Mask with Headdress, Deangle, We/Dan, Côte d'lvoire or Liberia, 20th century

SUGGESTED PROJECTS 1. Understanding Context Many of us have participated in or attended rituals or ceremonies. In our culture these events can include graduations, birthday celebrations, First Communions, Confirmations, Bar or Bat Mitzvahs, marriages, and inaugurations. These ceremonies and celebrations can mark important events in the lives of individuals and communities. They likewise involve special rituals and practices, costumes, music, and songs. Usually people gain new rights and responsibilities after they pass through these ceremonies. Have children draw a picture of a festival, ceremony, or ritual in which they took part (cultural or religious ceremonies, weddings, graduations, or public celebrations). If possible, encourage children to bring photographs from home of themselves participating in these ceremonies. As preparation, have them describe the event. Discuss or write an essay including the ceremony's name, when it occurred, why it was important that they participated, if they wore special clothes or used special objects, if there were special foods or music involved, if there were special processions or choreography involved, if there was an audience present, and if there were a special person who directed the event. Encourage them to illustrate as many descriptive elements as possible in their pictures. Explain how these details are the context of the event and discuss how without these elements the event would not be the same. Compare the children's events to African ceremonies and discuss similarities and differences between the Baule masking ceremony and the children's event. Be certain the children understand that one element seen separately from the ceremony to which it belongs cannot express the full context of the event. For example, a graduation cap on a shelf would not tell the whole story of the graduation day; we can understand more about the cap if we see it in context. 2. Membership Hats Make hats or figurines which express membership in a group that is important to the student. Possible groups could be sports teams, clubs, religious groups, or hobbies such as horseback riding, reading, dancing, or playing a musical instrument. Encourage children to select a group that has special meaning to them. Discuss with children the group to which their hat/figurine belongs and why it is of importance to them. Ask them who else might be allowed to wear the hat: People who shared the same interest? People who belonged to the same club or team? Discuss how only certain people -- initiates or other qualified individuals -- are allowed to wear or use certain African objects. PART 2-PAGE 9 OF 9

Introduction | Part One | Part Two | Part Three | Part Four | Slide List | Museum Visit