AFRICAN-AMERICAN POETS

Paul Laurence Dunbar

 Born 1872 in Dayton, Ohio  First African-American poet to gain national recognition.  Popular with both black and white readers  Used both Standard English Diction and 1900’s African- American Diction  Poem to be studied in this class: “We Wear the Mask”

Claude McKay

 Born in Jamaica in 1889  Taught by his brother who had a collection of English novels, poem collections, and scientific books  Poems, passion, and poetic success helped lead to the rise of the Harlem Rennisance.  Poems often reflect an African-American dialect and the effects of living a early 1900’s African- American lifestyle.  Poem to be studied in class: “If We Must Die”

Maya Angelou

 Born on April 4 th, 1928 in St. Louis  Raised in Stamps Arkansas  Faced hostile racial discrimination  Found strength in faith-driven, high value African-American community and culture  After a lifetime of various jobs (cable-car driver, waitress, singer and dancer) Angelou moved to Harlem, New York.  Led African-American centered organizations, published internationally acclaimed novels and poems, and even served for two presidential committees.  Poem to be studied in class: Alone

Alice Walker

 Born February 9 th, 1944 in Eatonville, Georgia  Shot in the eye with a BB gun  Spent her time in her room, studying and reading  Worked as a social worker, teacher, and lecturer  Fought for social equality in the 1960’s  Continued fight for equality as part of African-American Feminist movement  Most famous work is The Color Purple which has been turned into a movie and a play  Poem studied in class: Before You Knew You Owned It

Gwendolyn Brooks

 Born in Topeka, Kansas in  First African-American poet to win Pulitzer Prize.  13 years old when her first poem, “Eventide”, was published.  A strong social activist, especially 1960’s and after  Most of her poems politically/socially driven  Earlier works focused on living as an African-American Women in American  Later works became more political on African-American equality as a whole  Poem studied in class: One Wants a Teller in a Time Like This

Common Elements  Use of language as a tool  Mixing dialects/using a dialect for purpose  Community  Double-speak  Double-Conciousness Double-Conciousness  Themes  Living as African-American in US  Politics  Social Commentary  Equality