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08-04-2009
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| African Philosphy   http://www.youtube.com/watch?v=t2KXD8PwAF8&feature=related Knowing Africa.com PHILOSOPHY: Stewart Synopsis MOST IMPORTANT NAMES IN AFRICAN PHILOSOPHY AFRICAN PHILOSOPHY AFRICAN PHILOSOPHY INTERNET RESOURCES AFRICAN PHILOSOPHY RESOURCES/ AFROCENTRISM ANHK ONLINE: PHILOSOPHY AFRICAN PHILOSOPHICAL BIBLIOGRAPHY An African Philosophy of History in the Oral Tradition TOWARD DECOLONIZING AFRICAN PHILOSOPHY AND RELIGION YORUGU: An African-Centered Critique of European Cultural Thought and Behavior AFRICAN PHILOSOPHY & SPIRITUALITY REVUE OF AFRICAN PHILOSOPHY FOUNDATION OF AFRICAN PHILOSOPHY THE CHALLENGE OF AFRICAN PHILOSOPHY AFRICAN PHILOSOPHY THEORY AFRICAN PHILOSOPHY UBUNTU PHILOSOPHY (pdf) AFRICA PHILOSOPHY AFRICAN PHILOSOPHY BOOKS Scholarship links: http://www.robertsonscholars.org/ind...tudent&id=1231 http://blackstarproject.org/home/ind...d=13&Itemid=26 http://www.blackexcel.org/brown.htm http://youngblackscholars.com/site/?page_id=26 http://findarticles.com/p/articles/m.../ai_n15338442/ http://www.cies.org/sir/ http://theoliverprogram.org/joomla/i...=41&Itemid=132 http://www.camse.org/scholars/ http://www.usnews.com/blogs/letters-...d-science.html http://www.adherents.com/people/pd/Eva_Dykes.html http://www.nationalmerit.org/nasp.php http://www.scholarballer.org/SB%20We...er%20Paper.htm Research Lab: Black is Beautiful http://www.blackisbeautifulamsterdam...&ContentId=930 Medieval Europe Before the Moors of Africa Medieval Europe Before The Advent of The Black Moors of Africa – Rasta Livewire Kidepede: History and Science for Middle school children Medieval Spain - History for Kids! San Franciso Bay Guardian http://www.sfbg.com/39/15/art_music_hiphop.html Hiphip History http://www.funk-the-system.net/hiphopolitics.html Davey D http://www.daveyd.com/FullArticles/articleN190.asp Itsabouttime Black Panther Legacy page on Police Brutality http://www.itsabouttimebpp.com/Links..._archives.html Dr. Boyce Watkins discussing Black News, Black Life, Black Politics, Black issues http://boycewatkins.wordpress.com/ African-Native American Scholars A Blog for African-Native American Scholars and Scholarship http://redblackscholars.wordpress.com/ THE FREEDMEN'S BUREAU by W. E. Burghardt Du Bois http://history.eserver.org/freedmens-bureau.txt BeeAfrican http://www.beeafrican.com/ Black is Back coalition http://www.blackagendareport.com/?q=...and-capitalism The Ba Pedi amd Lobedu http://www.ezakwantu.com/Tribes%20-%...-%20Lovedu.htm http://www.ezakwantu.com/Tribes%20-%...%20Basotho.htm The Freeman Institute http://www.freemaninstitute.com/Collectmain.htm Prince Hall, Michigan http://miphgl.org/mi/index.php?optio...id=59&Itemid=2 Trivia Library http://www.trivia-library.com/a/unit...story-1876.htm Sunfood.com http://www.sunfood.com/Catalog/Default.aspx Hard Red,Black, and green kufi's http://www.nmcnews.org/kufi/page3.html Ultralingua http://ultralingua.com/onlinediction...ervice=ee&text= DNA IS A MOTHER FU#$%& http://stewartsynopsis.com/DNA%20is%20a%20Mother.htmThe Original Canaanite (Semite) Hebrew/Israelite Jew Eight Diagram Pole Fighter (Part 1 of 9) http://www.youtube.com/watch?v=47LTaPiwHNw&feature=related Universal Zulu Nation Welcome to The Official site of The Universal Zulu Nation The Story of the Moors in Spain free ebook download The Story of the Moors in Spain | Ebookee Free eBooks Download! Next Generation Teachers NextGenTeachers Search Results embarking Association of African American Single Mothers: IMPROVING THE LIVES OF BLACK PEOPLE THROUGH AWARENESS, KNOWLEDGE AND EDUCATION  http://aaasm.org/index.html MAMI WATA MAGAZINE Mami Wata Magazine The Mami Wata Healers Society of North America Mami Wata Healers Society of North American Inc., (formerly OATH) SPEAKING OF MY MOTHERS Mami Wata Vodoun Priest Vodoun culture & Lore of the Gods West African & Diaspora Vodoun Culture & Lore of the Gods Where do the Bamiléké people live? Bamilk Funerals: Belief: Spirits of Gods Africa Speaks.com Greetings from Afrika!! Adade Kofi Bosomfie Sankofa Adade Kofi Bosomfie Sankofa The "Voices Of Africa" Choral & Percussion Ensemble 4531 Sansom Street Philadelphia, PA 19139 215-386-0088 (office) 215-965-0021 (fax) 215-681-7202 (m) The "Voices Of Africa" Choral & Percussion Ensemble Mami Wata: lesson page for children Origins African folktale: http://www.heritage-history.com/www/...s&story=_front http://www.heritage-history.com/www/...s&story=_front African-American Children’s Books: African-American Children’s Books - 12/13/2004 - Publishers Weekly Hakim's Bookstore African American History Projects: Carter G. Woodson: Ms. Russey's 6th grade class African-American History Project - Carter G. Woodson School, Chicago, IL Mr. Donn's African History (*powerpoint) Ancient African Kingdoms - Lessons, Games, Activities African American World for Kids African American World for Kids . Find Out More | PBS KIDS Teacher supply's CRYSTAL Children & Teacher Supply - Seasonal Products Kid's Past.com: The Past Belongs To kids Hominids Leave Africa - World History For Kids - By KidsPast.com Wildflower Priestesses http://cayacoven.org/Wildflower_Priestesses.html Hydro Turbines in Africa Hydro Turbines  Activity Sheet 1: A quick background on Hieroglyphs and scribes followed by an exercise to decipter a heiroglyphic message </SPAN>Egypt: Egyptian Gods EGYPT: Associated Web Links Ancient Egypt HISTORY SITES History Sites Gradebook.org Philosophy* Class Worksheet 1: History of the Pharoahs - A quick overview of Egyptian history</SPAN>  King Tutankamen (death mask) Egypt A Very Long Time Ago Civilisation began in Egypt about 5000 years ago ( about 3300BC). This is around about the same time as civilisation began in Sumer. The Egyptians were ruled by kings called 'pharoahs' who were believed to be 'gods on Earth.' The Pharaohs ruled for about 3000 years until Egypt was conquered by by Romans, around 30 BC. Some of the Pharoahs were great and wise, others were cruel and harsh, and yet others were weak and foolish. Even so, during all the time these Pharoahs ruled, the way ordinary people lived changed very little. The Nile The Nile is the longest river in the world and that without it the ancient Egyptians would never have built a civilisation. Much of the area through which the Nile River flows is a desert. This desert is very hot and dry, with a rainfall of less than 200 millimeteres a year. Very few plants grow in the sand, or sandy desert soils, because of the lack of water. The Nile River flooded every year. The flooding of the Nile happened at the same time each year, between June and September. The Egyptians blessed the yearly flood which they called the inundation, Every June they prayed to Hapi, the god of the Nile, just to make sure the floodwaters arrived. so reliable was the timing of the inundation that the Egyptians were able to set a calendar by it. The calendar had 12 months, each of 30 days, with an extra five and quarter days at the end of the year. The Egyptian farmers relied on the innundation in ancient times. The floodwater had been known to be up to six metres deep in places, and sometimes stretched for many kilolmetres on either side of the river. The floodwater drained away very slowly over three or four months. As soon as the flood waters had gone, the farmers planted new crops in the highly fertile silt. The Nile carried material like sand, gravel, silt and clay in its flowing waters. At the mouth of the river (where the river meets the sea) there is a large, flat area of land called a delta. The delta is made from sand, gravel, silt and clay. The Nile Delta is about 200 kilometres wide (at its widest point) and about 150 kilometres long. Crops grew well along the backs of the Nile River. Farmers were able to produce a 'food surplus'. As with Sumer, no longer did everyone have to worry about growing food. Therefore many people took on jobs such as builders, priests and scribes. Cities developed and civilisation grew poweful and prosperous. The Egyptians owed it all to the Nile - their life blood. By about 3300 BC there were two kingdoms along the Nile. Lower Egypt around the delta Upper Egypt from the delta to the first cataract King Narmer ( also known as Menes) of Upper Egypt led his army to conquer the forces of the Kingdom of Lower Egypt in about 3200 BC. He joined the two kingdoms into one, ruled by a single king. To show that he was the ruler of one nation, King Narmer work the Double Crown of the Two Lands. The Kings of Egypt were known as Pharoahs. Pharoah means 'he who lives in the great palace'. From about 3200 BC ( when Narmer joined Upper and Lower Egypt) to 30 BC ( when the Romans took control ), 237 Pharoahs ruled Egypt. They came from 31 different families. The Pharoahs belonging to one family formed a dynasty. However, if a Pharoah had no children, the power would be passed on to another family, thereby starting a new dynasty. A new dynasty could also be established by over-throwing the Pharoah by force. This sometimes happened when the Pharoah was weak or when outsiders attacked the country. Egyptian history is usually divided up into the following periods: The Old Kingdom from 3200 BC - 2300 BC. The Pharoah of the first to the sixth dynasties rules. It was during this period that the pyramids were built. The First Intermediate Period from 2300 - 2050 BC. The Pharoahs of the seventh to the tenth dynasties ruled during this time. The Middle Kingdom From 2050BC to 1780 BC. The Middle Kingdom was rule by the Pharoahs of the 11th and 12th dynasties. The Second Intermediate Period From 1780 BC to 1570 BC. The Pharoah of the 13th to the 17th dynasties ruled during this time.  Akenaton: Head rising from a Lotus flower (reincarnation) Akenaton: New Kingdom. He believed in one god - sun God - Amon-Re. After his dynasty Egypt returned to worshipping many gods. The New Kingdom From 1570BC to 1085BC. The New Kingdom was ruled by the Pharoahs of the 18th to the 20th dynasties. This was a time of great building. Many temples were built, and the Pharoahs were buried in tombs dub into the solid rock of the 'Valley of the Kings'. The horse was introduced to Egypt during this period. The Late Dynastic Period From 1085 to 332BC. Teh Pharoahs of the 21st to the 30th dynasties ruled during this time. Towards the end of this period Egypt was attacked by the Persians, who set up their own Pharoah to rule the country. The Late Period From 330BC to 30BC Alexander the Great of Macedonia, north of Greece, defeated the Persians and ruled Egypt for a time. When he died, Ptolemy, an army general grabbed power and set up the 31st dynasty. Thereafter his descendants ruled in Egypt and this is called the Ptolemaic period. Cleopatra was the last of the Ptolemaic rulers, and when she died Egypt became the province of the Roman Empire. Worksheet 2: Egyptian Religion</SPAN> - Information on Egyptian religion, including some of the most common gods</SPAN> Egyptian Religion For the Egyptians, there were many gods and they were all very important.
As civilisation grew, every town and village had its own god which only the local people worshipped. However, as time went on some of the local gods became very important to everyone.  Eye of Ra jewellery using carnellion and lapis lazuli AMON-RA A combination of two gods - Amon the god of the city of Thebes and Ra the sun god. Amon Ra was believed to have been the creator (maker) of man  Osiris wearing the death mask - white representing death OSIRIS The god of the earth, growth and the underworld. The Egyptians believed that Osiris was once the ruler of Egypt but was killed by his brother Seth in a fit of jealous anger. Seth then took over as ruler. It was said that Osiris was born again every year and the flooding of the Nile. On his death it was thought that Osiris became god of the underworld and that he had the power to give Egyptians life after death. ISIS Isis is represented in heirogylphs by the throne. The protector of children and wife of Osiris. Isis and Osiris were believed to have had a child named Horus.  Jewellery: Horus the God of Upper Egypt HORUS The falcon god The child of Isis and Osiris, was the god of life.  Anubis protecting the Pharoah's sarcophagus ANUBIS The jackal-headed god of death and ruler of embalmers, cemeteries and tombs. Usually represented in canine form - dog or jackal - Anubis was the principal god of the dead before Osiris. He was closely associated with the necropolis and known as "God of the Hallowed Land". Representations of Anubis were placed in teh tomb to guard the mummification chamber and frighten away evil. HATHOR Represented by the Bull, She is the protectress of women, and goddess of joy and love THOTH Representations of this god as ibis headed, baboon or god of the moon. Of great importance to the Eygptians was his role as god of writing and patron of scribes,since language was considered to be a gift direct from the gods. The god-baboon is often represented watching over a crouching subservient scribe. The ibis-headed god of learning and scribe of the gods. The whole observable world was , for the Ancient Egyptians, a symbolic representation. From the sun and the river Nile, which gave them food and sustenance, to the animal kingdom and even architecture, different phenomena were seen to have hidden meanings. symbolism, at its deepest level, was the means by which the Egyptians interpreted the nature of life itself - the creation, the after-life and struggle between good and evil. SETH A desert animal with an arrow-like tail or crocodile Brother of Osiris who killed him in a fit of jealousy and anger. At the end of the ritual where a person's heart is weighed against a feather. If the person has been good they go to heaven via a boat across the Celestial Nile and become a star. If the person is bad they are fed to Seth. The crocodile was seen as an agent of disorder ans ws associated wit the evil god Seth.  Nut the sky god and protector of the Heavens NUT Mother of the Sungod - swallowed the Sun in the evening and regurgitated in the morning - resurrection concept Mother of all the heavenly bodies which entered her mouth and emerged again from the womb, the sky goodess. Nut is usually represented arching over Shu, her father, god of air, and Geb, her husband and brother, god of the earth, who helps to support her. As the goddess of the cyclical working of the cosmos. Nut was also intimately connected to the idea of resurrection. The sarcophagus and tomb chamber were often decorated with stars and the goddess's image. TEFNUT Goddess of life-giving dew, goddess of moisture - child of the sun god - RA  Maat the god of truth, justice and the Egyptian way MAAT Goddess of creation and constant renewal. She symbolized the laws of existence, - law, truth, and world order. Judges were thought of as the priests of Maat. She was food and drink to Re. She was represented wearing an ostrich feather, which came to be a symbol of truth. The feather was weighed against the heart of the dead person in the judgement ritual before Anubis.  Ka holds up the arms of spiritual power KA Intellectual and spiritual power. Each person was born with his or her ka, which was a constant companion through life and lived on after death, returning to its divine origin. BA Pyschic force. The ba bird was the spiritual aspect fo the human which survived death. ANHK Symbol of life and irresistable strength, representative of life-giving attributes of air and water  Khepri the Scarab beetle, symbol of reincarnation KHREPRI The scarab - symbol of self-creation, the scarab was believed to come directly into being from the alls of animal dung which it used to protect is eggs and larva. Associated with the sun nd therfore with life-giving warmth and light, pettery models fo the scarab were often placed in tombs as a symbol of the renewal of life. Agin, in its solar role, the scarb represented the morning sun in its godform of Khepri. In his beetle form the god rose as the morning sun from the eastern horizon. A strong life god, Khepri also symbolized resurrection LOTUS The symbol of the remerging sun after the night and assciated with the sun god Re, who is sometimes seen as a golden youth rising from the lotus. Thus the flow, especially the blue lotus, also came to symbolize rebirth. References Chaddertion R L & Chadderton E : The Time Detectives, Nelson Press, Melbourne, 1985 Sacred Symbols,Thames and Hudson, London, 1997 </SPAN> Activity Sheet 1: A quick background on Hieroglyphs and scribes followed by an exercise to decipter a heiroglyphic message </SPAN> Hieroglyphs and Scribes Scribes An important group of people in Egypt were the scribes. However, it was not easy to become a scribe. Education was not free in ancient Egypt and a scribe's training took up to twelve years to complete. People envied the scribes because they did not have to labour in the fields or fight the pharoah's enemies.They were held in high regard by society. Scribes worked in temple writing rooms, markets, army barracks, the homes of nobles, government offices or anywhere their skills were needed. These highly trained men could read and write the Egyptian script called hieroglyphics, or holy writing. To us writing looks like tiny pictures or symbols. Each picture respresented a different idea or letter or sound, as it was a very complicated system. Scribes wrote on papyrus, a type of paper made from the papyrus plant growing by the Nile. Fine brushes made of plant fibre were used as we would use a pen. The black ink was made from soot and water. For headings and borders, a red ink was made from a stone called ochre, which was found in the desert. Everyday messages were written on clay tablets; very important information was carved into stone so that it lasted forever. Scribes kept records of supplies and taxes, wrote letters and messages, designed the inscriptions carved into tombs and worked as teachers and librarians. They sat cross-legged and stretched their linen skirts tightly across their knees to form a writing surface to lean on. Statue of a Scribe Amenemhet  This work of art is a statue of the scribe Amenemhet who was the son of a chief of the land of Tehkhet in Nubia. He was among the earliest of the Nubians who moved to Egypt. The hieroglyphs on his statue tell his name and his profession. On his kilt the hieroglyphs tell us he wishes to be remembered as the "sturdy manager of the king, vigilant manager of the god’s wife, and king’s acquaintance." The statue was found in Buhen, which was between the First and Second Cataracts of the Nile. Statues like this were usually put in a temple near an image of a god, so the owner could share in some of the attention given to the god worshipped there and also to insure his name and reputation would be remembered. Amenemhet was active at a time when scribes were being elevated from managers to intelligensia capable of preparing texts of many dimensions. Ancient Egyptian scribes wrote manuals on medicine, geometry, astronomy, theology, illustrated maps, games, satires, and comics. In addition, scribes could be called upon to be mediators, interpretors, accountants, and organizers of all aspects of life. All of this began with a scribe’s ability to write. (source: http://www.schooldiscovery.com) Egyptian Hieroglyphs  The Egyptian hieroglyphic writing system consists of several hundred picture signs. The signs can be divided into two classes, phonograms and ideograms. Phonograms, or signs used to write the sounds of the Egyptian language. The particular sound value of a sign was usually obtained from the Egyptian name for the object represented. Since the Egyptians did not normally write the vowels, only the consonantal "skeleton" of the word is given. Although each consonant can be written with a single sign (the alphabet signs), most sound-signs express a series of two or more consonants. Some of the Egyptian consonants have no equivalents in most modern scripts, and Egyptologists use conventionalized signs to represent these when transcribing Egyptian. Ideograms, or idea-signs, in which each picture stands for the object represented or for some idea closely connected with the object. A particular word could be written using only sound-signs, or only an idea-sign, but most words were written using a combination of both. It was a particularly common practice to use one or more idea-signs at the end of a word to give the general meaning of the word. A sign used in this way is called a determinative. (source: http://www2.torstar.com/rom/egypt)     Student Activity Look at the hieroglyphic ideograms and decipher the following message below  Decipher the following lines of hieroglypic code using the above diagram as the source. Write this information into a sentence.  A................................................. ................................................. B................................................. ................................................. C................................................. ................................................. (source:Chadderton R & E Chadderton:TheTime Detectives, Nelson, Melbourne, 1985") References Burke E., Kruse D., Mirams S.,Aspects of the Past, Oxford Uni Press, Melbourne, 1999 Champollion J.,The World of the Egyptians, Minerva, Geneva, 1971 Chadderon R & E.,The Time Detectives, Nelson, Melbourne, 1985 Garden G.,: Life BC, Heinemann, Richmond, 1985) </SPAN> Activity Sheet 2: Painting in the Egyptian Way Characteristics of Egyptian Art Hieratic: The Egyptians drew people who were more important larger than those considered unimportant. Therefore the Pharoah was painted as the largest, followed by the high priest and so on. The basic conventions of Egyptian figure representation can be seen on the Panel of Hesire below. He is a high official from the court of King Zoser. Thr figure's swelling forms have been modelled with greater subtlety and its proportion have been changed to a broad-shouldered, narrow hipped ideal.  Panel of Hesire The artist uses the conceptual approach rather than he optical representing what he knows to be true of the object and showing its most characteristic parts at right angles to the line of vision. This conceptual approach expresses a feeling for the constant and changeless aspect of things and lends itself to systematic methods of figure construction.  Canon of Proportions Erwin Panofsky: "...With its more significant lines permanently fixed on specific points of the human body, the Egyptian network (of equal squares) immediately indicates to the painter or sculptor how to organize his figure: he will know from the outset that he must place the ankle on the first horizontal line, the knee on the sixth,.... and so on... It was , for instance agreed that in a (lunging) figure.. the length of pace, ...should amount to 101/2 units, while this distance in a figure quietly standing was set at 4 1/2 or 5 1/2 units. Without too much exaggeration, once could maintain, that, when an Egyptian artist was familiar with this system of proportion was set the task of respresenting a standing, sitting or striding figure, the result was a foregone conclusion once the figure's absolute size was determined..." Erwin Panofsky, Meaning in the Visual Arts ( Garden City, NY: double day, 1955 pp58-61) (source:Gardiner H: Art Through the Ages, Harcourt, Brace, Jovanovich Publishers, San Diego Eighth edition 1976) References Champollion J., The World of the Egyptians, Minerva, Geneva, 1971 Burke E., D Kruse D., Mirams S.,, Aspects of the Past, Oxford Uni Press, Melbourne, 1999 Chadderton R & E Chadderton., TheTime Detectives, Nelson, Melbourne, 1985" Garden G., Life BC, Heinemann, Richmond, 1985) Gardiner H: Art Through the Ages, Harcourt, Brace, Jovanovich Publishers, San Diego Eighth edition 1976 Student Activity   Egyptian Styled Portraits Full size Portraits Materials: Roll of paper at least wide and long enough to draw full body size, acyrlic paints Students are to be given photocopies of the canon of proportions and are to write down all the characteristics and features of an Egyptian representation of a person. Students will draw a portrait of one of their class mates and then adjust the portrait to match the Egyptian canon. These will be painted in acrylics using Egyptian symbolic colour schemes : Blue - lapis lazuli - Nile, Green - fertility, carnelian - Sun/desert, white - death, black - mouth - wisdom. The outlines of images can be cut out when dry and put up for display. Egypt Lesson 1</SPAN> - Handbuilding a Canopic Jar using coil construction</SPAN>  Lesson Idea and Outline Students will be using handmade coil construction techniques sculpting and incising to create a canopic style jar with a lid. Students will design their own emblem and motifs with an Egyptian influenced hieratic style. Overview This lesson is designed for the Art/Ceramic teacher. It provides a lesson idea under the theme of Egypt. Students will learn handbuilding techniques as well as an appreciation of Egyptian Art and culture. Students will be introduced to some of the cultural and historical achievements of the past. Students will also gain an insight into Egyptian influences on contemporary culture. Objectives To develop an appreciation and learn from a past culture: Egypt Appreciation/Theoretical
Time: 6 periods X 50 minutes. As this is a practical exercise 4 periods of the 6 periods should be a double period to allow for processes to be sequential. Materials and Equipment Specialist Resource Room - Ceramics - Kiln, Sink for cleaning, preparation
Construction and Decorative Methods
 A) Making coils <B>1. Take ¼ pug of clay from a fresh pug If clay does not come out of fresh pug -</B> Prepare clay by kneading and wedging clay to make sure that there are no air bubbles and also the clay particles are distributed evenly.2. Squeeze a quantity of clay in the hands until a rough cylindrical shape. Hint: Students must have cold hands. Some students who have high body temperatures should place hands under cold water for at least 2 minutes to get hands cools. Coils will not be successful unless they have enough moisture content. Hot hands can cause premature cracking and drying out of the clay. Tip: Do not use too much clay just enough that the hands can manipulate. Obviously the size of the students hands make a difference in terms of the amounts that they can handle.  3. Roll the clay with the hand span open. The motion of rolling should also require the students to roll across the clay to ensure even coils. 4. Make 20 coils about 2cm in diameter.  B) Base of Pot
     C) Body of Pot
Hint: the spoon can become very hot from friction between the warmed clay and metal spoon. Hint: If you wish the pot to decrease in circumference you need to place the coil off-centred towards the inside of the pot and vice versa if you wish to increase the circumference you need to place the coils on the outside of the previous coils increasing the offset gradually. Again you need to support the pot with newspaper. Hint: The paper will burn out into ash when fired so if it is difficult to remove paper you can leave it inside. Hint: Make sure you take enough clay to attach to base and ensuing coils so that the wall of the pot is strong enough to hold its own weight. Hint: If students are having difficulty with coils slumping, use crushed newspaper to support the inside of the pot. As the body of the pot grows, add more newspaper.  D) Lid of Canopic Jar
 Animal lidded containers E) Decoration  Incised design
 Animal Lidded Pots F) Finishing
Memmott H: The Pottery Book the Way of Clay, Landsdowne Press, Sydney, 1982 Sibbel H: Ceramics, Publications and Information Branch, Education Department of Victoria, 1982 Winterburn M: The Technique of Handbuilt Pottery, Watson-Guptill Publications, New York, 1977 Student Presentation Options
Arts
Egypt Lesson 2 - Papier Mache Canopic Jars </SPAN>- Design a canopic styled pot and then build it using papier mache.</SPAN>  Lesson Idea and Outline Students will asked to design a canopic styled pot with their own emblem and message to pass through the underworld. The Canopic pot's lid will also have an Egyptian headdress with an animal of their choice for their emblem. The side of the pot will utilise hieroglyphics painted in colours which relate to Egyptian colour symbology with their special message. Overview Students will be introduced to Ancient Egypt, emphasizing Egyptian religion and art. Students will be able to appreciate some of the cultural and historical achievements of the past and also relate Egyptian influences on contemporary culture. Students will be using papier mache construction techniques , and painting to create a canopic style jar with a lid. Students will design their own emblem and motifs with an Egyptian influenced hieratic style.  Wooden panel with inlaid hieroglyphsObjectives To develop an appreciation and learn from a past culture: Egypt Appreciation/Theoretical basic understanding of Egyptian Culture and Religion basic understanding of the history of language basic understanding of the development of a culture's beliefs affecting lifestyle and its relevance in a contemporary context Practical ability to design and problem solve ability to utilise handbuilding techniques in papier mache to create sculptural forms ability to design and utilise a number of motifs to enhance a surface Evaluation and Reflection Reflect upon the design process and product outcomes Evaluate the increased knowledge and practical ability in constructing a three dimensional object Design skills - · elements of design · the difference between a 2 dimensional shape and 3 dimensional object Time required Time: 6 periods X 50 minutes. As this is a practical exercise 4 periods of the 6 periods should be a double period to allow for processes to be sequential. Hint: Organisational skills in the classroom need to be a high priority. Instruct students of the step by step procedures of using the papier mache and for creating the sculptures. Papier mache can be fun and very messy in inexperienced hands. Protective clothing is strongly advised. If the cellulose gets on clothing, wash it off in cold water immediately. Materials and Equipment Specialist Resource Room Art Room, Sink for cleaning, preparation Papier mache Balloon Icecream bucket 5 litre bucket Water Cardboard for base of pot Cell- wall paper paste Newspaper · Towelling Super wipes White acrylic paint Range of acrylic paint Brushes, water jars pva Protective clothing Wood batton Newspaper Towelling Super wipes Appreciation: Visual Diary for student designing and notes Students will be introduced to Egyptian Art and Culture relating to contemporary examples of cultural beliefs and rituals. The teacher may introduce this in both discussion and asking the students to do offline and online research Slides, Reference Books CD Rom Teaching Aids: examples, student work, or images of canopic jars Visual Diary for student designing and notes Slides, Reference Books CD Rom Teacher Aids: examples, student work, or images of canopic jars Procedures Construction and Decorative Methods: construction joining sculpting decorative design and drawing optical effects on 3 dimensional surface, composition Painting - using a soft watercolour brushdesign Students will asked to design a canopic styled pot with their own emblem and message to pass through the underworld. The Canopic pot's lid will also have an Egyptian headdress with an animal of their choice for their emblem. The side of the pot will utilise hieroglyphics painted in colours which relate to Egyptian colour symbology with their special message.  Construction and Decorative Methods: construction Preparation of the papier mache mixture: Place cold/room temperature (depending on the time of year) water (amount) in a 5 litre bucket Sprinkle the amount of wallpaper paste or cellulose and hand blend into water Let stand for at least an hour before class - this will allow the mixture to turn into a clear gel. Papier mache technique: Tear up pieces of paper or strips if large areas need to be covered enough for the project. Feed the strips through the papier mache mixture and place on the balloon building up layers to create the wall of the pot. Continue to build up layers until the wall is at least 5mm thick. Allow to dry. To create forms such as heads of animals students will need to crush small balls of paper into shapes then cover with small pieces of papier mache to create a smooth surface. C) Lid of Pot
Tip: The head dress can be made with thin cardboard. The facial features can be molded up by crushing papier mache into a ball and adding and indenting in the appropriate areas to create character's features. Tip: Do not leave lid on pot to dry - it will stick and need to be levered or cut through with a stanley knife. D) Painting the pot
References Sculpture Book: Need to find Student Presentation Options  Tinguely Sculpture
Arts
symbols Symbols The word "swastika" comes from the Sanskrit svastika - "su" meaning "good," "asti" meaning "to be," and "ka" as a suffix. Until the Nazis used this symbol, the swastika was used by many cultures throughout the past 3,000 years to represent life, sun, power, strength, and good luck. Even in the early twentieth century, the swastika was still a symbol with positive connotations. For instance, the swastika was a common decoration that often adorned cigarette cases, postcards, coins, and buildings. During World War I, the swastika could even be found on the shoulder patches of the American 45th Division and on the Finnish air force until after World War II. The Boy Scouts even had a badge with the symbol. The swastika is an ancient symbol. Dating back 3,000 years, the swastika predates the ancient Egyptian symbol, the Ankh . Approximately 3,000 years ago (1000 BC), the swastika was commonly used; swastikas have been found on many artifacts such as pottery and coins dating from ancient Troy. During the following thousand years, the image of the swastika could be found in many cultures around the world, including in China, Japan, India, and southern Europe. Though it is not known for exactly how long, Native Americans also had long used the symbol of the swastika. By the end of the nineteenth century, the swastika could be found on nationalist German volkisch periodicals and was the official emblem of the German Gymnasts' League. In the beginning of the twentieth century, the swastika was a common symbol of German nationalism and could be found in a multitude of places such as the emblem for the Wandervogel, a German youth movement. Lanz von Liebenfels' antisemitic periodical Ostara; on various Freikorps units; and as an emblem of the Thule Society. In 1920, Adolf Hitler decided that the Nazi Party needed its own insignia and flag. For Hitler, the new flag had to be "a symbol of our own struggle" as well as "highly effective as a poster." (Mein Kampf, pg. 495) It was used "backwards" by Hitler as to show the symbol moving clockwise. On August 7, 1920, at the Salzburg Congress, this flag became the official emblem of the Nazi Party. It has since been (though outlawed in Germany) by certain Hate Groups.  Friday, November 9, 2007 mami wata  that's mami wata, queen of the wata, mermaid of women- singer of scars. she grows up from darkness and never shatters. her waves come crashing sounds sometimes so much we want to break her nails out of our necks, sometimes she just bleeds through our jeans and people see we are women. mami wata, weather of friends, changing skies- my tasha, my laureliza, what girl isn’t a mermaid under her dresses what girl can't her prepubescent swim seas and sexy snakes in the bathtub remembering our hands in her hair, the long locks of walking nights alone through the boneyard, the tide of old trees mami wata, mother water- mirror of rainpuddles- where can i see you hand-woven reflection? Posted by davka davka: deer girl medicine: mami wata   The 65th Square The Black Genesis of Chess - Moors of Spain by Daaim Shabazz, Ph.D. Chess is a game that we all love and enjoy for its build-up of tension and it infinite possibilities. Black chess players have recently begun to make headway into the upper echelons of the international chess arena. However, there was a historical precedent for Blacks in a mighty people who served as the genesis of modern-day chess. Who were these mighty people? They were the Moors of Africa who led a militaristic campaign against Spain in 711 AD and brought with them a game called Shatranj. Shatranj was derived from Chaturanga, a board game originating in India in the 6th century which featured only four types of pieces: elephants, chariots, calvary, and infantry. The Moors also brought another fame to Spain called el-Quirkat, a direct ancestor to checkers.  The Moors were a proud civilization known for spectacular advances in science which included tracing "the curvilinear path rays of light through air." This is the forerunner of eyeglasses. The Moors also used the astrolab and compass for navigation and their methods of surgical medicine were at advanced states. They excelled in herbology and employed food preservation techniques enabling the storage of wheat for as long as 100 years! In addition, the sophistication of the cities in Spain was bolstered by the presence of stunning beauty of Moorish architecture. Despite the Moors advances in science and scholarship, they also enjoyed activities such as horse-riding, marksmanship, polo, backgammon, and . . . chess. It is befitting that chess was a favorite Moorish pastime as many enjoyed the challenge of warfare strategy and tactics, and perhaps many were strong players. Although Hannibal, the Moor of Carthage (247-183 BC) would not have played Shatranj, his military ingenuity would indicate that he participated in some aspect of war simulation.  The Moorish empire went through many tests and dynasties before political and social fractures contributed to the downfall of an empire lasting almost 800 years. The Moors signed the act of capitulation (equivalent to resigning) and surrendered their last stronghold, Granada, in 1492. What follows is interesting. Queen Isabella (Isabel da Católica) of Castile was looked at as a key figure for her support in the "Reconquista" to drive the Moors from Spanish soil. In addition to the Queen, King Ferdinand of Aragon backed Cardinal Ximenes de Cisneros who would order the destruction of Moorish libraries and mosques and subsequently, their expulsion and slaughter. After this period, Shatranj was modified!! New rules were added such as castling, two-square pawn advance, and en passant capture. The Queen, just a bit-player in Shatranj, became the most powerful piece in tribute to Queen Isabella. It was known as "dama" in Spanish, or "dame" in French. The other pieces were changed to reflect the royalty of the Spanish empire and achieved popularity around the world. The greatest figure in early chess history was François-André Danican Philidor, a renowned player and composer.  What happened to the Moors? After being forced out of Spain, most were driven back into West Africa, but many would later be recaptured and sold into America and the Caribbean as slaves. Some of these slaves (multilingual and erudite scholars) came on ships of Christopher Columbus who was commissioned by Queen Isabella to discover the "New World" round 1492. About 510 years later, some of the descendants of these Black Africans are becoming reacquainted with a game that their ancestors brought to Europe and would become the forerunner to modern-day chess. One day Black masters of the world will rise to the top of the game that made their ancestors "Kings" of their day.SELECTED BIBLIOGRAPHY Lane-Poole, Stanley. The Story of the Moors in Spain. Baltimore, Black Classic Press, 1990 (first published in 1886). Rogers, J.A. World's Great Men of Color, Volume I. New York: Collier Books, 1972 (first published in 1946). Van Sertima, Ivan. Golden Age of the Moor. New Brunswick: Transaction Publishers, 1992. Recommended! Wall, Bill. "Firsts in Chess." Firsts in chess - by Bill Wall (Feb 7, 2005). Westerveld, Govert. "The Influence of the Spanish Queen Isabel la Católica on the New Powerful Dama in the Origin of the Draughts and Modern Chess Game." The 65th Square (The Black Genesis of Chess - Moors of Spain)Peace be upon you
__________________ http://www.submission.org/quran/koran-index.html Last edited by Pragmatic; 3 Days Ago at 05:36 AM.  |
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