BirthofaCulture:ArtLessonsInspiredbytheHarlemRenaissance

WadeBranstner
ARED3643
Dr.LaPorte

ThefusionofhistoryandanewartmovementiswhatmakestheHarlem
Renaissanceacontinuedsourceofinspirationandeducation.Thisunitwillexamine
thewaysomeoftheleadingartistsofthemovementprocessedtheexperiencesof
AfricanAmericansastheycreatedauniquemovementinartmadepossibleby
freedomandanewprosperity.Theselessonsarerelevantallyearlong,buttheunit
wasdevelopedwithafewweeksinJanuaryinmindsostudentscanhavetimeto
perfecttheirworkandmountanexhibitioninobservationofBlackHistoryMonth.

Unit:BirthofaCultureLesson:HistoryinShapeandLine:AaronDouglas
Name:WadeBranstnerCourseLevel:grade4Time:2classperiodsof55min.

Preparation
Materials
:sketchingpadsandpencils,

cutoutsofsilhouettesofpeoplegatheredfrom
googleimagetoassistinmakingcontoursofpeopleifneeded,vellumortracingpaper.

Resources
:Powerpoint,ProjectionEquipmentwithInternetcapability

Vocabulary:

Contour
:theoutlineofashape
Montage
:Asinglepicturecomposedbythecarefularrangementofmultiple
image

Frameworks
:CR.1.4.2:Developpersonalinterestsandideasthroughmeaningfulart
CR.3.4.1:Revisepersonalartworkbyaddingdetailstoenhanceemerging
meaning
EnduringIdea
:CulturalAwareness

TeachingtheLesson:
Introduction
Objectives
:Thislessonwillrefreshandaddtowhatstudentsalreadyknowabout
mixingcolor,anditwillalsoserveasawarmuptodrawingpeople.Studentswillidentify
historicelementsinAspectsofNegroLifebyAaronDouglas,constructtheirown
factbasedversionofthehistoryofalargegrouporregion,designanddrawamontagethat
describestheirhistory.Thegoalforthisassignmentisforstudentstorefinetheirideasinto
contoursandcombinethemintoasinglelinedrawingthatoverlapsbutisstillreadable.
UseofResources
:AVequipmentwillbeusedtointroducetheHarlemRenaissance
(H.R.)andtheartofAaronDouglas.Internetwillbeavailableforspontaneousinvestigation
ofclassquestions,andwillremainopenforaccessatalltimes.Betweeninvestigationsthe
screenwillshowtheworkofAaronDouglas.

Presentation
(20minutes):exploreanddiscusstheH.R.andtheworkofAaron
Douglas

AaronDouglaswasahighschoolartteacheratfirst.Helaterbecameknownforhisgraphic
designwork,especiallyforthemagazineTheNewNegrobyAlainLocke,akeyfigureearly
intheformationoftheH.R.Asapainter,Douglasusedhisexperienceasagraphicdesigner
alongwithinspirationfromancientEgyptianartandCubismtocreatehisownstyle.Asan
educator,Douglasspentalotoftimethinkingabouthowhecouldusehisarttobenefithis
communityandthepublic.

AaronDouglas,AspectsofNegroLife:FromSlaverytoReconstruction,1934

Whatisthemaninthecenterdoing?Whywouldhebepointingtothebuildingson
theupperright?Cananyoneguesswhattheyare?(statehouse,factory)
Whocanpointtoanimageofslavedays?
Whatarethecomplementarycolorsthatdominatethispainting?

AncientEgyptianartandanexampleofcubismbyPicasso.
DoyouseehowtheseworksmighthaveinfluencedDouglas?
CanyouseewhereDouglassmighthavegottentheideaforhisaccentlines?

AspectsofNegroLife:TheNegroinanAfrican
Setting,1934

Whatarethefiguresdoing?
WhatlooksEgyptian?
WhatlooksCubist?
CananyoneguesswhatparenthuesDouglas
mighthaveusedtogettotheseshadesand
tints?
Whocanpointoutwherearedwastheparent
hue?
Whataboutthoseraylineswherethecolor
shifts?Whymightonebecuttingthecentral
figureinhalf?

AspectsofNegroLife,SongoftheTowers,1934

Whatdoyouthinkmightbehappeninginthebottom
right?(
AccordingtotheNewYorkPublicLibrary,
wherethispaintingbelongs,heisrunningfrom
serfdom.)

Whataboutthemaninthecenter?
WhatdoyouthinkDouglashadinmindshowinga
musician?(
creativityfromfreedomandprosperity
)
Howdiddouglasuseyellowinthiswork?
Wheredothecirclesradiatefrom?

Theprojectistomakeamontageofcontour
drawingswithfiguresandshapesrepresentingacombinationofatleast3scenesfroma
factbasedhistoricalnarrative.Drawingsmustincorporateatleast3accentorraylines,and
mustbefinishedatthestateofclean,emptycontourshapesinthestyleofDouglas.

StudentActivity
:
DayOne
TheAssignment
:Createandarrangeafactbasedhistoryofyourownchoosinginto
atleastthreemainscenesthatdescribeimportantaspectsthestory.Sketchthescenesa
numberoftimesandexperimentwithcompositionandsimplifiedforms.Usetracingpaperor
markerstobringthemtoastateofflat,hollowshapesdefinedonlybycontours.
Demonstration
(5minutes):Iwillsketch3scenesfromthehistoryofmyowntribe,
theRedLakeChippewa.ThemigrationfromtheEastCoast,thecampatLakeSuperior
wheretheyseparatedinto2maingroupsandheadedtoMinnesotawhiletheirfellow
tribesmenheadedtoCanada,andasceneoficefishingonRedLake.Iwillcompletethis
sketchveryquicklyintherough,thenIwillrecreatethesketchusingonlyoutlines.Iwill
showtheclasshowtracingpapercanbeusedforthisorhowamarkercanbeusedtodraw
thehollowshapesoverthesketch.Iwillalsohaveaselectionoffigurescutoutfrom
magazinesandcomputerprintoutstoarrangeintoscenes,butIwillstatethatnoprojectwill
getmorepointsforusingthetemplatestogetaperfectform,andanyprojectthatuses
mostlyfreehandformswillgetextrapoints.Usethecutoutsforpracticeandmockupsonly
ifpossible.
GuidedPractice
(25minutes):Classwillbegintheirhistoryideasandrough
sketches.AstheysketchIwillmovearoundandwatchforsimplicity,lookingforscenesthat
aretoocomplicatedordetailedtocombine.Iwillhelpwhenneededfortheanatomyissues
thatarise,butwillavoidanenvironmentofperfectionismforthehumanformandfocuson
thestudentsideasaboutnarrativeandhowtheycansimplifytheirshapesandscenes.If
neededIwillshowthemhowtoplacetracingpaperovertheirsketchesandcreatetheir
contoursbyoutliningtheirsketch,andencouragethemtoimprovetheresultswith
alterationstotheirtracinguntiltheyhavethescenetheywant.OnanindividualbasisIwill
advisethosestudentswhoarestrugglingwiththeformstousethecutoutssotheycan
continuetheprojectinpacewiththerestofclass.
Cleanup
(5minutes):putawaymaterials,decidewhatcutoutsofpeopletokeepfor
homeworkorfuturestudiotime,returnthecutoutsthatarenotneeded.

Assessment
(5minutes):
Studentworkcomparedtoobjectives
:Arethescenessketchedmultipletimes?What
stillneedstobeeliminated?
Review
:restatethegoalsoftheday,askastudentwhohasherformssketched
andreadyforthenextperiodtoshowworkandtalkabouthowshemightbegincombining
scenes.
Homework
:finishthesimplifiedformsifnotdoneinclass.

DayTwo
Review
theprojectandintroducethenextphase(5minutes)
Objectivesforthisperiodaretocombinethedrawingsintoaneffective,readable
composition,addatleast3accent/raylines,andredrawthecompositionontogood
watercolorpaper.

StudentActivity
Demonstration
(5minutes):Iwillhavemyscenesdrawntothe9x12scaleand
finishedincontourform.Iwilltracethemonthevellum,cutthemapart,andbeginarranging
themwithoverlappingsotheclasscanseehowtheformscombine.Iwilldecideonan
arrangementandaddthreeconcentriccirclesandtalkaboutwhyIchosetoplacethem
whereIdid.Iwillbeginanewdrawingofmyoverlappingcompositiononacleanpieceof
watercolorpaperusinglightmarkstodemonstratethattheerasureswillbeinvisible,leaving
acleanandneatfinaldrawingtogobackoverwithafirmerline.
TheAssignment
:Traceandarrangetheformsintoaninterconnectedcomposition
thatoverlaps.Thenredrawthecompositionontosketchpaperafewtimeswhilemaking
anyadjustmentsthatcometomind.Onthesketchpaper,experimentwithaccentlines:use
circles,diagonals,zigzaglinesitsuptoeachartist.Addatleast3accent/raylinestothe
composition.Afteratleastthreedifferentsketchesaremadewithoverlappingcomposition
andaccentlines,decideonwhatisbestandmakeanew,finaldrawing.
GuidedPractice
(30minutes):Iwillwalkaroundlookingforcompositionissuesand
answerquestions.WhenstudentsbegincombiningtheirscenesIwillwatchforclarityand
compellingcompositiondecisions.Iwillbelookingfordrawingsthatmightleadtoproblems
inthenextassignmentwherewewilladdpaint.
Cleanup
(5minutes):Studentswillcleanworkspace,throwawayscrappaperand
usedcutouts,placetheirdrawingsintheirartshelves,andreturntotheirseats.
Review
(15minutes):Studentswillstandupandtalkabouttheirwork.Theycan
explainthehistory,thecolor,andanythingtheythinkisimportantforthediscussion.We
canbeginthefinalreviewwithafewstudentsstillworkingifnecessary.Anyremainingtime
canbeusedtostarttalkingaboutthenextproject.
Rubric
:

totalof15points

1 2 3 4 5

Artwork:Finishedontimewithprojects
completedonschedule,neatworkwithclear
linesandcleanblankspace,readable
narrative.

Creativity:Effectivearrangementofthe
scenessenseofchallengeintheoverlapping
accentlinesenhancethespacesatisfying
conclusiontothework.

Frameworks:Projectshowsimprovementin
theframeworkareas.

Unit:BirthofaCultureLesson:HistoryinColor:
Name:WadeBranstnerCourseLevel:grade4Totaltime:2classperiods

Preparation
Materials
:acrylicpaint,aprons,watercolorpaper,brushes,watercups,plasticplates
forpalettes,

sketchingpadsandpencils,

spraybottles(ahandful
fortheclasstoshare.optional)
Vocabulary
:
Hue:
thenameofacolorbasedontheparentcolorsforexample

redorange,bluegreen.Usuallynamesofcolorslearnedfrom
childhood
Saturation:
theintensityofthehue,orhowmuchoftheoriginalhueis
inthecolorafterithasbeenaltered.relatedtointensity.
Tint:
acolorwithwhiteaddedtolighten
Shade:
acolorwithblackaddedtodarken

Frameworks
:C.R.1.4.1:Formulatemultiplesolutionstoanartordesignproblem
throughbrainstorming

C.R.3.4.1:Revisepersonalartworkbyaddingdetailstoenhance
emergingmeaning.

EnduringIdea
:CulturalAwareness

TeachingtheLesson
Introduction
Objectives
:Studentswillidentifyhues,practicecolormixing,comparecolor
strategiesandcreateanartworkwithdesaturatedcolorinthestyleofAaronDouglas.
UseofResources:
Internetwillbeavailableforreference,thepresentationon
Douglaswillbereadyforreview.
Demonstration
(8minutes):Iwillshowstudentshowtouseacrylicpaintbymixing
colorsandaddingwatertogetaspreadableconsistency.Iwilldemonstratethewayto
desaturatecolor,andIwillgiveexamplesofcleardesaturatedcolorbesidemuddy,over
desaturatedcolor.Iwillshowthemhowtoextendtheworkabilityofacrylicbysprayingit
withwaterperiodically.

StudentActivity
TheAssignment
:Studentswillexperimentwithcolorschemes,comparetheirideas,
decideonasetofcolors,andpainttheirlinedrawingsfromassignmentone.
GuidedPractice
:(30minutes):AsstudentsworkIwillwatchforeffectivecolor
solutionsandsteerstudentsawayfromideasthatappeartoodark.Iwillwatchforgooduse
ofcontrast.

Cleanup
:(10minutes):studentswillcleanthebrushesthoroughlywithsoapand
water,wipetheirworkareastoremovepaint,washhands,putartinshelvesandreturn
apronsandmaterialstotheirproperplaces.

Assessment
:
Studentworkcomparedtoobjectives
:didstudentstryanumberofcolor
combinationsbeforebeginningthefinalpainting?
Review,discuss
:(7minutes):Volunteerswillshowtheirprogress,askforinputor
communicateissuestheyhadtosolve.

DayTwo
Review
theprojectandanswerquestions(5minutes)
GuidedPractice
(20to30minutes)studentscontinueworkingonpaintingsasI
watchforquestionsandidentifywaystohelpthestudentswhoarebehind.
Cleanup
:(10minutes):studentswillcleanthebrushesthoroughlywithsoapand
water,wipetheirworkareastoremovepaint,washhands,putartinshelvesandreturn
apronsandmaterialstotheirproperplaces.

Assessment:
StudentWorkComparedtoObjectives
:didthestudentsfinishthepaintings?
Review
(10to20minutes):Studentswilltaketurnsshowingtheirpaintingstothe
classanddiscussingtheirdecisionsandanyissuesthatcameup.

Rubric

totalof15points

1 2 3 4 5

Artwork:Finishedontime,useofsketching
beforestartingonfinalwork,neatworkwith
clearcolorandform,attempteduseof
desaturatedcolors,tints,andshades

Creativity:Effectivearrangementofthedesign
elementsclearsenseofhistoryornarrative,
colorshowsdetailslikeshadowordepth,work
hasreachedasatisfyingconclusiongiventhe
time.

Frameworks:Projectshowsimprovementin
theframeworkareas
.


Unit:BirthofaCultureLesson:OurNeighborscape!
Name:WadeBranstnerCourseLevel:grade4Totaltime:2classperiods

Preparation
Materials
:Gouachepaint,paintbrushes,8x10watercolorpaper,sketchpaperandpencils,
photosofarchitectureforreference

Resources
:Powerpoint,ProjectionEquipmentwithInternetcapability
Vocabulary
:
Landscape
:apainting,drawing,orphotograph,orotherartworkoftheland.
Cityscape
:landscapeinthecity
Neighborscape
:anartworkaboutyourneighborsintheirowncityscapeor
landscape(yeswedidjustmakeupawordbutguesswhat..artistscando
thatintheirownartpractice!).

Frameworks
:C.R.1.4.3:Investigatemanmadeenvironments
C.N.10.4.1:Createartworkaboutcommunitylifeandevents
R.8.4.1:Interpretartbyconsideringavarietyofcomponents

EnduringIdea
:PsychologicalCuesandMessages

TeachingtheLesson
Introduction
Objectives
:PaintingsoftheHarlemcommunitybyJacobLawrence,PalmerHayden,
andJayRobinsonwillbedisplayedanddiscussed.Studentswilldescribethemoodsand
atmospheresintheirpaintingsandwillbeaskedtodescribewhatgivesthepaintingits
moodoratmosphere.Thentheywillemploythesameorsimilarmethodsintheirownartto
conveyamoodoratmosphereabouttheplacesorpeopleintheirpaintings.Studentswill
relatetheiruseofcolorandcompositiontothemood,atmosphere,orcharacterqualityof
theirsubjects.Agouachepaintingwillbecompletedbytheendof2classperiods.
UseofResources
:ClasswillbeginwithaPowerpointpresentationoftheworkwith
discussion,Internetwillbeavailableduringentireprojecttoresearchanyopportunitiesthat
comeupduringtheproject.

Presentation
(15minutes):
PalmerHaydenwasapainterwhohadtoworkasecondjobformuchofhiscareer,buthe
foundtimetopaintsomeimportantworks.ThissceneofaHarlemcommunitytakingthe
timetosocializewitheachothercapturesanimportantaspectofordinarylifeinHarlem.This
waspaintedin1930,65yearsaftertheabolitionofslavery.Someofthepeopleonthis
streetmayhavebeenbornintoslavery,butarenowenjoyingleisuretimethattheyhave
earnedforthemselves.

PalmerHayden,MidsummerNIghtinHarlem,1930.

Whataresomecluesthatthesepeopleseemtobeonadayofffromaweekof
work?
Whatdaydoyouthinkitishere?
Whatistheweatherlike?
Whywouldtheskybesodarkwitheveryoneonthestreetatthesametime?
Lookcloselyatthefaces,suchasthemaninthesuitonthebottomofthestairs,
lowerright.WhydoyousupposeHaydenmighthavemadehimlooklikelikea
caricature?Howdoesitcontributetotheoverallfeelingofthiswork?
Dothesmileslookfake?(howoftendoesalargegrouphavethesamehugesmile?)
Couldthesmilesandominousskyinthedistanceberelated?

JayRobinson,
CountBasieandBillieHolidayattheGraystoneBallroom,1947

Whatsuggestsanarchitecturalfeature?
Whatisthemoodofthispainting?
Istherejustonemood?
Cantherebemanymoodsinthesubjectbutoneoverallfeelingorstatementbeing
madebyanartist?How?
Eventhoughthispaintingisveryvividandbright,therearestillareasofdesaturated
color.Whocanpointoneout?
Whatisthemostimportantcolorinthiswork?Why?


JacobLawrence,ThisisHarlem,1943

DuringtheHarlemRenaissance,JazzandBluesmusicwereyoungandpopular.
Painterstriedtoshowthebeatsandsoundsofjazzintheirwork.JacobLawrenceisoneof
themostimportantpaintersofthistimeperiod.Inthispainting,Lawrenceisusinganintense
redtodominateandglarebackattheviewer.Hispaletteisinterruptedbysharpnotesof
blueandyellowandabrownbuildingthatseemstoclash.Thebuildingsarenotlinedup
smoothly.Jazzmusicisknownforhugesoundingchordsofmusic,oftenoffsetbyanoffkey
noteandasyncopatedrhythm,(arhythmthatismadeupofdifferentbeatsthatseem
unexpectedorsomehowoff,butthatalwayscomestogetherattheendofthemusical
phrase).

Doesanyonefeelstronglyonewayoranotherwhetherthispieceseemslikeajazz
bandmightsound?
Whatdoestheheavyuseofdiagonalsdoforthepainting?
Whydoyouthinkthepeopleareallsimilarinshapeandsize,allsolidblack,and
arrangedmostlyinhorizontallines?WhatcouldLawrencebecomparingthepeople
to?(studentswhoareinthebandshouldgetthis!)
Howdoestheedgeofatallbuildingonthebottomofthepaintingmakeyoufeel?
Whatwouldyoudotomakethebeatofthispaintingmoreeven?

Demonstration
(5minutes):Iwillmixgouacheandshowstudentshowitcanbe
appliedthicklyorinwasheslikewatercolor.Iwillhaveanexampleofpaintthatisalready
dryanddemonstratehowgouachedriespermanentlyandcanbeappliedoveritself(unlike
watercolor),andhowitcanbeusedasanopaquelayertoreworksomeareasorasa
transparentlayertoadjustcolorandenhancemood.Iwillalsoencouragestudentswho
wanttouseawashasabackgroundcolortofindtheircompositionassoonaspossibleso
theycangetthewashappliedonthefirstdayandbeforethenextlayersofpaintareadded.
Thiscanbedonebydecidingonaneighborhoodview,puttingdownthewash(fortheskyor
whatever)andthenreturningtothesketchpadstoworkoutwhichoftheirneighborswill
appearintheirscene.Again,Iwillencouragestudentstoappreciatethelookoftheirown
handintheirworkandnottogettooconcernedwithhowrealisticthepeoplelook.Myown
demowillshowpeoplewhoaredrawninmyhandandnotperfectly.Alinedrawingofa
simplebuildingdrawnin2pointperspectivewillbeondisplay,andIwillrecreatetheline
drawingforstudentsonanindividualbasisifnecessary,buttheperspectiveisexaggerated
intheHayden,anddistortedintheRobinsonandLawrence,soIwillencouragestudentsto
feelfreetoemployexaggeratedorunrealisticperspectivetosetthemoodsoftheirownart.

StudentActivity
DayOne
TheAssignment
:Classwilldecideonastreetscenefromtheirowncommunityand
sketchaneighborscapethatincludesabuildingfromtheoutsideorinside,andoneormore
oftheirneighbors(canbemadeup)engagedintheirdailyroutineorsomekindof
identifiableactivity.Thepaintingsmustconveyamood,atmosphere,orafeelingaboutthe
placeorperson.
GuidedPractice
(20minutes):Iwillbewalkingandobserving,answeringquestions
andofferinghelpwiththematerials.Iwillkeepaneyeoutforanyexaggeratedeffortsat
creatingafeelingthatappeartobebasedonsarcasmormakingfunofsomebody.
Cleanup
(5minutes):Studentswillputawaytheirmaterials,cleanthebrushes,and
placethepaintingsinthedryingarea.

Assessment
:
Studentworkcomparedtoobjectives
:Didstudentscompleteasketchofthe
neighborscape?Iftheybegantocolor,didtheyseemtorushandneglecttoexplorethe
mediumorexperimentwithhowtomanipulatethepastelmarks?
Review
(5minutes):Studentvolunteerswillbeaskedtoshowtheirprogressandtalk
aboutthefeelingsormoodtheyareworkingwith.

DayTwo
Review
theproject,answerquestions,resumestudiotime(5minutes).

GuidedPractice
(30minutes)Iwillcontinuetoobservetheprogress,offering
suggestionsforreachingaconclusiontothestudentswhoarelagging.


Assessment
:
Studentworkcomparedtoobjectives
:Didthestudentscompletetheir
neighborscapes?Doestheworkhaveaclearmoodorfeeling?Wasthereexperimentation
andplanningintheapplicationofpaintandcolor?
Review
(20to25minutes):Studentswillstand,show,anddiscusstheirwork.Ifthe
classcancontainitself,studentsshouldguessatthemoodorfeeling.Eachstudentwill
explainhowthecolorandcompositionelementstheychoserelatetothemoodorfeeling.

Rubric:

totalof15points

1 2 3 4 5

Artwork:Finishedontime,useofsketching
beforestartingonfinalwork,neatworkwith
clearcolorandform,attemptedmoodor
feeling
.

Creativity:Effectivearrangementofthe
architecturalelementsclearsenseofmoodor
feeling,colorshowsdetailslikeshadowor
depth,workhasreachedasatisfying
conclusiongiventhetime.

Frameworks:Projectshowsimprovementin
theframeworkareas
.


Unit:BirthofaCultureLesson:FindingTrickster:RomareBearden
Name:WadeBranstnerCourseLevel:grade4Totaltime:2classperiods

Preparation
Materials
:gouachepaint,acrylicpaint,aprons,watercolorpaper,brushes,watercups,
plasticdisposableplatesforpalettes,sketchingpadsandpencils,spraybottles(ahandful
fortheclasstoshare.optional),pencils,sketchingpaper,printmediaforcollageimages,
glue,accesstoothercolormediathestudentisabletouse.

Resources
: AVequipmentforpresentation,accesstointernet

Vocabulary
:
Collage
:artmadebyassemblingpiecesofvariousmaterialstogether
ontoasingleartwork.
MixedMedia
:artthatiscreatedfromamixtureoftwoormorekindsof
artmakingmediaincludingphotographs,painting,drawing,collage,and
digitalprint.

Duality:
astateofbeingthatoccupiestworoles,sometimes
contradictoryorcontrasting.

Frameworks
:C.R.3.4.1:Revisepersonalartworkbyaddingdetailstoenhance
emergingmeaning
R.8.4.1:Interpretartbyconsideringavarietyofcomponents

EnduringIdea
:Identity,SelfPortrait

Presentation
(20minutes):

Tricksterisatermforacharacterinfolkloreormythologywhoiscunning,rarelyloses,and
whoprovidestheconditionsforagreatchangeoradeepenedunderstandingofourselves.
Thetricksterappearsindifferentforms.InAfricanfolkloreheiscommonlyarabbit,suchas
thefamouscharacterBrerRabbit.InAmericanIndianfolkloreheiscommonlyacoyote,fox,
raven,orhare(rabbit)ForAfricanAmericansacommonuseofthecharacterisasadefiant
representativeforheoppresses.ThetricksterfigureinAfricanAmericancultureevolved
throughtheslavenarrative,whichdescribesthisarchetypeasafreespiritwhosebehavioris
complexandcontradictory.Thisfigureisoftenshownpursuingwisdom,cunning,orpower
andattemptingtoredefinethesocialorder(Bascom,1992).

Inallappearancesofthetrickster,heorsheisapowerfulfigurewhouseswit,talent,skill,
ordeceittogettothegoal.Heorsheisoftensmallandclever.Theyaresometimesvery
powerfulandstrongbutmaybealittleslowtounderstandhissituation.Inanyevent,therole

ofTricksterisoneofdualityinbothtaleandfact.Heappearstobetheretotrickyou,but
whenthestoryendsheendsuphelpingyou.

TherearemanyappearancesofcharactersintheworkofBeardenthatseemtohavedual
roles,orthathavepositionsofpowerthatappeardifficultyetinspiring.

Thisisaversionoftheminstrel,anhistoricportrayalofAfricanAmericanswithrootsin
slavery.Theminstrelbeganduringslavedaysonceayearwhenslaveswereallowedto
playmusicanddanceinawaythatmakesfunoftheirowners.ThiswascalledtheCake
Walk.Itwasoneoftheonlytimesslaveswereabletoenjoythemselves,butitwasalsoa
timetobeverycarefulbecauseslaveshadtoappeartoenjoythemselvesbyparticipating,
butcouldnotoverdotheactandoffendtheowners.Thisdualitycarriedovertotheminstrel
act.SomeAfricanAmericanmenbecamesuccessfulputtingonshowsthatmadefunof
themselvesbywearingmakeuptoexaggeratetheirskinandfacialfeatures.

Minstrel:Pioneeringbusinessmanwhofoundprosperity
afterthecivilwarorsymbolofracismbyportrayingadegradingstereotype?

Whatdoyouthink?Wasthismanhurtinghiscommunity?
Inwhatwayscanhebeseenasanagentofchange?
HowcanthisimagehelporhurtAfricanAmericanstoday?
Whatdoyouthinktheblackmoonaddstothemusicianintheartwork?
Ifthismanwaseveraslave,hewouldhavedreamedofeveningswhenhecouldsit
aroundandplaytheguitar.Isthisimageofhimdegradingatall?


RomareBearden,EmpressoftheBlues,1974

Howdoesthissingerappeartofeel?
Issheinapositionofpower?Why?
WhatdoesBeardensuseofcollagedoforthisartwork?Canyouspotwherethe
collageelementsare?
Whocanrelatetoher?


TheBlues,RomareBearden,1978

WhydoyouthinkBeardenplacedthissingerwherehedid?
Bythistime,manyyearsaftertheofficialHarlemRenaissance,whydoyouthink
RomareBeardenwasstillreferringtotheminstrel?
Howistheuseofcollagedifferentinthisartworkcomparedtotheothersingers?
Doyouthinktheexaggeratedfeaturesofsomeofthebandmembersmean
anything?
Inbothbluescollageswithwomensingers,anarmisabovethehead.Why?


Aswesaidearlier,tricksterstakeonmanyshapesandidentitiesinmanyculturesaround
theworld.Heisshownasarabbit,afox.araven,acoyote,andothers.Ourassignmentis
tomakeourselvesintoatrickster.Istartedmyownversionbyturningmyselfintoaloon.

Iusedcollageelementstoaddimagesofloonmarkingsandmoney.Iportrayedapairof
loonsinaconfusingspace.Icantwaittoseewhatyoudo!

TeachingtheLesson
Introduction
Objectives:
StudentswillexplainhowRomareBeardenusesmixedmediaand
collage,demonstrateawillingnesstoobservevarioussourcesforgoodcollageimagesto
incorporateintotheirownwork,andcreateacollageinspiredbytheworkofRomare
Beardenthatillustrateshowtheyimaginethemselvestolookasatrickster.
UseofResources
:Internetwillbeactiveforresearch,ImagesofBeardensworkwill
remainonscreen.
Demonstration
(8minutes):Iwillhaveacollagestartedbeforeclass.ForthedemoI
willselectanotherimagetoadd,glueitontothepaper,andaddcolorwithacrylicpaint.For
thisproject,studentsareencouragedtousethemediawehaveexploredinthefirstthree
lessonsbutareallowedtointroduceanothercolormediaiftheyareexperiencedinitsuse.

StudentActivity
DayOne
TheAssignment
:Createacollagewithpaintorothercoloraddedtoportrayyourself
asyouwouldliketoappearifyouwereatrickster.Sketchatleastthreeideasandbegin
lookingforcollageelements.Haveseveralsketchesdoneinclassandbegincuttingout
collageelements.Stateyourmaincompositionifpossible.
GuidedPractice
(20minutes):Iwillwatchprogressandassistinideasforstudents
whoappearstuck.Thechallengeforstudentswillbetohavefunandnottoinvesttoomuch
timeandenergyatthebeginningtryingtocomeupwiththeperfecttrickster.Iwillhelpthem
diveinandremindthemthatabigcollageelementcanerasepartsofadrawingandquickly
changecontentifneededlater.
Cleanup
(5minutes):putawaycollagematerialsandsketchbooks.

Assessment
:
Studentworkcomparedtoobjectives
:didtheygeneratemultipleideasandbegin
lookingforcollageelements?
Review
(3minutes):shorttimeforquestionsabouttheproject
Homework
:Bringincollageelementsthatareimportanttotheproject.

DayTwo
Review
theproject,answerquestionsandresumework.(5minutes).
GuidedPractice
(40minutes):Continuewatchingprogress,offerwaystogetto
solutionsforstudentswhoarelaggingbehind.

Assessment
Studentworkcomparedtoobjectives
:Didstudentsfinishthework?
Review
(10minutes):Askforvolunteerstoshowtheirworkandexplaintheirchoices.
Homework
:offerthechoicetocheckoutmaterialsandperfecttheworkathome.

Rubric

totalof15points

1 2 3 4 5

Artwork:Finishedontime,useofsketching
beforestartingonfinalwork,neatworkwith
clearcolorandform,tricksterisvisible

Creativity:Effectiveuseofsubjectmatterand
composition,Engagementintheideaof
imagininganewselfidentity,coloraddsdepth
andinterest,collageelementsimprovethe
picture

Frameworks:Projectshowsimprovementin
theframeworkareas
.

Thisunitwasdesignedtotakeup8daystoleaveinstructorswiththeoptionofreserving
Fridaysforstudentstogobackovertheirworkandmakeimprovements,andtoleavetime
todiscusstheexperienceindepth,reviewquestionsandcomments,orplananexhibition.

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