Mukenga+(Helmet+Mask)--Kuba+people



19th–20th century Democratic Republic of the Congo, Kuba People Height: 18 in. (45.7 cm) //Private collection// Source: http://www.metmuseum.org/special/Genesis/10.L.htm
 * Helmet Mask**

In the Nineteenth century, the [|Kuba people]of the Democratic republic of Congo made masks that held great significance to their culture. There are three main types of masks in the Kuba culture. This particular helmet mask, called Mukenga, is made up of a variety of materials and features that each holds different meaning. This mask would typically be found, as part of a whole costume, donned at ceremonies of initiation and funerals among the northern people outside of the capital of the Kuba kingdom. The following is a detailed description of the artwork. The meaning and cultural contexts of the artwork are also explained.
 * Introduction **

**Descriptive Analysis ** This Mukenga, also known as Mukyeem, originates from the Northern Kuba people of the Democratic Republic of Congo. It was made in the 20th century and is a sumptuous form of headpiece or headgear. Kuba people make all of their masks with particular ornate and lavish objects and designs to signify meaning. Hand woven raffia cloth, fur, cowrie shells and copper are some of the many objects that the Kuba prized. The rich designs and textiles denote social class and structure. The higher classes could be identified by the complex patterns and variations in design. The geometric frame of the mask is made of palm fiber and the face is inset with a cotton cloth. The triangular pattern seen on the mask is the most predominant surface pattern found on the Mukenga masks. This unique pattern of triangles angling together into a diamond shape is unique to the Kuba people, known as mbul bwinn. It is reserved for people of high status and is found in architecture, textiles and masks. The mask is made out of raffia, wood, cowrie shells, beads, parrot feathers and goat hair. It is 33 ½ x 22 x 26in. The cowrie shells on the mask are used to symbolize royalty, the more shells a person had on the mask, the more divine they were. Cowrie shells were also used as currency before the twentieth century so they represented wealth. White is associated with death, so the white cowrie shells also indicate mourning and ancestors’ dry bones. The Mukenga has the features of an elephant. The elephantine features of the Mukenga are an interesting variant to the traditional Kuba masks. The elephant is a symbol of mourning and nobility. There is a trunk rising from the top of the mask with two flaps that represent tusks. On top of the trunk there are red feathers. Ivory and the red tail feathers of a gray parrot are both rare materials that were reserved for ownership and control by the Kuba king. The trunk hangs down in front of the mask. The Mukenga cover the whole head. There are no eyeholes; therefore wearing this mask is like being blindfolded. Kuba masks are always worn as part of a whole costume. The materials of the outfit are often similar to the ones on the mask and also symbolize important aspects of society.

**Format and Contextual Analysis** Mukenga masks are said to symbolize Woot, the Kuba culture hero. Woot is credited with starting the royal dynasty along with the political structure and many of the arts and crafts. He is considered, among the Kuba people, to be the “first ancestor”, much like Christians would think of Adam. The elephant-like features of the mask represent the royal emblem and symbolize the power of the elephant which extends to that of the king. The eyes of the mask represent the chameleon and to its ability to change and adapt, again features that the Kuba people idealize in their kings. The Mukenga and the other two types of Kuba ceremonial masks are used together in Kuba ceremonies. The first type, the Mukenga, is the mask represented on this page which represents Woot, the original king. The second is the feminine Ngaady Mwaash aMbooy, this represents the incestuous sister of Woot. The third, ususally less embellished mask, represents Bwoom, the pygmy commoner who tried to lure the king’s wife away. Men perform dances in these masks, which do not have eyeholes, with attendants to guide them because they cannot see. These masks are worn only people of high status in the community and royalty. The headpieces and dress of these masqueraders infuse them with powerful spirits and leadership functions, during such as reenactments of creation stories and ceremonies involving the initiation of princes or at burial ceremonies from important members of the court.



African crafts, african arts crafts, african arts and crafts, wood carvings, tribal antiques. 03 Mar. 2009 . "Ideas of Origin in African Sculpture." Metropolian Museum of Art. 15 Feb. 2009 http://www.metmuseum.org/special/Genesis/10.L.htm.
 * Resources:**

"Kuba Elephant Mask, Mukyeem, African Mask - Africa Direct." African art, Ethnic Jewelry and Trade Beads - AfricaDirect.com. 03 Mar. 2009 http://www.africadirect.com/productsdesc.php?ID=38176.

"Kuba Mukenga mask - Rand African Art." RAND AFRICAN ART home page. 03 Mar. 2009 .

Perani, Judith, and Norma H. Wolff. Cloth, Dress, and Art Patronage in Africa. Berg, 1999.

Vansina, Jan. Children of Woot a history of the Kuba peoples. Madison: University of Wisconsin P, 1978.


 * Lesson ****Title**: Mukenga in Context

 **Grade Level:** 4th grade

 **Time:** 6 fifty-minute class periods

 **Standards**

This lesson meets the following [|National Arts Education Standards for Visual Arts]:

 __NA-VA.K-4.1:__ Understanding and applying media, techniques, and processes (2, 3, 4).  __NA-VA.K-4.2:__ Using Knowledge of Structures and Functions (1, 2, 3).

 __NA-VA.K-4.3:__ Choosing and evaluating a range of subject matter, symbols, and ideas (1, 2).

 __NA-VA.K-4.4:__ Understanding the visual arts in relation to history and cultures (1, 2, 3).

<span style="font-family: Arial,sans-serif; font-size: 16pt;"> __NA-VA.K-4.5:__ Reflecting upon and assessing the characteristics and merits of their work and the work of others (1, 3).

<span style="font-family: Arial,sans-serif; font-size: 16pt;"> __NA-VA.K-4.6:__ Making connections between visual arts and other disciplines (1, 2).

<span style="font-family: Arial,sans-serif; font-size: 16pt;">This lesson meets the following [|National Educational Technology Standards for Students]: <span style="font-family: Arial,sans-serif; font-size: 16pt;">1.Creativity and Innovation (a, b, c)

<span style="font-family: Arial,sans-serif; font-size: 16pt;">2.Communication and Collaboration (a, d)

<span style="font-family: Arial,sans-serif; font-size: 16pt;">3.Research and Information Fluency (b, c, d)

<span style="font-family: Arial,sans-serif; font-size: 16pt;">4.Critical Thinking, Problem Solving, and Decision Making (a, b, c, d)

<span style="font-family: Arial,sans-serif; font-size: 16pt;">5.Digital Citizenship (a, b)

<span style="font-family: Arial,sans-serif; font-size: 16pt;">6.Technology Operations and Concepts (a, b, c, d)

<span style="font-family: Arial,sans-serif; font-size: 16pt;"> **Central Concepts:**


 * **<span style="background-color: white; font-family: Arial,sans-serif; font-size: 16pt;">Context **<span style="background-color: white; font-family: Arial,sans-serif; font-size: 16pt;">- <span style="color: #333333; font-family: Arial,sans-serif; font-size: 16pt;">The set of circumstances or facts that surround a particular event, situation, etc. Masks are often seen outside of the context that they are intended for. The Kuba people of the Democratic Republic of Congo in Africa used the Mukenga mask as part of a costume to transform the wearer into the first Kuba King during ritual performances.
 * **<span style="color: #333333; font-family: Arial,sans-serif; font-size: 16pt;">Transformation **<span style="color: #333333; font-family: Arial,sans-serif; font-size: 16pt;">- <span style="background-color: white; font-family: Arial,sans-serif; font-size: 16pt;">A marked change, as in appearance or character <span style="font-family: Arial,sans-serif; font-size: 16pt;">. <span style="color: #333333; font-family: Arial,sans-serif; font-size: 16pt;">The wearer of the mask not only conceals their identity, but by donning the Mukenga, they are transformed into their ancient relative. The materials and symbols used in the design of the mask as well as the inhibition to sight, transform the wearer into the ancient King. It endows him with the King’s characteristics and qualities while reenacting ancient Kuba stories.
 * **<span style="font-family: Arial,sans-serif; font-size: 16pt;">Symbolism **<span style="font-family: Arial,sans-serif; font-size: 16pt;">: The representation of something in symbolic form or the attribution of symbolic meaning or character to something. Each pattern and material used in the mask and the rest of the costume is symbolic of worthy and salient characteristics valued by the Kuba people. The elephantine features, for example, symbolize that a king should be strong in many ways including physically strong, like an elephant.

<span style="font-family: Arial,sans-serif; font-size: 16pt;"> **Lesson Activities:**


 * __Activity 1:__** **“Masks in context- What do you see? What do you see, now?”** (1 class period)


 * <span style="font-family: Arial,sans-serif; font-size: 16pt;">Before the first class period, create a PowerPoint that has 2 parts. Part 1 will contain photos of the Mukenga mask and other Kuba masks on display in a museum type display (out of the context of ritual). Part 2 of the PowerPoint should have photos and, if possible, video of the masks being used in rituals (in context).
 * <span style="font-family: Arial,sans-serif; font-size: 16pt;">Show students Part 1 photos of the Mukenga mask. Ask them to discuss what they see? Is it a mask? What is it made out of? What function or purpose does the object serve in this setting?
 * <span style="font-family: Arial,sans-serif; font-size: 16pt;">After discussing answers, show the students the Part 2 photos and/or videos of the masks in use.
 * <span style="font-family: Arial,sans-serif; font-size: 16pt;">Ask the students to discuss what they see now. Is it a mask? What is it made out of? What function or purpose does the object serve in this setting?
 * <span style="font-family: Arial,sans-serif; font-size: 16pt;">What are the differences and similarities in response to the 2 presentations of the masks? Ask the students to point out the different feelings they experience with each version of "display."
 * <span style="font-family: Arial,sans-serif; font-size: 16pt;">Define and explain the term context to students and how the mask shown in performance is shown in the intended context.
 * <span style="font-family: Arial,sans-serif; font-size: 16pt;">Divide the students into groups.
 * <span style="font-family: Arial,sans-serif; font-size: 16pt;">Tell students they will do a group ritual/ceremonial performance but each needs to create a mask, individually. In other words, the masks in a group need to be somehow related.
 * <span style="font-family: Arial,sans-serif; font-size: 16pt;">Before students make their masks, they first have to develop the context for their art. Direct them to brainstorm their character and come up with their own rituals or ceremonies, which we will call performances here forth. They will use the mask that they create in the performance.
 * <span style="font-family: Arial,sans-serif; font-size: 16pt;">Have students use computers to do individual searches for different performance ideas to inspire theirs. Be sure that students have previous knowledge about safe searching and what to do if there are unwanted pop ups and/or images.
 * <span style="font-family: Arial,sans-serif; font-size: 16pt;">Some examples of mask performances are the Mukenga Rituals, Carnival ([]), the Drametse Festival ([]), Japanese Noh Masks ([]), and other African Mask Rituals([])

<span style="font-family: Arial,sans-serif; font-size: 16pt;"> **__Activity 2:__** **“Symbolic Patterns and Materials”** (2 class periods)


 * <span style="font-family: Arial,sans-serif; font-size: 16pt;">Prior to class, have Google Doc link to material list on computer desktops as well as the mask template and material images. (Example at [] ) Also, have a Paint image saved for students to “sketch” or design their mask. The paint image should have a paper bag mask template and pictures of the different materials like beads, shell, mirrors, etc. for students to copy and paste onto the mask template using the Paint program. ( Example at []) These will serve as sketches for the mask they will make.
 * <span style="font-family: Arial,sans-serif; font-size: 16pt;">Assign each group a number.
 * <span style="font-family: Arial,sans-serif; font-size: 16pt;">Give them direction to discuss the “culture” of their group. Is it modern or historic? What technology do they use? What is important to them? How do they live?
 * <span style="font-family: Arial,sans-serif; font-size: 16pt;">From their discussions they should start to think about materials that they would want to use to make their masks.
 * <span style="font-family: Arial,sans-serif; font-size: 16pt;">Give students examples of materials and their meanings from the Mukenga mask of the Kuba culture using the PowerPoint.
 * <span style="font-family: Arial,sans-serif; font-size: 16pt;">Demonstrate how to input names and group number on the Google doc.
 * <span style="font-family: Arial,sans-serif; font-size: 16pt;">Then in their groups, have students link to the Google Doc with the material options and choose three to four materials that their group will use. Have them take turns signing up for each material. If there is a material that they want to use that is not on the list, they have to get teacher permission to add it.
 * <span style="font-family: Arial,sans-serif; font-size: 16pt;">Separate students and demo how to open the mask template in Paint and then show how to copy and paste their selected materials. (This can be done at the beginning of second class period)
 * <span style="font-family: Arial,sans-serif; font-size: 16pt;">Teacher will demonstrate to the class how to neatly affix the materials that the students choose to the paper bag using school glue, glue guns, etc. and the safe use of them.
 * <span style="font-family: Arial,sans-serif; font-size: 16pt;">Talk about patterns as you apply them and how these patterns might represent different values or ideas.
 * <span style="font-family: Arial,sans-serif; font-size: 16pt;">Students will be given the rest of the time to further work on their sketches and can begin making masks, if they are finished sketching.

<span style="font-family: Arial,sans-serif; font-size: 16pt;"> **__Activity 3:__** **“Transforming”** (1 class period)


 * <span style="font-family: Arial,sans-serif; font-size: 16pt;">Use the students’ sketches as basis for discussion on the role of sensory hindrance in transforming the wearer. Are they lacking eye peepholes like the Mukenga mask?
 * <span style="font-family: Arial,sans-serif; font-size: 16pt;">Have students solve the problem of how or why they would hinder sight of the mask wearer or his/her ability to hear or speak, etc. What else could help the transformation? Discuss practical wearing of mask, comfortable or not, why? Students continue mask making.
 * <span style="font-family: Arial,sans-serif; font-size: 16pt;">Teacher uses this time to assess students’ use of artistic principles and 3-D skills, offer critiques, and possible solutions with wearing or construction.
 * <span style="font-family: Arial,sans-serif; font-size: 16pt;">Students that are finished brainstorming their transformation, can meet with other group members to write down the details of their imaginary culture and the performance their mask will be used for to make sure the whole group is on the same page and has clear, agreed upon ideas.

<span style="font-family: Arial,sans-serif; font-size: 16pt;"> **__Activity 4:__** **“Community Ritual”** (1 class period)


 * <span style="font-family: Arial,sans-serif; font-size: 16pt;">Students will work in groups to choreograph a 1-3 minute performance.
 * <span style="font-family: Arial,sans-serif; font-size: 16pt;">If they are not going to perform the ritual, but simply explain it, make sure they are very thorough in writing down the story of their culture and performance.
 * <span style="font-family: Arial,sans-serif; font-size: 16pt;">If they are performing, they should be ready to answer questions and give a few details about the culture.
 * <span style="font-family: Arial,sans-serif; font-size: 16pt;">Students can finish up the masks, if they are not completed
 * <span style="font-family: Arial,sans-serif; font-size: 16pt;">Masks and performances should be completed for presentation next class.
 * <span style="font-family: Arial,sans-serif; font-size: 16pt;">Take pictures of completed masks “out of context” and post them on class website or Facebook page. Ask students to post comments on other students’ masks.
 * <span style="font-family: Arial,sans-serif; font-size: 16pt;">If any groups are finished early, they can perform if they would like.

<span style="font-family: Arial,sans-serif; font-size: 16pt;"> **__Actvity 5:__** **“It Takes a Village”** (1 class period)


 * <span style="font-family: Arial,sans-serif; font-size: 16pt;">Students will present their rituals and masks to the class.
 * <span style="font-family: Arial,sans-serif; font-size: 16pt;">As a class, offer suggestions, ask questions, and compare and contrast any symbols or materials that represent same or varying things throughout the groups. Record these presentations to put onto class web page.
 * <span style="font-family: Arial,sans-serif; font-size: 16pt;">Take pictures or videos of the students’ masks in performance, or in context, and post them on the class website or Facebook page. Ask the students to comment on them just as they did with the PowerPoint presentation.

**<span style="font-family: Arial,sans-serif;">Assessment: **

<span style="display: block; font-family: Arial,sans-serif; font-size: 13.5pt; text-align: center;"> Making A Mask : Mukenga in Context <span style="display: block; font-family: Arial,sans-serif; font-size: 9pt; text-align: center;"> Student Name:_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Group #
 * <span style="display: block; font-family: Arial,sans-serif; text-align: center;">CATEGORY || **<span style="font-family: Arial,sans-serif;">4 ** || **<span style="font-family: Arial,sans-serif;">3 ** || **<span style="font-family: Arial,sans-serif;">2 ** || **<span style="font-family: Arial,sans-serif;">1 ** || **<span style="font-family: Arial,sans-serif;">Score ** ||
 * **<span style="font-family: Arial,sans-serif;">Knowledge about Culture/Story ** || <span style="font-family: Arial,sans-serif; font-size: 9pt;">The student can answer 3 questions correctly about how the mask relates to the culture or story being studied. || <span style="font-family: Arial,sans-serif; font-size: 9pt;">The student can answer 2 questions correctly about how the mask relates to the culture or story being studied. || <span style="font-family: Arial,sans-serif; font-size: 9pt;">The student can answer 1 question correctly about how the mask relates to the culture or story being studied. || <span style="font-family: Arial,sans-serif; font-size: 9pt;">The student does not understand how the mask relates to the culture or story being studied. ||  ||
 * **<span style="font-family: Arial,sans-serif;">Knowledge of Mask Construction and Use of Artistic Principles ** || <span style="font-family: Arial,sans-serif; font-size: 9pt;">The student can clearly describe the steps used to make his/her mask. The student used artistic principles to create a visually successful 3-d work. || <span style="font-family: Arial,sans-serif; font-size: 9pt;">The student can clearly describe the steps used to make his/her mask. The student used some artistic principles in designing the mask. || <span style="font-family: Arial,sans-serif; font-size: 9pt;">The student can describe most of the steps used to make his/her mask. The students mask demonstrates effort in design. || <span style="font-family: Arial,sans-serif; font-size: 9pt;">The student has great difficulty describing how his/her mask was constructed. The student's mask does not employ any artistic principles and/or is poorly constructed. ||  ||
 * **<span style="font-family: Arial,sans-serif;">Time and Effort ** || <span style="font-family: Arial,sans-serif; font-size: 9pt;">Class time was used wisely. Much time and effort went into the planning and design of the mask. It is clear the student worked at home as well as at school. || <span style="font-family: Arial,sans-serif; font-size: 9pt;">Class time was used wisely. Student could have put in more time and effort at home. || <span style="font-family: Arial,sans-serif; font-size: 9pt;">Class time was not always used wisely, but student did do some additional work at home. || <span style="font-family: Arial,sans-serif; font-size: 9pt;">Class time was not used wisely and the student put in no additional effort. ||  ||
 * **<span style="font-family: Arial,sans-serif;">Working With Others ** || <span style="font-family: Arial,sans-serif; font-size: 9pt;">Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. || <span style="font-family: Arial,sans-serif; font-size: 9pt;">Usually listens to, shares, with, and supports the efforts of others. Does not cause \"waves\" in the group. || <span style="font-family: Arial,sans-serif; font-size: 9pt;">Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. || <span style="font-family: Arial,sans-serif; font-size: 9pt;">Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player. ||  ||
 * **<span style="font-family: Arial,sans-serif;">Using Computer Tools ** || <span style="font-family: Arial,sans-serif; font-size: 9pt;">The student has completed all brainstorms and sketches, which demonstrate skill in using computer tools. The student can accurately describe how they made the computer aided images. || <span style="font-family: Arial,sans-serif; font-size: 9pt;">The student has completed all brainstorms and sketches, which clearly demonstrate some skill in using some computer tools. The student can describe most things they did to make the computer aided images. || <span style="font-family: Arial,sans-serif; font-size: 9pt;">The student has completed most of the brainstorming and sketches, which shows capability in using some computer tools. The student can answer a question or 2 about how they used the computer to make their images. || <span style="font-family: Arial,sans-serif; font-size: 9pt;">The student did little to none of the brainstorming or sketches and shows little capability of using computer tools. The student has great difficulty describing how computer aided images are constructed. ||  ||

<span style="font-family: Arial,sans-serif; font-size: 12pt;"><range type="comment" id="345225">**<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16pt;">References: ** <span style="font-family: Arial,sans-serif; font-size: 12pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 130%;">[] <span style="font-family: Arial,Helvetica,sans-serif; font-size: 130%;"><range type="comment" id="831566">[] <span style="font-family: Arial,Helvetica,sans-serif; font-size: 130%;">[] <span style="font-family: Arial,Helvetica,sans-serif; font-size: 130%;">[|http://www.thefreedictionary.com] http://teachartwiki.wikispaces.com/Mukenga+%28Helmet+Mask%29--Kuba+people []