Resources
Teacher Bibliography
Bissonauth, Natasha. “Zanele Muholi's Affective Appeal to Act.” Photography and Culture 7, no. 3 (2014): 239–51. https://doi.org/10.2752/175145214x14153800234801. This resource gives useful background about Muholi’s photography, the struggles that members of the LBGTQIA+ community face in African countries, and ideas on how to interpret Muloli’s work. It is important for intellectual preparation before teaching her work.
Brandman, Mariana. “Audre Lorde.” National Women's History Museum. Accessed July 12, 2022. https://www.womenshistory.org/education-resources/biographies/audre-lorde. This is a biography of Audre Lorde examining her life and the impact of her work. It helps prepare the teacher to better understand her essay that kicks off the unit.
Can You Hear Me? YouTube. YouTube, 2020. https://www.youtube.com/watch?v=edNKZZLTLrw. This is a video of Nalini Malani’s new media installation, Can You Hear Me?, prepared for the White Chapel Gallery in London. It is both a teacher and a student resource as it is the only way for a non-local audience to experience the exhibition.
Donaldson, Jeff R. “AfriCOBRA Manifesto? ‘Ten in Search of a Nation.’” Nka Journal of Contemporary African Art. Duke University Press, May 1, 2012. https://read.dukeupress.edu/nka/article/2012/30/76/48891/AfriCOBRA-Manifesto-Ten-in-Search-of-a-Nation. Jeff Donaldson’s “AfriCOBRA Manifesto” both serves as a jumping off point for understanding the art the collective produced and as a model for what an art manifesto is. This will serve both the teacher and the students in being able to dissect the pieces of a manifesto and understand how all of the AfriCOBRA artists’ art is connected.
Doulsy. “About.” Jah Gal. Tumblr. Accessed July 17, 2022. https://jah-gal.tumblr.com/about. This is important intellectual preparation for the teacher to understand Doulsy, the avant-garde fashion designer who collaborated with Fabrice Monteiro on “The Prophecy.” Modern artists don’t have volumes written about them, but we can see what they have to say on their social media and in their online autobiographies.
Gottfriedson, Garry. “And Just Like That.” Poem. In Clinging to Bone, 26. Vancouver, B.C, Canada: Ronsdale, 2019. This will be a resource for students that will be paired with Geralyn Montano’s artwork. It discusses the trials that indigenous peoples have faced in North America, including the burden on women.
Eastburn, Meredith. “To Be Free - Art of SSCAC.” Art of SSCAC, April 9, 2009.
https://sites.google.com/site/interpretationtest/Home/to-be-free/to-be-free. This is a
thoughtful interpretation of Barbara Jones-Hogu’s “To Be Free” and is useful intellectual
preparation for teachers before teaching this work.
Harris, Jonathan. “Critical Race Theory Online Limited Edition Print.” Jonathan Harris Art, 2021. Accessed July 12, 2022. https://jonathanharrisart.bigcartel.com/product/critical-race-theory-online-limited-edition-print. This is Harris’ actual piece of art that will be paired with Audre Lorde’s essay to kick off the unit. It can be found elsewhere, but this is the artist’s website.
I Am Somebody Jesse Jackson. YouTube. YouTube, 2011. https://www.youtube.com/watch?v=tu0lNcrZjG8. In 1972, Jesse Jackson recited “I am Somebody” originally penned by Reverend William Holmes Borders, Sr. This video is the clearest version of the poem for students to understand. It will be paired with Gerald Williams’ poster by the same name during the study of AfriCOBRA.
Jarrell, Wadsworth. “Three Queens.” Acrylic on Canvas. Detroit Institute of the Arts, 1971.
Detroit Institute of Arts. Detroit, MI. https://www.dia.org/art/collection/object/three-queens-107063. This is Jarrell’s poster that we will study as part of the AfriCOBRA collective.
Jiménez, Clotilde. “Fruity Boys, 2016.” Clotilde Jiménez. Accessed April 30, 2022. http://www.clotildejimenez.art/artworks/categories/8/9437-fruity-boys-2016/. This is Jiménez’s collage that students will be able to access online and on paper while doing their stations around current activist artists.
Lorde, Audre. “The Transformation of Silence Into Language and Action.” Essay. In Sister Outsider, 28–32. New York, NY: Penguin Books, 2020. This is Lorde’s essay that will kick off the unit. I will introduce this first as a partner reading and then have a Paideia seminar on this and Harris’ poster.
Malani, Nalini. “Nalini Malani Biography.” Nalini Malani. Accessed July 14, 2022. https://www.nalinimalani.com/bio.htm. This is simply a biography of Indian artist, Nalini Malani. It helps to understand her place in the SAHMAT collective and the inspiration for her work.
Montano, Geralyn. “Bio.” Geralyn Montano. Weebly. Accessed May 1, 2022. https://www.geralynmontano.com/bio.html. This is a biography of Geralyn Montano, which is useful when introducing her multimedia art, “Sundance in Red.” It gives the teacher an understanding of her cultural background and areas of interest, which helps when encouraging students to interpret the piece.
Montano, Geri. “Sundance in Red.” San Francisco: Mission Artists, 2011. Project Artaud. San Francisco. https://www.missionartists.org/art_pieces/5774?_ga=2.182389031.1006518194.1651415638-1014067173.1651415638. This collage will be part of the station activity where students will study current activist artists. I will pair it with Gottfriedson’s poem, “Just Like That.”
Muholi, Zanele. Faces and Phases. Munich: Prestel, 2010. This book includes Muholi’s portraits that we will study during the station activity.
Nasir, Khairulnazrin, Ishak ISuliaman, and Abur Hamdi Usman. “The Notion of Animism: Some Views from Prophetic Tradition and Western Anthropologist Perspectives.” Humanities & Social Sciences Reviews 7, no. 4 (2019): 348–58. https://doi.org/10.18510/hssr.2019.7445. This is important intellectual preparation for understanding the work of Fabrice Monteiro and Doulsy. I needed to read it to understand what the jinn represents in animism to then interpret “The Prophecy.”
Niedan, Christian. “The Photographic Confrontations of Fabrice Monteiro: An Interview.” The Mantle. Webdrips. Accessed July 17, 2022. https://www.themantle.com/arts-and-culture/photographic-confrontations-fabrice-monteiro-interview. This was an interview with Fabrice Monteiro which discusses his background and his artistic vision for “The Prophecy.” It’s helpful intellectual preparation for the teacher and can be used for students with the station activity.
Project Zero. “Values, Identities, Actions.” Project Zero. Harvard Graduate School of Education, 2019. http://www.pz.harvard.edu/resources/values-identities-actions. This resource was mentioned in the teaching strategies portion of the unit. It’s a full description of the strategy and includes ideas on how to use it.
Project Zero's Thinking Routine Toolbox.” PZ's Thinking Routines Toolbox | Project Zero. Harvard Graduate School of Education, 2022. http://www.pz.harvard.edu/thinking-routines#WithArtOrObjects. This is the index of all of the potential teaching strategies a teacher could use and includes information about the objectives of Project Zero.
Publicdelivery. “Nick Cave's Soundsuit Sculptures - Everything You Need to Know.” Public Delivery, November 6, 2021. https://publicdelivery.org/nick-cave-soundsuits/. This article gives a lot of excellent information about Nick Cave and his soundsuits from their origins to his grander vision.
Punwani, Perrine. Geralyn Montano's Explanation of "Sundance in Red". Personal, July 15, 2022. I emailed Geralyn Montano to ensure that I was interpreting her multimedia piece correctly. She filled in more information for me and gave me a higher-resolution image of the piece.
Stern, Julia. “Missing and Murdered Indigenous Women: The Colonizing Nature of Law.” Immigration and Human Rights Law Review (blog), October 13, 2021. https://lawblogs.uc.edu/ihrlr/2021/10/13/missing-and-murdered-indigenous-women-the-colonizing-nature-of-law/#:~:text=According%20to%20the%20FBI%2C%2040,youth%20vulnerable%20to%20sex%20trafficking. After learning about the meaning of “Sundance in Red,” I searched for more information about trafficking from reservations. This gives a great deal of information and excerpts of it could be used in the station activity with students to help them interpret her piece.
“The Sahmat Collective: Art and Activism in India since 1989 | Smart Museum of Art.” Smart Museum of Art. Accessed May 1, 2022. https://smartmuseum.uchicago.edu/exhibitions/the-sahmat-collective-art-and-activism-in-india-since-1989/. When researching artists around the world, I found the SAHMAT collective and then Nalini Malani. I thought it was helpful intellectual preparation to see how different art collectives came together and their various missions since students are going to be writing their manifestos and creating their collectives.
Togba, Edna M. “Barbara Jones Hogu in Conversation with Edna Togba.” Nka Journal of
Contemporary African Art 2012, no. 30 (2012): 138–44. https://doi.org/10.1215/10757163-1496552. This interview is both an excellent piece of intellectual preparation for the teacher, but also a good piece for partner reading with students when studying the AfriCOBRA collective. It discusses Barbara Jones-Hogu’s work, but also the origins of AfriCOBRA’s principles.
“The Sun Dance – WIWÁŊYAŊG WAČÍPI.” Aktá Lakota Museum & Cultural Center, May 3, 2022. https://aktalakota.stjo.org/seven-sacred-rites/wiwanyang-wachipi-sun-dance/. This is an explanation of the Lakota tradition of the Sun Dance, which Geralyn Montano directly alludes to in her piece of art. This piece can be used both for the teacher’s intellectual preparation before teaching “Sundance in Red” and in the stations for students.
Weiwei, Ai. “Ai Weiwei: The Artwork That Made Me the Most Dangerous Person in China.” The Guardian. Guardian News and Media, February 15, 2018. This is an article authored by Ai Weiwei discussing his choice to follow through on his piece “Remembering.” There are photographs of the installation in the article as well. This piece will be used as a partner reading for students in preparation for a debate about whether the risks of standing up to injustice are worth taking.
Williams, Gerald. “I Am Somebody.” Acrylic on canvas. Https://Kavigupta.com/Artists/34-Gerald-Williams/Works/6180-Gerald-Williams-i-Am-Somebody-1969/, 1969. Kavi Gupta gallery. This is the image of Williams’ piece that will be projected in class for students to study in tandem with the video of Jesse Jackson reciting the poem of the same name.
Student Reading List
Can You Hear Me? YouTube. YouTube, 2020. https://www.youtube.com/watch?v=edNKZZLTLrw. This is a video of Nalini Malani’s new media installation, Can You Hear Me?, prepared for the White Chapel Gallery in London. It is the only way for a non-local audience to experience the exhibition.
Donaldson, Jeff R. “AfriCOBRA Manifesto? ‘Ten in Search of a Nation.’” Nka Journal of
Contemporary African Art. Duke University Press, May 1, 2012. https://read.dukeupress.edu/nka/article/2012/30/76/48891/AfriCOBRA-Manifesto-Ten-in-Search-of-a-Nation. Jeff Donaldson’s “AfriCOBRA Manifesto” both serves as a jumping off point for understanding the art the collective produced and as a model for what an art manifesto is. Students will complete this as a partner reading and then come back to it throughout the unit to dissect the pieces of a manifesto and understand how all of the AfriCOBRA artists’ art is connected.
Gottfriedson, Garry. “And Just Like That.” Poem. In Clinging to Bone, 26. Vancouver, B.C, Canada : Ronsdale, 2019. This will be a resource for students that will be paired with Geralyn Montano’s artwork. It discusses the trials that indigenous peoples have faced in North America, including the burden on women.
Lorde, Audre. “The Transformation of Silence Into Language and Action.” Essay. In Sister
Outsider, 28–32. New York, NY: Penguin Books, 2020. This is Lorde’s essay that will kick off the unit. I will introduce this first as a partner reading and then have a Paideia seminar on this and Harris’ poster.
Niedan, Christian. “The Photographic Confrontations of Fabrice Monteiro: An Interview.” The Mantle. Webdrips. Accessed July 17, 2022. https://www.themantle.com/arts-and-culture/photographic-confrontations-fabrice-monteiro-interview. This was an interview with Fabrice Monteiro which discusses his background and his artistic vision for “The Prophecy.” It will sit next to his 3 photographs during the station activity.
Stern, Julia. “Missing and Murdered Indigenous Women: The Colonizing Nature of Law.” Immigration and Human Rights Law Review (blog), October 13, 2021. https://lawblogs.uc.edu/ihrlr/2021/10/13/missing-and-murdered-indigenous-women-the-colonizing-nature-of-law/#:~:text=According%20to%20the%20FBI%2C%2040,youth%20vulnerable%20to%20sex%20trafficking. Students will read excerpts of this piece to contextualize and interpret “Sundance in Red.”
Togba, Edna M. “Barbara Jones Hogu in Conversation with Edna Togba.” Nka Journal of
Contemporary African Art 2012, no. 30 (2012): 138–44. https://doi.org/10.1215/10757163-1496552. This will be used as a partner reading with students when studying the AfriCOBRA collective. It discusses Barbara Jones-Hogu’s work, but also the origins of AfriCOBRA’s principles, which will be helpful during the project phase.
“The Sun Dance – WIWÁŊYAŊG WAČÍPI.” Aktá Lakota Museum & Cultural Center, May 3, 2022. https://aktalakota.stjo.org/seven-sacred-rites/wiwanyang-wachipi-sun-dance/. This is an explanation of the Lakota tradition of the Sun Dance, which Geralyn Montano directly alludes to in her piece of art. Students will read this during the station activity.
Weiwei, Ai. “Ai Weiwei: The Artwork That Made Me the Most Dangerous Person in China.” The Guardian. Guardian News and Media, February 15, 2018. This is an article authored by Ai Weiwei discussing his choice to follow through on his piece “Remembering.” There are photographs of the installation in the article as well. This piece will be used as a partner reading for students in preparation for a debate about whether the risks of standing up to injustice are worth taking.
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