Basic 8 · Creative Arts and Design · Creative and Aesthetic Expression
Artworks and Music from Different Times and Cultures
In this topic you will research, design and produce your own artworks that reflect different times and cultures, and plan and display your own and others' musical works.
By the end of these notes you should be able to:
- Research the art of different times and cultures
- Design and produce an artwork that reflects a chosen time or culture
- Plan and display musical works that reflect different times and cultures
What you already know
- Design process and printmaking
- Ghanaian musical genres
Copy everything that has a blue line on its left into your notebook. The other parts are for reading.
Lesson 1
- Strand
- Visual Arts
- Sub-strand
- Creative and Aesthetic Expression
- Indicator
- B8.2.2.1.1 – Design and produce your own artworks that reflect a range of different times and cultures
Introduction
Art tells the story of people. Ancient Nok terracotta heads from Nigeria, Akan gold weights, colonial-era carvings and modern Ghanaian paintings all show how people lived and what they believed.
1. Art Across Times and Cultures
| Time or culture | Example of art |
|---|---|
| ancient West Africa | Nok terracotta sculptures; Ife bronze heads |
| Akan kingdoms | gold weights, stools, kente, adinkra |
| northern Ghana | Sirigu wall painting, leather work, smocks |
| colonial period | carved figures, early photography |
| independence era | national symbols such as the coat of arms and flag |
| contemporary Ghana | paintings by Ablade Glover; sculptures by El Anatsui |
2. Researching a Culture
To design an artwork that reflects a culture, research its history, beliefs, symbols, colours and materials. Use books, the internet, museum visits, such as the National Museum in Accra or the Manhyia Palace Museum in Kumasi, and interviews with elders and artists. Record your research in your sketchbook with sketches and notes.
3. Designing and Producing the Artwork
- Choose a time or culture and a topic, such as Ghana's independence in 1957.
- Research and record relevant information and images.
- Generate several ideas through thumbnail sketches.
- Develop the best idea into a detailed design.
- Produce the artwork in a suitable medium: drawing, painting, print, collage or model.
- Write an artist's statement explaining how it reflects the chosen time or culture.
4. Respecting Cultures
When using symbols from other cultures, learn their meanings and use them respectfully. Some symbols, such as certain royal regalia, are sacred and should not be copied carelessly. Acknowledge the sources of your ideas.
5. Example: An Artwork on Independence
Suppose you choose Ghana's independence in 1957. Your research may show the declaration at the Old Polo Grounds in Accra, Kwame Nkrumah's famous words "Ghana, our beloved country, is free for ever", the new flag with its black star and the celebrations across the country. You could produce a print that combines the black star, the flag's colours and a crowd of joyful people, with a border of adinkra symbols for unity and freedom. Your artist's statement would explain each choice.
New words
- culture
- The way of life, beliefs and arts of a people.
- terracotta
- Fired clay used for sculpture and pottery.
- gold weight
- A small brass figure once used to weigh gold dust.
- artist's statement
- A written explanation of an artwork.
Summary
- Art reflects the history and beliefs of different times and cultures.
- Research through books, museums and interviews before designing.
- Produce the artwork with a clear plan and explain it in an artist's statement, using symbols respectfully.
Class activity: Culture Artwork
- Research one time or culture.
- Design and produce an artwork that reflects it.
- Write a short artist's statement.
You need: Pencils, Drawing paper, Printed photographs of Ghanaian stools, Baskets
Exercises
Answer in your exercise book first, then check your answers.
1. Akan gold weights were used to…
- A. weigh gold dust
- B. cook food
- C. play music
- D. carry water
Show answer
Answer: weigh gold dustTrade.2. Which museum is in Kumasi?
- A. Manhyia Palace Museum
- B. National Museum Accra
- C. Cape Coast Castle Museum
- D. W. E. B. Du Bois Centre
Show answer
Answer: Manhyia Palace MuseumAsante history.3. Some cultural symbols are sacred and must be used respectfully.
- A. True
- B. False
Show answer
Answer: TrueRespect.4. Fired clay used for sculpture is ______.
Show answer
Answer: terracottaClay art.5. List four sources for researching a culture.
Show answer
Answer: Books, internet, museums, interviews with elders.Any four.6. How can an artwork reflect Ghana's independence in 1957?
Show answer
Answer: By using symbols such as the black star, the flag's colours and images of Kwame Nkrumah and celebrating crowds.Historical symbols.
Lesson 2
- Strand
- Performing Arts (Music)
- Sub-strand
- Creative and Aesthetic Expression
- Indicator
- B8.2.2.2.5 – Plan and display own and others’ musical works that reflect a range of different times and cultures
Introduction
Music from the past and present tells the story of Ghana. A concert that brings together traditional, highlife and modern pieces shows how music has grown with the nation.
1. Selecting Musical Works
Choose a mix of pieces that reflect different times and cultures, for example a traditional Adowa song, a classic highlife tune from the 1960s, a patriotic song such as Ephraim Amu's "Yɛn Ara Asase Ni", and a short modern composition by your group. This variety shows the richness of Ghanaian music.
2. Arranging the Pieces
| Section | Content |
|---|---|
| introduction | drums establish the rhythm |
| section A | the main melody or song |
| section B | a contrasting part with different rhythm or mood |
| return of A | the main melody again |
| coda (ending) | a short closing passage |
3. Rehearsal Timetable
Make a rehearsal timetable that gives time for learning parts, practising together, a full run-through and a dress rehearsal. Assign roles: lead singer, chorus, drummers, clappers and a conductor to keep time. Rehearse transitions between sections so the performance flows smoothly.
4. Displaying and Appraising
Perform the works for the class or school. Listeners identify the time or culture each piece represents and give constructive feedback on rhythm, coordination and presentation, for example: "The drums and singers started together, but the chorus could sing louder in section B." Record the performance if possible for later review.
5. Music and Memory
Music from different times helps people remember history. Older Ghanaians may recall highlife songs by E. T. Mensah from the independence era, while patriotic songs such as Ephraim Amu's are sung at national events. Recording and performing such music keeps memories alive and teaches younger generations about the nation's past. Including an elder's favourite song in your display honours this heritage.
6. Recording Musical Works
A simple recording on a phone allows a group to listen back to its performance and hear problems such as uneven tempo or weak voices. Recordings can also be shared with parents or played at school events. Always ask permission before recording others, and label recordings with the title, date and performers.
New words
- arrangement
- The organisation of sections in a musical piece.
- coda
- The closing section of a piece.
- conductor
- A person who directs a musical group.
- constructive feedback
- Helpful comments for improvement.
Summary
- A musical display can include traditional, highlife, patriotic and new pieces.
- Arrange pieces with an introduction, contrasting sections and a coda.
- Plan rehearsals, assign roles, perform and give constructive feedback.
Class activity: Music Showcase
- Select or create a musical piece reflecting a time or culture.
- Arrange it in sections and rehearse using the timetable.
- Perform and receive feedback from the class.
You need: Atumpan drum, Wooden clappers, Printed music-notation cards
Exercises
Answer in your exercise book first, then check your answers.
1. The closing section of a musical piece is the…
- A. coda
- B. introduction
- C. verse
- D. chorus only
Show answer
Answer: codaEnding.2. Who directs a musical group?
- A. conductor
- B. narrator
- C. stage manager
- D. audience
Show answer
Answer: conductorLeader.3. Constructive feedback helps performers improve.
- A. True
- B. False
Show answer
Answer: TrueHelpful comments.4. The organisation of sections in a piece is its ______.
Show answer
Answer: arrangementStructure.5. Describe an A-B-A structure in music.
Show answer
Answer: A main section, a contrasting section, then the main section returns.Ternary form.6. Why is a variety of pieces from different times useful in a school concert?
Show answer
Answer: It shows how Ghanaian music has developed and helps the audience appreciate different cultures and periods.Variety.
Homework
- Interview an elder about a song popular in their youth and write about it.