Prompt for September 30

Create your own comparison of objects from two different peoples whom we have studied thus far. Make sure to fully identify each object as you are required for the online museum project.

• people/artist who made it
• description of object medium/process of construction if applicable
• function

Create a meaningful comparison that highlights significant themes or aspects of the cultural contexts in which the objects were created. Avoid using the same comparisons studied in class. Pay attention to organization and mechanics in your essay!

Prompt for Friday, September 23

For this week's blog, make sure to address Cole’s essay and relate the concepts he explains to what you’ve learned about the Baule, Bamana, and Bwa. How do masquerades mark and effect change? Provide specific examples.

Prompt for Friday, September 16

For this week's blog, make sure you respond to the essay "Radiance of the King" by Donald Cosentino in African Arts.

• Do you think the paintings are “ambassadors of cross-cultural pollination”? How? What other arts have we looked at that also seem to fit this label?

• Do you recognize any similarities in themes and/or modalities between the contemporary Ghanaian paintings and other Akan art we have seen? Provide examples.

Remember--learning is about making relevant connections.

Make sure your blog is organized, thoughtful, and edited.

General Comments on your responses to Nani

It was great to see that so many of you enjoyed the workshops with Nani and the performance. Many of you commented on the things Nani said in the performance and on Friday in the workshop. That's great! One student commented that Nani himself used "tradition" to describe visual and performing arts, and that he also drew distinctions between public staged dances versus private spiritually activated dancing. I hope you all can see how "tradition" and "art" are social and temporal constructs. In each cultural manifestation of an art form--and each individual's creation--it becomes something new. Ie: "tradition" is actually constantly changing. For example, motifs like fans or autos on fancy-wax prints are symbolic, still a "sign" for something--, just as an adinkra stamp may be, albeit not from the older repertoire.


I enjoyed students' photos and video links, but this week there was a little less attention paid to copy editing. Make sure you edit your grammar, spelling, and sentence structure.

Blog for Friday, Sept. 9!

Your blogs should be thoughtful, developed analyses of how you connect what you DID with what you read and heard this past week. Think about the questions I posed to groups about John Picton's reading. Think about the roles of textiles to the African peoples we've discussed thus far. Think about what Nani has said (and what he will say), and what I have said in class. Process, and write your critical response.

General Comments on Your First Blogs!

Overall, I was impressed by your first blogging attempts. That is good! I am glad to see folks addressing the questions on the blogging guidelines. Many students indicated they are re-examining prior beliefs and assumptions. That is excellent! You are thinking critically. Some students developed their critical responses to specific concepts and themes we've addressed in class more than others. Only a couple of students discussed the notion of "traditional." We'll talk more about that term and concept as it relates to African art next week.

There were a couple common tics that I'd like to correct: many of you wrote about "African culture"--It would behoove you to add an 's' and make culture "cultureS". That way you acknowledge there are multiple and diverse peoples on the continent.