Thesis (Ph.D.) -- McMaster University, 1999. / Includes bibliographical references (leaves 310-323). Also available via World Wide Web.

Thesis (Ph. D.)--Boston University, 1983. / Vita, leaves 1133-1134. Includes bibliographical references ; leaves 672-1132 (including illustrations) not photocopied at request of author.

Thesis (Ph. D.)--University of California, Los Angeles, 1991. / Vita. Includes bibliographical references (leaves 262-283).

The depiction of blackness in the visual arts is located in the complex discourse of representation. Blackness within western visual art has been, and continues to be viewed as oppositional to representations of whiteness, and is constantly perceived as other. This dissertation analyses the process of othering and the impact of such a process on the production of artwork in southern Africa, where the representation of the black male, in particular has been subjected to racist ideology, supported by its props, stereotype, generalization and the homogenization of black experience. Using poststructuralist theories of identity construction and power, I analyse stereotype, racism and masculinity in the colonial and postcolonial periods, focussing especially on the internalization of white constructions of blackness within black visual culture. I discuss the work of Baines as representative of colonial constructions of black masculinity, the work of Bhengu, Mapplethorpe and Makhoba as illustrative of the internalization of stereotypic identities, and the work of Voyiya, Harris and Nyoni as representative of resistant discourses of representation of the black male body. I situate the latter within the contemporary debate on questions of subjectivity and agency within the Foucauldian concept of power. I have deliberately chosen works by two American artists (Mapplethorpe and Harris) in order to situate discourses of blackness within a wider context. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.

Dissertation submitted in fulfilment of the requirements for the Degree of Master of Arts at the University of the Witwatersrand. March 1994. / This research examines the way in which the ideology of difference is reflected in visual images of black people in Britain in the nineteenth century, Concepts of tlie 'other' ar~iocated within specific contemporary socie-celnnal and political contexts. Historically, this was an important period in which theories of human difference proliferated, and which in turn informed diverse and often contradictory social practices. The white English behavioUl' towards, and perspective of, black people in England had a direct bearing not only on life in Britain, but in the colonies as well. The images produced in England were critical to the colonial enterprise. They infomlt:al Briti~h attitudes to Africa and the Empire more generally. Implicit in the analysis of the images is an evaluation of the emergflllce of hegemonic ideas, and the manipulation of power by the ruling class. The beliefs and trends of a society are reflected in its visual arts. The methodology employed aims to bring together analyses of the production of visual representations within a broad chronological and thematic framework, so as to assess the social production of meaning in the images. To do this it is necessary to verify the presence of black people as residents in England. Chapter one addresses this issue as well as determines to what extent the notion of blackness was integral to an early formation of a black !~~creotype. Some of the implications of British participation in the slave trade are also censldered, Images of slaves which are the main focus of chapter two, demonstrate seclo-eultural attitudes of early nlneteanth-centurv English people. Chapter three examines the rise of science and systematic knowlaJge which fed to both technical and popular theorising about racial difference. The congruence between scientific and popular understandings led to the emergence of notions of 'types' and hierarchies of people, which were to dominate ideas and attitudes for decades. Concurrent with the rise of science was the growth of a popular image of a stereotyped blar.k 'other', Chapter four evaluates the. processes through which these images were disseminated in a fast growing popular culture. The inequalities ()f power relations within English society, as manifest in the images, are analyzed. Chapter five considers the ways in which the white male producers of images perceived black women. The contradictions and ambiguities of the visual systems in this chapter point to the complexities of cultural practice, and of artists and producers' particular views on blackness and femaleness. The conclusion summarises the lIIIay in which the coneept of an 'other' has been used in this dissertation. / MT2017

The oeuvre of the Kalahari Studio (Cape Town), Drostdy Ware (a division of Grahamstown Pottery, Grahamstown) and Crescent Potteries (Krugersdorp) is investigated within the historical context of the 1950s, a watershed period that witnessed crucial developments in South African cultural and political history. This dissertation elucidates the historical development, key personnel, the ceramics, as well as relevant technical information related to the Kalahari Studio, Drostdy Ware and Crescent Potteries. This dissertation analyses the broader socio-political and ideological paradigms that framed South African art-making, as well as the international design trends that influenced the local studio ceramics sector. The establishment and demise of the South African studio ceramics industry and requests for tariff protection were considered within this context. Significant primary research was conducted into the present status of South African studio ceramics from the 1950s in the collections of our heritage institutions. Wares of all three of the studios reveal a predilection for figurative imagery, especially images of indigenous African women and iconography derived from reproductions of Southern San parietal art. Imagery of African women is considered within the framework of the native study genre in South African painting, sculpture and photography from 1800-1950 and Africana ceramics from 1910-1950. Images of San parietal art are investigated within their historical context of a growing public and academic interest in the Bushmen and a surge in publications containing reproductions of San parietal art. Some images of African women and San parietal art conform to pejorative and theoretically problematic modernist cannons of the'other', while some are subversive and undermine the dominant pictorial and ideological artistic conventions. / Thesis (M.A.)-University of Natal, Pietermaritzburg, 2000.

Acompanha: Ensinando história: produção de uma sequência didática sobre as representações do negro no Brasil / Este trabalho tem como objetivo principal apresentar a produção e a aplicação de uma sequência didática como produto educacional, para a apropriação do conhecimento de professores e de estudantes sobre as relações étnico-raciais no Brasil, no ensino de História. Os conceitos de representação, apropriação e práticas culturais da Nova História balizaram a construção deste objeto de análise. No que diz respeito às representações do negro, buscou-se, durante a aplicação do produto educacional, discutir as teorias raciais, construídas no século XIX, a fim de identificar mudanças e permanências dessas representações nos dias atuais. Buscou-se, também, discutir o processo de exclusão social dos ex-escravos, que gerou implicações para os afro-brasileiros, a fim de esclarecer as causas da pobreza que afeta mais a negros do que a brancos. Para tanto, os alunos analisaram e discutiram as representações do negro no cinema nacional, com base em filmes realizados em diferentes períodos da História do Brasil, buscando superar as visões estereotipadas e discriminatórias dessas representações. A pesquisa foi realizada em uma escola pública de Londrina/Paraná, com uma turma de trinta e cinco estudantes do terceiro ano do ensino médio. De natureza qualitativa, nesta pesquisa-ação, os dados foram coletados mediante atividades escritas, orais e por meio de videogravação das aulas. Para a elaboração dos planos de aula que compuseram a sequência didática, foram selecionados como documentos o quadro Redenção de Cã (1895), a música A favela vai abaixo (1928) e quatro filmes, sendo eles: O Despertar da Redentora (1942), um trecho de Orfeu do Carnaval (1959), um trecho de Rio Babilônia (1982) e o filme Besouro (2009). Antes da elaboração dos planos de aula, foi necessário revisar a literatura sobre as especificidades linguísticas desses documentos, para a elaboração do material didático em questão. A preparação dos planos de aula partiu do seguinte problema: como as sequências didáticas de História, desenvolvidas com base em diferentes linguagens, podem contribuir para a desconstrução do preconceito racial no ambiente escolar? O fulcro das atividades, portanto, foi desvelar as origens do racismo e as estereotipias sobre o negro, aprimorar o olhar crítico dos estudantes sobre os discursos fílmicos e promover a discussão e a leitura histórico-social da contribuição dos negros para a cultura brasileira. Os resultados da pesquisa permitiram observar o quanto é produtivo para a aprendizagem trabalhar de forma problematizada e com diferentes fontes, estabelecendo uma relação entre presente e passado. Os estudantes puderam identificar as permanências de teorias racistas, construídas ontem, nos dias atuais, estabeleceram relações entre a exclusão social dos escravos e as causas da pobreza no Brasil. Foram também capazes de identificar, de modo geral, os arquétipos pelos quais o negro é representado no cinema nacional, identificando também uma valorização da apresentação do negro e da sua cultura no filme Besouro. / This work aims to present the production and application of a didactic sequence as educational product for knowledge appropriation of both teachers and students on ethnic-racial relations in Brazil, happening while teaching History. The concepts of representation, appropriation and cultural practices of the New History were used as guidelines for the construction of this analysis. With regard to the issue about the representations of black people, it was sought, during the implementation of the educational product, to discuss the racial theories built in the nineteenth century in order to identify changes and continuities of these representations nowadays, as well as the social exclusion process of former slaves and its implications for Afro-Brazilians today, in order to clarify the causes of poverty that affects more black than white people; analyzing and discussing the representations of black people in the Brazilian cinema from films made in different periods of the Brazilian History, seeking to overcome the stereotypical and discriminatory views of these representations. The research was conducted in a public school in Londrina / Paraná, with a group of thirty-five students of the third year of high school. Being of qualitative nature, in this action-research data were collected through written and oral activities and video recording of classes. For the elaboration of the lesson plans that composed the didactic sequence, the painting Redenção de Cã (1895), the song “A favela vai abaixo” (1928) and four movies, namely: “O Despertar da Redentora” (1942), a section of “Orfeu do Carnaval” (1959), and “Rio Babilônia” (1982) and the movie “Besouro” (2009) were selected. Before the elaboration of the lesson plans, it was necessary to review the literature on linguistic specificities of these documents, to the elaboration of involved didactic material. The elaboration of the lesson plans came up from the following issue: How can didactic sequences of history, developed from different languages, contribute to the deconstruction of racial prejudice in school environment? The focus of activities was therefore uncovering the origins of racism and stereotypes about black people, improving the critical view of the students about the filmic discourse and promoting discussion and the socio-historical reading of black people´s contribution to Brazilian culture. The results of the research allowed observing how productive the work with different sources by a problematizing way is to the learning process, establishing a relationship between present and past. So, the students were able to identify permanence of racist theories built yesterday, nowadays. They established relationships between social exclusion of slaves and the causes of poverty in Brazil; and they were able to identify, in general, the archetypes by which black people are placed in the national cinema, also identifying an appreciation of the representation of black people and their culture in the movie Beetle.

Acompanha: Ensinando história: produção de uma sequência didática sobre as representações do negro no Brasil / Este trabalho tem como objetivo principal apresentar a produção e a aplicação de uma sequência didática como produto educacional, para a apropriação do conhecimento de professores e de estudantes sobre as relações étnico-raciais no Brasil, no ensino de História. Os conceitos de representação, apropriação e práticas culturais da Nova História balizaram a construção deste objeto de análise. No que diz respeito às representações do negro, buscou-se, durante a aplicação do produto educacional, discutir as teorias raciais, construídas no século XIX, a fim de identificar mudanças e permanências dessas representações nos dias atuais. Buscou-se, também, discutir o processo de exclusão social dos ex-escravos, que gerou implicações para os afro-brasileiros, a fim de esclarecer as causas da pobreza que afeta mais a negros do que a brancos. Para tanto, os alunos analisaram e discutiram as representações do negro no cinema nacional, com base em filmes realizados em diferentes períodos da História do Brasil, buscando superar as visões estereotipadas e discriminatórias dessas representações. A pesquisa foi realizada em uma escola pública de Londrina/Paraná, com uma turma de trinta e cinco estudantes do terceiro ano do ensino médio. De natureza qualitativa, nesta pesquisa-ação, os dados foram coletados mediante atividades escritas, orais e por meio de videogravação das aulas. Para a elaboração dos planos de aula que compuseram a sequência didática, foram selecionados como documentos o quadro Redenção de Cã (1895), a música A favela vai abaixo (1928) e quatro filmes, sendo eles: O Despertar da Redentora (1942), um trecho de Orfeu do Carnaval (1959), um trecho de Rio Babilônia (1982) e o filme Besouro (2009). Antes da elaboração dos planos de aula, foi necessário revisar a literatura sobre as especificidades linguísticas desses documentos, para a elaboração do material didático em questão. A preparação dos planos de aula partiu do seguinte problema: como as sequências didáticas de História, desenvolvidas com base em diferentes linguagens, podem contribuir para a desconstrução do preconceito racial no ambiente escolar? O fulcro das atividades, portanto, foi desvelar as origens do racismo e as estereotipias sobre o negro, aprimorar o olhar crítico dos estudantes sobre os discursos fílmicos e promover a discussão e a leitura histórico-social da contribuição dos negros para a cultura brasileira. Os resultados da pesquisa permitiram observar o quanto é produtivo para a aprendizagem trabalhar de forma problematizada e com diferentes fontes, estabelecendo uma relação entre presente e passado. Os estudantes puderam identificar as permanências de teorias racistas, construídas ontem, nos dias atuais, estabeleceram relações entre a exclusão social dos escravos e as causas da pobreza no Brasil. Foram também capazes de identificar, de modo geral, os arquétipos pelos quais o negro é representado no cinema nacional, identificando também uma valorização da apresentação do negro e da sua cultura no filme Besouro. / This work aims to present the production and application of a didactic sequence as educational product for knowledge appropriation of both teachers and students on ethnic-racial relations in Brazil, happening while teaching History. The concepts of representation, appropriation and cultural practices of the New History were used as guidelines for the construction of this analysis. With regard to the issue about the representations of black people, it was sought, during the implementation of the educational product, to discuss the racial theories built in the nineteenth century in order to identify changes and continuities of these representations nowadays, as well as the social exclusion process of former slaves and its implications for Afro-Brazilians today, in order to clarify the causes of poverty that affects more black than white people; analyzing and discussing the representations of black people in the Brazilian cinema from films made in different periods of the Brazilian History, seeking to overcome the stereotypical and discriminatory views of these representations. The research was conducted in a public school in Londrina / Paraná, with a group of thirty-five students of the third year of high school. Being of qualitative nature, in this action-research data were collected through written and oral activities and video recording of classes. For the elaboration of the lesson plans that composed the didactic sequence, the painting Redenção de Cã (1895), the song “A favela vai abaixo” (1928) and four movies, namely: “O Despertar da Redentora” (1942), a section of “Orfeu do Carnaval” (1959), and “Rio Babilônia” (1982) and the movie “Besouro” (2009) were selected. Before the elaboration of the lesson plans, it was necessary to review the literature on linguistic specificities of these documents, to the elaboration of involved didactic material. The elaboration of the lesson plans came up from the following issue: How can didactic sequences of history, developed from different languages, contribute to the deconstruction of racial prejudice in school environment? The focus of activities was therefore uncovering the origins of racism and stereotypes about black people, improving the critical view of the students about the filmic discourse and promoting discussion and the socio-historical reading of black people´s contribution to Brazilian culture. The results of the research allowed observing how productive the work with different sources by a problematizing way is to the learning process, establishing a relationship between present and past. So, the students were able to identify permanence of racist theories built yesterday, nowadays. They established relationships between social exclusion of slaves and the causes of poverty in Brazil; and they were able to identify, in general, the archetypes by which black people are placed in the national cinema, also identifying an appreciation of the representation of black people and their culture in the movie Beetle.

Art History, Visual Arts & Music / D. Litt. et. Phil. (Art History)

Art History, Visual Arts and Music / D. Litt. et. Phil. (Art History)