Africa

Lesson 22: Tradition as Innovation: Apartheid’s Funeral, South Africa

Summary and Objectives

Students explore the history of apartheid in South Africa and discover the important role of artists and the arts in the struggle for freedom and human rights for all. They will deconstruct the funeral of apartheid, as imagined by the artist, and their writing activities will focus on composing a news report of the event. Other curricular suggestions include a study of other art forms that brought attention to the injustices of apartheid, most notably South African music of resistance and anti-apartheid posters. Art and music making follow their study. Finally students have the opportunity to research world peace leaders and the impact their actions have had on global peace efforts. Students will

  • Become “news reporters” and observe and discuss Apartheid’s Funeral and the consequences of change for different people.
  • Be introduced to poster art from all over the world calling attention to the struggle against apartheid. They will create posters to address issues of concern in their own lives, inspired by anti-apartheid posters they study.
  • Respond to multi-media arts addressing apartheid through discussion or creative writing activities.
  • Discuss the role art can play in activism and relate their work of art to current global issues.

 

Lesson 16: Status and Prestige: A Wall of Status and Prestige, Africa, Asia and the Americas

Summary and Objectives

Through a study of twelve works on display, students investigate how works of art can convey status and prestige. Provided with short commentaries on the objects, they should determine how the works confer status and then add to the list prestige objects of their own choosing, justifying their selections with short written discussions on the objects. Students will

  • Study twelve works of art to investigate how art can convey an individual’s status and importance.
  • Explore objects of power in their own lives through a creative writing activity.
  • Make judgments about works of art that express notions of power and status.

 

Lesson 15: Status and Prestige: To Make the Chief’s Words Sweet: A Counselor’s Staff, Ghana

Summary and Objectives

Learning activities focus on the importance of oratory wisdom among the Akan peoples of Ghana. Through writing and artmaking experiences students explore the ways that verbal and visual ideas can work together to express notions of importance for the Akan and by extension, in their own lives. Students will

  • Examine the importance of oratory wisdom among the Akan peoples of Ghana through discussion and oral presentations.
  • Use creative writing and artmaking activities to explore how verbal and visual ideas can complement each other in expressing knowledge, wisdom, and power.
  • Consider the relationship between tradition-based systems of oral communication and the concerns of modern media through discussion and role-playing opportunities.

 

Lesson 14: Negotiating Gender: Powerful Mother: Ere Gelede, Nigeria

Summary and Objectives

Through a study of gelede masquerades of the Yoruba peoples of Nigeria students explore art as a powerful medium for commentary on issues of concern to the community. Students will discuss gender roles among the Yoruba and in their own communities. Creative writing activities provide opportunities for students to compose praise poetry and to explore the expressiveness of proverbial speech. Students will

  • Explore gelede masquerades of the Yoruba peoples of Nigeria and gain understanding of the power of art as it comments on social, political, and historical issues.
  • Discuss the limits and freedoms of gender in both their own communities and in Africa. Students write homages to women they respect.
  • Engage in creative writing activities to explore the power of proverbial speech, as related to masquerade traditions.
  • Practice skills of visual literacy as they analyze gelede mask types.

 

Lesson 13: Negotiating Gender: Portrayal of a Hunter: Ere Egungun Olode, Nigeria

Summary and Objectives

In this lesson students explore the use of egungun masks in rituals devoted to honoring ancestors, as practiced by Yoruba peoples from Nigeria and Benin. They discuss family rituals that celebrate their own ancestors, construct special dress ensembles to honor them, employ poetry as a way to memorialize loved ones, and discuss contrasts between cultures, as inspired by the experiences of Nigerian writer Wole Soyinka. Students will

  • Consider traditions of respect and honor for elder relatives and ancestors and compare these to practices of the Yoruba peoples of Nigeria.
  • Explore egungun masquerades of the Yoruba peoples of West Africa and its diasporas through discussion, artmaking activities, and creative writing.
  • Use the writing of Nobel laureate Wole Soyinka to reflect on the challenges of growing up in two cultures. 

 

Lesson 12: Empowering Leaders: Leadership Arts of the Cameroon Grassfields, Africa

Summary and Objectives

A study of the leadership arts of the Cameroon Grassfields provides opportunities to consider how integral the arts are to notions of power and leadership. Students study the works and then consider their functions from background information they have been given. An additional activity centers on a short film, “Pageantry in the Palace,” and students discuss and develop in writing their reactions to the film. Students will

  • Explore the integral connection between art and power in the Cameroon Grassfields through research and creative word games.
  • Gain insight into the culture of the Cameroon Grassfields by viewing and analyzing a short film on royal pageantry.
  • React and respond to notions of pageantry among peoples of the Cameroon Grassfields and compare these to practices in their own lives.


 

Lesson 6: Memory and Cosmology: Mother of the Band: The Ntan Drum, Ghana

Summary and Objectives

Students study the iconography of a Ghanaian drum and investigate its meanings in terms of the history and cultural traditions of Ghana. As students “read” the drum, they come to understand the verbal/visual messages of the drum’s iconography. Activities also include creative writing and problem solving as students work with the imagery on the drum. Students will

  • Study the many images on a Ghanaian drum and investigate their multiple meanings.
  • Explore Akan oral literature and proverbs through creative writing activities.
  • Collect, document, and then use examples of proverbial language in conversation and creative writing.

  

Unit 2: The Middle Benue: Visual Resemblances, Connected Histories

The largest and most ethnically and geographically complex of the Benue subregions is the Middle Benue. During the first half of the nineteenth century, the establishment of Muslim Fulani states and the simultaneous intensification of slave raiding dramatically impacted the diverse peoples living there. These events were followed by further disruptive outside influences in the form of British colonization and the arrival of Christian missionaries starting in the early twentieth century.

Most contemporary ethnic identities within this area crystallized only during the colonial period, because the British needed them for administrative purposes, and local people embraced them out of a sense of belonging. The works of more than ten of these culture groups—with an emphasis on the Jukun, Mumuye, Chamba, Wurkun/Bikwin, Goemai, Montol, and Kantana/Kulere—are featured here.

Distinctive to the arts of the Middle Benue region are sculptures in human form, hybridized human-animal horizontal masks, and remarkable vertical masks that may have functioned as “walking sculptures.” The striking resemblances among these art objects speak to historical relationships and ritual alliances among neighboring peoples. All across the region, wooden figures served as intermediaries in rituals aimed at healing and protecting the community, especially from such crises as epidemics, drought, and warfare. And, horizontal and vertical masks were used in performances associated with funerals and remembering the dead, initiating youth, ensuring or celebrating a successful harvest, or healing the sick.

The figurative sculptures of the Middle Benue region are decidedly different from the favored maternal image of the Lower Benue. They are geometric in approach, and many examples have long held special appeal for modernist artists and collectors, who admired especially the abstraction and dynamic postures of Mumuye figurative sculpture. The highly stylized circular horns of the “buffalo” crest masks of the Kantana and Kulere peoples are also notable for their bold minimalist elegance. This section of the exhibition also includes Super-8 footage of several masquerade genres where performers wore voluminous raffia capes along with animal-human hybrid masks. The films were taken in 1965 and 1970 by UCLA art historian Arnold Rubin, whose fieldwork laid the foundation for this exhibition. 

Lesson 10: Ancestor Sculptures of the Eastern Gongola Valley

Background Information

Although most sacred objects in the Upper Benue are made of clay, a tradition of making ancestral representations in wood also existed. Large and imposing male figures (figs. 10.1–3) may have functioned as effigies of dead chiefs, erected during the post-burial funerary rites held by a cluster of related Eastern Gongola peoples—the ‘Bəna, Yungur, and Mboi. These rituals were held before the planting season so that the blessings of the deceased could be conferred. Although we know that these rituals were held, nothing resembling these rare and highly muscular male sculptures has been photographed in the Upper Benue region (nor is anything comparable known from the entire Benue River Valley).

The most compelling evidence for the identities of these figures survives in the ceramic vessels (fig. 10.4) made by the Yungur to contain the spirits of deceased chiefs. Notice the similarities in the contours of their heads, facial features, caps, and thick elongated necks. These wooden sculptures may constitute a remnant of an abandoned memorial tradition that was preserved in the more enduring medium of ceramic. While it is difficult to ascribe a specific ethnic attribution to the wooden figures, it seems plausible that the idea for such effigies circulated in the Eastern Gongola Valley where communities of speakers of closely related languages shared cultural practices and material symbols.

Lesson 9: Spirit Identities in Clay

Background Information

To the east of the Gongola River, the roles and meanings of figurative ceramic vessels shift to an emphasis on the containment and representation of specific, named spirit deities and of ancestral spirits. The forms and decoration of these vessels are equally distinctive, and they too are modeled to express the visual and conceptual linkages between pots and people. Most dramatically, their “skins” reference the body modifications that help define social identities and responsibilities and the connections between people and their spirit protectors.

Most of the figurative ceramics on view were housed in shrine enclosures. On behalf of individuals and communities, ritual leaders made regular appeals to the spirits contained in the vessels to secure their positive intervention. By the 1980s many of these enclosures had collapsed or disappeared altogether, leaving their contents vulnerable to theft or destruction.

The Ga’anda peoples produce several ceramic vessel types to contain particular spirit forces, and these are enshrined together in enclosures (literally, “houses for pots”) and maintained by lineage custodians. Every year after the November harvest, ceremonies occur when the Ga’anda renew these shrines and make offerings to protective spirits via their ceramic representations. These pots lead lives like people: their houses need repair, their bodies need washing, and their appetites need satiating. They also look like people, and the raised and incised motifs on the vessels depict patterns of body scarifications on Ga’anda women, as well as tools and weapons carried by men. The identity of each Ga’anda ceramic deity is defined by its distinctive shape and decorative program. Their positive intervention was considered vital to Ga’anda health and well-being.