Mother+and+Child+(pfemba)--Yombe+People




 * Artwork Identification**
 * Title:** Mother and Child Figure (pfemba)
 * Artist:** Unknown/Yombe People
 * Country of Origin**: Democratic Republic of Congo
 * Culture/Ethnicity:**Yombe People, African
 * Date/Period:** mid-to-late 1800s
 * Medium:** Wood
 * Overall Measurements: ** 26cm; about 10 inches
 * Museum accession number:** 2003.35
 * Current Location and Manner of Display:** Not on display, but in the collection of The Cleveland Museum of Art.
 * Provenance:** Mother and Child Figure (pfemba), Africa, Democratic Republic of the Congo, Yombe people, mid to late 19th century, The Cleveland Museum of Art __http://www.clemusart.com/explore/departmentWork.asp?display=&recNo=29&deptgroup=15__

Mother and Child figures of the Yombe are one of the most recognizable carvings found in African art. These figurines were mainly constructed by women trying to evoke spirits of fertility in hopes of giving birth, or to keep an young infant healthy. These figures were usually displayed in shrines to evoke the spirits.
 * Introduction**

This Mother and Child figure is from the Yombe tribe in the Democratic Republic of the Congo. It is a wooden statue that stands about 10 inches tall. The Mother is seated cross-legged on a block of wood, possibly to symbolize placing the female on a pedestal, which is also embellished with carvings. The two figures are simplified human forms. This realistic form of carving was very unusual in Africa at that time. The surface of the figure was rubbed with a mixture of oil and camwood powder; giving the wood a reddish tint.
 * Descriptive Analysis**

In the sculpture the mother is shown getting ready to nurse her child. Women in the Yombe tribe were held in high esteem for their nurturing ways. This may explain the full pointed breasts. The breasts are a prominent feature and this was believed to promote the health and well being of the mother and child. Because of this prominent breasts are feature of many sculptures of this type. The rounded shoulders and thick neck signify strength; the head being larger than the rest of the body shows the importance of intelligence to the Yombe people. The markings on the chest, back and arms could be scarifications, which were another sign of beauty or a replication of jewelry.

The Yombe people were very influential to the history of African Art. The area located by the Lower Zaire River (located in the Congo), was populated at one time by 350,000 Yombe people.
 * Formal and Contextual Analysis**

These sculptures included the maternity figures, seated Kings and others. The female Phembe figure which were associated with fertility ceremonies and devinatory practices were very prominent, as women were a very significant part of this culture; not only as nurturers but as guardians of the spirit.

The carvings were usually cross legged, seated or in kneeling positions. The women were adorned with beads, glass or coral. The breasts and chest were emphasized with carvings or markings to make them an important focal point of the statue.

Comparing the art piece below which also comes from the Yombe tribe, this figure is said to be connected to the Mpemba cult. The Mpemba cult is said to be a woman's cult, founded by famous midwives and is centered with fertility and the treatment of infertility. The female is holding a baby but it looks like a little adult. The big breasts are seen as beautiful and erotic. They also express physical maternity and assured conception. Her glass eyes were symbolic of seeing into the spirit world. Chiseled teeth were another part of the female beautification.


 * [ Photo Credit**: http://encarta.msn.com/map_701511809/congo_democratic_republic_of_the.html **]**

// Kneeling Women and Child  // __http://www.randafricanart.com/Yombe_maternity_figure_examples.html__

The mother is often depicted with the marks of high social status and consciously acquired beauty: a high miter-shaped hairstvle, hied teeth, a necklace of glass or coral beads, a cord tied above the breasts, and bracelets and armbands.

Another figure from the Congo area, this is also Mother and Child Figure, but this particular sculpture was used to memorialize the deceased, another common use of these sculptures by the Yombe people.This figure was used to memorialize the mother. The artwork is considered a medium so their descendants can communicate with the deceased mother. Again this shows how important the women were in the Yombe culture.

The third sculpture we used for comparison is a Fertility Sculpture that also comes from the Congo region. Figures such as these were used with the hope that the spirits would bless the women of the tribe with many children. Also the people hoped the spirits would bless the mothers and babies with good health. As you can see this figure is very similar to our main artwork.



Female Mother with Child [|http://www.randafricanart.com/Yombe_maternity_]_

http://www.artic.edu/aic/collections/artwork/125774]
 * [ Photo Credit**:

In conclusion, these are very beautiful works of art created to convey the importance of woman in the African culture of the 19th century. Although these figures were from different tribes, the statues were very similar and they were used for very similar ceremonies and practices among these people. The main purpose of the statues were to evoke the fertility spirits in hope of giving birth, or to help keep an infant healthy. The artists from these tribes displayed advanced technical skill for their time.

The facial features are very peaceful as if to give a sense of serenity, just as a mother figure would. The hair very neatly coiffed in the style of that time; another feature of beautification. It is obvious that women were respected in this culture. The female figure has a sense of strength and pride, and reflects the respect given to women, and specifically mothers were given in this culture.
 * Personal Interpretation**

The family unit, especially the relationship between mother and child is universally experienced by everyone, in every culture. It is also depicted in the art of many cultures. This common theme is presented in this piece through graceful geometric simplification.

The Barakat Gallery; **__//Yombe Maternity sculpture 16-18 AD//.__** [] //used for descriptive analysis//
 * References:**

Munson-Williams-Proctor Arts Institute; Edited by Milkleos Szalay __**African Art the Han Coray Collection 1916 - 1928**__: Volkerundemuseum, University of Zurich published by Prestel Publishing //information for introduction//

Werner Gillon, __**A Short History of Art in Africa**__. published by Viking 1984 for descriptive analysis

Monica Blackmon Visona, Robin Poynor, Herbert Mole, Rowland Abioudun Suzanne Preston, __**A history of Art in Africa**__ //Helped with introduction//

Alisa Lagamma, __African Arts Spring__ 2000, pg 52-69 Copyright 2000 by Regents of the University of California //History of culture//

__**Figure of woman and child (pfemba)**__, Africa, Democratic Republic of the Congo, Yombe people,mid to late 19th century mid to late 1800s The Cleveland Museum of Art http://www.clemusart.com/explore/departmentWork.asp?display=&recNo=29&deptgroup=15 //Original photos and description of figure//

Ottenberg, Simon. "African art and culture in Maine." __African Arts__ 39.1 (Spring 2006): 1(9). __General OneFile__. Gale. Eastern Michigan University. 15 Mar. 2009 . This source was used to gather information about figures

Kongo peoples, Republic of the Congo and Democratic Republic of the Congo __**Figure of Women and Child http**__:www.nmafa.si.edu/exhibits/ipi/lowCart/86-12-12.htmild //contains culture information and images//

__**Mother and Child http:**__ www.randafricanart.com/Yombe_maternity_figure_examples.html //contains culture information and images//

__**Female Figure with Child**__ Yombe Maternity Figure-Pfemba or Phemba: [] //contains culture information and images//

Ezra, Kate.Mother and Child in African Sculpture, __African Arts__ vol.20 No.4(Aug.1987)pg81 Published by:UCLA James S. Coleman, African studies Ctr. http://www.jstor.org/stable/3336641 //Contains cultural history for analysis//

Lunsford,John. Congo Sculpture in the Dallas Museum of Fine Arts,__African Arts__ vol.5,No.4(summer 1972)pp12-15 Tribal African Art. http://www.zyama.com/yombe/pics..htm


 * Art Lesson 1 ( ****Matthew Koegler ****, work in progress) **
 * Title: "Why Make Art about Family" **
 * Grade level: Upper Elementary 4th-6th grades **
 * Time for unit: 11 class periods (55 minutes per period). **
 * (Students will be given an extra 5 days so that they can add **
 * comments to the class website.) **

//Content Standard 1:All students will apply skills and knowledge to perform in the arts. // ART.I.VA.EL.1 Use materials, techniques, media technology, and processes to communicate ideas and experiences. ART.I.VA.EL.2 Use art materials and tools safely and responsibly. ART.I.VA.EL.3 Use visual characteristics and organizational principles of art to communicate ideas. ART.I.VA.EL.4 Be involved in the process and presentation of a final product or exhibit.
 * Standards: **

//Content Standard 2:All students will apply skills and knowledge to create in the arts. // <span style="font-family: Arial,sans-serif; font-size: 9pt;">ART.II.VA.EL.1 Apply knowledge of materials, techniques, and processes to creative artwork. <span style="font-family: Arial,sans-serif; font-size: 9pt;">ART.II.VA.EL.2 Apply knowledge of visual characteristics and organizational principles communicate ideas. <span style="font-family: Arial,sans-serif; font-size: 9pt;">ART.II.VA.EL.3 Explore and understand prospective subject matter, ideas, and symbols for works of art. <span style="font-family: Arial,sans-serif; font-size: 9pt;">ART.II.VA.EL.4 Select and use subject matter, symbols and ideas to communicate meaning. <span style="font-family: Arial,sans-serif; font-size: 9pt;">ART.II.VA.EL.5 Know different purposes of visual art to creatively convey ideas.

//<span style="font-family: Arial,sans-serif; font-size: 9pt;">Content Standard 3:All students will analyze, describe and evaluate works // //<span style="font-family: Arial,sans-serif; font-size: 9pt;">of art. // <span style="font-family: Arial,sans-serif; font-size: 9pt;">ART.III.VA.EL.1 Generalize about the effects of visual structures and functions, and reflect upon these effects in personal work. <span style="font-family: Arial,sans-serif; font-size: 9pt;">ART.III.VA.EL.2 Identify various purposes for creating works for visual art. <span style="font-family: Arial,sans-serif; font-size: 9pt;">ART.III.VA.EL.3 Understand there are different responses to specific artworks.

//<span style="font-family: Arial,sans-serif; font-size: 9pt;">Content Standard 4:All students will understand, analyze, and describe the // //<span style="font-family: Arial,sans-serif; font-size: 9pt;">arts in their historical, social, and cultural contexts. // <span style="font-family: Arial,sans-serif; font-size: 9pt;">ART.IV.VA.EL.1 Know that the visual arts have a history and specific relationships to various cultures. <span style="font-family: Arial,sans-serif; font-size: 9pt;">ART.IV.VA.EL.2 Identify specific works of art as belonging to particular cultures, times, and places. <span style="font-family: Arial,sans-serif; font-size: 9pt;">ART.IV.VA.EL.3 Demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art.


 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Central Concepts: **


 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Shrine Figures: Shrine figures are statues placed in a shrine to aid in the communication with the spirit world. They can also be used as aids in worship. Often these figures are believed to bring well-being to those who possess or worship the figurines. The Mother and Child Figure is an example of shrine figure. It is believed to bring good health to mothers and children.


 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Realism: Art work that records the world as it is. The artist draws or depicts what s/he sees as closely as possible. Realism is a style that is not used in the Mother and Child Figure. It is used to contrast the Mother and Child Figure with Bloodline: Big Family No. 2


 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Abstraction: Art work that has identifiable subject matter, but is not completely realistic. The subject matter is simplified, stretched, warped or exaggerated in some way. The simplification, stretching, warping, and exaggeration is done for expressive reasons. The Mother and Child Figure is abstracted. The Henry Moore piece, Family Group, is also abstracted.


 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Lesson Activities: **

<span style="font-family: Arial,sans-serif; font-size: 9pt;">1. Activity 1 //- Family Portraits: A Discussion// ( 2 class periods) <span style="font-family: Arial,sans-serif; font-size: 9pt;">In the first part of the lesson the teacher will introduce the four central concepts. <span style="font-family: Arial,sans-serif; font-size: 9pt;">In the second part of the discussion students should compare each of the 4 (5?) images. In addition the purpose of each piece should be discussed. This discussion should include the relationship between the purpose of the piece and the style of the piece.

<span style="font-family: Arial,sans-serif;"> Artwork 1: Margaret Uyauperq Aniksak //Mother and Child// Canada Inuit

Artwork 2:

Unknown //Mother and Child Figure (pfemba)// Mid-to-late 1800’s Democratic Republic of the Congo Yombe Poeple

Artwork 3:

Zang Xiaogang //Bloodline: The Big Family No. 2// 1995 Chinese China

Artwork 4: Henry Moore F amily Group 1948-49 English Britian

<span style="font-family: Arial,sans-serif; font-size: 9pt;">(May need a 5th image that is a realist painting.)

<span style="font-family: Arial,sans-serif; font-size: 9pt;">Activity 2 - //Research// (1 class period) <span style="font-family: Arial,sans-serif; font-size: 9pt;">Students will collect a variety of images to help the generate ideas for the next activity. Students will do research with some guidelines. <span style="font-family: Arial,sans-serif; font-size: 9pt;">Students will research images of families via the internet. This research will be a way for students to gather ideas for their studio project.

<span style="font-family: Arial,sans-serif; font-size: 9pt;">Activity 3 - //My Family Portrait// (6 class periods) <span style="font-family: Arial,sans-serif; font-size: 9pt;">Students will create a family portrait. Each student should include him/herself and at least one other person (mother, father, grandparent, sibling, etc.). Students can also include other people in their family portrait (aunts, uncles, friends, pets, etc.) as long as they can articulate their reasons. <span style="font-family: Arial,sans-serif; font-size: 9pt;">The family portrait will be a mixed media painting. Students will paint with acrylic paint on canvas. Then students will be allowed to add collage elements to the composition. <span style="font-family: Arial,sans-serif; font-size: 9pt;">When creating this portrait students should have a purpose behind creating the image. Possible Purposes: a historical record, a shrine or "good luck" image, or a memorial. <span style="font-family: Arial,sans-serif; font-size: 9pt;">Once students choose a reason behind the family portrait, students can then pick a style that complement the purpose. Possible Styles: Abstract, Realist, and Expressive. <span style="font-family: Arial,sans-serif; font-size: 9pt;">Students will have 6 days to create their family portrait. <span style="font-family: Arial,sans-serif; font-size: 9pt;">Before starting the final project students will sketch their ideas. The student will then discuss with the teacher the idea that has the most potential for success. As the projects proceeds students will have the opportunity to engage in further discussion, as needed.
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">A "historical record," which depicts the image as the family is now.
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">A "shrine" or "good luck" image would depict the family. It would also include positive images or symbols.
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">A memorial could depict a time or event that the family experienced together. It could also include deceased members of the family.
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">A religious or spiritual purpose. These could represent what the family values and/or the families traditions. It could be a similar to purpose as the shine images.
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Abstract-could be used to express any of the purposes. The student should be able to justify his use of the style in the written artist statement (which is done as part of Activity 4.)
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Realist- would be particularly useful for the purpose of the historical record.
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Expressive- a style used to express emotion through stylistic choices. Could also be used to for any purpose.
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">A combination of styles could be used.
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">It is most important that students justify the use of the particular style.

<span style="font-family: Arial,sans-serif; font-size: 9pt;">Activity 4 - Sharing their work (2 class periods, with an additional 5 days after the last class period) <span style="font-family: Arial,sans-serif; font-size: 9pt;">During the two class periods students will be assisted in the documentation of their art piece. Students will be assisted in photographing their work using a digital camera. These jpeg files will be then uploaded to blog dedicated to the class. Along with the image students will upload a brief artist statement* (1-2 paragraphs). This artist statement should discuss the following things: <span style="font-family: Arial,sans-serif; font-size: 9pt;">Who did I decide to include in my family portrait? <span style="font-family: Arial,sans-serif; font-size: 9pt;">Why did I include these individuals? <span style="font-family: Arial,sans-serif; font-size: 9pt;">Did I use realism? Did I Abstraction? Did I Simplification? <span style="font-family: Arial,sans-serif; font-size: 9pt;">Students will explain what the intent of their painting was. Their purposes should be related to the prompts discussed in Activity 3. <span style="font-family: Arial,sans-serif; font-size: 9pt;">After, students have uploaded their image and artist statement students will then be asked to comment 3 other students’ work by posting comments on the classroom blog. They have the option of doing this in class or at home, as long as it is done within 5 days. <span style="font-family: Arial,sans-serif; font-size: 9pt;">*The artist statement should be word processed. Then it can be pasted to the blog, placed after the family portrait image. <span style="font-family: Arial,sans-serif; font-size: 9pt;">The community blog will be set up using blogger.com. The teacher will set up a blog for the class and then help students set up, or use existing gmail accounts to make individual posts to the site.
 * **<span style="font-family: Arial,sans-serif; font-size: 9pt;">My subject: Who are included in my family portrait? **
 * **<span style="font-family: Arial,sans-serif; font-size: 9pt;">What style is employed? **
 * **<span style="font-family: Arial,sans-serif; font-size: 9pt;">What is the purpose of my family portrait? **

...
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Assessment **