Power Cloths of the Commonwealth
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Meanings of Kente Cloth Among Self-Described American And
MEANINGS OF KENTE CLOTH AMONG SELF-DESCRIBED AMERICAN AND CARIBBEAN STUDENTS OF AFRICAN DESCENT by MARISA SEKOLA TYLER (Under the Direction of Patricia Hunt-Hurst) ABSTRACT Little has been published regarding people of African descent’s knowledge, interpretation, and use of African clothing. There is a large disconnect between members of the African Diaspora and African culture itself. The purpose of this exploratory study was to explore the use and knowledge of Ghana’s kente cloth by African and Caribbean and American college students of African descent. Two focus groups were held with 20 students who either identified as African, Caribbean, or African American. The data showed that students use kente cloth during some special occasions, although they have little knowledge of the history of kente cloth. This research could be expanded to include college students from other colleges and universities, as well as, students’ thoughts on African garments. INDEX WORDS: Kente cloth, African descent, African American dress, ethnology, Culture and personality, Socialization, Identity, Unity, Commencement, Qualitative method, Focus group, West Africa, Ghana, Asante, Ewe, Rite of passage MEANINGS OF KENTE CLOTH AMONG SELF-DESCRIBED AMERICAN AND CARIBBEAN STUDENTS OF AFRICAN DESCENT By MARISA SEKOLA TYLER B.S., North Carolina Agricultural & Technical State University, 2012 A Thesis Submitted to the Graduate Faculty of The University of Georgia in Partial Fulfillment of the Requirements for the Degree MASTER OF SCIENCE ATHENS, GEORGIA 2016 ©2016 Marisa Sekola Tyler All Rights Reserved MEANINGS OF KENTE CLOTH AMONG SELF-DESCRIBED AMERICANS AND CARIBBEAN STUDENTS OF AFRICAN DESCENT by MARISA SEKOLA TYLER Major Professor: Patricia Hunt-Hurst Committee: Tony Lowe Jan Hathcote Electronic Version Approved: Suzanne Barbour Dean of the Graduate School The University of Georgia May 2016 iv DEDICATION For Isaiah and Lydia. -
Symbolic Colors Found in African Kente Cloth (Grades K – 2)
Bold and beautiful: symbolic colors found in African Kente cloth (Grades K – 2) Procedure Introduction Have the students look closely at the clothes they are wearing, as well as any other fabrics in the classroom. Invite them to suggest how the fabrics might have been created: What materials and tools were used? Who might have made them? And so on. Ask whether fabrics and clothing are the same in other parts of the world, how they might be different, or why they may be different. Announce that they are going to learn about a very special type of fabric that was worn by kings in Africa, and point out Ghana on the map or globe in relation to the United States. The colors chosen for Kente cloths are symbolic, and a combination of colors come together to tell a story. For a full list of color symbol- ism, see background information (attached) Object-based Instruction Display the images. Guide the discussion using the following ques- tioning strategy, adapting it as desired. Include information about Kente cloth from the background material during the discussion. Akan peoples, Ghana, West Africa, Kente Cloth. Describe: What are we looking at? What colors and shapes do you see? How would you describe them? What kinds of lines are there? Time Analyze: What colors or shapes repeat? What are some patterns? 45 – 60 minutes Where do the patterns seem to change? How do you think this was made? Objectives Interpret: How do the colors in this cloth make you feel? Why do you think the weaver chose these colors? What other decisions did Students will identify, describe, create, and extend patterns using the weaver need to make while creating this piece of fabric? What lines, colors, and shapes, as they create Kente cloth designs. -
Adire Cloth: Yoruba Art Textile
IROHIN Taking Africa to the Classroom SPRING 2001 A Publication of The Center for African Studies University of Florida IROHIN Taking Africa to the Classroom SPRING 2001 A Publication of The Center for African Studies University of Florida Editor/Outreach Director: Agnes Ngoma Leslie Layout & Design: Pei Li Li Assisted by Kylene Petrin 427 Grinter Hall P.O. Box 115560 Gainesville, FL. 32611 (352) 392-2183, Fax: (352) 392-2435 Web: http://nersp.nerdc.ufl.edu/~outreach/ Center for African Studies Outreach Program at the University of Florida The Center is partly funded under the federal Title VI of the higher education act as a National Resource Center on Africa. As one of the major Resource Centers, Florida’s is the only center located in the Southeastern United States. The Center directs, develops and coordinates interdisci- plinary instruction, research and outreach on Africa. The Outreach Program includes a variety of activities whose objective is to improve the teaching of Africa in schools from K-12, colleges, universities and the community. Below are some of the regular activities, which fall under the Outreach Program. Teachers’ Workshops. The Center offers in- service workshops for K-12 teachers on the teaching of Africa. Summer Institutes. Each summer, the Center holds teaching institutes for K-12 teachers. Part of the Center’s mission is to promote Publications. The Center publishes teaching African culture. In this regard, it invites resources including Irohin, which is distributed to artists such as Dolly Rathebe, from South teachers. In addition, the Center has also pub- Africa to perform and speak in schools and lished a monograph entitled Lesson Plans on communities. -
The Fiber of Our Lives: a Conceptual Framework for Looking at Textilesâ
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Textile Society of America Symposium Proceedings Textile Society of America 2010 The Fiber of Our Lives: A Conceptual Framework for Looking at Textiles’ Meanings Beverly Gordon University of Wisconsin - Madison, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/tsaconf Part of the Art and Design Commons Gordon, Beverly, "The Fiber of Our Lives: A Conceptual Framework for Looking at Textiles’ Meanings" (2010). Textile Society of America Symposium Proceedings. 18. https://digitalcommons.unl.edu/tsaconf/18 This Article is brought to you for free and open access by the Textile Society of America at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Textile Society of America Symposium Proceedings by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. THE FIBER OF OUR LIVES: A CONCEPTUAL FRAMEWORK FOR LOOKING AT TEXTILES’ MEANINGS BEVERLY GORDON [email protected] I have been fascinated for decades with all of the meanings that fiber and cloth can hold—they are a universal part of human life, and fill an almost endless number of roles in our practical, personal, emotional, social, communicative, economic, aesthetic and spiritual lives. I have worked at finding meaningful ways to both explain textiles’ importance, and organize and synthesize the many disparate ideas that are part of this phenomenon. The following is the holistic framework or conceptual model I have developed that can be used to articulate and compare the meanings of textiles of any given culture or historic period. It is designed to be as inclusive as possible—to allow us to think about textiles and the roles they play in human consciousness and through the full range of human activities and concerns. -
Cloth in Contemporary West Africa: a Symbiosis of Factory-Made and Hand-Made Cloth
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Textile Society of America Symposium Proceedings Textile Society of America 2000 Cloth in Contemporary West Africa: A Symbiosis of Factory-made and Hand-made Cloth Heather Marie Akou Textile Society of America Follow this and additional works at: https://digitalcommons.unl.edu/tsaconf Akou, Heather Marie, "Cloth in Contemporary West Africa: A Symbiosis of Factory-made and Hand-made Cloth" (2000). Textile Society of America Symposium Proceedings. 778. https://digitalcommons.unl.edu/tsaconf/778 This Article is brought to you for free and open access by the Textile Society of America at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Textile Society of America Symposium Proceedings by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Cloth in Contemporary West Africa: A Symbiosis of Factory-made and Hand-made Cloth Heather Marie Akou Introduction The concepts of "tradition" and "fashion" both center on the idea of change. Fashion implies change, while tradition implies a lack of change. Many scholars have attempted to draw a line between the two, often with contradictory results. In a 1981 article titled, "Awareness: Requisite to Fashion," Mary Ellen Roach-Higgins argued that, If people in a society are generally not aware of change in form of dress during their lifetimes, fashion does not exist in that society. Awareness of change is a necessary condition for fashion to exist; the retrospective view of the historian does not produce fashion. I Although she praised an earlier scholar, Herbert Blumer, for promoting the serious study offashion2, their conceptualizations of the line between tradition and fashion differed. -
Text &Textile Text & Textile
1 TextText && TextileTextile 2 1 Text & Textile Kathryn James Curator of Early Modern Books & Manuscripts and the Osborn Collection, Beinecke Rare Book & Manuscript Library Melina Moe Research Affiliate, Beinecke Rare Book & Manuscript Library Katie Trumpener Emily Sanford Professor of Comparative Literature and English, Yale University 3 May–12 August 2018 Beinecke Rare Book & Manuscript Library Yale University 4 Contents 7 Acknowledgments 9 Introduction Kathryn James 13 Tight Braids, Tough Fabrics, Delicate Webs, & the Finest Thread Melina Moe 31 Threads of Life: Textile Rituals & Independent Embroidery Katie Trumpener 51 A Thin Thread Kathryn James 63 Notes 67 Exhibition Checklist Fig. 1. Fabric sample (detail) from Die Indigosole auf dem Gebiete der Zeugdruckerei (Germany: IG Farben, between 1930 and 1939[?]). 2017 +304 6 Acknowledgments Then Pelle went to his other grandmother and said, Our thanks go to our colleagues in Yale “Granny dear, could you please spin this wool into University Library’s Special Collections yarn for me?” Conservation Department, who bring such Elsa Beskow, Pelle’s New Suit (1912) expertise and care to their work and from whom we learn so much. Particular thanks Like Pelle’s new suit, this exhibition is the work are due to Marie-France Lemay, Frances of many people. We would like to acknowl- Osugi, and Paula Zyats. We would like to edge the contributions of the many institu- thank the staff of the Beinecke’s Access tions and individuals who made Text and Textile Services Department and Digital Services possible. The Yale University Art Gallery, Yale Unit, and in particular Bob Halloran, Rebecca Center for British Art, and Manuscripts and Hirsch, and John Monahan, who so graciously Archives Department of the Yale University undertook the tremendous amount of work Library generously allowed us to borrow from that this exhibition required. -
The Textile Museum Thesaurus
The Textile Museum Thesaurus Edited by Cecilia Gunzburger TM logo The Textile Museum Washington, DC This publication and the work represented herein were made possible by the Cotsen Family Foundation. Indexed by Lydia Fraser Designed by Chaves Design Printed by McArdle Printing Company, Inc. Cover image: Copyright © 2005 The Textile Museum All rights reserved. No part of this document may be reproduced, stored in a retrieval system, or transmitted in any form or by any means -- electronic, mechanical, photocopying, recording or otherwise -- without the express written permission of The Textile Museum. ISBN 0-87405-028-6 The Textile Museum 2320 S Street NW Washington DC 20008 www.textilemuseum.org Table of Contents Acknowledgements....................................................................................... v Introduction ..................................................................................................vii How to Use this Document.........................................................................xiii Hierarchy Overview ....................................................................................... 1 Object Hierarchy............................................................................................ 3 Material Hierarchy ....................................................................................... 47 Structure Hierarchy ..................................................................................... 55 Technique Hierarchy .................................................................................. -
Armlet, 1500S, Made in the Benin
Man’s Cloth, c. 1920 –70, made by the Ewe or Adangme culture, Ghana or Togo Armlet, 1500s, made in the Benin Kingdom, Nigeria Compare and Connect • What are some similarities and differences between the patterns featured on the carved ivory armlet and the woven cotton cloth? • How does the material and process used in the making of these patterned artworks influence the final designs that we see? Education Are there certain patterns that are better suited for the surface of a cylinder of ivory versus a two-dimensional woven cloth? philamuseum.org/education • What are some things that an artist can do when working with ivory that can’t be done when working with textiles, and vice versa? About the Artwork Man’s Cloth About the Artwork Armlet c. 1920 –70 1500s Ewe (ay-vay) woven cloths are typically worn for This intricately carved armlet was made for an Oba (king) of the Benin Kingdom and is important events such as funerals, puberty rites, Strip-woven cotton plain an incredible example of the skill of ivory carvers of the 1500s. It was one of a pair that Ivory weddings, and in celebration of newborns. Cloths weave (warp-faced and would have been worn on special occasions. Decorated with a repeating pattern of men Size: 5 1/16 × 3 5/8 × 3 like this one are handmade, labor intensive, and balanced) with continuous with mudfish feet grabbing fierce crocodiles by the tails, the armlet was originally adorned 9/16 inches supplementary wefts and quite expensive. They serve as both status with metal decorations that fit into the rounded shield-like shapes that fall in between the (12.8 × 9.2 × 9 cm) weft-faced rib weave symbols and symbols of identity for wearers. -
Middle School/High School CLR Lesson (5+ Days)
Middle School/High School CLR Lesson (5+ Days) Title: Journey to Ghana and Mali (7th Grade) California State Standard: 7.4.1 Standards Study the Niger River and the relationship of vegetation zones of forest, (7th grade) savannah, and desert to trade in gold, salt, food, and slaves; and the growth of the Ghana and Mali empires. Writing Standard for Literacy in History/Social Studies 6-12 Text Types and Purpose 1. Write arguments focused on discipline-specific content. a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reading and evidence logically. b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. Production and Distribution of Writing 3. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Range of Writing 10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Mentor Text(s) ~ 7th Grade Curriculum Textbooks (I.e. History Alive! Unit #3 By TCI) ~ Reading Nonfiction: Notice & Note - Stances, Signposts, and Strategies by Beers & Probst ~ Visible Learning for Literacy by Fisher, Frey & Hattie ~ Academic Moves for College and Career Readiness by Burke & Gilmore Content Students are able to: Objectives 1. Students will use complex sentences to explain how actions and ideas impact our world. 2. Students will have the enduring understanding that the actions and ideas of Ghana and Mali impacted those civilizations much as the students’ actions and ideas impact their world. -
West African Textiles
WEST AFRICAN TEXTILES BARROW HALL GALLERY March 4—April 3 9 a.m.—5 p.m. WEST AFRICAN TEXTILES Exhibit curated by José Blanco and Jennifer Regan with assistance from Dr. Patricia Hunt-Hurst, Raúl Vázquez -López, and students from TXMI 4580: World Textiles (Jessica Baker, Allie Bashuk, Lauren Fylstra, Sara Idacavage, Rachel Jack, Ashley Scruggs, Kim Stober, Danielle Walsh). Unknown maker Light teal and brown two piece female outfit, Burkina Faso Cotton, synthetic embroidery On loan from Dr. Karim Traore This female outfit represents the colorful and flamboyant prints of modern African fashion which contrast the hand woven designs of traditional African dress. It is interesting to note that the modern print of the ensemble is not a traditional African design and resembles the art deco style of the early twentieth century. The pattern is created by a wax-printing process that has been copied by the Europeans. Interestingly, English wax-printed fabrics have become prestigious items in Nigeria costing more than the local outputs of the region. The fabric is inscribed with the words “Guaranteed English Wax” therefore verifying the quality of the print. The second interesting feature of this ensemble is the colorfully embroidered collar around the neckline of the caftan that appears to be industrially made. The decorative elements of the ensemble indicate that it is probably intended for special occasions. Unknown maker Teal Kampala fabric with white and orange print, Nigeria Cotton brocade On loan from Dr. Akinloye Ojo This piece is similar to Kampala textiles created in Uganda. The material is likely a damask weave created with a synthetic fiber. -
African Textiles Kente, Adinkra & Korhogo
AFRICAN TEXTILES KENTE, ADINKRA & KORHOGO “Our lives are woven together like the threads on a loom. One thread is very weak. Threads woven together are strong.” Grades 3-5 PowerPoint Lesson Plan OBJECTIVES HISTORY: Places an artwork in its art historical context. Students will examine the use of textiles to express ideas, beliefs or stories created by West African peoples. CRITICISM: Informed talk about art. Students will be able to identify the use of line that creates patterns in Adinkra cloth and discuss the symbolism of the designs used. AESTHETICS: Questions the nature, value and beauty of art. Students will discuss the value of textiles as art even though they are created to be worn. PRODUCTION: Creating art. Students will create an Africa-inspired textile using line to create pattern. VOCABULARY Note to volunteers The vocabulary words will be in bold italics throughout the lesson. They will be defined within the text of the lesson and do not need to be presented separately. The definitions included under this section of the lesson are very detailed and intended for adults. Line: the path of a moving dot. Pattern: the repeated placement of a basic unit, called a motif (this could be created with a shape, line, texture, or color). In general, pattern has two main functions in art and design; it provides visual enrichment and interest, and it helps unify a composition or an area of a composition. 1 PowerPoint Presentation Symbol: a design or object, which represents an idea, concept, or product. Textile: woven fabric or cloth. INTRODUCTION Can anyone tell me what a proverb is? There are some that you may have heard before like, “You can’t judge a book by its cover” or “The early bird catches the worm”. -
Structural Patterns in Asante Kente : an Indigenous Instructional Resource for Design Education in Textiles
Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.5, No.25, 2014 Structural Patterns in Asante Kente : An Indigenous Instructional Resource for Design Education in Textiles William Badoe 1* Nana Afia Opoku-Asare 2 1. Department of Industrial Art, Kwame Nkrumah University of Science and Technology, Ghana 2. Department of Art Education, Kwame Nkrumah University of Science and Technology, Ghana *Email of corresponding author: [email protected] College Of Art And Social Sciences, Kwame Nkrumah University of Science and Technology, Kumasi Ghana finance the research. Abstract Asante Kente is a richly coloured, intricately patterned indigenous hand woven fabric that is typically produced at Bonwire and Adanwomase in Ashanti Region, Ghana. Kente is woven in long narrow strips with brightly coloured silk or cotton yarns on Nsadua Kofi , the traditional narrow loom, which is a box-like wooden structure in which the weaver sits to weave. The strips are sewn together lengthways to purposely create definite patterns in the constructed cloth. Asante Kente motifs and cloth designs have names with philosophical meanings and colour symbolism that serve as a medium of communication to the indigenes. The cloth designs consist of dots, lines, shapes, textures and colours that are carefully crafted to form geometric shapes and intricate patterns that exhibit balance, rhythm, variety, proportion and repetition. Unlike Asante Kente cloth designs that evolve on the loom, weaving in the higher education textiles curriculum requires expression of the structure of design concepts as drafts on point paper. To demystify drafting, which many textiles students perceive as “difficult to learn” led to adoption of the quasi-experimental approach to interpret selected Kente motifs to demonstrate the process of drafting to 148 Year One Industrial Art students of Kwame Nkrumah University of Science and Technology, Ghana.