastfivelineslong

• Onaseparatepieceofpaper,havestudentswriteouttheirnewpoem.Allowthem,ifneeded,towriteafewwordstocreatetheconnectivetissuebetweenideas.

• Pairstudentsupandhavethempracticereadingtheirpoemsaloud.• Selectafewstudentstopresenttheirpoemsfortheclass.

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LESSONTWO:UnderstandingMe(Day1)Objective:Studentsexaminethemselvesascharactersthroughself-reflectionandthenartisticallyexpresstheirfindings.

MATERIALSPaperWritingutencils.

OPENINGDISCUSSIONGrowingupischallengingforeveryone,andcharactersDariusandTwigarenoexception.Throughouttheplay,bothboysstruggletodefinetheirdreams,andachievethosedreamsthroughtheirday-to-daypursuits.Thisprocessissomethingallofuscanrelateto.JustlikeDariusandTwig,wehaveanetworkofpeoplethatwantthebestforus,butsometimestheyhaveadifferentperspectiveonwhatthatmeans.

WARMUP• Reviewwithyourstudentsdifferentelementsofpoetry.

• Rhyme:Therepetitionofsyllables,typicallyattheendofaverseline.• Tone:Poet’sattitudetowardthepoem’sspeaker,readerorsubjectmatter.Oftendescribed

as“mood.”• Meter:therhythmicalpatternofstressedandunstressedsyllablesinverse.• Imagery:Elementsofapoemthatinvokeanyofthefivesensestocreateasetofmental

images.(morepoeticterms,examples,poemsandpoetsatwww.poetryfoundation.org).

• WatchTouchscreen”byMarshallDavisJones- https://www.youtube.com/watch?v=GAx845QaOck(ForadditionalslampoetvideosandschoolappropriateresourcesseeClassroomResourcesp.17).

• Askstudents:• Whatwasthemeaningofthepoem?• Whatwasitstone?• Howdidthepoetusedifferentpoeticdevicestoconveytheirmessage?

ACTIVITY• Havestudentsrotateasheetofpaperhorizontallyandfolditintothirds.• Inthecenter,atthetopofthesheetofpaper,havestudentswrite“WhoamI?”

• Note:Throughoutthefirststagesofthisexercise,encouragestudentstobebrief,usingoneortwowords.Theywillhavetheopportunitytofleshouttheirideaslater.

• Inthefirstcolumn,havestudentswrite“Iam.”• Fillinthiscolumnwithalistofadjectives,wordsandsentencesthatdescribethemselves.

Thiscouldincludeacombinationofphysicalattributes(i.e.Ihaveblondehair),aswellaspersonalitytraits(i.e.Iamfunny).

• Inthesecondcolumn,havestudentswrite“Mylikes,desiresanddreams.”• Fillinthiscolumnwithalistofneedsandwants,aswellasshortandlongtermgoals.(i.e.I

liketobeoutdoors.Iwanttobeadoctoroneday).• Inthethirdcolumn,havestudentswrite“MyStruggles.”

• Fillinthiscolumnwithobstaclesorstruggles,bigandsmall,thatstudentsencounter.Agoodpromptmightbe“Ihateitwhen…”or“Whatpeopledon’tunderstandaboutmeis…”


ACTIVITY(cont.)• Flipoverthesheetofpaper,andhavestudentswrite:• Inthefirstcolumnthenamesofthreepeopletheyareparticularlyclosewith.

• Fillinthiscolumnwiththeirnames,andafewfeaturesoftheirrelationshipwiththatperson.(i.e.BestFriend,knownfouryears,trustwitheverything).

• Inthesecondcolumn, havestudentswrite“Theywantforme.”• Promptstudentstoconsidereachperson’sperspective,andwritesomespecificwantsor

wisheseachpersonhasforthestudent.Encouragestudentstobespecific.(i.e.aparentmightwanttheirstudenttogetgoodgrades,asignificantothermightwantthemtohavemorefreetime).

• Inthethirdcolumn,havestudentswrite“Iwantforthem.”• Havestudentsreturntotheirownperspective,andthinkaboutspecificthingsthey’dwant

foreachperson.(i.e.theymightwantaparenttogetapromotion,orasignificantothertogetontothevarsityteamofasport).

• Havestudentsreviewbothsidesofsheetsofpaper,circlingorstarringbetweenthreeandfiveideasoritemsthatareimportanttothem.

• Onasecondsheetofpaper,havestudentsrewritetheimportantitems,andfleshouttheseitemswithadditionaldetails.Brainstormadditionaldetailsaboutthem.

• Thesecouldincludethingslikespecificsituations,memories,frustrationsandjoys.Theycouldalsoincludespecificitems,belongingsorplaces.Themoredetailedandspecificstudentscanbe,thebetter.Encourageusingsensorydescriptorstoembellishtheseideas.

• Reviewelementsofpoetryfromthewarmupactivitywithyourstudents.• Shareapoeticstructureyou’dlikeyourstudentstocompose.Givethemguidelinesintermsof

length,rhymeormeter.• Asamplestructuremightbethreestanzaslong.Thefirststanzafocusedonthestudent’s

perspective,thesecondfromtheperspectiveofanotherandthethirdlookingattherelationshipbetweenthetwo.

• Usingtheideasandbrainstormingfromthesecondsheetofpaper,haveyourstudentsdraftandrevisetheirpoems.

• Pairstudentstogetherandhavethemsharetheirpoemswitheachother.Havethemprovideconstructivefeedbackandgivethemachancetorevisetheirpoems.

• Afterrevisingtheirpoems,havestudentssharetheirworkwiththeclass.

CLOSINGDISCUSSIONInlisteningtoeachother'spoems,whathaveyoudiscoveredaboutyourclassmates?Throughwritingyourownpoem,didyoumakeanyanydiscoveriesaboutyourself?Lookingbackatyourfirstsheetofpaper,arethereanyadditionaltopicsorthemesthatyoufeelcompelledtowriteabout?

DIDYOUKNOW?ThePeregrinefalconcandiveatspeedsupto200milesperhour- makingthemthefastestbirdsintheworld.Thisbirdofpreyishighlyadaptable,inhabitingeverycontinentbesidesAntarctica.Theycapturemuchoftheirprey(pigeons,doves,andbats)midairusingtheirstrongtalonsandhookedbeaks.Frequently,Peregrinesdon’tbuildnestsbutinsteadfindasmallcoveorshallowdiptonestin.Theseraptorsmateforlife,andusuallybreedinthesameterritoryeachyear.Malescourtfemalesforaboutamonththroughaerialdisplays.Gestationtakesaboutanothermonth,youngchickswilllearntoflyinapproximately45days.TheirnameisGreekinorigin,translatingto“towander.” Consulted: www.defenders.org/peregrine-falcon/basic-facts


LESSONTHREE:UnderstandingCharacter(Day2)Objective:Studentsanalyzeandcomparethemselvestocharactersthroughliteraryresearchandthenpoetric expression

NOTE:ThislessonisdesignedtofollowLessonTwo:UnderstandingMe.Itwillalsobeeasierforstudentstocompletetheactivityafter they’vefinishedreading“DariusandTwig”byWalterDeanMyers.Thesamelessoncanbeappliedtoanyliterarycharacter,butwillworkbestwithcharactersaroundthesameageasthestudents.

MATERIALS:PaperWritingUtensils“DariusandTwig”byWalterDeanMyers

OPENINGDISCUSSIONThereareasmanyreasonstoreadliteratureastherearebookstoread.Yetbothonthepageandthestagereadersandaudiencesenjoycharacterstheycanrelateto.Weenjoyunderstandingtheparallelsbetweentheirworldandourown- creatingasenseofcatharsis.Today,we’llfirstunderstandDariusandTwigs’world.Thenwe’lllookatthesimilaritiesanddifferencesbetweentheirworldandourown.Finally,we’llusepoetrytoencapsulateourdiscoveries.

WARMUP• ThiswarmupactivityissimilartothegameScategories,intendedtogetstudentsintoacreative

headspace.Instructorsshouldremindstudentsitisn’tacompetition,therearenocorrectanswers.• Dividestudentsupintogroups(between3-5people).• Haveeachgroupwritefourdifferentwordsonseparatesheetsofpaper.Nounsandadjectiveswork

best.• Haveeachgroupcollecttheirwords,andthentradewordswithanothergroup.Thesearethekey

words.• Atthebeginningofeachround,haveonememberofthegroupreadonekeywordaloud.Forthe

next1-2minutes,havestudentsprivatelybrainstormandlistwordsorphrasesthatthekeywordremindsthemof.

• (Note:Allanswersaregoodanswers.Thisisimportanttoemphasize.Forinstance,ifthekeywordweretime- onestudentmightthinkofwatch,clock,grandfather,wrist,cellphone,timer.Theycanalsoincludeverbs,adjectives,orsensorydescriptionsthekeywordremindsthemof.Extendedbrainstormingshouldbeencouraged).

• Repeattheprocessforeverykeyword,orfourrounds.• Withintheirgroups,havestudentscomparetheirlistofwordswithintheirgroup.Havethemmark

offorcheckanywordtheysharedwithanotherstudent.

ACTIVITY• Dividestudentsintopairsandassigneachpairacharacter,eitherDariusorTwig.• Flipanewsheetofpaperhorizontally.Inthecenterofthepage,havestudentswrite“Whois

(Characterthey’vebeenassigned).• Haveeachpairfoldthenewsheetofpaperintothirds,usingthesameheadersfromLessonTwo:

UnderstandingMe atthetopofeachcolumn.


• HEADERS:• Darius/TwigIs- HowDariusorTwigseethemselves,bothphysicalandpersonalitytraits.• Darius/Twig’sLikes,DreamsandDesires- alistoftheircharacter’sneedsorwants.• Darius/Twig’sStruggles- alistoftheircharacter’sstrugglesorobstacles.

• HavestudentsbeginfillingoutthefirstsideofthesheetfocusingonhowDariusorTwigviewthemselves.

• Beforeopeningtheirbooks,havestudentslistdetailstheyrememberabouttheircharacter.

• Next,havestudentspagethroughthebook,andfindtheliteraryevidenceandcontextforthedetailsthey’vethoughtof.Studentsshouldnotatepagenumbersofthepassageswheretheevidencecanbefound.

• Whilesearching,studentscanaddadditionaldetailsabouttheircharacter,onceagaincitingevidenceorpassagesfromthebookforthesedetailsandfacts.

• Next,havestudentsflipovertheirfoldedsheetandbeginfillinginthesecondsideofthesheetwiththenamesofthreesupportingorminorcharactersintheircharacter’slife.Thefirstcharactershouldbetheoppositetitlecharacter.

• HEADERS:(note:thisstepintheexercisemayrequireinterpretation/extrapolationonactioninthebook.I.E.whenDariusbuyspencilsforhisbrother,itcouldbelistedinthethirdcolumnas“wantinghisbrothertoachievehisdreams.”Collaborationshouldbeencouraged).

• Characters- ListthenamesoftheselectedcharactersandafewkeydetailsabouttheirrelationshiptoDariusorTwig.

• MinorcharacterswantforDarius/Twig- WhatthesecharacterswantorwishforDariusorTwig.

• DariusorTwigwantforthem- Whatthemaincharacterwantsorwishesfortheminorcharacter.

• Havestudentsrepeattheprocesstheycompletedonthefirstside.Firstfillindetailstheyremember,thenfindliteraryevidence,listthepagenumbersandoradditionaldetailsfromthebook.

• Askstudentstotakeouttheirpersonalthree-foldWhoamI sheet,andcompareandcontrastthemselvesagainsttheircharacterfromthenovel.Discussthesesimilaritiesanddifferenceswiththeirpartner.

• StudentpairsshouldchooseonepersonfromthepairtopresenttheirownpoemfromLesson2- UnderstandingMe.

• Bothstudentsshouldcollaborateonselectingseveralshortpassagesfromthetextthatconveykeydetailsabouttheircharacter.

• Usingthesepassageshavestudentscreateascript,alternatingstanzasoftheLesson2-UnderstandingMepoemandselectedpassagesfrom“DariusandTwig”byWalterDeanMeyers.

• Havestudentsrehearsereadingtheirscriptsaloudwitheachother.• Haveeachstudentduoperformtheirscriptsfortheclass.

CLOSINGDISCUSSIONWhatdidyounoticeaboutyourclassmatesperformances?WhataresomeattributesortraitsyousharewithDariusandTwig?Whataresomedifferences?HowdoyouseeDariusandTwigdifferentlyattheendofthisprocessascomparedtothebeginning?


LESSONFOUR:TheirTownandOurTownOBJECTIVE:Studentsresearch,createandperformapoemontheirownhometown.

MATERIALS:• Copiesofthepoem“Harlem”byWalterDeanMyers(Availableonpg.14-15)• Researchmaterials/ Internetaccess

OPENINGDISCUSSIONHarlemisaheavyinfluenceinDarius&Twig.HarlemwasWalterDeanMyers’hometown,andhasremainedanimportantcharacteristicofhislifeandwriting.Historically,theHarlemRenaissancesetmuchoftheculturaltonefortheNewYorkCityboroughthatremainstopresentday.Asyouthinkaboutyourowncity,howbigofaninfluencedoyouthinkitplaysinyourownlife?

WARMUP• Asstudentsareenteringclass,playmusicfromtheHarlemRenaissanceera(BessieSmith,Louis

Armstrong,BillieHoliday).• Askstudents“WhatdoyouknowaboutHarlem,NewYorkCity?”Afterseveralresponses,sharethe

Harlem:AHistory Pg.13.)• Distributecopiesof“Harlem”byWalterDeanMyers,andreaditaloudwiththestudents.• Havestudentsre-readthepoemtothemselves,circlingimportantwordsandphrases.• Askstudents,afterreadingthepoem,whatdoyounowunderstandaboutHarlem?Howdoesthe

poemcomparetotheHarlem:AHistory(pg.13).

ACTIVITY• Dividestudentsintogroups(3-5people)andhavethemsharetheirresponsestothepoem.• Havestudentsindividuallyresearchanynamesorreferencesfromthepoemthattheymaynotbe

familiarwith.Thenhavethemsharetheirresponseswiththegroup.• Asagroup,havestudentsbrainstormandlist:

• Whataresomedescriptorstheywouldusetodefinetheirowncity?• Whataremajorannualeventsorfestivalsthatarepopularintheircommunity?• Whataresomespecificdetailsoftheirtownorneighborhoodthatthey’llneverforget?(i.e.

adairyqueentheyalwaysgotowiththeirfriends,acrackinthesidewalktheyalwaystripover).

• Whoaresomeimportantfigures,currentorhistorical,thattheircommunityisknownfor?• Whentheywalkaroundtheircity,whataresomeactivitiesorpeopletheyarelikelytosee?• Astheygrowup,whatchangeshavetheynoticedintheirowncity?

• Studentsshouldusethisasaspringboardtobeginindividuallyresearchingtheirowncommunity,itsinfluentialfiguresandhistoricalorigins.

• Throughouttheresearchprocess,havestudentscontinuebrainstormingandmaintainrunninglistofpeople,ideas,visuals,details,places,historicalfactsetc.thattheygenerate.

• Havestudentsreturntotheirgroupsandsharewhattheylearned.Groupsshouldcomparelists,andcircleorstarspecificwordsthatintriguethem.

• Groupsshouldexpandtheirliststoincludefurtherdescriptorsanddetailsthatthey’vecomeacrossthroughoutthebrainstormingandresearchprocess.

• Asagroup,havestudentswriteapoemsimilartothestyleof“Harlem”abouttheirowncommunity

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Harlem:AHistoryTheNewYorkCityboroughofHarlemissaidtoliebetween155th street,96th street,110th street,CathedralParkwayandAmsterdamAvenue.PeterStuyvesantfromtheNetherlandsestablishedthesettlementasNieuw Haarlemin1658.Itremainedunderdevelopedfarmlandforapproximately200yearsfollowingitssettlement.

Inthelate19th century,elevatedraillineswereerectedalong8th and9th Avenues,encouragingnorthwardexpansion.Harlembecameafashionableresidentialdistrictwithacombinationofrowhousesandmulti-familyapartmentbuildings.Thisboomslowedin1893whenthenationalrecessioncutrealestatesales.

In1904theLenoxAvenuesubwayconnectedHarlemtolowerManhattan,leadinglanddeveloperstobuildhundredsoftenementhouses.Unfortunately,theboroughwasoverdeveloped.HighvacancyratesledtopropertyownersrentingtoAfricanAmericansduringWorldWarI.

FollowingWorldWarI,HarlembecametheculturalcenterfortheHarlemRenaissance.AnumberofartisticandculturalpioneerswithinHarlemredefinedAfricanAmericanidentitythroughliterature,music,dramaandvisualarts.

TheHarlemRenaissancewasfollowedbytheGreatDepression,whichgeneratedanimosityfollowingthestressesofhighrent,unemployment,racialsegregationandinjustice.ThisturbulencecontinuedthroughtheCivilRightsmovementofthe1960sand1970s.

Duringthe1970s,AfricanAmericanshadexpandedbeyondthisareaintopartsoftheBronxandBrooklyn.AlargePuertoRican,Hispanic,ItalianandWhiteNon-Hispanicpopulationnowcallthediverseneighborhoodhome.

AnexampleofaHarlemBrownstone.ManyBrownstoneswerefirstbuiltinthelate1800s.

Harlemisdividedintothreesections,Central,West,andEastHarlem.Accordingtothe2010Census,togethertheyhaveover345,000residents.

FamousPeopleofHarlem• AlexanderHamilton• NormanRockwell• GeorgeGirshwin• AlPacino

• MalcomX• J.D.Salinger• MayaAngelou• NeilPatrickHarris

DiscoverM

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ww.harlemheritage.com


Harlem: APoemByWalterDeanMyers

TheytooktheroadinWaycross,GeorgiaSkippedoverthetracksinEastSt.LouisTookthebusfromHollySpringsHitchedaridefromGee’sBendTookthelongwaythroughMemphisThethirddeckdownfromTrinidadAwrenchofheartfromGoree IslandAwrenchofheartfromGoree IslandToaplacecalledHarlem

HarlemwasapromiseOfabetterlife,ofaplacewhereamanDidn’thavetoknowhisplaceSimplybecauseHewasBlack

TheybroughtacallAsongFirstheardinthevillagesofGhana/Mali/SenegalCallsandsongsandshoutsHeavyheartedtambourinerhythmsLoosedinthehardcityLikeascreamtornfromthethroatOfanancientclarinet

Anewsound,raucousandsassyCascadingovertheasphaltvillageBreakingagainsttheblackskyover1-2-5StreetAnnouncingHallelujahRiffingpastresolution

Yellow,tan,brown,black,redGreen,gray,brightColorsloudenoughtobeheardLightonasphaltstreetsSunyellowshirtsonburntumberBodies

DemandingtobeheardSeenSendingoutwarriors

FromstreetsknowntobeMourningstillasaloneradiotellsushowJackJohnsonJoeLouisSugar RayIs doing with our hopes.

WehopeWeprayOurblackskinsReflectingthefaceofGodInstorefronttemples

JiveandJehovahartistsLayoutthehumancanvasThemoodindigo

AchorusofsummerherbsOfmangoesandbar-b-queOfperfumedsistersHipstruttingpastFriedfishjointsOnLenoxAvenueinsteamyAugust

AcarnivalofchildrenPeopleinthedaytimestreetsRing-a-levio warriorsStickball heroesHide-and-seekknightsandladiesWaitingtosingtheirownsweetsongsLivingouttheirownslam-dunkdreamsListeningForthecomingoftheblues

AwearybluesthatLangston knewAndCountee sungAriverofbluesWhereDuBois wadedAndBaldwin preached


ThereisliltTempo

ShangoandJesusAsanteandMendeOnepeopleAhundreddifferentpeopleHuddledmassesAndcrowdeddreams

SquaresBlocks,bricksFat,roundwomaninarectangleSundaynightgospel“PreciousLord…takemyhand,Leadmeon,letmestand…”

CaughtbyafulllippedFullhippedSaintWashingcollardgreensInacrackedporcelainsinkBackingupLadyDay ontheradio

BrothersoblackandbluePattingawidefootoutsidetheToohotWalk-up“Boy,Yououghttofindtheguyswhotoldyouyoucouldplaysomecheckers‘cause hedoneliedtoyou!”

CrackedreedandsopranosaxlaughterFloatsoverafleetoffuneralcars

InHarlemSparrowssitonfireescapesOutsiderentpartiesTolearnthetunes.

InHarlemThewinddoesn’tblowpastSmallsItstopstolistentothesounds

SeriousbusinessApoem,rhapsodytrippingalongStriver’sRowNotgettingit’smetricfeelsoiledOnthewell-sweptwalksHustlingthroughthehardrainattwoo’clockInthemorningtoitsnextgig.

AhuddleofhornsAndatinkleofglassAnoteHandeddownfromMarcustoMalcomToabrotherToobadandtoocooltogivehisname.

SometimesdespairMakesthestoopsshudderSometimesthereareendlessdepthsofpainSingingacapella onstreetcorners

Andsometimesnot.

SometimesitistheartistlookingintothemirrorPaintingaportraitofhisownheart.

PlaceSoundCelebrationMemoriesoffeelingsOfplace

AjourneyontheAtrainThatstartedonthebanksoftheNigerAndhasnotended

Harlem.

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