Please download the complete lesson plan for the worksheets, resources and rubrics. Below is an overview of the lesson plan.

Lesson Objectives

Students will

create a two-dimensional work that is philosophically linked with the Algonquin’s “Expedition Africa: Small world, Big Picture.” After studying the culture and art of Zanzibar Tanzania, students will endeavor to re-create their own tingatinga style of work. Their creation will, however, extend beyond the conventional parameters of these art forms as students are asked to incorporate into their works adaptations and extensions imposed upon them by nature of the classroom environment (i.e. the use of non-toxic materials and curriculum requirements).
address health and safety issues, cultural diversity, the use of iconography, the issue of product limitations and market demands. History, design, aesthetics and art and the community will also be considered in the execution of this unit.

Three questions that frame this unit are:

Does the art define the culture, or does the culture define the art? (Theory)
How, as an artist, can I/ do I influence people/ the world? (Creation)
What is the responsibility of the artist? (Analysis)

Instructional Plan
Time Requirement: 11 hours (6-7 lessons)

Lesson One

Teacher Preparation

The teacher will need to research the culture and history of post- colonial Tanzania (Zanzibar), tingatinga painting, ujamaa sculpture and various artists whose work is indicative of these styles and representative of the culture. (Teachers may find the web sites listed in appendix #1 helpful.)
A portfolio containing examples of ujamaa sculpture and tingatinga paintings should be assembled for student viewing (from the web)
The teacher will need to produce a list of questions in order to direct student discussion and ensure that relevant links are made between the information provided in the lecture and the illustrations of the works of art. These questions will vary according to the selection included in the portfolio.

The Lesson

The teacher will instruct students on African art and culture – more specifically, on the art and culture of post-colonial Zanzibar, Tanzania, concentrating on tingatinga painting and ujamaa sculpture. The teacher will also provide an overview of several artists and their work, starting with Eduardo S. Tingatinga, the artist who gave his name to the style of painting associated with Africa, and others such as Jose Craverinha (painter), Atanas (painter) and Istwawo (sculptor).
A portfolio of pictures of paintings and sculptures will be shown to the students in order that they may make visual links between the information presented by the teacher in the lecture and the actual works.
The teacher will need to assess whether or not the students have accurately processed the information presented to them by initiating discussion and asking students to point out the correlations that they see.

Lesson Two

Description

Students will engage in Internet research and will be directed to take notes and make sketches where necessary to expand their knowledge of Tanzania – its culture and art (see Appendix 2 for suggested web-sites)

Teacher Preparation

The teacher will visit web sites to ensure that they are up-to-date and appropriate.
The teacher will prepare a list of suitable web sites. (See Appendix#2)
The teacher will ensure that computer access is available.

The Lesson

The students will be instructed to visit the various web sites that have been provided for them in order that they may expand on the information that has already been presented to them by the teacher and in order that they may view additional examples of African art. The students will be instructed to take notes, and where necessary, make sketches on what they have viewed. This self-directed research is intended to influence and strengthen their personal work, and students will be reminded that their ‘research’ should be evident in their final product.

If time permits students may use class time to make preliminary sketches of design ideas that they wish to create, or this may be assigned for homework.

Lesson Three

Description

The teacher will outline the task and review the assessment criteria to ensure that students are aware and understand what is expected. Class time will be allotted for students to brainstorm about how to incorporate a second sensory element into their finished work and to collaborate with peers for ideas on technique, design and use of iconography.

Teacher Preparation

Decide on assessment form and create such. (A rubric has been included in this document for teacher usage – see appendix #3)

The Lesson

The teacher will outline the task as follows:
Students will create a 2-D piece of work that:
Uses the conventions of * tingatinga painting and/or ujamaa sculpture – that is:

There are recognizable motifs / iconography indicative of Tanzanian culture, (i.e. uses the ‘big five’ – elephant, lion, giraffe, hippopotamus, antelope – uses vines or patterns from Swahili culture)

Uses vibrant colours
Delineated spaces are filled (horror vacui)
Subjects are stylized and often intertwined
The piece must conform to “airport art” conventions – (that is, cultural art from developing nations that has been adapted to the special requirements of long –distance travelers – including size and often subjects and motifs that are chosen to fit the purchaser’s expectations of what art from a certain culture ‘aught’ to be. Often the art takes on aspect of the novelty or souvenir.

2) Appeals to the sense of sight and at least ONE of the other four senses.

Time will be given in order for the class to brainstorm possible ways of incorporating this additional sensory requirement into the end product. Some results from the ‘brainstorming’ may include some of the following types of ideas.
For example: scents may be mixed with the paint in order to accomplish residual odour (perhaps perfume, scented potpourri oils or spices, since Zanzibar is known as ‘the spice island’); if the sense of touch is to be incorporated, then perhaps sand or a heavy gel medium could be mixed with the paint to produce an impasto effect; or, perhaps embossed aluminum or other objects attached to the work could be used to produce a texture; similarly, if sound is the desired sense, then African music ( the Tanzanian national anthem, traditional African rhythms, or even a cut from ** “Classic Queen”) could be used as a springboard for design, colour choice etc.; if taste is the incorporated sense, then perhaps the use of actual dried goods and spices (coconut, ginger, cinnamon) could be included within the creation.
Hopefully, these, along with many other “ideas,” will be put forth during the brainstorming portion of the lesson.
The teacher will indicate to the students at this time that, as part of the creative process, they will be responsible for submitting a 200 – 300 word journal entry at the conclusion of the unit. Guide questions for the journal entry will be given to the students. (See appendix # 4)
The teacher will review the assessment criteria with the students to ensure all terminology and expectations are understood.

*Although authentic tingatinga paintings are done with bicycle paint on masonite, substitutions will be made for classroom purposes. Viable alternatives to bicycle paint would be acrylic paint mixed with a gloss polymer medium or auto air paint. Masonite may be used ot any other inexpensive, durable and portable surface may be substituted –i.e. unstretched canvas.

**Freddie Mercury, the lead singer for Queen was born Farrokh Bulsara on September 5, 1946 in Zanzibar. ( www.africaguide.com/zanzibar/culture)

Lesson Four, Five, Six, Seven

Description

Teacher will monitor and guide students’ progress as they actively work on their creations.

Teacher Preparation

The teacher will ensure that all supplies are available and in suitable condition for use.

Lesson

The teacher will circulate amongst the students offering help and guidance where needed.
A checklist designed to assist success will be given to the students in order that they may track their progress. (Appendix #5)

Please download the complete lesson plan for all activities, worksheets and detailed information of the lesson plan.

This is an overview of the lesson plan.