{"id":48,"date":"2022-10-12T18:27:19","date_gmt":"2022-10-12T18:27:19","guid":{"rendered":"https:\/\/dev.pressbooks.network\/testclone\/chapter\/6\/"},"modified":"2023-03-29T19:57:34","modified_gmt":"2023-03-29T19:57:34","slug":"6","status":"publish","type":"chapter","link":"https:\/\/dev.pressbooks.network\/testclone\/chapter\/6\/","title":{"raw":"Helen Sebidi: South African Art (focus on cultural heritage\/pre-colonialism) Pointillism assignment","rendered":"Helen Sebidi: South African Art (focus on cultural heritage\/pre-colonialism) Pointillism assignment"},"content":{"raw":"<h2>Developer's Name:<\/h2>\nSherilyn Lehn, M.Ed., B.Ed., B.F.A., OCT\n<h2>Audience:<\/h2>\nGrades 9 - 12\n<h2>75 Minute Lesson Description \u2013 Overview of Lesson:<\/h2>\nThis Art lesson, for grade 9 - 12. While a visual arts focus, students will be introduced to Nelson Mandela and his struggle to end Apartheid. Teachers will be encouraged to apply South African Ubuntu Epistemology: Activate, Reflect, Connect, and Communicate.\n\nThey will be encouraged to reflect and make connections to the Struggle for the people of South Africa to maintain their cultural heritage in the face of colonialism and Apartheid.\u00a0 Students will connect the efforts of Helen Sebidi with that of Mandela\u2019s struggle by focusing on connecting and communicating social, cultural, and community based contexts of power and resistance for freedom through images. The art historical aspect of studying Helen Sebidi will explore traditional heritage and culture of South Africa which she communicates through her artwork. Specifically, students shall identify and investigate signs &amp; symbols of pre-colonialism through her work. Students identify and describe some of the ways in which visual art forms and styles reflect the beliefs and traditions of the culture and society of South Africa during the time of Nelson Mandela and the nation\u2019s struggle to end Apartheid. In art making, students will practice grid method of enlarging an image. Then as a painting project, students will learn and apply pointillism techniques.\n<h2>Lesson Objectives:<\/h2>\n<ul>\n \t<li>Become aware of Nelson Mandela and the struggle to end Apartheid<\/li>\n \t<li>Learn about Helen Sebidi as a South African Artist and her work to maintain and revive South African culture and heritage<\/li>\n \t<li>Critically view works of art based on traditional culture and heritage<\/li>\n \t<li>Apply learning to make connections of Human Rights issues to social, cultural and community contexts<\/li>\n \t<li>Technically: use grid method to enlarge an image<\/li>\n \t<li>Technically: learn about pointillism and practice the methods in art-making<\/li>\n<\/ul>\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\n<h2 class=\"textbox__title\"><span style=\"color: #ffffff\">Relevant Ontario Curriculum:<\/span><\/h2>\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n \t<li>Visual Arts<\/li>\n \t<li>History<\/li>\n \t<li>English<\/li>\n<\/ul>\n<h3>Relevant Ontario Curriculum Documents<\/h3>\n<ul>\n \t<li>Ontario Ministry of Education. (2007). <a href=\"https:\/\/www.edu.gov.on.ca\/eng\/curriculum\/secondary\/english910currb.pdf\">The Ontario Curriculum Grades 9 and 10 English<\/a><\/li>\n \t<li>Ontario Ministry of Education. (2010). <a href=\"https:\/\/www.edu.gov.on.ca\/eng\/curriculum\/secondary\/arts910curr2010.pdf\">The Ontario Curriculum Grades 9 and 10 Arts<\/a><\/li>\n \t<li>Ontario Ministry of Education. (2010). <a href=\"https:\/\/www.edu.gov.on.ca\/eng\/curriculum\/secondary\/arts1112curr2010.pdf\">The Ontario Curriculum Grades 11 and 12 Arts<\/a><\/li>\n \t<li>Ontario Ministry of Education. (2015). <a href=\"https:\/\/www.edu.gov.on.ca\/eng\/curriculum\/secondary\/2015cws11and12.pdf#page=529\">The Ontario Curriculum. Grade 12 Canadian and International Politics<\/a><\/li>\n \t<li>Ontario Ministry of Education. (2018). <a href=\"https:\/\/www.edu.gov.on.ca\/eng\/curriculum\/secondary\/canworld910curr2018.pdf\">The Ontario Curriculum. Grades 9 and 10 Canadian and World Studies Geography, History, Civics (Politics)<\/a><\/li>\n<\/ul>\n<\/div>\n<\/div>\n<h2>Human Rights Instruments:<\/h2>\n<a href=\"https:\/\/www.unicef.org\/rightsite\/files\/uncrcchilldfriendlylanguage.pdf\">The Convention on the Rights of the Child<\/a>\n<ul>\n \t<li>Article 1 \u2013\u00a0All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood.<\/li>\n \t<li>Article 2 \u2013 Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non-self-governing or under any other limitation of sovereignty.<\/li>\n \t<li>Article 27\n<ul>\n \t<li>1.\u00a0 Everyone has the right freely to participate in the cultural life of the community, to enjoy the arts and to share in scientific advancement and its benefits.<\/li>\n \t<li>2.\u00a0 Everyone has the right to the protection of the moral and material interests resulting from any scientific, literary or artistic production of which he is the author<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h2>Resources:<\/h2>\n<ul>\n \t<li>Teacher: computer or tablet<\/li>\n \t<li>Students: computer or tablet<\/li>\n<\/ul>\n<h2>Links:<\/h2>\n<ul>\n \t<li><a href=\"https:\/\/www.google.com\/search?safe=strict&amp;rlz=1C1GCEV_enCA841CA841&amp;biw=1366&amp;bih=657&amp;tbm=isch&amp;q=helen+sebidi+artwork&amp;chips=q:helen+sebidi+artwork,online_chips:mapula+helen&amp;usg=AI4_-kSoQAt9Mony_soBLsTXJNh5LaEYug&amp;sa=X&amp;ved=0ahUKEwicucT21KLhAhXL6IMKHXPpClQQ4lYIKigB\">Artwork Images of Helen Sebidi<\/a><\/li>\n \t<li><a href=\"https:\/\/www.history.com\/topics\/africa\/nelson-mandela\">History Channel: Biography of Nelson Mandela<\/a><\/li>\n \t<li><a href=\"http:\/\/www.historyforkids.net\/apartheid.html\">Apartheid: History for Kids<\/a><\/li>\n \t<li><a href=\"https:\/\/www.ohchr.org\/EN\/UDHR\/Documents\/UDHR_Translations\/eng.pdf\">UN Universal Declaration of Human Rights<\/a><\/li>\n \t<li><a href=\"https:\/\/www.sahistory.org.za\/people\/mmapula-mmakgoba-helen-sebidi\">Biography: Mmapula Mmakgoba \u201cHelen\u201d Sebidi<\/a><\/li>\n \t<li><a href=\"https:\/\/www.youtube.com\/watch?v=Bvztbq70fmU\">I Am Woman Episode 1, Season 3 - Mmagkabo Helen Sebidi<\/a><\/li>\n \t<li><a href=\"http:\/\/artafricamagazine.org\/they-are-greeting-helen-sebidi-at-everard-read-johannesburg\/\">\u2018They Are Greeting:\u2019 Helen Sebidi at Everard Read, Johannesburg<\/a><\/li>\n \t<li><a href=\"https:\/\/www.designindaba.com\/articles\/creative-work\/helen-sebidi-explores-her-ancestry-matriarchal-strength-through-art\">Helen Sebidi explores her ancestry &amp; matriarchal strength through art<\/a><\/li>\n \t<li><a href=\"https:\/\/www.sahistory.org.za\/article\/african-traditional-religion\">African Traditional Religion<\/a><\/li>\n<\/ul>\n<h2>Lesson Plan Details by Stages of African Epistemology:<\/h2>\n<details open><!-- Activate --><summary><strong>Activate<\/strong><\/summary>\n<div class=\"collapsed\">\n\n<strong>Real time in the classroom:<\/strong> 5 minutes\n\n<strong>Instructions and Lesson Breakdown: <\/strong>Review with students:\n<ul>\n \t<li>Nelson Mandela<\/li>\n \t<li>Apartheid<\/li>\n \t<li>Articles 1, 2, &amp; 27<\/li>\n<\/ul>\n<\/div>\n<\/details><details><!-- Activate --><summary><strong>Activate<\/strong><\/summary>\n<div class=\"collapsed\">\n\n<strong>Real time in the classroom:<\/strong> 3 minutes\n\n<strong>Links and Resources:<\/strong>\n<ul>\n \t<li>Handout for Video: I am Woman - Helen Sibidi<\/li>\n<\/ul>\n<strong>Instructions and Lesson Breakdown:<\/strong>\n<ul>\n \t<li>Helen Sibidi is an artist working to revive the traditional ways of the South African people prior to colonization. Her artwork is based on legends and stories she collected from elderly members of her community. Please watch the movie and keep in mind that she developed under the domination of Apartheid.\nRead through the handout with students then ask them to watch and write critically based on the prompts in the handout.<\/li>\n<\/ul>\n<\/div>\n<\/details><details><!-- Activate and Connect --><summary><strong>Activate and Connect<\/strong><\/summary>\n<div class=\"collapsed\">\n\n<strong>Real time in the classroom:<\/strong> 48 minutes\n\n<strong>Links and Resources:<\/strong>\n<ul>\n \t<li><a href=\"https:\/\/www.youtube.com\/watch?v=Bvztbq70fmU\">I Am Woman Episode 1, Season 3 - Mmagkabo Helen Sebidi<\/a><\/li>\n<\/ul>\n<\/div>\n<\/details><details><!-- Reflect and Communicate --><summary><strong>Reflect and Communicate<\/strong><\/summary>\n<div class=\"collapsed\">\n\n<strong>Real time in the classroom:<\/strong> 7 minutes\n\n<strong>Instructions and Lesson Breakdown:<\/strong>\n<ul>\n \t<li>Pair and Share: Students will discuss each of the topics on the handout.On the wall: Set up word webs on boardroom paper with each of the questions. Let students go around the room and write some of their responses with coloured markers. Discuss each wordweb as a class.<\/li>\n<\/ul>\n<\/div>\n<\/details><details><!-- Activate --><summary><strong>Activate<\/strong><\/summary>\n<div class=\"collapsed\">\n\n<strong>Real time in the classroom:<\/strong> 10 minutes\n\n<strong>Links and Resources:<\/strong>\n<ul>\n \t<li><a href=\"https:\/\/www.google.com\/search?safe=strict&amp;rlz=1C1GCEV_enCA841CA841&amp;biw=1366&amp;bih=657&amp;tbm=isch&amp;q=helen+sebidi+artwork&amp;chips=q:helen+sebidi+artwork,online_chips:mapula+helen&amp;usg=AI4_-kSoQAt9Mony_soBLsTXJNh5LaEYug&amp;sa=X&amp;ved=0ahUKEwicucT21KLhAhXL6IMKHXPpClQQ4lYIKigB\">Artwork Images of Helen Sebidi<\/a><\/li>\n<\/ul>\n<strong>Instructions and Lesson Breakdown:<\/strong>\n<ul>\n \t<li>Students have the remainder of class to choose a Helen Sebidi artwork that they will be replicating using the grid method. Their chosen image should be copied and pasted onto Microsoft Office word document large enough to fill an 8.5\u201dx11\u201d page.<\/li>\n<\/ul>\n<\/div>\n<\/details><details><summary><strong>Looking Ahead<\/strong><\/summary>\n<div class=\"collapsed\">\n\n<strong>Real time in the classroom:<\/strong> 2 minutes\n\n<strong>Instructions and Lesson Breakdown:<\/strong>\n<ul>\n \t<li>Tomorrow\u2019s class we will be learning more about Helen Sebidi, and you will be assigned your essay. We will then start our studio work and study the art, styles, and painting techniques of Helen Sebidi.<\/li>\n<\/ul>\n<\/div>\n<\/details>\n<h2>Video Response for in class discussions:<\/h2>\n<a href=\"https:\/\/www.youtube.com\/watch?v=Bvztbq70fmU\"><strong>I Am Woman Episode 1, Season 3 - Mmagkabo Helen Sebidi<\/strong><\/a>\n\nhttps:\/\/youtu.be\/Bvztbq70fmU\n<ol>\n \t<li>What are some ways that Helen responded to Apartheid?<\/li>\n \t<li>Describe the relationship between Heidi and Helen.<\/li>\n \t<li>What were some of the early lessons that Helen's grandmother taught her?<\/li>\n \t<li>Who was Helen\u2019s artist mentor?<\/li>\n \t<li>Describe Helen\u2019s relationship with her grandmother.<\/li>\n \t<li>Describe how Helen captured the stories and people of her community.<\/li>\n \t<li>Describe Helen\u2019s attitude about love.<\/li>\n \t<li>\u201cLeap of Faith\u201d is discussed throughout the whole video. Describe what is meant by this term.<\/li>\n \t<li>What were some of the criticisms or hurdles Helen had to overcome to become an artist?<\/li>\n \t<li>List 2 awards Helen received for her artwork.<\/li>\n \t<li>How does Helen see herself in the role of \u2018artist\u2019?<\/li>\n \t<li>Describe some of the differences between Christian colonial traditions and old pre-colonial ways.<\/li>\n<\/ol>","rendered":"<h2>Developer&#8217;s Name:<\/h2>\n<p>Sherilyn Lehn, M.Ed., B.Ed., B.F.A., OCT<\/p>\n<h2>Audience:<\/h2>\n<p>Grades 9 &#8211; 12<\/p>\n<h2>75 Minute Lesson Description \u2013 Overview of Lesson:<\/h2>\n<p>This Art lesson, for grade 9 &#8211; 12. While a visual arts focus, students will be introduced to Nelson Mandela and his struggle to end Apartheid. Teachers will be encouraged to apply South African Ubuntu Epistemology: Activate, Reflect, Connect, and Communicate.<\/p>\n<p>They will be encouraged to reflect and make connections to the Struggle for the people of South Africa to maintain their cultural heritage in the face of colonialism and Apartheid.\u00a0 Students will connect the efforts of Helen Sebidi with that of Mandela\u2019s struggle by focusing on connecting and communicating social, cultural, and community based contexts of power and resistance for freedom through images. The art historical aspect of studying Helen Sebidi will explore traditional heritage and culture of South Africa which she communicates through her artwork. Specifically, students shall identify and investigate signs &amp; symbols of pre-colonialism through her work. Students identify and describe some of the ways in which visual art forms and styles reflect the beliefs and traditions of the culture and society of South Africa during the time of Nelson Mandela and the nation\u2019s struggle to end Apartheid. In art making, students will practice grid method of enlarging an image. Then as a painting project, students will learn and apply pointillism techniques.<\/p>\n<h2>Lesson Objectives:<\/h2>\n<ul>\n<li>Become aware of Nelson Mandela and the struggle to end Apartheid<\/li>\n<li>Learn about Helen Sebidi as a South African Artist and her work to maintain and revive South African culture and heritage<\/li>\n<li>Critically view works of art based on traditional culture and heritage<\/li>\n<li>Apply learning to make connections of Human Rights issues to social, cultural and community contexts<\/li>\n<li>Technically: use grid method to enlarge an image<\/li>\n<li>Technically: learn about pointillism and practice the methods in art-making<\/li>\n<\/ul>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<h2 class=\"textbox__title\"><span style=\"color: #ffffff\">Relevant Ontario Curriculum:<\/span><\/h2>\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n<li>Visual Arts<\/li>\n<li>History<\/li>\n<li>English<\/li>\n<\/ul>\n<h3>Relevant Ontario Curriculum Documents<\/h3>\n<ul>\n<li>Ontario Ministry of Education. (2007). <a href=\"https:\/\/www.edu.gov.on.ca\/eng\/curriculum\/secondary\/english910currb.pdf\">The Ontario Curriculum Grades 9 and 10 English<\/a><\/li>\n<li>Ontario Ministry of Education. (2010). <a href=\"https:\/\/www.edu.gov.on.ca\/eng\/curriculum\/secondary\/arts910curr2010.pdf\">The Ontario Curriculum Grades 9 and 10 Arts<\/a><\/li>\n<li>Ontario Ministry of Education. (2010). <a href=\"https:\/\/www.edu.gov.on.ca\/eng\/curriculum\/secondary\/arts1112curr2010.pdf\">The Ontario Curriculum Grades 11 and 12 Arts<\/a><\/li>\n<li>Ontario Ministry of Education. (2015). <a href=\"https:\/\/www.edu.gov.on.ca\/eng\/curriculum\/secondary\/2015cws11and12.pdf#page=529\">The Ontario Curriculum. Grade 12 Canadian and International Politics<\/a><\/li>\n<li>Ontario Ministry of Education. (2018). <a href=\"https:\/\/www.edu.gov.on.ca\/eng\/curriculum\/secondary\/canworld910curr2018.pdf\">The Ontario Curriculum. Grades 9 and 10 Canadian and World Studies Geography, History, Civics (Politics)<\/a><\/li>\n<\/ul>\n<\/div>\n<\/div>\n<h2>Human Rights Instruments:<\/h2>\n<p><a href=\"https:\/\/www.unicef.org\/rightsite\/files\/uncrcchilldfriendlylanguage.pdf\">The Convention on the Rights of the Child<\/a><\/p>\n<ul>\n<li>Article 1 \u2013\u00a0All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood.<\/li>\n<li>Article 2 \u2013 Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non-self-governing or under any other limitation of sovereignty.<\/li>\n<li>Article 27\n<ul>\n<li>1.\u00a0 Everyone has the right freely to participate in the cultural life of the community, to enjoy the arts and to share in scientific advancement and its benefits.<\/li>\n<li>2.\u00a0 Everyone has the right to the protection of the moral and material interests resulting from any scientific, literary or artistic production of which he is the author<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h2>Resources:<\/h2>\n<ul>\n<li>Teacher: computer or tablet<\/li>\n<li>Students: computer or tablet<\/li>\n<\/ul>\n<h2>Links:<\/h2>\n<ul>\n<li><a href=\"https:\/\/www.google.com\/search?safe=strict&amp;rlz=1C1GCEV_enCA841CA841&amp;biw=1366&amp;bih=657&amp;tbm=isch&amp;q=helen+sebidi+artwork&amp;chips=q:helen+sebidi+artwork,online_chips:mapula+helen&amp;usg=AI4_-kSoQAt9Mony_soBLsTXJNh5LaEYug&amp;sa=X&amp;ved=0ahUKEwicucT21KLhAhXL6IMKHXPpClQQ4lYIKigB\">Artwork Images of Helen Sebidi<\/a><\/li>\n<li><a href=\"https:\/\/www.history.com\/topics\/africa\/nelson-mandela\">History Channel: Biography of Nelson Mandela<\/a><\/li>\n<li><a href=\"http:\/\/www.historyforkids.net\/apartheid.html\">Apartheid: History for Kids<\/a><\/li>\n<li><a href=\"https:\/\/www.ohchr.org\/EN\/UDHR\/Documents\/UDHR_Translations\/eng.pdf\">UN Universal Declaration of Human Rights<\/a><\/li>\n<li><a href=\"https:\/\/www.sahistory.org.za\/people\/mmapula-mmakgoba-helen-sebidi\">Biography: Mmapula Mmakgoba \u201cHelen\u201d Sebidi<\/a><\/li>\n<li><a href=\"https:\/\/www.youtube.com\/watch?v=Bvztbq70fmU\">I Am Woman Episode 1, Season 3 &#8211; Mmagkabo Helen Sebidi<\/a><\/li>\n<li><a href=\"http:\/\/artafricamagazine.org\/they-are-greeting-helen-sebidi-at-everard-read-johannesburg\/\">\u2018They Are Greeting:\u2019 Helen Sebidi at Everard Read, Johannesburg<\/a><\/li>\n<li><a href=\"https:\/\/www.designindaba.com\/articles\/creative-work\/helen-sebidi-explores-her-ancestry-matriarchal-strength-through-art\">Helen Sebidi explores her ancestry &amp; matriarchal strength through art<\/a><\/li>\n<li><a href=\"https:\/\/www.sahistory.org.za\/article\/african-traditional-religion\">African Traditional Religion<\/a><\/li>\n<\/ul>\n<h2>Lesson Plan Details by Stages of African Epistemology:<\/h2>\n<details open=\"open\"><!-- Activate --><\/p>\n<summary><strong>Activate<\/strong><\/summary>\n<div class=\"collapsed\">\n<p><strong>Real time in the classroom:<\/strong> 5 minutes<\/p>\n<p><strong>Instructions and Lesson Breakdown: <\/strong>Review with students:<\/p>\n<ul>\n<li>Nelson Mandela<\/li>\n<li>Apartheid<\/li>\n<li>Articles 1, 2, &amp; 27<\/li>\n<\/ul>\n<\/div>\n<\/details>\n<details><!-- Activate --><\/p>\n<summary><strong>Activate<\/strong><\/summary>\n<div class=\"collapsed\">\n<p><strong>Real time in the classroom:<\/strong> 3 minutes<\/p>\n<p><strong>Links and Resources:<\/strong><\/p>\n<ul>\n<li>Handout for Video: I am Woman &#8211; Helen Sibidi<\/li>\n<\/ul>\n<p><strong>Instructions and Lesson Breakdown:<\/strong><\/p>\n<ul>\n<li>Helen Sibidi is an artist working to revive the traditional ways of the South African people prior to colonization. Her artwork is based on legends and stories she collected from elderly members of her community. Please watch the movie and keep in mind that she developed under the domination of Apartheid.<br \/>\nRead through the handout with students then ask them to watch and write critically based on the prompts in the handout.<\/li>\n<\/ul>\n<\/div>\n<\/details>\n<details><!-- Activate and Connect --><\/p>\n<summary><strong>Activate and Connect<\/strong><\/summary>\n<div class=\"collapsed\">\n<p><strong>Real time in the classroom:<\/strong> 48 minutes<\/p>\n<p><strong>Links and Resources:<\/strong><\/p>\n<ul>\n<li><a href=\"https:\/\/www.youtube.com\/watch?v=Bvztbq70fmU\">I Am Woman Episode 1, Season 3 &#8211; Mmagkabo Helen Sebidi<\/a><\/li>\n<\/ul>\n<\/div>\n<\/details>\n<details><!-- Reflect and Communicate --><\/p>\n<summary><strong>Reflect and Communicate<\/strong><\/summary>\n<div class=\"collapsed\">\n<p><strong>Real time in the classroom:<\/strong> 7 minutes<\/p>\n<p><strong>Instructions and Lesson Breakdown:<\/strong><\/p>\n<ul>\n<li>Pair and Share: Students will discuss each of the topics on the handout.On the wall: Set up word webs on boardroom paper with each of the questions. Let students go around the room and write some of their responses with coloured markers. Discuss each wordweb as a class.<\/li>\n<\/ul>\n<\/div>\n<\/details>\n<details><!-- Activate --><\/p>\n<summary><strong>Activate<\/strong><\/summary>\n<div class=\"collapsed\">\n<p><strong>Real time in the classroom:<\/strong> 10 minutes<\/p>\n<p><strong>Links and Resources:<\/strong><\/p>\n<ul>\n<li><a href=\"https:\/\/www.google.com\/search?safe=strict&amp;rlz=1C1GCEV_enCA841CA841&amp;biw=1366&amp;bih=657&amp;tbm=isch&amp;q=helen+sebidi+artwork&amp;chips=q:helen+sebidi+artwork,online_chips:mapula+helen&amp;usg=AI4_-kSoQAt9Mony_soBLsTXJNh5LaEYug&amp;sa=X&amp;ved=0ahUKEwicucT21KLhAhXL6IMKHXPpClQQ4lYIKigB\">Artwork Images of Helen Sebidi<\/a><\/li>\n<\/ul>\n<p><strong>Instructions and Lesson Breakdown:<\/strong><\/p>\n<ul>\n<li>Students have the remainder of class to choose a Helen Sebidi artwork that they will be replicating using the grid method. Their chosen image should be copied and pasted onto Microsoft Office word document large enough to fill an 8.5\u201dx11\u201d page.<\/li>\n<\/ul>\n<\/div>\n<\/details>\n<details>\n<summary><strong>Looking Ahead<\/strong><\/summary>\n<div class=\"collapsed\">\n<p><strong>Real time in the classroom:<\/strong> 2 minutes<\/p>\n<p><strong>Instructions and Lesson Breakdown:<\/strong><\/p>\n<ul>\n<li>Tomorrow\u2019s class we will be learning more about Helen Sebidi, and you will be assigned your essay. We will then start our studio work and study the art, styles, and painting techniques of Helen Sebidi.<\/li>\n<\/ul>\n<\/div>\n<\/details>\n<h2>Video Response for in class discussions:<\/h2>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=Bvztbq70fmU\"><strong>I Am Woman Episode 1, Season 3 &#8211; Mmagkabo Helen Sebidi<\/strong><\/a><\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"I Am Woman Episode 1, Season 3 - Mmagkabo Helen Sebidi\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/Bvztbq70fmU?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<ol>\n<li>What are some ways that Helen responded to Apartheid?<\/li>\n<li>Describe the relationship between Heidi and Helen.<\/li>\n<li>What were some of the early lessons that Helen&#8217;s grandmother taught her?<\/li>\n<li>Who was Helen\u2019s artist mentor?<\/li>\n<li>Describe Helen\u2019s relationship with her grandmother.<\/li>\n<li>Describe how Helen captured the stories and people of her community.<\/li>\n<li>Describe Helen\u2019s attitude about love.<\/li>\n<li>\u201cLeap of Faith\u201d is discussed throughout the whole video. Describe what is meant by this term.<\/li>\n<li>What were some of the criticisms or hurdles Helen had to overcome to become an artist?<\/li>\n<li>List 2 awards Helen received for her artwork.<\/li>\n<li>How does Helen see herself in the role of \u2018artist\u2019?<\/li>\n<li>Describe some of the differences between Christian colonial traditions and old pre-colonial ways.<\/li>\n<\/ol>\n","protected":false},"author":4,"menu_order":6,"template":"","meta":{"pb_show_title":"","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-48","chapter","type-chapter","status-publish","hentry"],"part":31,"_links":{"self":[{"href":"https:\/\/dev.pressbooks.network\/testclone\/wp-json\/pressbooks\/v2\/chapters\/48","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/dev.pressbooks.network\/testclone\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/dev.pressbooks.network\/testclone\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/dev.pressbooks.network\/testclone\/wp-json\/wp\/v2\/users\/4"}],"version-history":[{"count":1,"href":"https:\/\/dev.pressbooks.network\/testclone\/wp-json\/pressbooks\/v2\/chapters\/48\/revisions"}],"predecessor-version":[{"id":49,"href":"https:\/\/dev.pressbooks.network\/testclone\/wp-json\/pressbooks\/v2\/chapters\/48\/revisions\/49"}],"part":[{"href":"https:\/\/dev.pressbooks.network\/testclone\/wp-json\/pressbooks\/v2\/parts\/31"}],"metadata":[{"href":"https:\/\/dev.pressbooks.network\/testclone\/wp-json\/pressbooks\/v2\/chapters\/48\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/dev.pressbooks.network\/testclone\/wp-json\/wp\/v2\/media?parent=48"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/dev.pressbooks.network\/testclone\/wp-json\/pressbooks\/v2\/chapter-type?post=48"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/dev.pressbooks.network\/testclone\/wp-json\/wp\/v2\/contributor?post=48"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/dev.pressbooks.network\/testclone\/wp-json\/wp\/v2\/license?post=48"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}