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“I Ask My Mother to Sing,” Li-Young Lee

She begins, and my grandmother joins her.

Mother and daughter sing like young girls.
If my father were alive, he would play

his accordion and sway like a boat.
I’ve never been in Peking, or the Summer Palace,
nor stood on the great Stone Boat to watch

the rain begin on Kuen Ming Lake, the picnickers
running away in the grass.
But I love to hear it sung;

how the waterlilies fill with rain until
they overturn, spilling water into water,
then rock back, and fill with more.

Both women have begun to cry.
But neither stops her song.

Introduction

Written by Li-Young Lee, “I Ask My Mother to Sing” first appeared in his collection of poems titled Rose. It was published in 1986. The poem quickly won popularity and became one of Lee’s most famous works. It has also won places in several anthologizies, and school textbooks. The major reason behind its popularity lies in its expression of familial intimacy, cultural identity, and the power of memory. Besides this, the poem also points to the cultural heritage of the author.

Annotations of “I Ask My Mother to Sing,” Li-Young Lee

Word	Annotation
Grandmother	The mother of the speaker’s mother.
Accordion	A musical instrument that is played by squeezing and expanding the bellows while pressing buttons or keys to produce sound.
Peking	The old name for Beijing, the capital city of China.
Summer Palace	A palace complex in Beijing, China, which served as a royal garden and a summer retreat for the Qing dynasty emperors.
Stone Boat	A large, ornate boat made of stone that is located in the Summer Palace in Beijing.
Kuen Ming Lake	A lake in the Summer Palace in Beijing, known for its scenic views and historical significance.
Picnickers	People who go on a picnic, an outdoor meal typically enjoyed in a scenic location.
Waterlilies	Aquatic plants with round leaves and fragrant, showy flowers that float on the surface of water.
Song	The act of singing, or a piece of music with lyrics that are sung.
Overturn	To turn something upside down or to tip it over.
Spill	To cause liquid to flow over the edge of a container and onto a surface.
Rock back	To move backward and forward or from side to side in a gentle manner.
Cry	To shed tears as an expression of strong emotion, such as sadness or joy.

Literary Devices in “I Ask My Mother to Sing,” Li-Young Lee

Literary Device	Verse Reference	Meanings and Functions
Alliteration	“Spilling water into water” and “neither stops her song” (lines 11, 14)	It is the repetition of initial consonant sounds which create a musical effect or draw attention to certain words or phrases such as “w” and “s” in these two verses.
Enjambment	“If my father were alive, he would play / his accordion and sway like a boat.” (lines 3-4)	When a line of poetry runs on to the next line without a pause or punctuation, it creates a sense of continuity or emphasize certain words or ideas. This is clear that third verse has no pause or a punctuation.
Imagery	I’ve never been in Peking, or the Summer Palace, nor stood on the great Stone Boat to watch the rain begin on Kuen Ming Lake, the picnickers running away in the grass. / how the waterlilies fill with rain until they overturn, spilling water into water, then rock back, and fill with more. (lines 5-12)	It is descriptive language that creates mental images or sensory impressions in the reader’s mind. It evokes emotions or convey certain themes or ideas such as these verses.
Metaphor	how the waterlilies fill with rain until they overturn, spilling water into water, then rock back, and fill with more.” (lines 10-11)	It is a comparison between two things that are not literally alike and in which one thing is described in terms of another to convey a certain idea or emotion. Waterlillies have been compared to human beings.
Onomatopoeia	his accordion and sway like a boat. (line 4)	It means words that imitate or suggest the sound of the object or action they describe, which can create a sense of vividness or realism.
Personification	“how the waterlilies fill with rain until they overturn, spilling water into water, then rock back, and fill with more.” (lines 10-11)	It is the attribution of human characteristics to non-human things or concepts, which can create a sense of familiarity or relatability.
Simile	“sing like young girls” (line 2) and “Sway like a boat.”	It is a comparison with the words “like” or “as” such as mother and daughter have been compared to young girls and father to a boat.

Sound and Poetic Devices in “I Ask My Mother to Sing,” Li-Young Lee

Sound/Poetic Device	Examples/References	Meanings and Functions
Alliteration	– Spilling water into water (line 11)	Alliteration is the repetition of the same consonant sound at the beginning of two or more words in a phrase or sentence such as “w” in line 11. This alliteration creates a musical effect that enhances the rhythm and flow of the lines.
Assonance	– She begins and my grandmother joins her (line 1) I’ve never been in Peking, or the Summer Palace (line 5)	Assonance is the repetition of vowel sounds within words that are close to each other such as “e” in line 1 and again “e” in line 5. It creates a harmonious effect and can be used to evoke certain emotions or moods. Here assonance creates a smooth and melodic flow to the lines.
Consonance	– How the waterlilies fill with rain until (line 10) Both women have begun to cry (line 13)	Consonance is the repetition of consonant sounds within or at the end of words such as “l” sound in line 10 and then “b” in line 13. It creates a subtle musical effect and can be used to create emphasis or add texture to a poem. Here consonance creates a sense of unity and harmony among the words and ideas in each line.
Rhyme Scheme	The poem does not follow a consistent rhyme scheme.	A rhyme scheme is the pattern of end rhymes in a poem. In this poem, the poet does not follow a consistent rhyme scheme.
Diction	– Peking, Summer Palace, Kuen Ming Lake, accordion (lines 3, 5, 7, and 4)	Diction refers to the choice and use of words and phrases in writing. The poet uses precise and specific words that create vivid imagery and convey a sense of nostalgia and longing.
Verse Type	The poem is written in free verse.	Verse type refers to the structure and form of a poem. In this poem, the poet uses free verse, which does not follow a specific structure or form. This allows the poet to create a more fluid and natural expression of the ideas and emotions in the poem.
Stanza Type	The poem comprises 3 quatrains and one unrhyming couplet.	These three quatrains keep the thematic strain tied to the whole poem with the couplet supporting them.
Poem Type	The poem is a lyric poem.	Poem type refers to the category or genre of a poem. In this poem, the poet uses a lyric poem, which is a type of poetry that expresses personal emotions or thoughts. The poet uses personal experiences and memories to convey a sense of nostalgia and longing.
Tone	The tone of the poem is nostalgic and reflective.	Tone refers to the attitude or mood conveyed by the words and phrases in a poem. This poem shows a reflective and nostalgic tone.

Functions of Literary Devices in “I Ask My Mother to Sing,” Li-Young Lee

Enhancing the Imagery: The use of literary devices in poetry helps to create vivid and sensory images in the reader’s mind. The poem “I Ask My Mother to Sing” shows similes, metaphors, and other literary devices describing the singing of the mother and daughter. For example, the simile “like young girls” in the second stanza creates a clear image of the two women singing with youthful joy. Also, the use of sensory details such as “her voice rising like a fearless bird,” and “my grandmother joining her” allows the reader to imagine the scene and feel the emotions. The poet has actually invited his readers to engage with his emotional condition at a deeper level and this has happened because of the imagery.
Setting the Tone: Literary devices also help to set the tone of a poem. “I Ask My Mother to Sing,” shows how images create a wistful and nostalgic tone. Specifically, the images used in the fifth line, for example, create a sense of distance and exoticism, highlighting the power of the imagination to transport a person to new places. Repetition such as of the women and their action of singing also helps set the tone, leading to emotional depth and complexity.
Creating Meaning: Literary devices create layers of meaning in poems. “I Ask My Mother to Sing” shows as the repetition of the image of the waterlilies as the rain is filling them and they are spilled over showing different meanings. This metaphor means the cyclical nature of life. It also affirms the constant renewal of the natural world. The allusion of the Stone Boat in the sixth stanza also adds cultural and historical context to this poem. It helps the poet to create a greater depth in meaning. The use of some other literary devices such as sound and poetic devices helps the poet to create a multiplicity of meanings.

Establishing Cultural and Historical Context: Allusions to cultural and historical events and places in a poem help to establish context. They also provide the reader with a greater understanding of the poet’s personal and cultural background. “I Ask My Mother to Sing” shows the use of specific allusions, such as Peking, the Summer Palace, and the Stone Boat. They the poet to establish his personal and cultural background, and add depth to the themes of memory and family. This shows how these allusions have helped readers to understand the main idea of the poet.

Themes in “I Ask My Mother to Sing,” Li-Young Lee

Family and Memory: “I Ask My Mother to Sing” is a powerful expression of family and memory. The poet speaker reflects on the memories of his mother and grandmother singing together, and the emotional impact that those memories have on him. He uses clear images and sensory language to express his sense of nostalgia, while the repetition of the phrase “she begins” establishes a pattern to create a sense of familiarity. The theme of family, too, is apparent in the use of symbols and images as they show the love and care that the family has for each other. It couples with the theme of memory when the poet reflects on the passing of time and the inevitability of change. In short, the poem celebrates the power of family and memory to connect us to our past and our loved ones.
Loss and Grief: “I Ask My Mother to Sing” presents the theme of loss and grief that the poet has undergone. He mourns the loss of his loved ones, including his grandmother whose singing he recalls, and his father, who went to war. He uses images and language to create this sense of mourning and repeated phrases such as “she begins” to create a sense of ritual and memorialization. The poet further reinforces this with the mention of geographical allusions such as Peking, the Summer Palace, and Kuen Ming Lake to add to this grief. In short, the title of the poem, too, seems a sense of loss of the past time.

Time and Change: The theme of time and change is prominent in the poem “I Ask My Mother to Sing” as Young Lee seems reflecting on the passing of time and the inevitability of change. It is clear from his mention of the memories of his mother and grandmother singing together. His use of personification of waterlilies reinforces this image and it reaches its pinnacle when he refers to the women singing and never stopping. This shows how he uses other devices such as enjambment and even sound devices to show a sense of fluidity and connection between the various memories and time.
Art and Beauty: “I Ask My Mother to Sing” explores the themes of art and beauty. The beauty of the mother’s singing shows the poet’s talent not only in recalling the skill and art of his mother but also the connoisseur of his father who identifies the talent in his mother and enjoys her song. Young Lee uses sensory language and clear images to help him to create a sense of beauty and artistry. The themes have been further reinforced by the repetition of certain words and the rhythm of the poem maintained through enjambments.

Literary Theories and “I Ask My Mother to Sing,” Li-Young Lee

Feminist Theory: Feminist theory emphasizes the role of gender and power in shaping our understanding of literary pieces and how they reflect this cultural aspect of society. The poem “I Ask My Mother to Sing” shows how the poet feels influenced by his mother and grandmother. The influence they have had on his father, too, is apparent. Their act of singing not only seems an allurement but also a memory for the next generations. That is why the poet feels connected with his country as well as his past and feels that their song echoes in his mental recesses.

Reader-Response Theory: Reader-response theory emphasizes the role of the reader in shaping the meaning and interpretation of a literary work. The poem “I Ask My Mother to Sing” shows not only family but also memory and a feeling of regret over this loss. This is up to the readers to interpret how they see this loss or this nostalgia or this loss of the natural world. Specifically, the compatriots of the poet would see it as the loss of the world while for others it could be the exile.
New Criticism: New Criticism emphasizes the close analysis of the literary work itself, without considering historical or biographical context. “I Ask My Mother to Sing” shows it through the use of literary devices such as repetition, imagery, metaphors, and enjambments used to structure meanings and ideas. For example, the critics could use the repetition of the phrase “she begins” as having a sense of ritual and familiarity, while the use of sensory language and vivid imagery could have an emotional impact. Themes and their expression through different verses, too, point the critics to connect the dots of interpretations.

Essay Topics, Questions with Thesis Statements about “I Ask My Mother to Sing,” Li-Young Lee

Essay Topic: Imagery in “I Ask My Mother to Sing” by Li-Young Lee

Question: How does Li-Young Lee use imagery to enhance the reader’s understanding of the themes in “I Ask My Mother to Sing”?

Thesis statement: Li-Young Lee uses sensory details and figurative language to create vivid imagery in “I Ask My Mother to Sing,” which adds depth and complexity to the themes of memory, family, and cultural identity.

Essay Topic: Literary Devices in “I Ask My Mother to Sing” by Li-Young Lee

Question: How does Li-Young Lee’s use of literary devices contribute to the overall tone and meaning of “I Ask My Mother to Sing”?

Thesis statement: Li-Young Lee’s use of literary devices such as allusion, repetition, and irony in “I Ask My Mother to Sing” creates a rich and complex tapestry of meaning and emotion, enhancing the poem’s exploration of memory, family, and cultural identity.

Essay Topic: Mother-daughter relationship in “I Ask My Mother to Sing” by Li-Young Lee

Question: How does Li-Young Lee explore the mother-daughter relationship in “I Ask My Mother to Sing”?

Thesis statement: Through vivid imagery, metaphor, and repetition, Li-Young Lee explores the complex and nuanced mother-daughter relationship in “I Ask My Mother to Sing,” highlighting the themes of love, loss, and intergenerational memory.

Essay Topic: Cultural and Historical Context of “I Ask My Mother to Sing” by Li-Young Lee.

Question: How does Li-Young Lee use allusion to provide cultural and historical context in “I Ask My Mother to Sing”?

Thesis statement: By alluding to cultural and historical events and places, Li-Young Lee provides a rich cultural and historical context in “I Ask My Mother to Sing,” which adds depth and meaning to the themes of memory, family, and cultural identity explored in the poem.

Short Questions-Answers about “I Ask My Mother to Sing,” Li-Young Lee

What is the significance of intergenerational trauma in “I Ask My Mother to Sing”?

Intergenerational trauma refers to the transmission of traumatic experiences and their psychological effects from one generation to the next. It is interesting to note that the poem “I Ask My Mother to Sing” by Li-Young Lee explores this theme, showing how the emotional impact of war and displacement goes from the mother and grandmother’s lives to the next generation. He, the poet, bears witness to the pain and suffering of his family. That is why the act of asking his mother to sing becomes a way of acknowledging and honoring their history. By showing how the trauma of war and displacement goes from one to the other generation, Li-Young Lee highlights the importance of remembering and acknowledging the pain of the past to heal the future.

How does “I Ask My Mother to Sing” exemplify the use of sensory language in poetry?

Sensory language refers to the use of descriptive words and phrases that appeal to the five senses: sight, sound, taste, touch, and smell. “I Ask My Mother to Sing” by Li-Young Lee shows this use of language intended to create a vivid and emotional experience for the readers. The descriptions of the mother and grandmother’s singing are full of sensory details that evoke a strong emotional response. This is how Li-Young Lee invites the readers to connect with the emotional experience of the poet and creates a sense of unity and connection between the reader and the characters as well as himself.

How does “I Ask My Mother to Sing” illustrate the theme of cultural heritage in poetry?

Cultural heritage refers to the customs, traditions, beliefs, and values passed down from one generation to another. The poem “I Ask My Mother to Sing” by Li-Young Lee shows the theme of cultural heritage that the poet has explored through his memory and storytelling. For example, he recalls the song of his mother and grandmother, which has become a way of passing on their cultural heritage to the next generation. The memory of his father swaying on the song of his mother, the allusions to the places he has lived, and the way he describes nature show he has a deep connection and attachment with his culture and place.

How does “I Ask My Mother to Sing” exemplify the use of metaphor in poetry?

A metaphor makes a comparison between two unlike things that share some common characteristics. Li-Young Lee uses the metaphor of waterlilies and a boat to create a deeper emotional resonance. For example, when his father sways like a boat, he gives an emotional touch to the lake that he mentions in the next stanza. Similarly, when he mentions waterlilies moving when filled with water shows how they, too, seem similar to his father swaying with rain.

“Dream Variations,” by Langston Hughes

To fling my arms wide

In some place of the sun,
To whirl and to dance

Till the white day is done.
Then rest at cool evening
Beneath a tall tree

While night comes on gently,
Dark like me
That is my dream!

To fling my arms wide
In the face of the sun,
Dance! Whirl! Whirl!

Till the quick day is done.
Rest at pale evening . . .
A tall, slim tree . . .

Night coming tenderly
Black like me.

Introduction

Written by Langston Hughes, an African American figure of the Harlem Renaissance, the poem “Dream Variations” demonstrates African American experience prevalent in the early 20th century. It appeared in his compilation of poetry, entitled The Weary Blues published in 1926. Soon the poem became a talk of the town and won places in anthologies and textbooks across the world. Known for its eloquent portrayal of the African American culture, the poem demonstrates musicality and tones specifically associated with the community of the poet. Furthermore, its exaltation of liberty and the splendor of nature, coupled with its in-depth examination of the intricate sentiments of the African American community, has made it a wonderful literary piece.

Annotations of “Dream Variations,” by Langston Hughes

“To fling my arms wide” (line 1): This is the opening line of the poem which suggests a sense of liberation and freedom as the speaker wants to “fling” his arms wide, perhaps suggesting his desire to break free from the social constraints.
“In some place of the sun” (line 2): The phrase “some place of the sun” invokes a sense of warmth, light, and hope, suggesting a desire for a better life.
“To whirl and to dance / Till the white day is done” (lines 3-4): The image of whirling and dancing suggests a sense of joy and celebration, while “the white day” may refer to a sense of brightness and clarity.

“Then rest at cool evening / Beneath a tall tree” (lines 5-6): The idea of resting at “cool evening” under a “tall tree” suggests a desire for peace and tranquility after a day of joyful activity.
“While night comes on gently” (line 7): The gentle coming of night may symbolize a sense of comfort and safety, especially in contrast to the harsh realities of the world.
“Dark like me” (line 8): The phrase “dark like me” suggests a sense of identification with others who share the speaker’s skin color, and may allude to the struggles and injustices faced by African Americans.

“That is my dream!” (line 9): The exclamation mark emphasizes the intensity and importance of the speaker’s dream, suggesting that it is a powerful motivating force in their life.
“To fling my arms wide” (line 10): The repetition of this line suggests that the speaker is still focused on the desire for freedom and liberation.
“In the face of the sun” (line 11): The phrase “in the face of the sun” may suggest a desire to confront the world with confidence and strength.

“Dance! Whirl! Whirl!” (line 12): The repetition of “whirl” and the use of exclamation marks suggest a sense of urgency and excitement, as if the speaker is encouraging someone to dance with great enthusiasm.
“Till the quick day is done” (line 13): The phrase “quick day” suggests a sense of fleeting time, and the speaker is urging to dance until the day ends, perhaps implying to live life to the fullest.
“Rest at pale evening” (line 14): The word “pale” creates a sense of peacefulness and calmness, suggesting the end of the day. The speaker encourages the dancers to rest, possibly implying the importance of taking breaks and enjoying downtime.

“A tall, slim tree” (line 15): This line presents a visual image of a tree. The use of “tall” and “slim” creates an image of elegance and gracefulness. It’s possible that the speaker is admiring nature’s beauty and encouraging the dancers to take notice of it.
“Night coming tenderly” (line 16): The use of “tenderly” creates a sense of gentleness and softness, suggesting a peaceful transition from day to night. The speaker may be appreciating the beauty of the natural world and encouraging the dancers to do the same.
“Black like me” (line 17): The use of “black” creates a sense of darkness, which could be interpreted as a metaphor for death or the unknown. The phrase “like me” suggests a personal connection or identification with this darkness. It’s possible that the speaker is reflecting on their own mortality or encouraging the dancers to confront their fears and embrace the unknown.

Literary Devices in “Dream Variations,” by Langston Hughes

First Verse	Second Literary Device	Third Meanings and Functions
In some place of the sun,	Imagery	Conveys the speaker’s aspiration for brightness
To whirl and to dance	Repetition	Reiterates the speaker’s desire for movement
Till the white day is done	Metaphor	Refers to the completion of a fulfilled life
Then rest at cool evening	Imagery	Conveys the speaker’s desire for tranquility
Beneath a tall tree	Imagery	Emphasizes the speaker’s desire for nature and peace
While night comes on gently	Imagery	Conveys the idea of the end of life
Dark like me—	Simile	Compares the speaker’s skin color to darkness
That is my dream!	Repetition	Reiterates the speaker’s desire for their dream
Dance! Whirl! Whirl!	Repetition	Reiterates the speaker’s desire for movement
Till the quick day is done	Metaphor	Refers to the completion of a fulfilled life
Rest at pale evening . . .	Imagery	Conveys the speaker’s desire for tranquility
Black like me.	Simile	Compares the speaker’s skin color to darkness

Sound and Poetic Devices in “Dream Variations,” by Langston Hughes

Literary Device	Examples/Reference	Meanings and Functions
Alliteration	“dance, whirl, whirl” (line 12)	n this poem, alliteration is used to create a musical effect and to emphasize certain words or phrases. For example, the repeated “w” sound in “whirl, whirl” emphasizes the speaker’s desire to dance and move freely.
Assonance	“some place of the sun” (line 2), “tall, slim tree” (line 15)	Assonance is the repetition of vowel sounds in words that are close to each other. In this poem, assonance is used to create a musical effect and to emphasize certain words or phrases. For example, the repeated “o” sound in “some” and “sun” emphasizes the speaker’s desire to find a warm and bright place.
Consonance	“white day is done” (line 4), “cool evening” (line 5)	Consonance is the repetition of consonant sounds in words that are close to each other. In this poem, consonance is used to create a musical effect and to emphasize certain words or phrases. For example, the repeated “d” and “t” sounds in “day” and “done” emphasize the passing of time, while the repeated “n” sound in “evening” emphasizes the speaker’s desire for a peaceful rest.
End Rhyme	“done/sun” (lines 4-5), “tree/me” (lines 6-8), “done/sun” (lines 13-14), “tree/me” (lines 15-17)	End rhyme is the repetition of the same sound at the end of two or more lines of poetry. In this poem, end rhyme is used to create a musical effect and to emphasize the last words of each line. The repeated rhyme scheme of ABAB CDCD emphasizes the speaker’s dream and desire to find peace and rest.
Rhyme Scheme	ABAB CDCD	The rhyme scheme is the pattern of end rhymes in a poem. In this poem, the rhyme scheme is ABAB CDCDE, which creates a musical effect and helps to unify the poem. The repeated rhyme scheme emphasizes the speaker’s dream and desire for rest and peace.
Diction	“whirl”, “dance”, “rest”, “cool”, “tenderly”	Diction is the choice of words and phrases used in a poem. In this poem, the diction is simple and direct, using concrete nouns and active verbs to convey the speaker’s dream and desire. The use of words like “whirl”, “dance”, and “rest” emphasizes the speaker’s desire for movement and rest, while the use of words like “cool” and “tenderly” emphasizes the speaker’s desire for comfort and care.
Stanza Type	Quatrain	The stanza type in this poem is a pair of quatrains. The first quatrain consists of lines 1-4, while the second quatrain consists of lines 10-13. Both quatrains follow a similar structure and use the same rhyme scheme of ABAB CDCDE. The use of quatrains helps to organize the poem and emphasizes the speaker’s desire for movement, rest, and peace.
Tone	Celebratory and Optimistic	The tone of Langston Hughes’ poem “Dream Variations” is celebratory and hopeful. The speaker expresses a desire to break free from the constraints of societal norms and to experience the freedom and joy of life. The use of exclamation marks and the repetition of words such as “whirl” and “dance” convey a sense of excitement and enthusiasm.

Functions of Literary Devices in “Dream Variations,” by Langston Hughes

Imagery: Imagery means using images. Here Hughes uses sensory language to create specific images. Actually, he wants to evoke the same dream that he has dreamed for his specific readers. For example, he has used the image of “fling my arms wide,” along with “whirl and dance” and then the image of “rest at cool evening” to show how African Americans enjoy life. He has also used the image of a tree to show comfort and peace. Some other natural images, too, point to his suggestive use of language. These types of images help his readers to realize dreams that Hughes wants them to enjoy.
Repetition: The repetition of phrases such as “fling my arms wide,” “whirl and dance,” and “black like me” emphasizes the speaker’s desire for freedom and equality in the American society. This repetition also serves his own purpose that is to create a musical quality in his poem to reinforces its central message. This specific message is central to the culture of the African American community.
Symbolism: “Dream Variations” show the use of several symbols specific for the African American culture. For example, the use of the tall tree and the darkness of night are symbols of the speaker’s desire for equality with the white in the American culture. The tall tree also represents growth and the possibility of reaching new heights, while the darkness of night represents the speaker’s identity as an African American individual. This function of symbolism helps the readers to understand the deeper meanings.

Allusion: Hughes uses several allusions to point to his African American heritage. Therefore, they serve the right purpose of their usage. For example, the phrase “black like me” is an allusion to John Howard Griffin’s book of the same name. This allusion is significant in that it seeks to explore the experience of a white man adopting simile color by making himself black to experience life as an individual from African American community. This allusion points to Hughes’ art that lies in contextualizing this experience to highlight the suffering and resultant struggle of the African American community to win equal rights.

Themes in “Dream Variations,” by Langston Hughes

Identity: The theme of identity is central to the poem “Dream Variations” and its main idea of racial inequality. Hughes has used repetitions such as “dark like me” to emphasize his racial identity and the ways in which this identity shapes his experience of the world. He is of the view that our identities are an integral part of our person, and that denying someone the right to fully express and embody their identity is the worst type of oppression. By emphasizing his African American identity, the poet asserts the value and importance of this identity against racist stereotyping and discrimination.
Freedom: The theme of freedom in “Dream Variations” is perhaps the most overtly expressed theme due to the speaker’s constant engagement with ideas related to free movements such as dancing, whirling, and flinging arms wide to express his/her desire for liberation. The poem suggests that freedom is a fundamental human right available to all regardless of race. It also suggests that true freedom involves more than just the absence of physical restraints—it involves the ability to express oneself fully, to move through the world with joy and confidence, and to experience a sense of belonging and connection with others.

Hope: The poem “Dream Variations” show the theme of hope through different images. The images of the sun, pale evening, and the tall tree are suggestive of the good times ahead. It shows that despite systemic oppression, it is possible to harbor a good vision of th better world and to work to turn that vision into a reality. By expressing this hope, Hughes demonstrates inspiration and motivation for readers who share his dream of equality, freedom and equal rights.
Resistance: Truly like African Americans, “Dream Variations” shows the thematic strand of resistance against racial oppression. Articulating the dream of freedom and equality, Hughes asserts the existence of his community, rejecting the dehumanization that comes with inequality and discrimination. The poem suggests that resistance takes many forms, from the act of dreaming to dancing wildly. By refusing to be defined by the limitations imposed upon them by a racist society, Hughes asserts humanity and dignity of his community.

Literary Theories and “Dream Variations,” by Langston Hughes

Formalist Theory: The formalism literary theory emphasizes the form and structure of a literary work instead of its content, author, context or themes. “Dream Variations” shows Hughes using repetitions, rhythm, and rhyme to create musicality. For example, the repetition of the phrase “To fling my arms wide” in lines 1 and 10 emphasizes the speaker’s wish to have full freedom like others around him. The repetition of the words such as “whirl” and “dance” in lines 3 and 12 show the poet enjoying freedom in a free mood. The same is the case of its rhyming pattern such as the use of rhyme in lines 6 and 7 and lines 15 and 16 demonstrate musicality as well as excitement that come with freedom.

Postcolonial Theory: Postcolonial theory focuses on colonialism and its impacts on colonies after its retreat including power structure, power relations and discourse. When it comes to “Dream Variations”, it seems that Hughes demonstrates the desire for freedom and equality among African Americans. He has used phrases such as “To whirl and to dance / Till the white day is done” in lines 3 and 4 to express his desire to free his community from the vicious cycle of power relations under white supremacy and associated oppression. The use of the phrase “Dark like me” in line 8, too, stresses upon his identity as an African American and suggests a connection to the broader struggle for racial justice.
Reader-Response Theory: Reader-response centers on readings in interpreting a literary piece, leaving other aspects. In this connection, it seems that “Dream Variations” invites the readers to have consciousness of Hughes’s dream for freedom. He has demonstrated it through the use of the first-person point of view in lines 1-9 and 10-17، creating a sense of intimacy and personal connection with his readers. The reader feels further attracted to his cause due to the use of sensory language throughout the poem such as “cool evening” in line 5 and “tall, slim tree” in line 15.
Cultural Studies Theory: Cultural studies theoretical concept examines a literary piece through the lens of how culture shapes the society and vice versa. “Dream Variations” shows that the cultural experiences and aspirations of African Americans through Hughes’s eyes. He has used phrases such as “Beneath a tall tree” in lines 6 and 15 to show a connection with African American cultural traditions. Some symbols such as the trees, too, point to African American resilience and strength. Some other phrases such as “Black like me” in line 17 directly emphasizes Hughes’s identity as an African American person and highlights the importance of representation and visibility in African American culture.

Essay Topics, Questions and Thesis Statements about “Dream Variations,” by Langston Hughes

Topic: The role of African American vernacular traditions in “Dream Variations”

Question: How does Langston Hughes draw on African American vernacular traditions in “Dream Variations,” and what effect does this have on the poem’s themes and messages?

Thesis Statement: Through his use of colloquial language and rhythmically charged phrases, Langston Hughes evokes the rich traditions of African American music and speech in “Dream Variations,” emphasizing the importance of cultural continuity and resilience in the face of systemic oppression.

Topic: Relationship between form and content in “Dream Variations”

Question: How does the form of “Dream Variations” – particularly its use of repetition and refrain – reinforce its themes and messages?

Thesis Statement: Through its use of a tight, repetitive form, “Dream Variations” emphasizes the speaker’s desire for freedom and self-expression, while also reinforcing the poem’s larger message about the importance of cultural resistance and self-affirmation in the face of systemic racism.

Topic: The influence of jazz and blues on “Dream Variations”

Question: How does Langston Hughes draw on the musical forms of jazz and blues in “Dream Variations,” and what effect does this have on the poem’s themes and messages?

Thesis Statement: Langston Hughes evokes the rich musical traditions of jazz and blues in “Dream Variations,” emphasizing the importance of cultural innovation and creativity as a means of resisting and transcending oppression through his use of syncopated rhythms, improvisational phrasing, and bluesy tonality.

Topic: Gender and race in “Dream Variations”

Question: How does Langston Hughes explore the intersection of gender and race in “Dream Variations,” and what effect does this have on the poem’s themes and messages?

Thesis Statement: “Dream Variations” highlights the ways in which gender and race intersect in the experiences of African American women and men, underscoring the importance of intersectional solidarity and resistance in the face of systemic oppression though gender-neutral language and emphasis on the speaker’s physical movements and bodily sensations.

Short Questions-Answers about “Dream Variations,” by Langston Hughes

What is the central message of “Dream Variations”?

The central message of poem “Dream Variations” is the dream of Hughes for freedom and self-expression against racist and oppressive system. He gives vent to his expression to his dream of flinging arms wide, dancing and whirling in the sun, and then resting beneath a tall tree to show that he wants freedom for his community. The central message from Hughes is that people of color have a right to self-expression and cultural freedom despite the oppressive system suppressing their identities and personas. Emphasizing the beauty of his color and culture, he underscores the importance of cultural resistance and self-affirmation against such systematic oppression.

How does Langston Hughes use repetition and refrain in “Dream Variations”?

Langston Hughes uses repetition and refrain to support his argument that is also the central message of “Dream Variations.” It is the expression of freedom and identity. Repetitions of phrases such as “To fling my arms wide” and “Dance! Whirl! Whirl!” shows how he emphasize his desire for freedom and assertion of the rights of African American community. Similarly, the refrain “Black like me” also emphasizes the importance of cultural identity and resistance against cultural oppression. Repeating these phrases, Hughes supports his idea that people of color also have a right to express themselves and feel the sense of freedom.

How does the form of “Dream Variations” contribute to its themes and messages?

The tight and repetitive form of “Dream Variations” demonstrates assertive expression of the desire of Hughes for freedom and self-expression. This form also underscores the main argument about cultural survival, strength and identity against oppression. The poem’s short and tight lines as well as repetitive structure create a sense of urgency. It seems stressing upon main point of freedom. Whereas the poem’s rhythmic structure is concerned, it seems imitating the movements of Hughes’s dream, creating a sense that body and physical expressions are important for cultural recognition and identity formation. Also, the use of repetition and refrain within the given form of the poem also shows the significance of cultural identity, recognition as well as resilience, highlighting the ways in which people of color seek power, strength and inspiration from their cultural heritage to win freedom and the right to express themselves freely.

What is the significance of the final lines of “Dream Variations,” which compare the night to the speaker’s skin color?

The final lines of “Dream Variations” show the skin color of the poet, emphasizing his experience of the world shaped by his racial identity. They also highlight the importance of his cultural recognition and his heritage. However, their significance in their use of seeking strength from the identity and origin to overcome systemic racism and oppression lies in their direct and concise expression. They show a comparison between Hughes’s skin color and the darkness of night to show his awareness of his racial identity. This is how they underscore the ways in which systemic racism seeks to limit and oppress people of color. By affirming the beauty and worth of their own skin color and cultural identity, the poet highlights the importance of self-affirmation and cultural resistance.