Poetry for Young People: Langston Hughes

        Langston Hughes is a famous poet who has written many things throughout his lifetime. Having been half black and half white, he felt as though he never truly fit in, even during the Civil Rights Movement, and it shows throughout his many works. Poetry for Young People: Langston Hughes is a compilation book of his works edited by David Roessel and Arnold Rampersad and illustrated by Benny Andrews in 2006. These poems are mostly about his life, and they are also mostly about growing up as a black child. These poems are appropriate for students aged approximately 6-10. I know this age range is very wide, but some poems are better for younger children while the others are ideal for older elementary students. 
       I think that this book is a great piece of American history that should be shared with each student. I wasn't aware of his writings until I was in college seeking my AA when I was assigned to read "Harlem Nights", which forever touched my heart. His words are very strikingly honest and informative and really make the reader internalize themselves as a person. Langston Hughes will forever be rememebered as a man of many words and heartbreak, but he will forever live on through his poems.
       Page 24 of our text describes poetry text as being "condensed, evocative language" and the illustrations that "interpret beyond literal meaning" (Galda, Cullinan & Sipe, 2011). Take just one of Hughes' poems: "Merry-Go Round". 
"... On the bus we're on the back - 
But there ain't no back 
To a merry-go round! 
Where's the horse  
For a kid that's black?" (Hughes, Rampersad & Roessel, 2008).
 Just this one excerpt from part of a poem already meets these requirements. Again on page 144 Figure 4.1 states:

"Individual poems demonstrate

•  Content is interesting to and understandable by intended readers
• Language is innovative, with careful word choices and use of poetic devices to enhance meaning
• Forn or structure helps readers understand more about the poetic subject or mood. 

 Analogies demonstrate

•  Purposeful selection of quality poetry
• Arrangement that is logical
• Inclusiveness of a range of poetry" (Galda, Cullinan & Sipe, 2011).

  The illustrations from "Merry-Go Round" portray a lonely colored boy longing to ride a merry-go round, which does describe the literal meaning but past that, you see the merry-go round is empty, and Hughes' words give me the feeling that his heart is empty and aches as well, and this picture can be interpreted as such. It does to me, anyway! The content speaks to readers, and the pictures brings tears to my eyes. Through Hughes' effective use of language and structure that enhances the meaning, I am placed in a time in which life was not equal for all, and those that were treated poorly were oftentimes extremely abused, and no one should ever have to endure life like that. Hughes' writings, the editing by Ranpersad and Roessel, and the illustrations by Andrews work together in a manner that sends the reader on an emotional journey through time, accurately describing the hardships of African Americans.
      February is Black History Month, and Langston Hughes is a great author who's poetry accurately describe life in the 1960's for black children. I could ask students to interview their grandparents or great-grandparents if possible, to see what life was like for them during this period of time. For younger students, I could ask them to answer aloud why they think equality is so important, and they could answer in groups. Another great idea for students would be for them to write a fictional story in which the main character is another ethnicity, and the plot would have to incorporate the difficulties they may experience. This exercise could open their eyes to a world of diversity, helping them realize how important equality really is. My response questions for older elementary students would be:

1. Choose one poem and describe it. How does it make you feel?
2. Choose another poem and compare it to the first one you chose. How are they alike? How are they similar? 
3. Off the two poems you chose, which  do you like better? Why?
4. These poems were written many years ago when times were different. Do you think people endure similar feelings of segregation today? Why or why not? 
   

References

       Galda, L., Cullinan, B. E., & Sipe, L. R. (2011). Literature and the Child. (7th ed., pp. 24 - 146). Belmont: Wadsworth Pub Co.
      Hughes, L., Rampersad, A., & Roessel, D. E. (2008). Poetry For Young People: Langston Hughes. (1 ed.). New York, NY: Sterling.