African American Arts

Lesson Summary

• Unit Title: African American Arts Impact
• Lesson Title: Introduction to African American Arts
• Curriculum Framework: Key Stage 3 (England), Citizenship/Social Studies
• Lesson Duration: 60 minutes
• Learning Objectives:
  • Understand the historical context of African American arts post-Reconstruction (1877 onwards).
  • Explore the social and political dynamics that influenced the development of African American artistic expression.
  • Begin to reflect on how art can communicate resilience, resistance, and identity.

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Materials Needed

1. Interactive timeline diagram of key post-Reconstruction events (teacher-provided resource).
2. Images of artworks, music excerpts, and short poems from African American artists (such as Jacob Lawrence, Langston Hughes, and Bessie Smith).
3. Slips of paper with anonymous quotes from African-American artists' works.
4. A3-sized poster paper and marker sets for group activities.

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Lesson Objectives and Links to UK Curriculum

• Subject Area: Citizenship & Social Studies
• Curriculum Links and Levels:
  Relevant to Key Stage 3
  • Develop "skills of enquiry and communication" by exploring complex topics like race, identity, and culture.
  • Understand how “diverse identities contribute to shaping the modern world.”
  • Examine inequalities and cultural contributions of historically marginalised groups.

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Lesson Plan

1. Starter Activity – Art as a Historical Archive (10 Minutes)

Purpose: Spark interest and connect the concept of artistic expression to historical context.

• Display 4 contrasting examples of African American artistic works (via the interactive whiteboard):
  • A painting from the Harlem Renaissance (e.g. Jacob Lawrence).
  • A short excerpt from a Langston Hughes poem.
  • A blues music clip (e.g. Bessie Smith).
  • A quilt image reflecting African folk traditions.

Discussion Prompt (5 minutes):
Ask students:

• “What similarities do you notice in these artworks?”
• “What do you think these creative pieces tell us about the time they were created?”

Encourage students to write one word describing how the images and songs made them feel on sticky notes. Attach these to a "feelings wall" poster at the front of the classroom.

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2. Teacher Input – Historical Context (15 Minutes)

Purpose: Provide historical context for African American arts post-Reconstruction.

Using the timeline diagram on the interactive whiteboard, walk students through key events between 1877 and 1940 in the United States, including:

• The end of Reconstruction and the rise of systemic racism through Jim Crow laws.
• The Great Migration and its cultural impacts.
• The Harlem Renaissance as a pioneering artistic movement.

Key Points to Stress:

1. Art was both a form of self-expression and social resistance for African Americans during this period.
2. Economic inequalities and racial segregation impacted what types of art were produced and where it could be displayed.
3. Artistic expressions were forms of activism, offering a way to communicate resilience against structural oppression.

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3. Group Activity – Human Stories Through Art (20 Minutes)

Purpose: Develop collaborative and analytical thinking while connecting with the personal dimension of history.

Divide students into 5 groups (5 students per group) and provide each group with one form of an artistic resource (a painting, poem, song lyrics, woven quilt, etc.) and a brief bio of the artist during the time it was created.

Task Instructions (10 minutes):

1. Analyse the resource. Consider:
   • "What emotions or messages are being conveyed?”
   • “What does this tell us about African American life at the time?”
2. Write responses on the A3 poster under three categories:
   • Emotion in the Art
   • Social Message
   • Artist’s Perspective as a Historical Witness

Presentation (10 minutes):
Each group appoints one speaker to share their findings with the class.

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4. Individual Reflection – Art and Identity (10 Minutes)

Purpose: Allow for personal connection and encourage deeper thinking.

Distribute a small handout with anonymous quotes from African American artists (from the period studied), and ask these reflection questions:

• “How can art give a voice to people who are marginalised?”
• “What role does art play in telling untold stories in history?”

Students write their responses on lined paper. Teachers can collect these as a form of informal assessment.

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Challenge Extension (Optional - Homework)

Ask students to research one African American artist from the Harlem Renaissance and find an example of their art. Write a short paragraph about how this art piece reflects the time it was created.

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Assessment Strategies

• Formative Assessment:
  • Observe group outcomes (poster activity) and assess their ability to connect art to historical context.
  • Collect reflective handouts to gauge individual understanding.
• Classroom Engagement: Measure participation during class discussions and group presentations.

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Homework

• Conduct independent research on an African American artist post-Reconstruction as noted in the extension task.

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Notes for Consideration

• Be mindful of sensitive topics around racism and discrimination when discussing this historical period. Create a safe and respectful space for students to engage with potentially emotional content.
• Differentiate tasks by providing additional supporting materials for groups or individuals who might need it.