Submitted by Michele Campbell
Objectives:
Content:
Students will: * identify Ghana and Cote d'Ivoire, West Africa on a map
* become familiar with the Akan people of these countries
* identify different Adinkra symbols and learn their meanings
* create an Adinkra stamp and use it to print on fabric.Cultural:
Students will: * analyze symbols on Adinkra cloth examples
* give a narrative description of their interpretation
* compare their interpretation to Akan proverbsLanguage: Content Obligatory
Students will: * accurately identify terms of Adinkra, symbols, carving terms and printing terms:Adinkra - type de tissu fabriqué à la main créé par le peuple d'Akan du Ghana, Afrique, qui emploie des symboles pour exprimer des significations
idéographe - symbole représentant une idée ou un concept
pictograph - symbole représentant une plante, un animal, ou une personne
culture - façon de vivre d'un groupe de personnes
provèrbe - expression qui montre un petit morceau de sagesse
héritage - quelque chose, telle que la propriété ou une droite ou un privilège, appartenant à un par la transmission ou la tradition
**and**
la ligne - line
un carré - square
un symbole - symbol
imprimer - to print
le bloc d'imprime - stamping block
les outils découpants - carving tools
le rouleau - brayer
dessiner - to draw
à l'envers - in reverse
soulever - to remove
les bords - the border
lisse - smooth
raffiné - clean and refined
un pinceau - paint brush
l'encre d'imprimerie - printing ink
créer - to create
décrire - to describe artistic narrative terms (description of own piece and critique of other works) - see worksheetLanguage: Content Compatible
Students will: * use comparative and contrastive vocabulary
Ex: aimer mieux, aimer moins &endash; to like more or less
* designate preferences
Ex: préférer - to prefer, la valeur - value Imparfait and Passé Composé tensesLearning Strategies / Social and Skills Development:
Students will:
* draw or trace an Adinkra symbol * use carving tools to create a stamp * print on fabric by using repetitive patterns Group critique participation, peer education of symbol names and meanings
Time Frame:
Six 55 minute class periods
1. TrackStar investigation of Adinkra and the Akan, discussion of findings - 90 to 120 minutes
2. PowerPoint presentation of Adinkra examples with discussion of symbols &endash; 40 to 55 minutes
3. Draw and carve an Adinkra stamp &endash; 50 minutes
4. Print Adinkra cloth &endash; 50 minutes
5. Personal narrative and group critique &endash; 50 minutes and homework
Materials Needed:
Colored cotton fabric
water-based textile printing ink
printing brayers
flat paint trays or plastic plates
flexible stamping medium
carving tools
pencils
drying rack
rubber gloves
paper
Description of Assessment (Performance Project):
Task 1: Students are introduced to the lesson by exploring the websites found at: http://trackstar.hprtec.org/main/display.php3?track_id=93105 . Print and use the worksheet adinkrasearch.doc to keep students focused on the task. When students have completed the worksheet, they can print and trace or copy their preferred design from one of the sources on the internet. If you prefer print materials, I highly recommend the book The Adinkra Dictionary listed in the resource section of this lesson. The "Adinkra Design Glossary" and "Adinkra Definition Glossary" in the back of the book are very useful.
Task 2: Using a multimedia projector or overhead transparencies of the slides, give the PowerPoint presentation adinkra.ppt. Ask students to identify the symbols that they see in each of the examples and to attempt interpreting what the cloth may have meant to its original owner. It may be useful to list the most frequently occuring symbols on the board before starting, to help students remember which is which.
Task 3: Give students the handout adinkrasteps.doc and read together. Distribute stamping medium to students and let them draw their symbol on it &endash; first lightly and then with a solid pencil line. Don't let students begin carving until you have verified that they can name their symbol and give its meaning (en français, bien sûr!).
Task 4: Divide the colored fabric for your students. The most economical (and easy to manage) way to divide 45ì wide fabric is to cut it at 22ì pieces from the selvage, and then divide each of those 22ì x 45ì sections into three pieces. This makes 15ì x 22ì pieces, which is big enough to create a pattern, but not so big to overwhelm a small desk top. Estimate about 6 yards for a class of 30. Allow students to choose a piece of colored fabric. Distribute rubber gloves, paint brushes and trays/plates with about 1 or 2 tablespoons of printing ink on each to start. Add more printing ink as necessary, but keep in mind that it is very easy to waste! Remind students that printing ink will print on their clothes as easily as it will print on their Adinkra cloth. Instruct students to divide their fabric with lines or squares before they start stamping. For the first print, use the brayer to roll printing ink on to the stamp, and then press it firmly on to a piece of paper to make a print. If the stamp makes any marks that you don't want, carve away the problem areas. Proceed with stamping fabric in a repeat pattern that models the examples that they have seen. Students should be encouraged to share stamps with each other. They must, however, explain the name and meaning of every symbol that they use on their fabric! When each student is finished, set on the drying rack or on a table to dry. Do not stack the fabric while the paint is wet.
Task 5: Have students complete the narrative.doc handout either in class or at home. In small or large groups, allow students to present their Adinkra cloth using the narrative handout as a guide. After the narrative presentation, students trade their work with another student and write and present a partner critique. Use the critique.doc handout.
Assessment:
Students will demonstrate understanding of the Adinkra tradition by
1: successfully completing an Adinkra cloth that has evident patterning and identifiable symbols
2: successfully completing and presenting a narrative of their process in French
3: successfully completing and presenting a partner critique of another student's work in French
References and Resources:
The Adinkra Dictionary, W. Bruce Willis. 1998, The Pyramid Complex, P.O. Box 21212 Washington, D.C. 20009 ISBN 0-9661532-0-0 (can be ordered from publisher - $25.00)