Objectives (5 - 7 minutes)

1. To develop an understanding of the historical and cultural context of medieval African art, with a specific focus on the Kingdom of Benin and the Mali Empire. Students should be able to identify the key characteristics of these artistic traditions and explain how they reflect the societal values and beliefs of the time.

2. To explore the various forms and mediums of medieval African art, including sculptures, masks, textiles, and pottery. Students should be able to differentiate between these art forms and describe the techniques and materials used to create them.

3. To analyze specific examples of medieval African art, such as the Benin bronzes and the Great Mosque of Djenné, and interpret their meaning and significance. Students should be able to identify the themes and symbolism in these works and explain how they contribute to our understanding of medieval African culture.

Secondary Objectives:

• To foster critical thinking skills by encouraging students to compare and contrast medieval African art with other artistic traditions they have studied.
• To promote cultural awareness and appreciation by highlighting the diversity and richness of African art and culture.

Introduction (10 - 15 minutes)

1. The teacher begins the lesson by reminding students of the general principles of art they have learned so far, such as the use of symbolism, the importance of cultural context, and the influence of historical events on artistic traditions. This serves as a foundation for the new topic and helps students to understand the unique aspects of medieval African art.

2. The teacher then presents two problem situations to spark the students' interest and curiosity:

   • "Imagine you're an archaeologist who has just discovered a hidden treasure trove of African art from the Middle Ages. How would you go about understanding these artworks? What questions would you ask? What clues could these artworks give you about the people who created them and the world they lived in?"
   • "Suppose you're a curator at a museum and you've been asked to design an exhibition on medieval African art. How would you organize the artworks? What information would you provide to help visitors understand the significance and meaning of these pieces?"

3. To contextualize the importance of the topic, the teacher explains how medieval African art is not as well-known or studied as European or Asian art, even though it has a rich and diverse history. The teacher highlights the importance of studying this art form to gain a more comprehensive understanding of world history and cultural diversity.

4. To grab the students' attention, the teacher shares two intriguing facts or stories related to medieval African art:

   • Fact 1: "Did you know that the bronze sculptures made by the Kingdom of Benin were so realistic and detailed that when European explorers first saw them in the 15th century, they couldn't believe that Africans were capable of producing such masterpieces without outside influence?"
   • Fact 2: "Have you heard of the Great Mosque of Djenné in present-day Mali? It's the largest mud-brick building in the world, and it's a UNESCO World Heritage site. The mosque is rebuilt every year using traditional techniques, which involve the whole community working together in a massive celebration."

By the end of the introduction, students should be excited to delve deeper into the world of medieval African art, understand its significance, and be prepared for the flipped classroom activities to come.

Development

Pre-Class Activities (15 - 20 minutes)

1. The teacher assigns a short documentary or video lecture about the Kingdom of Benin and the Mali Empire, focusing on their art and culture. Students are instructed to take notes, paying special attention to the role of art in these societies and the characteristics of medieval African art. The video could be "Art of Africa: Kingdom of Benin and Mali Empire" from The Metropolitan Museum of Art's YouTube channel.

2. Each student is given a specific piece of medieval African art to research at home. This could be a bronze sculpture from the Kingdom of Benin or a textile from the Mali Empire. They are asked to find information about the piece's history, its cultural and religious significance, the materials and techniques used to create it, and any unique features that make it representative of the medieval African art style.

3. Students are also asked to prepare a short presentation (2 - 3 minutes) about their chosen piece to share in class. This should include a description of the piece, the information they found during their research, and their personal interpretation of the artwork's meaning and significance.

In-Class Activities (25 - 30 minutes)

Activity 1: "Artifacts Unveiled" - A Gallery Walk

1. The classroom is set up like a mini-art gallery. Each student's research piece is displayed with their presentation notes, which now include a brief description of the piece's cultural and historical context.

2. The teacher assigns the students into small groups and explains that their task is to 'unveil' each artwork, analyze its features, and discuss its significance based on the information provided. They are to use their knowledge from the pre-class activities and their own understanding to interpret the artwork.

3. Each group is given a gallery walk handout that includes the names of all the art pieces, a space for notes, and a list of guiding questions to help them analyze the art. Some of the questions could include:

   • What does this artwork tell us about the society that created it?
   • How does this piece reflect the cultural and religious beliefs of the artist's community?
   • What techniques and materials were used in the creation of this artwork, and why do you think these were chosen?

4. As the groups move around the gallery, they discuss their observations and interpretations. Each student is expected to jot down notes or sketches of the pieces they find most interesting or significant.

5. After completing the gallery walk, each group chooses one artwork that they found most intriguing to share with the class. They present their interpretation of the artwork, supporting their points with evidence from their research and the guided discussion during the gallery walk. This encourages peer learning and collaboration.

Activity 2: "African Art vs. World Art" - A Comparative Analysis

1. In this activity, students are asked to compare and contrast medieval African art with an art form from another part of the world. The teacher assigns each group one of the following: European medieval art, Asian art (choose a specific country or region), or Native American art.

2. The groups are given time to research and discuss the similarities and differences in the chosen art forms, considering factors such as style, technique, materials, and symbolism. They are encouraged to think about how the art reflects the cultural and historical context of its creation.

3. The groups then create a Venn Diagram or a T-Chart to visually represent their findings. They present their comparison to the class, explaining their choices and insights. This activity encourages students to think critically about the uniqueness of medieval African art within the broader context of global artistic traditions.

Throughout the development phase, the teacher circulates the room, observing and facilitating the discussions, and addressing any questions or misconceptions that arise. Feedback is provided at each step to ensure students stay on track and meet the objectives of the lesson.

Feedback (5 - 7 minutes)

1. The teacher initiates a group discussion where each group is given up to 2 minutes to present their solutions or conclusions from the activities. This includes a summary of their chosen piece of medieval African art, its significance, and their interpretation of its meaning. They also present their comparison between medieval African art and the other art form they researched.

2. The teacher then facilitates a reflection session where students are asked to share their thoughts and insights about the activities. This could include:

   • What they found most interesting or surprising about medieval African art.
   • The similarities and differences they observed between medieval African art and the other art form they studied.
   • The challenges they faced in interpreting the medieval African art and how they overcame them.
   • Any questions or areas of confusion that arose during the lesson.

3. The teacher encourages students to connect their learning to real-world applications. For example, they might discuss how understanding the cultural and historical context of art can enhance their appreciation and interpretation of artworks in a museum or gallery. They could also explore how the study of medieval African art can foster a more inclusive and diverse understanding of world history and culture.

4. Lastly, the teacher asks students to take a moment to reflect on their learning and answer two questions in their notebooks:

   1. What was the most important concept you learned today?
   2. What questions do you still have about medieval African art?

5. The teacher collects these reflections and uses them to assess student understanding and to plan for future lessons. The teacher also provides feedback on the students' presentations and participation in the activities, highlighting areas of strength and areas for improvement.

By the end of the feedback session, students should have a clear understanding of the key concepts of the lesson, a deeper appreciation for medieval African art, and a curiosity to continue exploring the topic.

Conclusion (5 - 7 minutes)

1. The teacher begins the conclusion by summarizing the main points of the lesson. This includes a recap of the characteristics of medieval African art, the significance of specific examples such as the Benin bronzes and the Great Mosque of Djenné, and the skills students have developed in analyzing and interpreting these artworks. The teacher also revisits the key comparative points between medieval African art and the other art forms studied, reinforcing the idea that art reflects the cultural and historical context of its creation.

2. The teacher then explains how the lesson connected theory, practice, and applications. This includes a discussion of how the pre-class activities provided a theoretical understanding of medieval African art, the in-class activities allowed students to practice their analytical and interpretive skills, and the feedback session encouraged students to reflect on the practical applications of their learning. The teacher emphasizes that understanding medieval African art is not only about appreciating its beauty and craftsmanship but also about understanding the history and culture of the people who created it.

3. To further students' understanding of the topic, the teacher suggests additional materials for further study. This could include:

   • Books: "A History of Art in Africa" by Monica Blackmun Visonà, "African Art: A Century at the Brooklyn Museum" by William Siegmann, or "Art and Life in Africa: Selections from the Stanley Collection" by Christopher D. Roy.
   • Websites: The Metropolitan Museum of Art's African Art collection, the British Museum's African Art collection, or the Smithsonian National Museum of African Art's online exhibitions.
   • Documentaries: "Africa: Art of a Continent" or "The Lost Kingdom of Benin" from the BBC's Art of the Western World series.
   • Podcasts: "The History of Africa" by the BBC's In Our Time or "Africa's Great Civilizations" by PBS's The African Americans: Many Rivers to Cross.

4. Lastly, the teacher discusses the importance of understanding medieval African art for everyday life. This includes a reflection on how the study of art can enhance our understanding and appreciation of different cultures, and how it can help us to see the world from different perspectives. The teacher also emphasizes the importance of cultural diversity and the need to recognize and celebrate the contributions of all cultures to human history and civilization.

By the end of the conclusion, students should feel confident in their understanding of medieval African art, inspired to continue their exploration of the topic, and aware of the broader significance of their learning.