Influence of African Art on Western Art and Vice Versa for SS 3

Class: SS 3
Term: First Term
Week: 7
Age: 17 years
Duration: 60 minutes
Subject: Visual Art
Curriculum Theme: Influence of African Art on Western Art and Vice Versa
Previous Lesson: Western Art Styles, Periods and Differences
Topic: IMPACT ON AFRICAN ART ON WESTERN ART AND VICE VERSA
Subject Matter: 19th and 20th century art of Europe: impressionism, expressionism, abstraction, cubism, and new concept and media for Africa; neglect of African art education destruction of many artifacts

Specific Objectives

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

Cognitive Domain

• Identify key European art movements of the 19th and 20th centuries.
• Describe the characteristics of Impressionism, Expressionism, Abstraction, and Cubism.
• Explain the influence of African art on Expressionism, Abstraction, and Cubism.
• Discuss how Western art introduced new concepts and media into African art.
• Explain the challenges of neglect in African art education.
• Discuss the impact of the destruction of African art artifacts.

Affective Domain

• Appreciate the cross-cultural exchange between African and Western art.
• Recognize the historical and cultural value of African art.
• Develop an interest in preserving African artistic heritage.

Psychomotor Domain

• Analyze visual examples of European and African art to identify influences.
• Identify stylistic elements in artworks.

Social Domain

• Participate constructively in discussions about art history and cultural exchange.
• Collaborate with peers to analyze art examples.

Reference Materials

The following resources were used in planning this lesson:

• 2014 Senior Secondary Education Curriculum (SSEC)
• Relevant State Unified Scheme of Work
• A suitable Visual Art textbook for SS 3
• FCT ERC/NAPPS Scheme of Work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Slides showing examples of Impressionist, Expressionist, Cubist, and Abstract art.
• Photographs of African masks, sculptures, and traditional artworks.
• Photographs of contemporary African art influenced by Western styles.
• Whiteboard and markers.

Rationale for the Lesson

This lesson helps students understand the interconnectedness of global art history, particularly the profound impact of African aesthetics on modern Western art and vice versa. It highlights the importance of cultural exchange while also addressing critical issues like the neglect of African art education and the destruction of artifacts, fostering a sense of appreciation and responsibility towards cultural heritage.

Prerequisite/Previous Knowledge

Students should have a basic understanding of art appreciation, different art forms, and some general knowledge of art history.

Lesson Content/Board Summary

IMPACT OF AFRICAN ART ON WESTERN ART AND VICE VERSA

19th and 20th Century European Art Movements and African Influence

The late 19th and early 20th centuries marked a period of significant artistic revolution in Europe, partly fueled by the discovery and appreciation of African art. European artists, seeking new forms of expression and a departure from traditional academic styles, found inspiration in the vitality, abstraction, and spiritual power of African masks and sculptures.

Impressionism

Impressionism emerged in the late 19th century (around 1870s-1880s) in France. It focused on capturing the fleeting impression of light and atmosphere, often using visible brushstrokes and vibrant colours. While not directly influenced by African art in its initial phase, it represented a break from academic realism, paving the way for later movements that would embrace non-Western aesthetics.

1. Characteristics:
   1. Visible brushstrokes.
   2. Open composition.
   3. Emphasis on light and its changing qualities.
   4. Ordinary subject matter.

Expressionism

Expressionism, emerging in Germany in the early 20th century, sought to express emotional experience rather than physical reality. Artists like those in Die Brücke (The Bridge) and Der Blaue Reiter (The Blue Rider) were deeply influenced by African and Oceanic art. They admired the raw emotional power, simplified forms, and distorted figures found in African masks and sculptures, using these elements to convey intense feelings and psychological states.

1. Characteristics:
   1. Distortion of figures and forms.
   2. Vivid, often non-naturalistic colours.
   3. Emphasis on emotional expression.
   4. Bold outlines and simplified shapes.
2. Influence of African Art:
   1. African masks provided inspiration for exaggerated features and emotional intensity.
   2. The use of bold, simplified forms in African sculpture resonated with Expressionist desires for direct emotional impact.

Abstraction

Abstraction in art involves moving away from representational depiction. African art, with its inherent tendency towards simplified, geometric, and symbolic forms, played a crucial role in the development of abstract art in the West. Artists began to see that art did not need to imitate reality directly but could convey meaning through form, line, and colour alone.

1. Characteristics:
   1. Non-representational or semi-representational forms.
   2. Focus on geometric shapes, lines, and colours.
   3. Emphasis on formal qualities rather than narrative.
2. Influence of African Art:
   1. The geometric patterns and simplified human forms in African sculpture encouraged Western artists to explore non-objective art.
   2. African art demonstrated that artistic power could reside in abstract qualities.

Cubism

Developed by Pablo Picasso and Georges Braque in the early 20th century, Cubism revolutionized Western painting by depicting objects from multiple viewpoints simultaneously, breaking them down into geometric shapes. Picasso’s encounter with African masks and sculptures at the Trocadéro Museum in Paris was a pivotal moment, inspiring him to abandon traditional perspective and embrace the angular, fragmented forms and conceptual representation found in African art.

1. Characteristics:
   1. Objects broken down into geometric forms.
   2. Multiple viewpoints depicted simultaneously.
   3. Limited colour palette (early Cubism).
   4. Flattened, fragmented compositions.
2. Influence of African Art:
   1. African masks and sculptures, with their angular planes and composite views, directly inspired Cubist artists.
   2. Picasso’s “Les Demoiselles d’Avignon” (1907) is a prime example, showing faces influenced by Iberian and African masks.
   3. The conceptual approach to form in African art, where an object’s essence is depicted rather than its literal appearance, influenced Cubist representation.

New Concepts and Media for African Art

The contact with Western art also brought new concepts and media to African art, leading to significant transformations. While traditional African art was often functional, ritualistic, and made from natural materials, Western influence introduced new ideas about art for art’s sake, academic training, and new materials.

1. Introduction of New Media:
   1. Easel painting (oil, acrylic, watercolour).
   2. Sculpture in new materials like concrete, metal, and synthetic resins.
   3. Printmaking techniques (etching, lithography, screen printing).
   4. Photography and digital art.
2. New Concepts and Approaches:
   1. Art for art’s sake: Art created primarily for aesthetic pleasure or self-expression, rather than solely for ritual or community function.
   2. Academic training: Establishment of art schools and university art departments based on Western models.
   3. Individual authorship: Emphasis on the individual artist’s style and signature, contrasting with traditional communal art production.
   4. Global themes: African artists began to explore universal themes and engage with global art dialogues.

Neglect of African Art Education

Despite its profound influence on Western art, African art education within Africa itself has often suffered from neglect. This neglect has several consequences:

1. Historical Context:
   1. Colonial education systems often prioritized Western art forms and history, marginalizing traditional African art.
   2. Lack of resources and funding for art departments in schools and universities.
2. Consequences:
   1. Loss of traditional skills and knowledge among younger generations.
   2. Reduced appreciation for indigenous artistic heritage.
   3. Limited opportunities for African artists to receive formal training in traditional techniques.
   4. Underrepresentation of African art in local curricula.

Destruction of Many Artifacts

The destruction of African art artifacts is a tragic aspect of its history, leading to an irreplaceable loss of cultural heritage. This destruction occurred due to various factors:

1. Causes of Destruction:
   1. Colonialism: Looting and destruction by colonial powers who viewed African art as “primitive” or pagan, or simply as spoils of war (e.g., Benin Bronzes).
   2. Religious Zeal: Destruction by early missionaries or converts who saw traditional artworks as idols or symbols of “pagan” religions.
   3. Ignorance and Misunderstanding: Lack of appreciation for the cultural and artistic value of artifacts by those unfamiliar with their significance.
   4. Conflict and War: Destruction during periods of political instability and armed conflict.
   5. Environmental Factors: Degradation due to poor storage, climate, and lack of conservation efforts.
2. Impact of Destruction:
   1. Irreversible loss of cultural identity and historical records.
   2. Disruption of artistic traditions and lineages.
   3. Deprivation of future generations from their heritage.
   4. Scattering of artifacts across foreign museums, making repatriation difficult.

Teaching Methods/Instructional Techniques

Discussion, Explanation, Question and Answer, Visual Analysis, Group Work

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Activating Prior Knowledge

Teacher’s Activity: The teacher greets the students and asks them to recall any famous European artists or art movements they know. The teacher then introduces the topic, explaining that today’s lesson will explore how African art influenced Western art and vice versa.

Pupils’ Activity: Pupils respond to the teacher’s questions and listen attentively to the introduction.

Learning Point: Introduction to topic

Step 2: European Art Movements and African Influence Overview

Time: 10 minutes

Teaching Skill: Explanation/Visual Presentation

Teacher’s Activity: The teacher uses slides/photographs to briefly introduce Impressionism, Expressionism, Abstraction, and Cubism. The teacher then explains that while Impressionism was less directly influenced, the other movements found significant inspiration in African art forms. The teacher shows examples of African masks and sculptures and asks students to observe their characteristics.

Pupils’ Activity: Pupils observe the images, listen to the explanations, and identify characteristics of African art.

Learning Point: European art movements

Step 3: Expressionism and Abstraction

Time: 10 minutes

Teaching Skill: Guided Discussion/Analysis

Teacher’s Activity: The teacher focuses on Expressionism and Abstraction, showing specific examples of Expressionist paintings (e.g., by Kirchner, Nolde) and early abstract works alongside African masks/sculptures. The teacher guides a discussion on how the emotional intensity, distortion, and simplified forms of African art influenced these movements.

Pupils’ Activity: Pupils analyze the visual examples, compare the styles, and discuss the observed influences.

Learning Point: African art’s influence

Step 4: Cubism and African Influence

Time: 8 minutes

Teaching Skill: Detailed Explanation/Comparison

Teacher’s Activity: The teacher explains Cubism, highlighting its key characteristics. The teacher then presents Picasso’s “Les Demoiselles d’Avignon” and other Cubist works alongside African masks, specifically discussing how the angularity, multiple viewpoints, and conceptual representation in African art were adopted by Cubist artists.

Pupils’ Activity: Pupils observe and compare the Cubist and African artworks, noting similarities in form and approach.

Learning Point: Cubism and African art

Step 5: New Concepts and Media for African Art

Time: 7 minutes

Teaching Skill: Explanation/Examples

Teacher’s Activity: The teacher shifts focus to the reverse influence, explaining how Western contact introduced new concepts (like art for art’s sake) and media (easel painting, new sculptural materials) to African art. The teacher shows examples of contemporary African art that demonstrates these influences.

Pupils’ Activity: Pupils listen, observe examples, and understand the impact of Western art on African art.

Learning Point: Western influence on African art

Step 6: Challenges: Neglect and Destruction

Time: 5 minutes

Teaching Skill: Discussion/Awareness

Teacher’s Activity: The teacher leads a discussion on the neglect of African art education and the historical destruction of many African artifacts. The teacher explains the causes and consequences of these issues, emphasizing the importance of preservation.

Pupils’ Activity: Pupils participate in the discussion, sharing their thoughts on the challenges faced by African art.

Learning Point: Art preservation challenges

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

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

1. Name two European art movements influenced by African art.
2. Describe one characteristic of Cubism.
3. How did Western art influence new concepts in African art?
4. Mention one reason for the destruction of African art artifacts.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Understanding art influences

Step 8: Note-Taking

Time: 10 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils/students to copy the essential Board Summary notes, covering the European art movements, African influence, new concepts for African art, and the challenges of neglect and destruction, into their notebooks.

Pupils’ Activity: Pupils/students copy the notes carefully into their notebooks.

Learning Point: Recording lesson content

Step 9: Conclusion

Time: 5 minutes

Teaching Skill: Consolidation

Teacher’s Activity: The teacher summarizes the main points of the lesson, reiterating the significant cross-cultural exchange between African and Western art and the ongoing need to preserve and promote African artistic heritage. The teacher encourages students to continue exploring art from diverse cultures.

Pupils’ Activity: Pupils listen and reflect on the lesson’s key takeaways.

Learning Point: Cross-cultural art appreciation

Continuous Assessment/Further Study

Type: Homework/Further Reading

Instruction: Research and write a short essay (200-250 words) on one of the following topics:

1. Choose one European artist (e.g., Picasso, Matisse, Kirchner) and explain in detail how African art influenced their work.
2. Discuss the importance of preserving traditional African art forms and how this can be achieved in Nigeria today.
3. Identify a contemporary Nigerian artist whose work shows a blend of traditional African and Western artistic influences, and describe their style.

Lesson Keywords

• Impressionism – A 19th-century art movement focusing on capturing light and atmosphere with visible brushstrokes.
• Expressionism – An early 20th-century art movement emphasizing emotional expression through distortion and vivid colours.
• Abstraction – Art that does not attempt to represent external reality but seeks to achieve its effect using shapes, forms, colours, and textures.
• Cubism – An early 20th-century art movement that fragmented objects into geometric shapes and depicted them from multiple viewpoints.
• Artifacts – Objects made by a human being, typically an item of cultural or historical interest.
• Colonialism – The policy or practice of acquiring full or partial political control over another country, occupying it with settlers, and exploiting it economically.

Differentiation

Support for struggling learners: Provide simplified visual aids and pre-highlighted notes. Pair them with more advanced students for group discussions and analysis. Focus on identifying key terms and basic influences rather than detailed analysis.

Extension for advanced learners: Encourage deeper research into specific artists or art movements, asking them to present their findings to the class. Challenge them to critically analyze the ethical implications of Western museums holding African artifacts.

Suggested Lesson Videos

For further understanding, search on YouTube for:

• “African Art Influence on Western Art”
• “Cubism and African Masks”
• “Expressionism and Primitivism”