Class: Senior Secondary School 2 (SS2 / SSS2)
Term: Second Term
Week: 11
Age: 16 years
Duration: 45 minutes
Subject: Visual Art
Curriculum Theme: Art History and Appreciation
Previous Lesson: Contemporary Art Educators: Nigerian Art Teachers and Historians.
Topic: AFRICA ART HISTORY
Subject Matter: Meaning of Africa art history (study of artworks and artistic traditions in Africa), major art work centres (Cameroon Bamileke Bamun, Dahomy Fon, Upper Volta Mossi Bobo, Liberian Dan Negro, Mali Dogon, Sierra Leone Mande, Kongo Baluba, Gabon Fang Bakwere, Ghana Fante Ashante)

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain:

Define African art history.
Identify major art centres in Africa.
Explain the styles and features of artworks from selected African centres.

Affective Domain:

Appreciate the rich diversity and cultural significance of African art.
Develop an interest in researching different African art traditions.

Psychomotor Domain:

Locate listed art centres on a map of West Africa.
Describe specific styles and features of artworks from identified centres.

Discuss with peers the historical context and importance of various African art forms.
Share knowledge about the artistic traditions of different African communities.

Reference Materials

The following resources were used in planning this lesson:

Senior Secondary Schools Education Curriculum
State Unified Scheme of Work
Visual Arts for Senior Secondary Schools by A.O. Okoro

Instructional Materials

The teacher will teach this lesson with the aid of:

Map of West Africa
Photographs of artworks from various African centres
Slides depicting different art styles
Projector

Rationale for the Lesson

Understanding African art history helps pupils learn about the rich cultural heritage and artistic expressions of various communities across the continent. This knowledge enables pupils to appreciate the historical context and unique characteristics of different African art forms.

Prerequisite/Previous Knowledge

Pupils have basic knowledge of art forms and can identify some regions on a map of Africa.

Lesson Content/Board Summary

AFRICA ART HISTORY

Meaning of African Art History

African art history is the study of the visual arts, artistic traditions, and cultural expressions created by people across the African continent throughout history. It includes a wide range of forms such as sculptures, masks, textiles, paintings, pottery, and architecture, reflecting the diverse cultures and beliefs of African societies.

Major African Art Centres and Styles

African art is diverse, with each centre or ethnic group having distinct styles, materials, and functions for their artworks. Some major art centres and their characteristics include:

Cameroon (Bamileke, Bamun): Known for elaborate masks, ancestor figures, royal portraits, and intricately carved stools and architectural elements. Their art often features bold forms and rich surface decoration.
Dahomey (Fon): Famous for brass figures, appliqué textiles, and relief sculptures that depict historical events, royalty, and deities. Their art served to glorify kings and narrate their history.
Upper Volta (Mossi, Bobo): The Mossi are known for their wooden masks representing animal spirits or ancestors, used in agricultural rites. The Bobo create masks that combine human and animal features, often used in ceremonies for fertility and protection.
Liberia (Dan, Negro): The Dan people are renowned for their highly refined wooden masks, often with polished surfaces and detailed features, used in judicial, initiation, and entertainment contexts.
Mali (Dogon): Known for their unique wooden sculptures, masks, and architectural elements. Dogon art often reflects their cosmology, ancestor worship, and spiritual beliefs, with elongated figures and geometric patterns.
Sierra Leone (Mande): The Mande-speaking groups, such as the Mende, are famous for their Bundu masks (Sowei masks), which are worn by women during initiation ceremonies. These masks typically feature elaborate hairstyles and serene faces.
Kongo (Baluba): The Luba (Baluba) people of the Democratic Republic of Congo are known for their finely carved wooden figures, headrests, and ceremonial axes. Their art often emphasizes female figures, symbolizing leadership and fertility.
Gabon (Fang, Bakwere): The Fang people are celebrated for their reliquary guardian figures (Byeri), which are placed on top of bark boxes containing ancestral bones. These figures often have stylized, symmetrical forms and a meditative expression.
Ghana (Fante, Asante): The Asante are famous for their gold weights (for weighing gold dust), kente cloth (richly patterned woven fabric), and linguist staffs adorned with proverbs. The Fante also produce vibrant appliqué flags and Asafo (warrior) company art.

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Question and Answer, Visual Aids

Instructional Procedures

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher greets the pupils and asks them to recall any African artworks they have seen or heard about. The teacher then introduces the topic, “Africa Art History.”
Pupils’ Activity: Pupils respond by mentioning various artworks or art forms they know.
Learning Point: Pupils are introduced to the lesson’s topic and connect it to their prior knowledge.

Step 2: Meaning of African Art History

Time: 7 minutes
Teaching Skill: Explanation/Definition
Teacher’s Activity: The teacher explains the meaning of African art history as the study of artworks and artistic traditions across Africa, highlighting its importance in understanding culture.
Pupils’ Activity: Pupils listen attentively and define African art history in their own words.
Learning Point: Pupils understand the core concept of African art history.

Step 3: Major Art Centres in West Africa

Time: 10 minutes
Teaching Skill: Demonstration/Identification
Teacher’s Activity: The teacher uses a map of West Africa to locate and point out major art centres mentioned in the subject matter, such as Cameroon, Dahomey, Mali, Sierra Leone, and Ghana. The teacher shows photographs of artworks from these regions.
Pupils’ Activity: Pupils locate the listed art centres on the map and identify some artworks shown.
Learning Point: Pupils identify key art centres geographically and visually.

Step 4: Styles and Features of Selected Artworks

Time: 8 minutes
Teaching Skill: Description/Analysis
Teacher’s Activity: The teacher explains the distinctive styles and features of artworks from selected centres, using slides or photographs to illustrate examples like Bamileke masks, Dogon figures, or Asante kente cloth.
Pupils’ Activity: Pupils observe the examples and describe the styles and features discussed.
Learning Point: Pupils learn to recognize and describe specific artistic characteristics from different regions.

Step 5: Other African Art Centres

Time: 5 minutes
Teaching Skill: Extension/Broadening
Teacher’s Activity: The teacher briefly mentions art centres from other parts of Africa, such as East Africa (e.g., Maasai beadwork), Central Africa (e.g., Kongo Baluba), and Southern Africa (e.g., San rock art), to provide a broader context.
Pupils’ Activity: Pupils listen and note the names of other significant art centres.
Learning Point: Pupils gain a broader perspective of African art beyond West Africa.

Step 6: Discussion and Question & Answer

Time: 5 minutes
Teaching Skill: Facilitation/Interaction
Teacher’s Activity: The teacher encourages pupils to ask questions and discuss the cultural significance of the artworks and traditions studied.
Pupils’ Activity: Pupils ask questions and contribute to the discussion, sharing their observations.
Learning Point: Pupils deepen their understanding through interaction and critical thinking.

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

What is African art history?
Mention three major art centres in West Africa.
Describe a distinct feature of art from either the Dogon or Asante people.
Why is it important to study African art history?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes
Teaching Skill: Summarization
Teacher’s Activity: The teacher summarizes the main points of the lesson, emphasizing the diversity and importance of African art. The teacher then gives homework: Research an African art centre not discussed in class and describe its unique art style.
Pupils’ Activity: Pupils listen to the summary and copy down the homework assignment.
Learning Point: Pupils consolidate their learning and prepare for further exploration.

Lesson Keywords

Art History – The study of visual arts and artistic traditions throughout time.
Bamileke – An ethnic group in Cameroon known for elaborate masks and figures.
Fon – An ethnic group in Dahomey (Benin) known for brass figures and appliqué.
Mossi – An ethnic group in Upper Volta (Burkina Faso) known for wooden masks.
Dogon – An ethnic group in Mali known for sculptures and masks reflecting cosmology.
Asante – An ethnic group in Ghana famous for kente cloth and gold weights.

Differentiation

For pupils who grasp concepts quickly, the teacher will encourage them to research and present on a specific African artwork or artist. For those needing more support, the teacher will provide simplified visual aids and focus on identifying only two to three major art centres and their most prominent features.

Note for teachers using this lesson plan

Teachers should ensure they have clear, high-quality visual aids (photographs, slides, or digital images) of the artworks to make the lesson engaging and impactful. Encourage pupils to discuss and share their interpretations of the art, fostering a deeper appreciation for cultural diversity. If actual artworks are not available, focus on detailed descriptions and historical context.