Goin’ Gullah
by
Shirley Bates—Teacher, Stanford Montessori Elementary School
Gail Giles and Andrea Keckley—Teachers, Croft Middle Schools
Our study trip to the Georgia Sea Islands took us first to the historic and very picturesque city of Beaufort, South Carolina—the site of the 2003 Gullah Festival. This festival, organized in 1987, showcased authentic African dance and drumming, crafts, folklore and wares indicative of the Gullah heritage. We spent time, as well, on the islands of St. John, Port Royal, Tripp and St. Helena. We found St. Helena, (location of the historic Penn Center) to be the richest island, both culturally and historically, and gathered a plethora of information there. Research at the Penn Center led us to Savannah, where we visited the Cotton Exchange, the oldest African American church still in existence—a “station” where slaves were hidden on the Underground Railroad, and another church that was the site where Martin Luther King delivered his famous speech, “I Have a Dream”.
The Gullah culture is the birthing place for many traditions and art forms that are prevalent in American culture today. This very important piece of American history has been largely ignored in textbooks, yet, its contributions to the tapestry of our country is enormous. It was our intention in making this trip to broaden our base of knowledge of this unique people, so that we might share information with our students, as well as raise awareness of this disappearing culture in the educational community.
Hearing recollections and stories rich in cultural history, we learned so many facts and explanations about the roots of our present-day customs that cannot be found in textbooks. The stories of the origins of slavery, life on the plantations, and the struggles of the imported Africans, gave us all, not only a deeper appreciation of the tenacity of African people, but of their incredible gifts of arts and crafts. A large number of our art forms have had direct influence from this area. The slaves used their intelligence and abilities at every opportunity to infuse their culture into their everyday lives, preserving, against incredible odds, the essence of who they were. We were so encouraged to discover through lectures and conversations with these precious people, a real effort being made to end divisiveness, to give credit to all who helped end slavery, and to build a future of unity and equality for all Americans.
We have returned with a greater respect for those who have striven and still strive to preserve the traditions of a most influential but isolated culture. Captivated by the beauty and inspired by the history, we emerged from this trip with a feeling of obligation to instill in our students the mission that this study has given to us—to share cultures, to preserve history, and to attain harmony.
Any first-hand experience gives a teacher greater enthusiasm and a desire for sharing newly found knowledge. This was truly the case for us as we presented our units on Black history and Gullah culture. Croft Middle School, a global awareness design center, focuses on an essential question of study each six weeks. So much of the information we acquired connected beautifully with these questions. For example, in addressing such questions as How and why do humans communicate? What is diversity? How do values and beliefs influence choices?, our students were introduced to the history of the Gullah language and its role in the survival of the Gullah culture. Some of classroom activities included reading Gullah stories in dialect, translating these into modern day English, learning to count in Gullah from one to ten, and discovering the meaning of African symbols found in art forms.
We purchased books, artwork, fabric, and musical instruments at the Gullah Festival and on the Sea Islands and have shared with our students. Our study of the art of indigo dyeing was incorporated into a science study unit on plants. In connection with the cultural festival at Stanford Montessori, the African music and instruments we collected were used to create a unit demonstrating the influence of African music on today’s blues and jazz genres. Commemorating Dr. Martin Luther King’s birthday, students participated in a choral reading that included statements concerning the importance of the Penn Center, the first African school for freed slaves, and Dr. King’s use of that facility for strategic planning.
Sharing the information we collected is an ongoing process as we encounter opportunities to draw from our information banks. Articles highlighting the trip have been published in TheTennessean and Shavings, PENCIL Foundation quarterly newsletter. Presentations were made at teacher in-service training, and our research notes have been distributed to the teachers in our schools, as well as other educators. At Stanford, a collaborative unit with art and music is being taught using acquired materials.
We are grateful to the First Foundation and PENCIL for providing educators grants for professional growth. Our study of the Gullah culture made a lasting impression upon us. We returned as firm believers in the Gullah proverb stating that you can’t know where you are going until you realize where you have come from. Our experience with the Gullah people has enriched our knowledge and touched our souls. We gained a greater appreciation for the cultural diversity that is America.