Lesson Plan I
Objectives
-
1. The students will be introduced to the notion of the African mask by studying "Prayer to Masks".
-
2. The students will learn about the culture in French speaking Africa through the use of African Art.
Focus
-
1. Define the mask in an African context.
-
2. Use different types of slides to show diversity in African Art.
-
3. Discuss the importance of the mask in African Art.
Procedure
The students will read and understand the poem "Prayer to Masks" by Léopold Sédar Senghor. I will use either the French of the English version depending on the class I am teaching (French or African Literature). To focus on the use of the mask, the students will answer a series of questions. (See unit activities.) Then the students will do the activity that is meant to familiarize them with African Art. This will help them learn some specific features about African cultures. (Refer to unit activities)
Wrap up
To review the elements of African Art the students encountered, I will hold a discussion centered on the following questions:
-
What are some of the elements of African Art you discovered in this activity?
-
What difficulties or challenges did you face while trying to figure out the meaning or function of these pieces of African Art?
-
What role does art play in your community and how is it different from art in Africa?
Lesson Plan II
Objectives
-
1. The students will learn about initiation rites in French speaking black Africa.
-
2. The students will draw parallels between the adolescents in Africa and themselves.
Focus
-
1. Introduce object analysis methodology.
-
2. Use slides of two initiation masks from French speaking black Africa as examples for analysis.
-
3. Talk about stages in life as far as religion is concerned.
Procedure
The students will be introduced to my adapted version of object analysis by leading them through an analysis of an initiation mask from the Republic of Congo. The second step will be for them to try and apply the methodology on another initiation mask from the Democratic Republic of Congo, former Zaire. (Refer to Unit activities.) Then based on the analysis and the initiation rites that we are going to discuss, the students will talk about any stages they went through or celebrated in their lives.
Wrap up
A discussion will be held where the students are led to the conclusion that the passage from childhood to adulthood, though very different in Africa, can be found in our culture, for example, in different religious ceremonies and acts.
Lesson Plan III
Objectives
-
1. The students go on a field trip to the Yale Art Gallery.
-
2. The students will analyze a mask and present it to the class.
Focus
1. Make sure the students do the research on the assigned French speaking black African countries that are represented at the Yale Art Gallery.
Procedure
The fact that the students are assigned to do some research on a specific country in French speaking black Africa is going to define their choice of the mask they will analyze and present in the classroom. After the Art Gallery, I will provide them with a postcard or a picture of the mask they are working on. The students will apply the adapted methodology of object analysis and will present their work to the class as part of their project.
Wrap Up
After the presentations, we will have a discussion tying together the presentations and the research that the students have done.
Lesson Plan IV
Objective
-
1. The students will create their own masks in class.
-
2. The students will write a story about their mask.
Focus
Bring material needed for making the masks.
Procedure
(See Unit activities describing how to make a mask)
Students will present their masks and tell the story behind them.
Wrap up
The students will discuss what they liked and did not like about the unit.
