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Faces of the Harlem Renaissance

A Place Called Harlem

Theme & Variations

Classroom Activities & Lessons

At the height of the Harlem Renaissance, artists, writers, dancers, musicians, activists, philosophers, and patrons attended the same parties, frequented the same clubs, shared creative spaces, and lived on the same streets. They also influenced, encouraged, challenged, and inspired one another’s creative and intellectual pursuits.

In this activity, you will explore the many complex relationships between the pivotal Harlem Renaissance figures and some of the enduring works that resulted from these associations.

Use the activity below to guide students through exploring and learning about significant people in Harlem and the intersections they made with each other. 

Download the printable capture sheets for this activity here.

Visit the section of this resource titled Faces of the Harlem Renaissance. This section contains profiles for actors, musicians, artists, dancers, writers, supporters, and activists.

As you explore Faces of the Harlem Renaissance, look for specific examples of:

Collaboration, which refers to the work two or more people accomplish together.

Influence, which refers to effect of one person on another.

Support, which refers to promotion or financial assistance (e.g., stipends, awards) provided to individuals by those who want them to succeed.

Work in groups of three, with each student selecting one of the three sections below (collaboration, influence, or support).

Once selections have been made by your group, follow the directions for your section below.

(Since there are many pages to explore in Faces of the Harlem Renaissance, you may wish to have one in your group should pick a person from Artists/Musicians, another pick a person from Actors/Dancers, and the third pick a person from Writers/Supporters & Activists.)

Collaboration

In the Faces of the Harlem Renaissance section, click on the face of the person you’d like to explore.

As you read about them, review the “Intersections” box on each page that shows how this person was involved with others. Be sure to watch or listen to any additional media on their page.

Cite an example of collaboration that you discover in the and prepare responses to the following questions:

• How did the individuals come to know each other and/or work together?
• Did the individual work across different art forms/genres? If so, what did each participant bring to the collaboration?
• What was the nature of their collaboration? Was it formal? Informal?
• To what extent was the collaboration fruitful? Did it result in a lasting product, performance, or work? What was that work?
• What did each collaborator gain or learn from the relationship? Was the relationship mutually beneficial? Why or why not?
• Did the initial collaboration lead to future collaborations? If so, describe them.
• Did their collaborative work achieve a greater level of quality or longevity than either one could have achieved alone?

Influence

In the Faces of the Harlem Renaissance section, click on the face of the person you’d like to explore.

As you read about them, review the “Intersections” box on each page that shows how this person was involved with others. Be sure to watch or listen to any additional media on their page.

Cite an example that you discover of an artist, scholar, or patron who influenced another individual and prepare responses to the following questions:

• In your opinion, did the artist, scholar or patron intend to influence the other individual? How do you know?
• Did the influence extend across art forms/genres? If so, how did the art form/idea influence the other form/genre?
• Did the individuals involved actually know one another or were they influenced by their works? If they knew each other, how did they become acquainted? If they did not know one another, how did they learn of one another’s work?
• Was the influence collegial, or was it the result of a contentious relationship?
• What common themes, symbols, or conventions emerged as a result of this influence?
• Were any artists influenced to “raise the bar” or advance their work because of other artists or supporters? Did it inspire them to create an entirely new work?

Support

In the Faces of the Harlem Renaissance section, click on the face of the person you’d like to explore.

As you read about them, review the “Intersections” box on each page that shows how this person was involved with others. Be sure to watch or listen to any additional media on their page.

Cite an example of support that you discover and prepare responses to the following questions:

• Discuss the relationship between patron and artist. What positive aspects did it have? What negative aspects?
• Did the patron influence the creative works? How and why?
• What were the patrons’ terms of support, the reasons for contributing to the work, and/or expectations for the works produced?
• Were there any struggles between the patron and artist during the creative process? Ultimately, did the patron “approve” of the work that resulted from his/her patronage?
• What are some of the ways individuals can support creative work without providing financial backing? Find examples of individuals who supported artists and facilitated their creative output without providing financial support.
• In general, what are some of the positive and negative aspects of the influence of patrons on artists and their works?
• What roles did patrons play during the Harlem Renaissance? In what ways are they similar or different from the roles they play today?

Form new groups of three that include students who explored different areas: collaboration, influence, or support.

Working together, develop a statement regarding the role that collaboration, influence, and support played in the Harlem Renaissance.

Choose from of the following to complete:

• Select an artist (poet, actor, musician, dancer, visual artist) or scholar from the Harlem Renaissance and another artist or scholar with whom he/she did not work (to the best of your knowledge). Decide on a fictional collaboration that could have occurred between these two individuals.

• Write and perform a dialogue between these two individuals, in which they discuss similarities and differences in their artistic styles and/or political beliefs. They should also discuss their reasons for working together and their hopes for the collaboration.

• Create a work that incorporates the styles/techniques/ideas of both artists/scholars. The final product could take the form of a dance, music composition, poem, article/essay, visual artwork, or drama. Each artist’s/scholar’s contribution to the final work should be readily identifiable.

Faces of the Harlem Renaissance

A Place Called Harlem

Theme & Variations

Classroom Activities & Lessons

Kennedy Center Education Digital Learning

Eric Friedman 
Director, Digital Learning

Kenny Neal 
Manager, Digital Education Resources

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Manager, Operations and Audience Engagement

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Content Specialist, Digital Learning

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