Afro Modernist Aesthetics The Poetry Of Sterling A Brown

Sterling A. Brown’s poetry and aesthetics are central to a proper understanding of African American art and politics of the early twentieth century. This study redefines the relationship between modernism and the New Negro era in light of Brown’s uniquely hybrid poetry and vision of a heterodox, pluralist modernism. Brown, also a folklorist and critic, saw the Harlem Renaissance and modernism as interactive rather than mutually exclusive and perceived the New Negro era as the dawning of African American modernity. Reading Brown’s three collections of poetry in light of their respective historical contexts, Sanders examines the ways in which Brown reconfigured black being and created alternative conceptual space for African Americans amid the prevailing racial discourses of American culture. Brown’s poetics call for revised conceptions of the Harlem Renaissance, black identity, artistic expression, and modernity that recognize the range, depth, and complexity of African American life.

Sterling A. Brown's achievement and influence in the field of American literature and culture are unquestionably significant. His poetry has been translated into Spanish, French, German, and Russian and has been read in literary circles throughout the world. He is also one of the principal architects of black criticism. His critical essays and books are seminal works that give an insider's perspective of literature by and about blacks. Leopold Sedar Senghor, who became familiar with Brown's poetry and criticism in the 1920s and 1930s, called him "an original militant of Negritude, a precursor of our movement." Yet Joanne V. Gabbin's book, originally published in 1985, remains the only study of Brown's work and influence. Gabbin sketches Brown's life, drawing on personal interviews and viewing his achievements as a poet, critic, and cultural griot. She analyzes in depth the formal and thematic qualities of his poetry, revealing his subtle adaptation of song forms, especially the blues. To articulate the aesthetic principles Brown recognized in the writings of black authors, Gabbin explores his identification of the various elements that have come together to create American culture.

"We put the working class, in all its varieties, at the center of our work. The new working-class studies is not only about the labor movement, or about workers of any particular kind, or workers in any particular place—even in the workplace. Instead, we ask questions about how class works for people at work, at home, and in the community. We explore how class both unites and divides working-class people, which highlights the importance of understanding how class shapes and is shaped by race, gender, ethnicity, and place. We reflect on the common interests as well as the divisions between the most commonly imagined version of the working class—industrial, blue-collar workers—and workers in the 'new economy' whose work and personal lives seem, at first glance, to place them solidly in the middle class."—from the Introduction In John Russo and Sherry Lee Linkon's book, contributors trace the origins of the new working-class studies, explore how it is being developed both within and across fields, and identify key themes and issues. Historians, economists, geographers, sociologists, and scholars of literature and cultural studies introduce many and varied aspects of this emerging field. Throughout, they consider how the study of working-class life transforms traditional disciplines and stress the importance of popular and artistic representations of working-class life.

The Encyclopedia of American Poetry: The Twentieth Century contains over 400 entries that treat a broad range of individual poets and poems, along with many articles devoted to topics, schools, or periods of American verse in the century. Entries fall into three main categories: poet entries, which provide biographical and cultural contexts for the author's career; entries on individual works, which offer closer explication of the most resonant poems in the 20th-century canon; and topical entries, which offer analyses of a given period of literary production, school, thematically constructed category, or other verse tradition that historically has been in dialogue with the poetry of the United States.

Teaching the Harlem Renaissance: Course Design and Classroom Strategies addresses the practical and theoretical needs of college and high school instructors offering a unit or a full course on the Harlem Renaissance. In this collection many of the field's leading scholars address a wide range of issues and primary materials: the role of slave narrative in shaping individual and collective identity; the long-recognized centrality of women writers, editors, and critics within the «New Negro» movement; the role of the visual arts and «popular» forms in the dialogue about race and cultural expression; and tried-and-true methods for bringing students into contact with the movement's poetry, prose, and visual art. Teaching the Harlem Renaissance is meant to be an ongoing resource for scholars and teachers as they devise a syllabus, prepare a lecture or lesson plan, or simply learn more about a particular Harlem Renaissance writer or text.

In Modernism's Metronome, Ben Glaser revisits early twentieth-century poetics to uncover a wide range of metrical practice and theory, upending our inherited story about the "breakingof meter and rise of free verse.

In Afro-Blue, Tony Bolden traces the ways innovations in black music and poetry have driven the evolution of a variety of other American vernacular artistic forms. The blues tradition, Bolden demonstrates, plays a key role in the relationship between poetry and vernacular expressive forms. Through an analysis of the formal qualities of black poetry and music, Afro-Blue shows that they function as a form of resistance, affirming the values and style of life that oppose bourgeois morality. Even before the term blues had cultural currency, the inscriptions of style and resistance embodied in the blues tradition were already a prominent feature of black poetics. Bolden delineates this interrelation, examining how poets extend and reshape a variety of other verbal folk forms in the same way as blues musicians play with other musical genres. He identifies three distinct bodies of blues poetics: some poets mimic and riff on oral forms, another group fuse their dedication to vernacular culture with a concern for literary conventions, while still others opt to embody the blues poetics by becoming blues musicians - and some combine elements of all three.

Originating in a homicide in St. Louis in 1899, the ballad of "Frankie and Johnny" became one of America's most familiar songs during the first half of the twentieth century. It crossed lines of race, class, and artistic genres, taking form in such varied expressions as a folk song performed by Huddie Ledbetter (Lead Belly); a ballet choreographed by Ruth Page and Bentley Stone under New Deal sponsorship; a mural in the Missouri State Capitol by Thomas Hart Benton; a play by John Huston; a motion picture, She Done Him Wrong, that made Mae West a national celebrity; and an anti-lynching poem by Sterling Brown. In this innovative book, Stacy I. Morgan explores why African American folklore—and "Frankie and Johnny" in particular—became prized source material for artists of diverse political and aesthetic sensibilities. He looks at a confluence of factors, including the Harlem Renaissance, the Great Depression, and resurgent nationalism, that led those creators to engage with this ubiquitous song. Morgan's research uncovers the wide range of work that artists called upon African American folklore to perform in the 1930s, as it alternately reinforced and challenged norms of race, gender, and appropriate subjects for artistic expression. He demonstrates that the folklorists and creative artists of that generation forged a new national culture in which African American folk songs featured centrally not only in folk and popular culture but in the fine arts as well.