This lesson introduces students to artist and poet Laureate Randell Adjei, and begins to explore his poem “Art Is Power”.  Students will examine sections of the text in small groups using tableaux.  Students are also given the opportunity to see the importance of equity, inclusion and art.

Lesson Overview

Estimated Time: 1 class (75 minutes)

Learning Goals

At the end of this lesson, students will be able to:

  • Interpret a poem through discussion, movement and tableaux
  • Identify the various types of inequities in the poem and society
  • Interpret a text
Readiness

Students should have experience working in groups and knowledge of productive group roles. Students should have an understanding of how to create a tableau using levels, facial expression, dynamic energy point of focus, physical control and smooth transitions. For further reference, see Elements of Tableaux and resources on the CODE website.

Students should also explore and contextualize the Black Lives Matter movement in order to gain an overall understanding of the historical and contemporary issues Adjei addresses in his work:  https://blacklivesmatter.com/

Preparing for the Lesson

Prepare for the lesson by completing the following tasks:

  • Upload or video project in class the Randell Adjei Bio and  Art is Power - Randell Adjei resources.  Explore the website and get to know a bit about Adjei – his background and commitment to youth and poetry.  Go over the Worksheet (Apendix #1) on Black Excellence in order for students to gain an understanding of this term. Stress the fact Adjei is an example of Black Excellence and a role model for his community when it comes to issues of equity and inclusion.
  • Read “Art is Power'' (Appendix #2) with your class, or have them read it on their own or in small groups.   
  • Print and distribute Appendix #3 Art Is Power Poetry Worksheet to students, and have them work on this individually or in groups.  The worksheet, or sections of it could be submitted for evaluation if desired.
  • Print and distribute Appendix #4 Art Is Power Word Study,and have students work on this (individually or in groups) to gain ideas of what power means to them.
A Note on Safety

It is important when exploring poetry that exposes issues of exclusion and inequality, that teachers establish a safe space or “brave space” for students.  Be cognizant that some students may not wish to share personal stories, and might need options to pass or opt out of some discussions. Consider having students voice their opinions and ideas separately (in their journal).

Terminology
  • Poetry
  • Poem
  • Power
  • Poet Laureate
  • Black Excellence
  • Simile, metaphor, allusion, imagery, alliteration, word play
  • Tableau
Materials
  • Chairs
  • Blocks
  • Appendix 2 - Black Excellence
  • PDF #1 ART IS POWER
  • Appendix 3 - Art Is Power Poetry Worksheet Prompts
  • PDF #2 Art Is Power Word Study Worksheet
  • Appendix 4 - Art Is Power Journal Questions
  • Highlighters
  • Projector

Minds On

Whole Class > Responding to Words/Phrases

After reading the poem, ask students to stand in a circle or on their own. Have them review the poem and select one word, one line, or one small section of the poem that speaks to them or stands out. Then have students choose a frozen image that conveys/interprets that word, line or section.

Ask students to freeze in their tableaux and observe them as you walk around the room. Students can then relax and stay in neutral or sit.

Invite students to show their frozen image to the class, either individually or in small groups, and share the word/phrase they selected. Have a brief discussion after students have shared their work.

Key Questions for Discussion:

  • What is Art?  What is Power?
  • How did it feel to use a still image to convey meaning?
  • What frozen images stood out to you as powerful?  Why?
  • Who is Edgar Allan Poe? Why is Poe mentioned in the work?
  • What is activism? What is a seam? What are neurons?

Action

Small Group > Interpret and Present a Stanza from the Poem

Assign one/two stanza(s) of Adjei’s poem to each small group. Have each group interpret the stanza(s) then brainstorm, discuss and plan a series of 3 to 4 tableaux inspired by the work to present to the class.

Group members can decide how they want to present the stanza(s) of the poem during this presentation.

Examples:

  • One member of the group may be selected to be the reader of the stanza
  • Group may memorize lines if the time allows
  • Another option or combination of both

When ready, have each group perform the poem, stanza by stanza, in sequence.  Groups can perform from where they are standing in the room.

Consolidation

Whole Class > Discussion

After the performance, bring the students together as a whole class for a discussion of their experiences.

Key Questions for Discussion:

  • How does tableaux bring words to life?
  • What are some specific examples of equity and inclusion?
  • Can you think of situations in the past where you have felt oppressed by someone with a higher status?
  • What forms of art are powerful to you (Music? Visual? Digital? Dance? Film?)
  • What is challenging about interpreting another person’s work?
  • Is this poem connected/similar to spoken word?  In what ways?
Connections

The poetry worksheet probes students’ prior knowledge of poetry conventions as a way to gain stronger understanding of the poem.  In the small group presentation, students are able to make connections between the lines of the poem and the different ways these words and ideas can be interpreted from the page to the stage. 

Differentiation

Allow students to be the poetry reader for their group if they are uncomfortable performing. Allow students to select their own groups for their work.

Assessment as learning

Through discussion, students reflect on their own understanding of the poem, equity, inclusion and social justice, connecting these terms to their own and others’ experiences.

This work needs to be done in a safe place for all students. Allow students the option of “passing” on this activity if needed and make it clear that they do not have to share personal experiences they do not wish.

Assessment for learning

Assess students’ knowledge of the terms through whole class discussion (e.g., through the use of an anecdotal record sheet, coding the terms, and then noting when specific students make use of them OR creating a specific expectation around vocabulary use and coding the possible ways students might engage, then noting when students engage in those ways).