first draft of a proposal for the 2020 August Wilson Society Colloquium

To preserve and make accessible the human record: the archivist as storyteller and facilitator in the pedagogical ecology of the American Century Cycle

Whether one goes to a bookstore or a theater to “buy” a particular August Wilson play, one is not merely purchasing entertainment for the evening in the traditional sense of going to a movie or a play, or taking part in a temporal event. My experience of leading discussions of the American Century Cycle plays in the Osher Lifelong Learning Institute program, one by one, over several sessions, has convinced me that each play in the Cycle, and all the plays in the aggregate, represents a collection of human records (I am an archivist and manuscripts librarian on my day job). These records, in the continuous and dramatic form of each play, contain encoded items and documents that tell us a history of a people at a critical juncture in their evolution as a people. Moreover, they present us with a learning system for understanding human existence, theirs and ours, on the page, on the stage and screen, and in our lives. Exposure to this encoded learning system, whether consciously or unconsciously, is what in my opinion accounts for the continued popularity of August Wilson’s plays.

In this paper, I will analyze these learning system features, this pedagogical ecology as set forth in a couple of plays, defining terms along the way. I will include in the discussion the learning aids we developed in our discussions, YouTube playlists, outside readings, and works of art. These aids smoothed the bumps in the learning process, obstacles I contend the playwright intentionally placed to aid the student, the reader or the playgoer in achieving the mastery he intended for us to achieve. In our study groups we discuss the Cycle as a voyage, a journey, and an initiation into a mystic order. In this paper we begin the process of unmasking the process, revealing the aspects of the Cycle’s inherent learning system so that it becomes universally accessible and applicable.

A beginning rhizomatic schematic of the August Wilson American Century Cycle

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The decades of the 20th century covered by each play are listed clockwise, beginning top and center with Gem of the Ocean, set in 1904. The blue lines with arrows indicate the order in which the plays were written, beginning with Jitney. Still working on the meaning & frequency of lines that cross.

Characteristics of the rhizome related to August Wilson’s plays (hypothetical).

1. Connections. The connections between plays/decades is just as important as the plays/decades themselves.

2. Heterogeneity. Any play can be connected to any other play or any series of plays.

3. Multiplicity. There is no original order for the plays, no prior unity.

4. Assignifying rupture. Connections between plays fail, rupture and remake themselves in various combinations.

5. Cartography and decalcomania. Discussions of themes can be entered via any play, mapped to any other play, and can conclude at any play.

It’s been a while since I’ve posted at #clmooc, but I haven’t forgotten you (or it). My work has taken me out of the classroom, but my volunteer activities have all been involved in various settings of adult education.

Most recently, I led a study group reading and discussing the plays of August Wilson that comprise his #AmericanCenturyCycle. Fiddling around, I came up with a rhizomatic approach to the plays, one for each decade in the 20th century.

Wilson’s plays all depict life in the black community (mostly in Pittsburgh), decade by decade. But here is the question. Can one deconstruct and reconstruct the order of a community’s history (through its surrogates, the plays) to find new meaning? In effect, is there a rhizomatic approach to history itself which we normally think of in linear terms? And what does this portend for teaching (and learning)?

Just beginning to arrange thoughts. Would love to hear ideas from the community.