Objectives (5 - 10 minutes)

1. To provide students with a broad understanding of the significance and characteristics of Medieval African Art, focusing on sculptures, masks, and textiles.
2. To engage students in hands-on activities that allow them to create their own art pieces inspired by Medieval African Art, fostering creativity and appreciation for the subject.
3. To encourage students to analyze and discuss their creations, promoting critical thinking and communication skills.

Secondary Objectives:

1. To enhance students' collaborative skills through group activities.
2. To develop students' research skills as they gather information about Medieval African Art.
3. To foster an inclusive learning environment where all students feel comfortable sharing their ideas and creations.

Introduction (10 - 15 minutes)

1. The teacher begins the lesson by recalling the previous lesson on different art forms around the world, emphasizing the diversity and richness of African art. This serves as a foundation for the new topic and helps students make connections. (3 minutes)

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

   • The first problem might be, "If you were a historian and found a piece of art from Medieval Africa, how might you determine its age, origin, and purpose?" This sets the stage for the exploration of the unique characteristics and symbolism of Medieval African Art. (3 minutes)
   • The second problem could be, "If you were an artist in Medieval Africa, how would you have used local materials and techniques to create a sculpture, mask, or textile?" This prompts students to consider the environmental and cultural influences on African art, which will be a key aspect of the lesson. (4 minutes)

3. Next, the teacher contextualizes the importance of Medieval African Art by discussing its influence on contemporary art and culture. For example, the teacher could mention how African masks have inspired many modern artists, or how African textiles have influenced global fashion. (3 minutes)

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

   • The first could be the story of the Benin Bronzes, a collection of intricate bronze sculptures from the Kingdom of Benin in present-day Nigeria, which were looted by British forces in the late 19th century and are now scattered in museums around the world. This highlights the historical and cultural significance of African art. (2 minutes)
   • The second could be the fact that many Medieval African sculptures and masks were not created for aesthetic purposes, but for religious or ceremonial use. This challenges the students' preconceived notions about art and encourages them to think more deeply about its meaning and function. (2 minutes)

5. The introduction concludes with the teacher formally introducing the topic of the day: Medieval African Art, with a focus on sculptures, masks, and textiles. The teacher outlines the objectives of the lesson and explains that the students will have the opportunity to create their own art pieces inspired by Medieval African Art. (2 minutes)

Development (20 - 25 minutes)

Activity 1: African Mask Making

1. The teacher distributes a variety of materials to each group, including clay, paint, feathers, beads, and other decorative items. They also provide a step-by-step guide with instructions for creating a basic African mask. (5 minutes)

2. Each group is tasked with creating their own African mask, ensuring they incorporate elements representative of Medieval African Art, such as exaggerated features, geometric patterns, and symbolic elements. (10 minutes)

3. Once the masks are completed, each group is given a chance to present and explain their mask to the class, discussing the elements they chose and what inspired them. This encourages students to articulate their creative choices, promoting communication and critical thinking. (5 minutes)

Activity 2: Textile Design

1. The teacher hands out fabric swatches, colored pencils, and templates of African textile patterns to each group. The templates depict traditional African patterns with a blank space, allowing students to get creative and fill in the gaps with their own designs. (5 minutes)

2. Students are then instructed to design a textile, integrating elements of Medieval African Art. They are encouraged to use bright, contrasting colors and simple, repetitive shapes, as these are common features in African textiles. (10 minutes)

3. At the end of the activity, each group presents their designed textile, explaining the elements they used and their significance, fostering communication and public speaking skills. (5 minutes)

Activity 3: Group Sculpture

1. In this activity, the teacher provides each group with a big block of clay and basic sculpting tools. They instruct students to work together to create a sculpture inspired by Medieval African Art, focusing on exaggerated features, symbolism, and cultural significance. (5 minutes)

2. Each group member is assigned a role: one will be the main sculptor, others will assist, and one will be responsible for presenting the sculpture at the end. This promotes teamwork and division of labor. (5 minutes)

3. After the sculpture is completed, the presenting student explains the piece to the class, discussing its elements and the group's creative process. This encourages students to articulate their creative choices and promotes communication and critical thinking. (5 minutes)

By the end of these hands-on activities, students should have a better understanding of the characteristics and significance of Medieval African Art, as well as having developed their creative and collaborative skills.

Feedback (10 - 15 minutes)

1. The teacher initiates a group discussion, allowing each group to share their solutions for the problem situations presented at the beginning of the lesson. They discuss how they determined the age, origin, and purpose of their art pieces, and how they used local materials and techniques to create them. This encourages students to reflect on their learning and promotes critical thinking. (5 minutes)

2. The teacher then facilitates a reflection session, asking students to consider the connections between the hands-on activities and the theoretical aspects of the lesson. They reflect on how their creations were inspired by Medieval African Art, and how the characteristics and symbolism of African art were incorporated into their pieces. This promotes a deeper understanding of the subject and fosters the application of learned concepts. (3 minutes)

3. Next, the teacher encourages students to reflect on the most important concept they learned in the lesson. They are asked to write down their thoughts and share them with the class. This not only promotes individual reflection but also allows students to learn from their peers' perspectives. (3 minutes)

4. Finally, the teacher assesses the learning outcomes of the lesson by asking students to participate in a quickfire quiz. They are asked to answer questions related to the characteristics and significance of Medieval African Art, as well as the process of creating their own art pieces. This provides immediate feedback on students' understanding and helps the teacher identify any areas that may need further clarification in future lessons. (4 minutes)

By the end of the feedback stage, students should have a clear understanding of the topic, its relevance, and their own learning process. They should also feel confident in their ability to create, analyze, and discuss art, and should be excited to continue exploring more about Medieval African Art.

Conclusion (5 - 10 minutes)

1. The teacher begins the conclusion by summarizing the main points of the lesson. They remind students about the characteristics and significance of Medieval African Art, focusing on sculptures, masks, and textiles. They also recap the hands-on activities, highlighting how they allowed students to apply their knowledge and understanding of the subject. (2 minutes)

2. The teacher then discusses how the lesson connected theory, practice, and applications. They explain how the hands-on activities gave students a practical understanding of Medieval African Art, allowing them to see the theoretical concepts come to life. They also highlight how the problem situations at the beginning of the lesson and the group discussions and reflections throughout the lesson helped students to apply their knowledge and understanding in a real-world context. (2 minutes)

3. Next, the teacher suggests additional materials for students who wish to further explore the topic. They could recommend books, documentaries, or websites about African art, or suggest visiting a local museum with an African art collection. They could also encourage students to research specific African artists or art movements. This not only extends the learning beyond the classroom but also caters to students with different learning styles and interests. (2 minutes)

4. Finally, the teacher emphasizes the importance of understanding Medieval African Art for everyday life. They explain how art is not just a form of expression but also a reflection of culture, history, and society. They could use examples from the lesson, such as the Benin Bronzes or the influence of African textiles on global fashion, to illustrate this point. They could also discuss how the skills students learned in the lesson, such as creativity, critical thinking, and collaboration, are applicable in many other areas of life. (2 minutes)

By the end of the conclusion, students should have a clear overview of the lesson, a deeper understanding of Medieval African Art, and a sense of how their learning connects to the real world. They should also be equipped with the tools and resources to continue exploring the topic on their own.