In the two poems “Dreams” and "Harlem" (A Dream Deferred), Hughes focuses on the common dreams of African Americans in the early 1900s – the same dream that Martin Luther King, Jr. speaks of in his “I Have A Dream” speech: true equality. In “Dreams”, Hughes examines the theme of the importance of not letting go of dreams, because without dreams, life is empty and broken. In "Harlem" (A Dream Deferred), Hughes examines the important question of what happens when dreams get put off: do they become more powerful, as the struggle for equality did with each passing year? While Hughes wrote from a uniquely African American perspective, his poems about dreams are relatable to every American who has pursued their own American dreams.
Student Activities for Dreams
![Dreams by Langston Hughes - Poetic Devices in "A Dream Deferred"](http://cdn.storyboardthat.com/storyboard-cells/3512903/cell-row-0-col-0-w400.png "Dreams by Langston Hughes - Poetic Devices in "A Dream Deferred"")
Essential Questions for “Dreams” and "Harlem" (A Dream Deferred)
- Why are dreams important?
- How can our dreams motivate us?
- What are some obstacles that can arise when one waits to pursue their dreams?
The Harlem Renaissance
The Harlem Renaissance was a flowering of the arts in Harlem, New York during the 1910s-1930s, with the height of the movement in the 1920s. In the years following freed slave migration to the North, and during the Jim Crow era in the South, Harlem became a haven for African Americans seeking a better, equal life. As the community grew, so too did the identity of the African Americans living there. The Harlem Renaissance became what Alain Locke called the age of the “New Negro”, in which African Americans defined themselves through their peers, and not through a system dominated by white men. Some of the more popular artists, musicians, and writers to emerge from this important cultural movement include:
- W.E.B. Du Bois
- Zora Neale Hurston
- Adelaide Hall
- Nella Larsen
- Billie Holiday
- Claude McKay
- Lena Horne
- Chick Webb
- Contee Cullen
- Jean Toomer
- Arna Bontemps
- Charles Gilpin
- Alice Dunbar-Nelson
- Alain Locke
Have students learn more about the Harlem Renaissance at History.com.
A Brief Synopsis of “Dreams” and "Harlem" (A Dream Deferred)
“Dreams” is a short, traditional two-stanza poem. Each stanza consists of 4 lines and follows a strict abcb defe rhyme scheme. The first stanza urges the reader to hold fast to dreams, because if they die, life is like a “broken-winged bird that cannot fly.” The second stanza again urges the reader to hold fast to dreams, because when they go, life is a “barren field frozen with snow.” Both images are images of despair and emptiness, highlighting a world where people have given up.
"Harlem" (A Dream Deferred) is a short, nontraditional poem made up of four stanzas of varying lengths. The narrator begins by asking the reader to consider what happens to a dream that is deferred, and proceeds to speculate in the subsequent lines. The narrator wonders if the dream dries up, or festers, begins to “stink like rotten meat”, or becomes sweeter with age. The narrator then supposes that maybe it just begins to sag, like a heavy load held for too long. The narrator surprises the reader at the end of the poem with an italicized final line that leaves the reader wondering if a dream deferred becomes more powerful, as the narrator wonders: “Or does it explode?”
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How Tos about “Dreams” and “Harlem
Engage students with creative poetry analysis using visual storyboards
Capture attention by organizing your class into small groups and assigning each group a stanza or line from either “Dreams” or "Harlem". Challenge students to interpret the imagery and emotion, then illustrate their understanding using a visual storyboard. This helps students connect abstract ideas to concrete visuals, building both comprehension and enthusiasm.
Encourage students to brainstorm personal dreams and discuss obstacles
Promote reflection by asking students to list their own dreams or goals. Facilitate a discussion about real-life obstacles they might face, drawing parallels to the poems. This personal connection deepens understanding of the text and makes learning more relevant.
Guide students to identify figurative language in Hughes’ poems
Direct students to highlight examples of metaphors, similes, and imagery in the poems. Discuss how these literary devices enhance the message and emotional impact. This builds essential reading skills and appreciation for poetic techniques.
Facilitate a class debate on the consequences of deferred dreams
Foster critical thinking by splitting the class into groups to argue different outcomes of dreams that are postponed. Encourage evidence-based reasoning by referencing lines from the poems. This activity strengthens argumentative skills and deepens literary analysis.
Wrap up with a creative writing activity inspired by Hughes’ themes
Support creativity by having students write their own short poem about holding onto dreams or facing setbacks. Invite sharing in small groups or as a class to celebrate diverse voices and personal expression.
Frequently Asked Questions about “Dreams” and “Harlem
What is the main theme of Langston Hughes' poems 'Dreams' and 'Harlem' (A Dream Deferred)?
The main theme of both 'Dreams' and 'Harlem' (A Dream Deferred) by Langston Hughes is the importance of holding onto dreams and the consequences when dreams are postponed or lost. Hughes explores how dreams shape lives and motivate change, especially for those facing adversity.
How can I teach 'Dreams' and 'Harlem' (A Dream Deferred) in a quick, engaging lesson for my students?
Begin with a brief overview of the Harlem Renaissance and Langston Hughes. Read the poems aloud, discuss imagery and metaphors, and ask students to connect the themes to their own aspirations. Use activities like visual storyboarding, group discussion, or a creative writing prompt to make the lesson interactive and memorable.
Why are dreams so important in Langston Hughes' poetry?
Hughes emphasizes that dreams provide hope, direction, and motivation. He suggests that without dreams, life can become empty or stagnant. His poetry uses vivid imagery to show how dreams empower individuals and communities, especially in the face of hardship or inequality.
What is the difference between 'Dreams' and 'Harlem' (A Dream Deferred) by Langston Hughes?
'Dreams' urges readers to hold fast to their dreams to avoid despair, using straightforward metaphors. 'Harlem' (A Dream Deferred) explores what happens when dreams are postponed, posing questions and using powerful sensory imagery to express frustration and anticipation.
How does the Harlem Renaissance influence Langston Hughes' writing?
The Harlem Renaissance shaped Hughes' style and themes, inspiring him to write about African American experiences, culture, and aspirations. His poetry reflects the creativity, resilience, and pursuit of equality that defined the era, making his work relatable and historically significant.
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