Yards of Style

Total Page:16

File Type:pdf, Size:1020Kb

Yards of Style University of California UCOP | Yards of style [MUSIC PLAYING] We are standing in the Fowler in Focus gallery in our intersections gallery at the Fowler Museum. This is the space that is devoted to our permanent holdings. And we do small, specialized exhibitions that rotate several times throughout the year. This latest project, Yards of Style, African-print cloths from Ghana, focuses on about 40 different cloths mostly purchased in the markets in Kumasi and Accra. The cloths that you'll see really speak to issues of history, of trade, of globalization, of fashion, of style, of women's agency in fashion, and is really a microcosm of cloth and fashion in West and Central Africa. Roller skates, commemorative portraits, royal regalia, the visual imagery featured on commercially-produced, African-print cloths is eclectic and compelling. The brilliant patterns speak at once to local concerns and global realities, making the cloths repositories of ideas, memories, and histories. Initially inspired by Indonesian batik and Indian chintz, these boldly-patterned cotton textiles have been embraced across the continent. Today, despite their historical origins or place of manufacture, they are essentially and profoundly associated with Africa. They are African by design, African in sensibility, and African in use. Yards of Style focuses primarily on print cloths from the markets of Ghana and hints at the enormous range of patterns that exist. Fashioned into tailored or wrapped styles, collected for their beauty and value, and given as gifts, African print cloths are central to women's lives. A woman's cloth collection equates with wealth and is a measure of her status and taste. A woman of means may own over 150 costly, imported wax prints, the most prestigious type of African print cloth admired for its superior color fastness and durability. The cloth market today has undergone drastic changes. High-quality commercial fabrics for the African market were initially only manufactured in Europe. With the end of colonialism, this shifted to Africa. And today, a vast amount of cloth is imported from China. Of the four African-print companies established on Ghanaian soil in the 1960s, only two remain. And their viability is challenged by cheaper, sometimes illegal, Chinese imports. Despite the threat to the Ghanaian-print cloth industry, some believe that the availability of these cheaper imports in difficult times has enlivened in the market, ensuring the presence of a patterned-cloth universe for a public still eager to consume it. Despite the threat to the Ghanaian-print industry with the recent Chinese imports and imports actually from other parts of Asia, many would still argue that this has been a good thing for the market, that people are buying, that their markets are lively, traders are doing business. Others, however, would say that this has really cast the end of the local-print production that Ghanaian companies, and other companies in West Africa, have had to close their doors because they can't keep up with the Chinese industry. Nonetheless, we still see a market that is eager to buy. They are eager to buy imported cloth. And they're eager to buy Asian and African-produced cloth, a universe that really wants this cloth. With the global financial crisis of the late 1970s and 1980s, the US adjusted its monetary policy and instituted other measures so it could compete more aggressively for capital on a global scale. The IMF World Bank loaned greater and greater amounts of money to so-called developing nations requiring higher and higher interest rates and demanded that trade protections in those nations be removed. They demanded more liberalized open-trade policies, dictated what goods were to be sold, in essence devastating local economies. Africa has a very long tradition, of course, of cloth production and cloth trade and years and generations of cloths being exported from different parts of the world. The earliest commercially-made cloths that came into West Africa were copies of Indonesian batiks and Indian chintzes. The Dutch had developed a way to make a factory copy of a batik. That is a cloth that is produced with wax on the surface that resists dies. And then that wax is removed and a pattern emerges. The Dutch thought that they could make a factory made copy of it and it would sell in Indonesia. And in fact, it didn't, and they then had to look for a new market. The kind of cloth that I'm mentioning is one like this, where it looks like a batik cloth, but this is commercially produced. This is not an old cloth, but it is a pattern that has lasted a long time. The highest-quality cloths are those that are produced in Holland because they are true wax-resist cloths. But in the 1960s cloths began to be made in West Africa. And we have a number of cloths here that were made in West Africa. This was a cloth produced in West Africa. This is a cloth produced in West Africa as is this one. But these are also wax-produced and very high quality, but not as high quality as those produced in Holland. A long-standing tradition in Ghana is that of naming cloths. So patterns are named, cloths are named, hand- woven kente cloths are named, and so are commercially-printed cloths. For instance, this cloth is named Eyes. And it refers to a proverb which is, "I have only my eyes to watch you." And this is an admonition by a woman who wears this cloth in a tailored outfit to her husband that she is watching him carefully. Or a woman might wear this, and as again a warning to a politician, that the public is watching what they are doing. Another really interesting cloth is this cloth. It is a Chinese-made copy of a Dutch cloth. And it is entitled Michelle's bag. It is a reference to the purse that Michelle Obama reputedly carried on her trip to Ghana in 2009 when she traveled with the first family on the president's first visit to Africa after he became president. This was enormously a successful event in West Africa. Everyone came out in droves for the president's visit. And many, many people wore ensembles made from this kind of cloth. Another really interesting pattern, and a very long-standing pattern, is the ABC pattern. And it dates all the way back to the beginning of the 20th century. If you'll notice in every one of the top four as well as this fifth cloth, ABC's literacy education is being valued and promoted on these cloths. We See a repetition of an easel of letters and numbers, of writing implements on the cloth. And notice what has happened in the 21st century where the importance of education appears on the laptop screen. Again, some of the same motifs-- the pen, the letters, the allusion to the easel-- all appear along with disks on this cloth. We have seen that African-print cloth can be associated with different proverbs, with messages. Print cloth can also very much take on the traditions of the past. Some of the print cloth you see in this group here are riffs on kente cloth and on Adinkra. You may be familiar with kente cloth. That is the narrow-strip cloth that when attached by large pieces is worn kind of Toga style by men and as a wrapper set by women. But it's also worn by many African-Americans at graduation. It's a very life-affirming and culture-affirming kind of motif kind of cloth. These cloths that we have in the lower portion, the lower two rows, are riffs on kente cloths. But here they are not meant to be a dishonest representation of the tradition but really and new adaptation of the tradition so that tailored outfits can utilize kente designs as well. Remember that these cloths are found in tailored outfits men and women wear, also on international fashion runways by the hottest designers who are using African-print cloth as a kind of marker of one's African-ness and is a very cool fashion statement. The kente cloth, as you see again, riff on patterns from the past. And there are thousands and thousands of named patterns in the kente tradition. Another cloth that you see now in print is the upper-right cloth, which is an Adinkra cloth. And that's a certain style of cloth that if in dark colors would be worn at a person's funeral. When it is printed in white as these are with these very traditional African symbols, the cloth might be worn on Sunday as something for church or a family occasion. So these cloths are rich with history, rich with stories, rich with years of tradition. Across Africa, commemorative cloths deliver potent political messages, they celebrate important events, and they make notice of events that are happening in the local and the global arena. Most of these cloths today are produced in Africa, but the earliest cloths were produced in the 1920s in Europe and England. We can see here that flags of the nations are included, sometimes a coat of arms, almost always the image of a political leader, maybe someone who is running for office or someone whose office is in reign, is continuing. And we also see cloths that commemorate a World Cup, the opening of a church, the arrival of a president. So you can see two cloths that marked the occasion of the president and Mrs.
Recommended publications
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • Power Cloths of the Commonwealth
    POWER CLOTHS OF THE COMMONWEALTH RMIT Victoria The Place To Be GALLERY Crafts Museum New Delhi India Australian Government 26 September -20 October ano Catalogue of Works A I C ARTS Government of South Australia Arts SA Dep ot of Fon¼o AffsInandt Trade VICTORIA 8 POWER CLOTHS Ls": St,'• -------- _ _ _ OF THE COMMONWEALTH m g Crafts Museum, New Delhi, India -,..- .-,....n.....-.: "C7 25 September —20 October 2010 -- rtr 'ft -t; - ; --- --- --- -4: T _ Curators: Suzanne Davies and jasleen Dhamija 0 ' • O.' NA, .0-•:\14<i ti . f ...,‘ \ .s4414. Presented in partnership by RMIT Gallery, 1rT 011% and the Crafts Museum, New Delhi, India. ___ ‘74..!oi"“ -s i ..i. Exhibition Advisory Committee, Delhi: 1. ..71 1‘,-) °•4# ‘.....7 • Not till ri .,,,, 40. Dr Ruchira Chose, Chairman, Crafts Museum; ProfessorJasleen Dharnija; Mr Ashok Dhawan; Mr Sudhakar Rao and Mrs Anita Saran --4•047 t Iv, \ • ' fa'N,\ • 4: ''llist, d .••••,, Research Assistant to Jasleen Dhamija: Ms Paroma Ghose k , i , ' vo, Exhibition Installation: Black Lines (4 '4, 1 RMIT GALLERY, MELBOURNE Director: Suzanne Davies Executive Assistant to Suzanne Davies: Vanessa Gerrans Exhibition Coordinator: Helen Rayment Conservators: Debra Spoehr and Sharon Towns Project Administration: Jon Buckingham ear 0 0 1\0 ' CRAFTS MUSEUM, NEW DELHI Chairman: Dr Ruchira Ghose Deputy Director: Dr Mushtalc Than e ri Deputy Director: Dr Chart; Sculta Gupta Mr S Ansari, Mr Bhittilal, Mrs S P Grover, Mr R L Karna, Mr MC Kaushik, Mr B B Meher, Mr Sahib Ram, Mr Nawab Singh, Mr Rajendra Singh, Mr Sunderlal
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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 ..................................................................................
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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”.
    [Show full text]