ARH 3525 The Arts of FAC 201 Tuesdays 9:35-11:30; Thursdays 9:35-10:25 Robin Poynor 115 FAC Office hours: Wednesdays 9:30-11:30 or by appointment 352-213-5056 [email protected]

Goal: The course should introduce you to the diverse art traditions embraced in the past and presently by the many peoples in West Africa and allow you to realize the reasons art is made and how it functions in the cultures that produced it.

Text: Visona, Poynor, Cole, A in Africa, Pearson / Prentice Hall), 2008 (paperback or hard cover).

Readings: A number of sources are included for each section in the list below

Images: I will place my PowerPoint files from class lectures on online reserves through the AFA Library. Some students like to make “flash cards” of images from these PowerPoint files.

Tests: There are three “content tests” and four map tests. Content tests are very difficult, so please pay attention to this: exams include both objective and subjective portions. For the objective portion you should be able to recognize objects, including unknowns. You should be able to identify them by the ethnic group that produced them or the archaeological site as appropriate, the type of object, being able to give the term in their language, the organization or association that used it if appropriate, the way the object functioned in the community, the material it is made of, the time period appropriate to it, and the location in modern day Africa, etc. You will be responsible for identification and discussion of terms. Essays will be given by specific questions or by comparisons of images. A note on essays: Essay questions are based on the cognitive skills underlying the content rather than on the content alone. Essays require more effort on your part than other types of questions. The best essay questions require you to use higher-level thinking skills by comparing and contrasting, analyzing, or evaluating. You cannot answer an essay question by simply recognizing the correct answer, nor can you study for an essay exam by simply memorizing factual material. Essay questions test complex thought processes, critical thinking, and problem-solving skills and require you to use the English language to communicate in sentences and paragraphs. For this reason, please do not use mere memorization as a tool for preparation. Think about each object and idea in terms of the “bigger picture” of African art and art in general as well as in terms of life and the way art interfaces with living. Dates for content tests are noted below.

In the first map test, you must able to locate 90% of the countries in Africa. In the other map tests, you must be able to locate cities, landmarks, ethnic groups, archaeological sites, art styles, art types, organizations and so on introduced in the lectures or discussed in the text. Map tests will be given the class following the exam and the last one will be a portion of the final. Maps are located in the book, but a copy of the blank map like those used on the test is on the last page of the syllabus. The BIG map test is January 22, first 15 minutes of class Test on chapters 1, 3, 4, 5 February 19 -This exam is VERY difficult. Be prepared! Map test 1 is at the beginning of class February 24 Test on chapters 6 and 7 – March 26 Map test 2 is at the beginning of class March 31 Test on chapters 8 and 9 and last map test – April 29, 5:30-7:30 (Please do not ask me when the final is. It is noted here and several other places on the syllabus as well as in the registrar’s resources and on your registration materials.

GRADES: UF grading policy website: http://www.registrar.ufl.edu/catalog/policies/regulationgrades.html Eight components factor into your grade as follows: Component Points possible A (exceptional) 460-500 BIG map test. . 55 points A- (very, very good) 450 -459 Exam 1 ...... 85* points B+ (very good) 440-449 Map test 1 . . . . . 15 points B (good) 415-439 Exam 2 ...... 100* points B- (good) 400- 414 Map test 2 . . . . . 15 points C+ (high average) 390-399 Exam 3 ...... 115* points C (average) 365-379 Map test 3 . . . . . 15 points *The test with the lowest C-(will not count for dept) 350-364 Paper ...... 100 points score will count 85 points D+ (below average) 340-349 TOTAL ...... 500 points and that with the highest D (not good at all) 315-339 score will count 115 D- (very not good) 300-314 points. E (failing) 313 and below

ATTENDANCE Please do not “cut class.” My lectures contain information not in the text. More than 3 absences will lower your grade.

BONUS POINTS You can earn 10 bonus points if you come in an African masquerade or body adornment on April 2. If you earned less than a B on the first exam you MUST do this. [You must be able to explain which African tradition your costume is based on and how it is worthy of the extra points.]

Paper: Important dates for paper assignments: Wednesday February 4 last day to discuss your paper topic with Dr. Poynor, but try for the first 2 weeks! Friday February 6: topic and beginning bibliography emailed to Dr. Poynor Friday February 27: outline, thesis statement, extended bibliography - emailed Wednesday April 3: paper due – hardcopy AND digital copy

A research paper on a topic that has to do with the portion of Africa we are studying. Undergrad research paper should be between five to seven pages of text, in addition to footnotes, bibliography, scanned illustrations, etc. You must clear your topic with me before hand. Some topics may not have enough published material to allow you to find sufficient resources. Some are dead-end topics. I will allow only one person per topic, so if you want the topic you are interested in, see me early. You need to have discussed a topic with me by February 4. I am always available for you to run ideas by. Please try to see me when we can discuss your ideas in a thoughtful way. This is not the minute before class begins or at break or immediately after class. Come to my office, and be prepared. Also remember that I have two classes and thus some70 students. Please do not think that all 70 can see me on the last day. Please note my office hours. Five points off final grade for no consultation.

Your second assignment is due Friday February 6. Email a formal proposal to me [[email protected]] that will include a photograph of an object appropriate to your topic, along with its identification, and a beginning bibliography to demonstrate that you have seriously looked for information on the subject. Please embed this in the email and not as an attachment. That way I can reply with my comments immediately. Five points off for tardy topic proposal.

For ideas about doing research and issues of form and style, refer to the online version of W.R.I.T.E. located at http://www.arts.ufl.edu/resources/forms/write.html. If you are at an impasse, be sure to discuss your paper-writing problems with me. A start for exploring Internet sites: http://www-sul.stanford.edu/depts/ssrg/africa/art.html

Your third writing assignment is another bibliography, this one extensive, building on your previous bibliography and a preliminary OUTLINE. These are due February 27, embedded in your email so I can mark it and send it back to you. It must provide evidence of conscientious research. This should include a thesis statement that clearly presents the point to be made in your paper. The title should allow the reader to have a good idea of the purpose of the paper. The bibliography should provide evidence that you have done much more research since your initial bibliography. Five points will be taken off for tardy outline/bibliographies or for indication of lack of serious effort.

The fourth assignment, the final paper, is due Friday, April 3. You may turn it in early, but no late papers will be accepted unless negotiated with appropriate reasons before hand or documentation of appropriate grounds after the date.

Style should be determined by familiarizing yourself with W.R.I.T.E. [Refer to the online version of W.R.I.T.E. located at http://www.arts.ufl.edu/resources/forms/write.html.] Spelling, grammar, punctuation and style will not be graded per se but it will affect your grade, since papers are assigned to give you experience in researching, learning about a specific topic in detail, and communicating what you have learned in a lucid manner. It is absolutely necessary that you proofread your work. If you use footnotes improperly or do not properly credit your sources or do not include appropriate illustrations tied to the text through references, I will not read your paper. Illustrations need to be credited with information similar to that in footnotes. I prefer that illustrations be inserted by scanning at the point at which they are introduced in the text. If you need help, there is a Writing Center in Broward Hall: http://at.ufl.edu/rwcenter/index.html.

Researching the arts of Africa is not as simple as researching those of the West. Bibliographical materials have a habit of hiding, waiting to be found in Library West or The Central Science Library rather than in the AFA Library, lurking under unknown headings in databases and catalogues, disguising themselves as anthropology, ethnology, history or travel rather than art. Be sure to use a variety of bibliographical indexes that have to do with art, anthropology, Africa, etc.

A source that will be very useful is African Arts, a journal published by UCLA. Other useful periodicals include Africa, Arts d’Afrique noire, and Man.

Be cautious about using web sites. Many are superficial. Some are mediocre. Some are good. I’m always happy to help you out. We also have a good library staff that is more than willing to help you with databases and catalogues. Do not fear librarians. Art librarians Ann Lindell and Tom Caswell in the AFA Library are always happy to assist you. The Africanist bibliographer Dan Reboussan is located in Library West. I am always available to listen to your problems and to help you, so please take advantage of all the help available, but do it in time. The week before the paper is due is not the right time to ask for help. NOW is the time.

Plagiarism: Be sure you are aware of what plagiarism is and how it can affect your college career and thus your entire life if you are caught. In light of that, I’d like each of you to read the following and email me that you have read it and understand it by the end of this week. Read “Intellectual challenges in American academic writing”. Explore all sections dealing with plagiarism: “Overview,” “Is It Plagiarism?,” “Safe Practices,” “Plagiarism Exercise,” and even “Best Practices for Teachers.” http://owl.english.purdue.edu/owl/resource/589/01/

UNIVERSITY OF FLORIDA POLICIES ACADEMIC HONESTY: All students are required to abide by the Academic Honesty Guidelines which have been accepted by the University. The academic community of students and faculty at the University of Florida strives to develop, sustain and protect an environment of honesty, trust and respect. Students are expected to pursue knowledge with integrity. Exhibiting honesty in academic pursuits and reporting violations of the Academic Honesty Guidelines will encourage others to act with integrity. Violations of the Academic Honesty Guidelines shall result in judicial action and a student being subject to the sanctions in paragraph XIV of the Student Code of Conduct. The conduct set forth hereinafter constitutes a violation of the Academic Honesty Guidelines (University of Florida Rule 6C1-4.017).

ACCOUNTABILITY TO ACADEMIC HONESTY: The University of Florida requires all members of its community to be honest in all their endeavors. Students are required to commit themselves to academic honesty by signing a prescribed basic statement, including the Student Honor Code, as part of the registration process. A fundamental principle is that the whole process of learning and pursuit of knowledge are diminished by cheating, plagiarism, and other acts of academic dishonesty. In addition, every dishonest act in the academic environment affects other students adversely, from the skewing of the grading curve to giving unfair advantage for honors or for professional or graduate school admission. Therefore, the University will take severe action against dishonest students. Similarly, measures will be taken against faculty, staff, and administration members who practice dishonest or demeaning behavior.

Student Responsibility: A commitment is made in writing at the time of admission to be honest in all academic work and abide by the Student Honor Code. In addition, students should report any condition that facilitates dishonesty to the class instructor, the department chairperson, the dean of the college, or Student Judicial Affairs.

Faculty Responsibility: Faculty members have a duty to promote honest behavior and to avoid practices and environments that foster cheating in their classes. Teachers should encourage students to bring negative conditions or incidents of dishonesty to their attention. In their own work, teachers should practice the same high standards they expect from their students.

Administration Responsibility: As highly visible members of our academic community, administrators should be ever vigilant to promote academic honesty and conduct their lives in an ethically exemplary manner

Acceptable Use Policy: Please read the University of Florida Acceptable Use Policy. It is expected that you abide by this policy. See: http://www.it.ufl.edu/policies/aupolicy.html.

Software Use: All faculty, staff, and students of the University of Florida are required and expected to obey laws and legal agreements governing software use. Failure to do so can lead to monetary damages and/or criminal penalties for the individual violator. Because such violations are also against University policies and rules, disciplinary action will be taken as appropriate.

Accommodations for Students with Disabilities: Students with disabilities, who need reasonable modifications to complete assignments successfully and otherwise satisfy course criteria, are encouraged to meet with the instructor as early in the course as possible to identify and plan specific accommodations. Students WILL be asked to supply a letter from the Office for Students with Disabilities to assist in planning accommodations. Please see me outside of class time to discuss any accommodations you might need.

University of Florida Counseling Services: 301 Peabody Hall P.O. Box 114100, University of Florida Gainesville, FL 32611-4100 Phone: 352-392-1575 Web: www.counsel.ufl.edu

Topics and readings for test 1 [Test 1 February 19] You are responsible for all the readings from Visona, Poynor and Cole listed below. Additional readings are listed for each topic as supplemental for those who want to explore more. Your reading additional will perhaps allow you to reference noteworthy comparisons on essays. In exploring your research paper topic, you should definitely look at those sources already listed on the syllabus rather than having me point them out to you after the fact. [Specific dates on which the topics may be discussed may vary according to our ability to finish the previous topic in time. Also, I may choose to concentrate lectures on several significant cultures rather than all of those listed below.]

Week 1. Preface and Introduction (Chapter 1) 1-19 Central Sudan (Chapter 3) 76-103 Ancient terra cotta 77-82 Eyo, Treasures of Ancient Nigeria, (N7399.N5/E94/1980), 3-7; 26-29; 50-64. Recent terracotta 82-86 Berns, “Ceramic Clues,” African Arts 22:2 (1989): 48-59, 102-103. (709.6005/A258) [African Arts henceforth referred to as AA] Northern Cameroon and Nigeria 86-91 Rubin, “A Mumuye Mask,” in I Am Not Myself, Los Angeles, 1985, 98-9. Zeitlyn, “Mambila Figurines and Masquerades,” AA 3 (autumn 1994): 38-47, 94. Royal Arts of Kanuri and Hausa 91-95 Prussin “Fulani-Hausa ,” AA 10 (1) (October 1976): 8-19, 97.

Week 2 95-97 J-L Bourgeois, "The History of the Great of Djenne," AA, 20(3):54-63, 90-92. ( Fulani 97-103 Personal adornment -----

Week 3 Mande Worlds (chapter 4) 104-129 Ancient Empires 105-112 Grunne, Ancient Terra Cottas from West Africa, (NB1098/.W4/G781), 1-135. http://cgi.cnn.com/WORLD/9510/mali_relics/ http://www.unesco.org/courier/2001_04/uk/doss22.htm Mande organizations 112-123 Imperato and Shamir, "Bokolanfini, Mud Cloth of the Bamana of ," AA, 3(4):32-41, 80. Imperato, "The Dance of the Tyiwara", AA, 4(1): 8-13, 17-80.

Week 4 Arts of the home 123-125 Modern Art 125-129 Western Sudan (chapter 5) 130-165 and 131-132 Bedaux, “Tellem and Dogon Material Culture,” AA 21(4)(August 1988): 38-45, 91. Shrines and altars 283 Dogon shrines and altars 132-140 Spini, Togu Na, (DT551.42/.S6413/1977). Huet, "The Togu Na of Tenyu Ireli," AA, 21(4):34-36, 91, (709.6005/A258). Dogon Masquerades 140-143, 324 Dieterlen, "Masks and Mythology among the Dogon," AA, 22(3): 34-43, 87-88.

Week 5 Senufo 143-153 Glaze, "Woman Power and Art in a Senufo Village," AA, 8(3):24-29,64-68. Glaze, "Dialectics of Gender in Senufo Masquerades," AA, 19(3):30-39. Burkinabe 153 Lobi 154-156 Lost wax casting 234 Bwa 156-158 Roy, "The Spread of Mask Styles in the Black Volta Basin", AA, 20(4):40-47,89. *Roy, Art of the Upper Volta Rivers, (N7399/.U6/R69x/1987), passim. Mossi 159-162 Roy, Art of the Upper Volta Rivers, (N7399/.U6/R69x/1987), passim. Architecture 162-164

Test 1 February 19

Topics and readings for test 2 March 26 Week 6 West Atlantic (Chapter 6) 168-193 Early stone art 169-171 Allison, African Stone Sculpture, (730.966/A439a), 36-41. Sapi-Portuguese ivories 171-172 Bassani, "A Newly Discovered Afro-Portuguese Ivory," AA, 17(4):60-63,95-96. *Bassani, Ezio. Africa and The Renaissance : Art in Ivory, (NK5989 .B37 1988) Bidjogo 173-176 Helmholz, "Traditional Bijago Statuary," AA, 6(1):52-57, 88. Baga 176-180 Lamp, “Art of the Baga: a Drama of Cultural Reinvention” (exhibition preview), AA, 29(4): 20-33. Sande and Poro 180-184 Lamp, "Cosmos, Cosmetics, and the Spirit of Bondo," AA, 18(3): 28-43, 98ff.

Week 7 Test Dan, We and neighbors 184-189 Himmelheber and Fischer, The Arts of the Dan in West Africa, (N7399/.I8/F5713/1984), passim. Rites of Passage 424-425 Guro 189-190 Deluz, “The Guro,” in Barbier, Art of Cote d’Ivoire, volume 1, pp. 234-245. Cross currents 191-192 Contemporary 192-193 Akan Worlds (Chapter 7) 194-227 Cole and Ross, The Arts of Ghana, (N277.6/G5/C64), passim. Verbal visual nexus 195-196 Ross, "The Verbal Art of Akan Linguist Staffs," AA, 16(1): 56-66, 95-96.

Week 8 Regalia and statecraft 196-197 Metal arts 203-206 Ross, "The Iconography of Asante Sword Ornaments," AA, 11(1):16-25, 90. Textile arts 206-208 Smith, “Kente Cloth Motifs,” AA, 9(1):36-39. Terra cotta funerary sculptures 208-209 Coronel, "Aowin Terracotta Sculpture," AA, 13(1):28-35, 97-98. Grunne, Ancient Terra Cottas from West Africa, (NB1098/.W4/G781),137-227. Shrines and altars 283 Prussin, "Traditional Asante Architecture," AA, 13(2):57-65, 78-82, 85-87. Vogel, "People of Wood", Art Journal, 33(1): 23-26, (705/C697). Akan shrines 210-215

Week 9 Secular carving 215-216 Royal festival 216-218 Baule masquerade 218-220 Vogel, “Art that is Watched: Performances,” in Baule: African Art Western Eyes, pp. 134-186. Military companies 221-225

Week 10 Contemporary funerals 225-226

International art 226-227 Those interested in contemporary arts in Africa might want to look at http://www.sil.si.edu/SILPublications/ModernAfricanArt/modern-african-art.htm

Test 2 March 26 Topics and readings for test 3 April 29 Yoruba and Fon (Chapter 8) 228-273

Week 10 cont’d Early Ife 229-236 Willett, Ife in the History of West African Sculpture, (732.2096692/W713i), passim. Drewal and Pemberton, Yoruba: Nine Centuries of African Art and Thought, section on Ife. (N7399.N52 Y68 1989) Eyo, Treasures of Ancient Nigeria, (N7399.N5/E94/1980), 10-14, 32-39, 90-112.

Week 11 Early Owo 236-238 Eyo, Treasures of Ancient Nigeria, (N7399.N5/E94/1980), 14-17, 19-21, 39-42, 46-48, 114-126, 146- 152. Poynor, "Edo Influence on the Arts of Owo," AA, 9(4):40-45, 90. Esie 238-239 Eyo, Treasures of Ancient Nigeria, (N7399.N5/E94/1980), 21-2,48. Allison, African Stone Sculpture, (730.966/A439a), 11-24. Stevens, The Stone Images of Esie, (DT513/.S83), passim.

Royal arts 239-243 Thompson, "The Sign of the Divine King," AA, 3(3): 8-17, 74-80. Ogboni 243-245 Ojo, "Ogboni Drums," AA, 6(3):50-52, 84, (709.6005/A258).

Week 12

Orisha 245-255 Pemberton, "Eshu-Elegba: The Yoruba Trickster God," AA, 9(1): 20-27, 66-70. Armstrong, "Oshe Shango and the Dynamic of Doubling," AA, 16(2):28-32.

Week 13 Masquerades 255-259

Dahomey Royal arts 259-263 Adams, "Fon Appliquéd Cloths," AA, 13(2):28-41, 87. Fon spiritual arts 263-266 *Bay, Asen: Iron Altars of the Fon People, passim. Brazilian architecture 266-268 Oshogbo 268-272 Ona group 272-273

Week 14] Lower (Chapter 9) 274-327 Igbo Ukwu 274-278 Igbo title art 279-282 Igbo shrines 282-285 Mbari 285-289 Display figures 289-290 Igbo masquerades 290-296 Personal altars 296-298 Beauty and the beast 298-302 Hierarchy in composition 302-303

Week 15 royal art 310-325 Eyo, Treasures of Ancient Nigeria, (N7399.N5/ E94/1980), 17-19, 42-46, 128-144. *Ben-Amos, The Art of Benin, (N7399/.N52/B453/1980), passim. *Ezra, Royal Art of Benin, (N7399.D3 E97 1992), passim.

FOR PREPARING FOR THE BIG MAP TEST COUNTRIES IN AFRICA (55) This test will be given the first few minutes of class January 22. If you do not make at least 90% on it, you must negotiate a retake with me the following week until you do make at least 90%.

1. Algeria 29. Madagascar 2. Angola 30. Malawi 3. Benin 31. Mali 4. Botswana 32. Mauritania 5. Burkina 33. Mauritius [not on attached map] 6. Burundi 34. Morocco 7. Cameroon 35. Mozambique 8. Cape Verde [not on attached map] 36. Namibia 9. Central African Republic 37. Niger 10. Chad 38. Nigeria 11. Comoros [not on attached map] 39. Rwanda 12. Congo, Republic of 40. Sao Tome and Principe [not on attached map] 13. Congo, Democratic Republic of 41. Senegal 14. Djibouti 42. Seychelles [not on attached map] 15. Egypt 43. Sierra Leone 16. Equatorial Guinea 44. Somalia 17. Eritrea 45. South Africa 18. Ethiopia 46. South Sudan 19. Gabon 47. Sudan 20. Gambia 48. Swaziland 21. Ghana 49. Tanzania 22. Guinea 50. Togo 23. Guinea-Bissau 51. Tunisia 24. Ivory Coast 52. Uganda 25. Kenya 53. Western Sahara 26. Lesotho 54. Zambia 27. Liberia 55. Zimbabwe 28. Libya

Place the number of the country from the list on the preceding page on the appropriate location on the map. For small or tight spaces, feel free to draw lines from numbers that you have placed in more open areas.

Map for Map tests: Exams 1 and 2 will have a map portion administered the day of the class. The final map test will be given as a portion of the final exam. On these, the map below will be provided for you to locate by number anything that we have discussed in covering the material or that exam period. Such things might be country location, natural phenomena such as rivers, lakes, mountain ranges, etc. that are significant to our discussion. Archaeological sites, ethnic groups, kingdoms, empires, important cities, style regions, types of objects, organizations, specific artists, etc. should all be locatable on the map.

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