Bronx Masquerade- Nikki Grimes

1. Grimes, Nikki. (2002). Bronx Masquerade. New York: Dial Books (Penguin Group), 167 pp.
Poetry- Fiction, Coretta Scott King Award, 2003

2. Inspired by their study of the Harlem Renaissance, students in a Bronx High School convince their English teacher to start a special Friday Open Mike poetry session in their class. Through a series of alternating internal prose monologues followed by (Read-aloud) poems and then internal student reactions, we come to see the development of the book's eighteen youth-poets. Students learn to share their personal struggles in front of their classmates, and the listeners become increasingly understanding and supportive of one another. At first, everyone feels lonely and imperfect, not to mention misperceived by their peers and the adults in their life. Raising their voices in poetry allows the students to break through the masquerade they have been living and show a bit of their true selves.

3. The characters of this book are adeptly revealed, first through their inner monologues, but more dramatically in the presentation of their poetry. Tyrone, who is initially dragged to school against his will by a friend, initiates and becomes one of the main players in the poetry open mike. Also, he is most often the student who reacts after a poem and illustrates his transformation from prejudiced to compassionate peer. I enjoyed reading each student's thoughts and then hearing them transformed into public poetry. Stereotypes are shattered by Devon, who loves to read and refuses to be seen as the "jock in the box" that others would make him, and Tanisha, who affirms her rich black identity despite her fair coloring. Other students reveal their struggles with Dyslexia, teen motherhood, being heavy, less than beautiful, or hated for their beauty. One student, Steve, stands up for his right to "flow" as a white person. Overall, the class and the school learn about acceptance and the community that can grow from sharing poetry.

The plot and setting (home and school life) provide a familiar frame for the development of character and theme. Two special occurances, the first, when a newspaper reporter comes to document an Open MIke and the final scene, an end-of-the-year Open Mike presentation in front of the whole school, provide a vehicle by which the outside world witnesses and admires the positive works of the class. The community is proud of these poets. All the students hope to get involved with the project next year.

Nikki Grimes manages to convey eighteen different styles and consciousnesses throughout this book. The alternations between prose and poetry, inner and outer speech, and solitary and interactive moments keep the book changing and exciting. Altogether we flush out our understanding of these kids, of different approaches to poetry, and of the dangers of misperceptions and isolation. This innovative format is highly effective and, I think, would appeal to adolescents as well as adults.

The various characters illustrate different expressions of adolescent development (physical and social issues, cognitive and emotional development) with special regards to multicultural issues. Physical appearance and acceptance are one of the main issues, especially among the females in the class. Tyrone is suprised to learn that even the most attractive girls are not happy about how they look. Race, darkness, and complexion are even more at issue among them, and, in this Afro-centric setting, it is the whites and lighter-skinned blacks who feel oppressed. At first, the darker blacks can't understand why the traditionally-favored lighter and whiter people would wish to be otherwise. It is their poetry that elicits understanding. In addition to race and gender, issues of religion and exceptionality are addressed as well. Preacher, who plays guitar every Sunday in his church, and Raynard, who is Dyslexic, illustrate how difficult it is to promote piety and goodness among godless gangster-hazing and to read and speak before others despite his condition. Everyone in this books is exceptional in both their limitations and in overcoming them.

4. I would recommend this book as a read-aloud, individual choice, small group. whole group, or as a bridge to the writers of the Harlem Renaissance.

5. I would recommend this book most strongly for high schoolers, who might best relate to its setting, but also for younger students interested in poetry and performance. I think the reading level is moderate and the controversiality is mild in comparison to many of the YA books I have read.

6. Personally, this was one of the most innovative and interesting adolescent books I have come across in a while. I loved hearing all the different voices of the poets, especially after witnessing their inner struggles of a page before. Flaws and toubles that concerned them in isolation came out as strong beliefs in their vocalization. This book made me want to start an Open Mike session in my future classes, as well as teach a unit on the Harlem Renaissance. I plan to have this book in my classroom library, and may even make it a whole group read as well. Even if the racial profile is quite the opposite in the Fayetteville schools, the transformation of one's isolating personal problems and greater example of forming a community are relevant to everyone. A Great Book for students, teachers, poets and seeming nonpoets alike.