Nia Alexander

An Analysis of Poetry written during the

Harlem Renaissance by African American poets

UWRIT 1104 Spring 2019

Intro to genre studies

Genre itself is a very broad and complex topic. Although many people do not agree on

one specific definition, Genre studies examine the social, intellectual, and emotional connections

as they relate to genre as a whole. To me, genre is established by the classification of different

types media based on its relationship with outside influences. In this analysis I will examine

those same aspects of genre and their correlation within detailed examples, and use the literal and

descriptive attributes to accurately classify or declassify my artifacts into a specific genre. For

the purposes of this analysis, I will be examining poetry written during the Harlem Renaissance,

specifically by African American poets.

Historical background of the Harlem Renaissance

During the 20th Century, thousands of African Americans chose to migrate to more urban

areas to access better opportunities for themselves. This move prompted the start of what we now

know as the Harlem Renaissance. Many of the people that moved made their home in Harlem,

making it an influential place for African Americans to visit and settle. The small neighborhood,
teeming with black artists, musicians, poets, authors, and business owners became the birthplace

of many of the influential works and legacies that are still being still recognized as important

pieces of African American history today. (Locke)

Poem 1: Let America be America Again by Langston Hughes

In the first artifact, a poem by Langston Hughes, we are immediately presented with what

would be called the conflict within the issue Hughes is writing about. The opening lines “Let

America be America again, let it be the dream it used to be…” set up the frame for the entire

work. (Lines 1-2) Hughes then proceeds to shift between what is considered the ideal image of

America and what America actually looked like during the time. He also uses phrases from the

national anthem in an almost satirical manner by directly comparing it to how minorities are

actually treated as opposed to the ideals of freedom and equality falsely attributed by the law to

be a prerequisite for all of the American people. These descriptive mentions of inequality,

oppression, and improper treatment of minority groups are elements often brought up in poetry

as well as other types of media during this reformation period.

Poem 2: Common Dust by Georgia Douglas Johnson

In this poem by Georgia Johnson​,​ she makes the simple point that separation based on

race or location on earth is unnecessary, because when we are all gone, “...who shall separate the

dust…” that we will all inevitably become again. (Lines 1-4) Again, the poet presents us with a
challenge to the deep rooted racial disparities that were so common during this time period. This

directly relates to Hughes and his mention of tensions between races that lived within the same

country. Hughes urges a new sense of consideration from all parties with his honest call for

Americans to actively alter their mindsets from all sides​.​ However, Georgia proposes her

audience to look at their plight from another angle. Georgia chooses to challenge those who

insist on viewing people as fundamentally different from each other based on racial differences

to consider that eventually all human beings will become unidentifiable by those same

characteristics currently being used to define them​.

Poem 3: My Country ‘Tis of Thee by W. E. B. Dubois

In my third artifact, Dubois paints a picture of Americas reality by using the structure and

cadence of the traditional American patriotic song “My Country ‘Tis of Thee” to accurately

depict the pain and injustice within the lives of African American citizens. This choice to use a

song full of American ideals and morals is directly opposing the reality of the experience of

African Americans in the country. He proposes a hypothetical, but very real situation in which

many African Americans were faced with during the time, and then proceeds with an almost

satirical revision of the original piece;

“​Of course you have faced the dilemma: it is announced, they all smirk

and rise. If they are ultra, they remove their hats and look ecstatic; then they look at
you. What shall you do? Noblesse oblige; you cannot be boorish, or ungracious; and too,

after all it is your country and you do love its ideals if not all of its realities. Now, then, I

have thought of a way out: Arise, gracefully remove your hat, and tilt your head. Then

sing as follows, powerfully and with deep unction. They’ll hardly note the little changes

and their feelings and your conscience will thus be saved:

My country tis of thee,

Late land of slavery,

Of thee I sing.

Land where my father’s pride

Slept where my mother died,

From every mountain side

Let freedom ring!

My native country thee

 Land of the slave set free,

Thy fame I love…”

These vivid descriptions, along with the rest shown throughout the end of the poem

further explain the depth of what was considered the “American” experience for African

Americans. This honest retelling continues to add to the points of both Hughes and Johnson in

their recounts of their lives as and the lives of all African Americans. Dubois, like Hughes,

chose to to use important pieces of American history as vessels to redefine the meaning of the

ideal “American Dream.” By highlighting the unfavorable experiences of African Americans,

they openly contradict the themes of equality and freedom for all that are often representative of

the American experience.

The detailed descriptions found within all three of the artifacts, and many other works

produced during this transformational period can be clearly lined up beside many or even a

single viewpoint during this time. Artists from this period including the three poets above were

ables to give vivid, truthful, and articulate depictions of the African American lifestyle during the

time. The new access to each other in physical proximity and artistic expression paved a clear

path for many of these poets to push back against the stifling that their race previously

encountered, specifically in the united states. The emotional connection to between the poet and

their subject is also present within all of the works. The social climate during this period is also

reflected and restated multiple times in creative and purposeful ways throughout all of the piece

can also be attributed to the intellectual capacity of all three of the poets. The figurative language
and consistent use of eloquent diction are also commonly found within many of the works of

artists from this time period. After analyzing all of these individual elements and comparing

them to each other as entire bodies of work, I have come to the conclusion that all of the artifacts

I presented can be placed into the genre of Harlem Renaissance Poetry and art, and all prove to

relate to the emotional, intellectual, and social aspects specific to this genre and all it entails.
 Works Cited

Dubois, W.E.B., My Country ‘Tis of Thee

Hughes, Langston, Let America be America Again

Johnson, Georgia. Common Dust

Locke, Alain. “An Introduction to the Harlem Renaissance.” ​Poetry Foundation,​ Poetry

Foundation,

www.poetryfoundation.org/collections/145704/an-introduction-to-the-harlem-renaissance.