Teacher Handout: Joe Turner's Come and Gone by August Wilson
Mini-Lecture: Context & Overview
Author: August Wilson (1945–2005) Play Written: 1986 | Setting: 1911, Pittsburgh, Pennsylvania — a boarding house in the Hill District
Joe Turner's Come and Gone is the second play in August Wilson's acclaimed Pittsburgh Cycle (also known as the Century Cycle), a series of ten plays, each reflecting a different decade of the 20th century and exploring the African American experience.
The title alludes to the traditional blues song "Joe Turner's Blues," which tells the story of the real historical figure Joe Turrell (commonly misnamed "Joe Turner"), a white man who kidnapped Black men in the post-Reconstruction South, forcing them into years of illegal indentured servitude.
Key Themes
| Theme | Brief Description | |---|---| | Identity & Self-Discovery | Characters are on a quest for their "song" — a metaphor for their personal identity and spiritual purpose. | | The Great Migration | Black Southerners relocate North in search of freedom, work, and dignity following Reconstruction. | | Trauma & Healing | The lingering impact of slavery and forced labor creates profound psychological scars. | | African Spiritual Heritage | The Juba (a communal dance/ritual) and Bynum's "binding" symbolize African cultural roots. | | Community & Belonging | The boarding house serves as a gathering place where lost individuals seek (or fail to find) connection. |
Key Characters
- Herald Loomis — A former captive of Joe Turner; troubled and searching for his wife Martha to reclaim his identity.
- Bynum Walker — A "Binding Man" or conjurer; aids people in discovering their "song" (true self).
- Seth Holly — The practical, Northern-born Black owner of the boarding house.
- Bertha Holly — Seth's wife; the nurturing heart of the household.
- Martha Loomis (Pentecost) — Herald's estranged wife; has embraced Christianity as her path to healing.
- Zonia Loomis — Herald and Martha's young daughter, traveling with her father.
- Rutherford Selig — The "People Finder," a white peddler; represents the complex racial economy of the time.
Vocabulary to Know
| Term | Definition | |---|---| | The Great Migration | The mass movement of African Americans from the rural South to urban areas in the North (1910–1970). | | Reconstruction | The period following the Civil War (1865–1877) when the federal government attempted to reintegrate Southern states and safeguard Black civil rights. | | Juba | An African American folk dance with roots in West African tradition; in the play, it acts as a spiritual ritual. | | "Song" (metaphorical) | Each individual's unique identity, purpose, and spiritual essence, as defined by Bynum. | | Binding Man | A person endowed with the spiritual gift of connecting ("binding") individuals to their purpose or to each other. | | Conjure / Root Work | African-derived spiritual practices focused on healing, protection, and connecting to ancestors. |
Scaffolded Discussion Prompts
Level 1 — Recall:
- Why is Herald Loomis searching for his wife Martha?
- What role does Bynum play in the boarding house community?
Level 2 — Analysis:
- How does Wilson utilize the Juba scene to link characters to their African heritage?
- What does it signify for a character to find their "song"? Which characters succeed, and which face challenges?
Level 3 — Evaluation/Synthesis:
- Wilson claims the play explores "the search for one's identity amid the psychological and spiritual damage caused by slavery." Do you believe the play accomplishes this? Support your answer with evidence from the text.
- Compare Herald Loomis's journey toward self-reclamation with Martha's. Which approach does Wilson appear to favor, if either?
Connections to the Pittsburgh Cycle
> Joe Turner's Come and Gone is Decade: 1910s. Encourage students to reflect on how Wilson charts the evolution of African American identity throughout the century — from the immediate aftermath of near-slavery to the Civil Rights era and beyond.
Suggested Close-Reading Passage
Act Two, Scene Five — Herald Loomis's concluding monologue and the "blood on the chest" moment. Prompt students to annotate for: imagery, symbolism, tone, and connections to the play's central themes of healing and self-possession.