Africa unit 4
Drawing
Africa is a vast continent with more than 900 different cultures. All decorative and utilitarian art objects from musical instruments, clothing, tools, and religious statures were infused with the values and philosophy of the communities that created them.
Unit Overview
In this unit student will explore the breath of African art history. We will explore links between the cultural significance of the art artifacts and the beliefs of each tribe. Further, students will gain understanding of the conditions of the native people when European explorers came to the content of Africa. The land and resources will be discussed with how this contributed to the art produced.
Unit Summary
The content of Africa is huge with different climates and tribes. Each tribe created art to express their beliefs and for use in her
Students will also have instruction in drawing techniques and given time to practice.
Students will also have instruction in drawing techniques and given time to practice.
Unit Project choices
Choice of two projects related to National Standards of Art:
Making connections between visual arts and other disciplines
1. Look on the Doodle for Google web site. Create your own images following the guidelines on the site.
2. Create a two page sketchbook entry that demonstrates your understanding of the African Art and the important place it holds in the score of art history.
Click on this podium icon for a link to the slides to use with students.
Vocabulary:
horizon line ~ is parallel to the horizon
contour lines ~ defines the edges and surface ridges of an object
background ~ part of the picture plane that seems to be farthest from the viewer
foreground ~ the part of the picture plane that appears closest to the viewer, usually the bottom of the picture
foreshortening ~To shorten an object to make it look as if it extends backwards into space.
scarification ~ ornamental scars.
Raffia ~ a fiber made from the leaves of an African palm tree.
Convex ~ outwardly rounded
Concave ~ inwardly curved
Secular ~ nonsacred
Oba ~ king
Student work
Curriculum Guiding Questio
Essential Question:
How does art function in the lives of African people, both past and present?
Focus/Guiding Questions:
~What are the two most common forms of African wood carvings?
~Describe the form and functions of three different types of figures created by African artists.
~Describe two way gold was used by the Asante artists.
~Why are nails or other pieces of metal driven into figures carved by the Kongo People?
~Name the people and the country in which a politically powerful women’s association uses masks.
~Why did the Luba people use neck rests?
~What material was used in the production of Benin relief sculpture?
Foundation Question:
List three dominant themes of African art.
Student Learning Objectives for Lesson:
Students will be able to understand that Africa cultures were ahead of their European counterparts as far as cultural advances in society and art.
Student Learning Goals:
Students will realize the wondrous art works that came from the advanced societies from Africa. Student will begin to learn to draw.
Targeted CaliforniaVAPA Content Standards:
Prof. VA: Cr 1.2: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative art making goals.
Anchor standard: Generate and conceptualize artistic ideas and work.
Acc. VA:Cr2.3: People create and interact with objects, places, and design the define, shape, enhance and empower their lives.
Prof.VA:Pr4: Select, analyze and interpret work for presentation.
Anchor standard:Convey meaning through the presentation of artistic work.
Prof.VA:Pr6: Objects, artifacts, and artworks collected, preserved or presented either by artists, museums, or venues communicate meaning and record of social, cultural, and political experiences resulting in the cultivating of appreciation and understanding.
Targeted National Standards: VA:Re.7.2la: Analyze how one’s understanding of the world is affected by experiencing visual imagery.
Unit Assessment:
Formative Assessment:
Individual conferences and sketchbook check.
2 page spread notes and images about African art
Colored pencil practice full page flower drawing
Daily Jumpstart practices.
Summative Assessment:
Quizzes and Critiques with project rubric assessments.
Unit Project choices:
Create a 3D Mask out of paper.
Students choose subject either human, alien or animal.
C-Palms Standards Florida
* Examine and revise artwork throughout the art-making process to refine work and achieve artistic objective.
* Use descriptive terms and varied approaches in art analysis to explain the meaning or purpose of an artwork.
* Discuss how the arts help students develop self-reliance and promote collaboration to strengthen leadership capabilities as priorities change.
* Demonstrate comprehension and use of the system that combines language components in functional and socially appropriate communication across educational settings.
* Follow directions and use effective time-management skills to complete the art-making process and show development of 21st-century skills.
* Demonstrate effective and accurate use of art vocabulary throughout the art-making process.
National Standards and Benchmarks:
HS Proficient VA:Pr4.1.Ia
Analyze, select, and curate artifacts and/or artworks for presentation and preservation.
HS Proficient VA:Re.7.2.Ia
Analyze how one’s understanding of the world is affected by experiencing visual imagery.
To introduce this unit I will show the students this video of the helmet masks pictured below. The Mende are one of several Guinea Coast people with a separate secret society that assumes responsibility for educating and initiating young women into adult society. Women wear helmet masks that cover the entire head. Mask has elaborate hairstyle and rolls of flesh at the neck that represent wealth, beauty, and social status. This is the only society where women wear masks in African.
