KEITH DUNCAN: BATTLE OF THE BANDS
FEBRUARY 15 – JULY 20, 2025
EDUCATOR GUIDE
About the Ogden Museum of Southern Art
Located in the vibrant Warehouse Arts District of downtown New Orleans, Louisiana, the Ogden Museum of Southern Art holds the largest and most comprehensive collection of Southern art and is recognized for its original exhibitions, public events and educational programs which examine the development of visual art alongside Southern traditions of music, literature, and culinary heritage to provide a comprehensive story of the South.
Established in 1999, and in Stephen Goldring Hall at 925 Camp Street since 2003, the Museum welcomes almost 60,000 visitors annually and attracts diverse audiences through its broad range of programming including exhibitions, lectures, film screenings, and concerts which are all part of its mission to broaden the knowledge, understanding, interpretation, and appreciation of the visual arts and culture of the American South. For more information, visit ogdenmuseum.org.
On the cover: Keith Duncan, Howard University Drum Major, 2023, Acrylic, marker and patterned paper on paper; 24 x 18 inches, © Keith Duncan Courtesy of the artist and Fort Gansevoort, New York
INTRODUCTION
D e a r E d u c a t o r s ,
I t i s a n h o n o r t o p r e s e n t r e s o u r c e s f o r K e i t h D u n c a n :
B a t t l e o f t h e B a n d s , o n v i e w a t O g d e n M u s e u m o f
S o u t h e r n A r t , F e b r u a r y 1 5 – A u g u s t 1 0 , 2 0 2 5 .
K e i t h D u n c a n i s r e c o g n i z e d a s a v i s u a l s t o r y t e l l e r w h o
d r a w s i n s p i r a t i o n f r o m p e r s o n a l n a r r a t i v e , c o m m u n i t y
e n g a g e m e n t , n e w s m e d i a , a r t h i s t o r y , B l a c k c u l t u r e , a n d
t h e t r a d i t i o n s o f N e w O r l e a n s . I n t h i s l a t e s t b o d y o f w o r k ,
D u n c a n c e l e b r a t e s t h e v i b r a n t t r a d i t i o n o f H i s t o r i c a l l y
B l a c k C o l l e g e s a n d U n i v e r s i t i e s ( H B C U ) m a r c h i n g b a n d s
a n d b a n d c u l t u r e . T h e e x h i b i t i o n f e a t u r e s l a r g e - s c a l e
f a b r i c p a i n t i n g s o f f i f t e e n S o u t h e r n H B C U b a n d s , a l o n g
w i t h h u m a n - s c a l e f a b r i c p a i n t i n g s a n d s m a l l e r w o r k s o n
p a p e r d e p i c t i n g e a c h b a n d ’ s d r u m m a j o r
W e h o p e t h i s e d u c a t o r g u i d e w i l l p r o v i d e y o u w i t h
r e l e v a n t i n f o r m a t i o n a b o u t D u n c a n a n d a d d i t i o n a l
r e s o u r c e s t h a t w i l l h e l p s t u d e n t s a n a l y z e , o b s e r v e , a n d
d i s c u s s t o p i c s r e l e v a n t t o t h e l e g a c y o f H i s t o r i c a l l y B l a c k
C o l l e g e s a n d U n i v e r s i t i e s , a s w e l l a s r e f l e c t o n i t s r o l e i n
A f r i c a n - A m e r i c a n c u l t u r e a n d A m e r i c a n a n d t h e i r p e r s o n a l
c o n n e c t i o n s t o t h e t r a d i t i o n
F o r m o r e e d u c a t i o n a l r e s o u r c e s e x p l o r i n g p a s t
e x h i b i t i o n s , v i s i t o u r E d u c a t o r R e s o u r c e C e n t e r ( E R C )
a t o g d e n m u s e u m . o r g w h e r e m o r e e n g a g i n g
i n f o r m a t i o n a w a i t s !
Sincerely,
Myron Solomon Museum Educator
Ellen Balkin
Deputy Director of Experience and Engagement
HOW TO USE THIS GUIDE
THE KEITH DUNCAN “BATTLE OF THE BANDS” EDUCATOR GUIDE IS INTENDED TO BE USED IN CONJUNCTION WITH A MUSEUM VISIT. AFTER A MUSEUM TOUR, EDUCATORS CAN PROLONG STUDENT ENGAGEMENT WITH THE THEMES, THE ARTWORKS, AND THE VOCABULARY OF VISUAL ART BY USING THE FOLLOWING SECTIONS:
ARTIST PROFILE THIS SECTION PROVIDES A BRIEF INTRODUCTION TO KEITH DUNCAN, BACKGROUND INFORMATION, NOTES ABOUT HIS PROCESSES, INTENTIONS, AND INSPIRATIONS.
DISCUSSION & WRITING EXTENSIONS – FOR ELEMENTARY, MIDDLE, AND HIGH SCHOOL STUDENTS, THESE STRATEGIES OFFER OPPORTUNITIES FOR EDUCATORS TO LEAD CLASSES IN DEEP INVESTIGATION OF WORKS, WRITING ABOUT OBSERVATIONS, AND SPARKING CONVERSATIONS ABOUT THE ARTWORKS AND ARTIST.
ART EXTENSIONS – FOR ELEMENTARY, MIDDLE, AND HIGH SCHOOL STUDENTS, THESE HANDS-ON PROJECTS ALLOW STUDENTS TO PHYSICALLY EXPLORE THE WORKS THEY HAVE SEEN IN THE MUSEUM.
ACKNOWLEDGEMENTS
MYRON SOLOMON M U S E U M E D U C A T O R
KENNEDY TIMMONS H
MICHELLE PONTIFF
ELLEN BALKIN
ARTIST PROFILE
KEITH DUNCAN
Keith Duncan was born in Plaquemines Parish, Louisiana in 1967 He received a BFA from Louisiana State University, and an MFA from Hunter College (CUNY) New York, NY. The CUE Arts Foundation New York presented a solo exhibition of his work, followed by inclusion of all works from the exhibition in Prospect.2 by curator Dan Cameron. Further solo exhibitions include the Ohr-O’Keefe Museum of Art in Biloxi, Mississippi and Corridor Gallery, Brooklyn, NY Duncan was included in Thelma Golden’s “Black Romantic” exhibition at the Studio Museum in Harlem in 2002. Further selected group exhibitions include the Ogden Museum of Southern Art in New Orleans, LA, Paul and Lulu Hilliard University Art Museum in Lafayette, LA, Art in General, David Beitzel Gallery, Rush Arts Gallery, Williamsburg Music Center, Brooklyn, NY, Bronx River Arts Center, The Museum of Contemporary Art, Pontiac, MI, Tustin Center, Philadelphia, PA, and the Artist Center & Gallery, Richmond, VA. Duncan is included in the permanent collections of the Ogden Museum of Southern Art and the New Orleans Museum of Art His awards include the Camille Cosby Fellowship, The Joan Mitchell Foundation Grant, and in 2001 his work was commissioned for NASA. Residencies include Skowhegan School of Painting & Sculpture, Skowhegan, ME. Duncan has taught art for over twenty years in New York and New Orleans. Duncan currently resides in New Orleans and is represented by Fort Gansevoort, New York.
History of HBCU Marching Band Culture
The HBCU marching band tradition, as we know it today, began in 1946 when Dr. William P. Foster incorporated dance steps, choreography and showmanship into Florida A&M’s The Marching 100 routines. Prior to Foster’s innovation, marching bands embraced a military tradition of staid carriage and marching precision. Foster revolutionized the performances through rapid tempos, dancing, choreography and showmanship Soon, other Southern HBCU bands followed suit. The resulting tradition not only celebrates discipline, artistry, athleticism and unity, but also Black culture, Black joy and HBCU pride. HBCU marching band performances during half-time shows have become the main attraction of many football games, often garnering more attention and crowd excitement than the game itself.
ALABAMA STATE UNIVERSITY DRUM MAJOR 2024 62 X 49 INCHES
ACRYLIC, MARKER AND FABRIC ON UNSTRETCHED CANVAS
© KEITH DUNCAN COURTESY OF THE ARTIST AND FORT GANSEVOORT, NEW YORK
DISCUSSIONS & WRITING EXTENSIONS
ELEMENTARY SCHOOL (GRADES 3-5) TIME: 45 MINUTES
Keith Duncan’s paintings capture the energy and movement of HBCU marching bands, highlighting different instruments, drum majors, and dancers. In this activity, students will analyze how each section of a marching band contributes to the overall performance and use a Venn diagram to compare and contrast roles within the band.
I. OBSERVE & DISCUSS
Show students Gallery Image B and Gallery Image C. Prompt students: What different roles do you see in the band? (Drum major, percussion, brass, dancers, etc )
What do you think each section contributes to the performance? How do you think these different elements work together to make a complete show?
What colors do you see?
What lines do you see?
What textures do you see?
What patterns do you see?
II. WRITE
Step 1: Hand out Venn diagram worksheets and have students compare two different band roles (e.g., drum major vs percussionist, dancers vs brass section)
Common Core Standards
Grade 2
CCSS ELA-Literacy SL2 1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- lead) with diverse partners on grade 2 topics and texts, building on others’ ideas and expressing their own clearly
Grade 3
CCSS ELA-Literacy SL3 1 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- lead) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly
Grade 4
CCSS ELA-Literacy SL4 1 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- lead) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly
Materials Needed:
Printed out Gallery Image B and Gallery Image C
Videos HBCU marching bands
Venn diagram worksheets
Pencils or markers
Step 2: Students will write adjectives and descriptions in each section of the diagram.
Step 3: Under the diagram, students will write a short reflection answering: “How do these different roles contribute to the experience of an HBCU band performance?”
III. CONNECT
Help students reflect by prompting for writing or silent self-reflection: Which role would you want to be in a band? Why?
How does Keith Duncan’s artwork show the importance of teamwork in a marching band?
Help students connect with the school community by creating an exhibition of their Venn diagrams alongside Duncan’s artwork, fostering discussion about band roles and their significance
Grade 5
CCSS ELA-Literacy SL5 1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- lead) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
National Core Arts Standards
Creative Expression
VA-CE-1 – Explore and identify images from a variety of sources and create visual representation
VA-CE-2 – Explore and discuss techniques and technologies for visual expression and communication
VA-CE-3 – Use art vocabulary and the elements and principles of design to convey the language of art (create and discuss own artwork)
Aesthetic Perception
VA-AP-E1 – Use and elements and principles of design and basic
art vocabulary for expressing responses to the work of others
VA-AP-E2 – Recognize and respond to concepts of beauty and taste in the ideas and creations of others through the study of visual arts
VA-AP-E4 – Recognize that there are many possibilities and choices in the processes for designing and producing visual arts
Critical Analysis
VA-CA-E1 – View works of art and express observations about how the elements and principles of design are used in the works
VA-CA-E2 – Identify images, colors, and other art elements that have specific meanings in cultural contexts
VA-CA-E4 – Express and explain opinions about visual works of others using basic art vocabulary
VA-CA-E5 – Express interpretations about works of art and give supporting reasons
i g h t S i d e :
MIDDLE SCHOOL (GRADES 6-12) TIME: 1 HOUR
Keith Duncan’s work highlights the vibrant history and cultural significance of HBCU marching bands. This activity encourages students to reflect on the role of these bands in Black culture, their personal connections to the tradition, and the artistic representation of movement and music in Duncan’s paintings.
I. OBSERVE & DISCUSS
Show students Gallery Image B and Gallery Image C. Prompt students:
How do the uniforms, movements, and colors in the artwork reflect school pride?
What emotions do you feel when looking at these artworks? How do you think school bands create a sense of community?
What does your school’s band look like? What traditions does it have?
What colors do you see?
What lines do you see?
What textures do you see?
What patterns do you see?
II. WRITE
Step 1: Students will research their school’s band (or a local school’s band) and write a short essay responding to the following questions:
What is the history of your school’s band?
What traditions does it have?
Common Core Standards
Grade 6
CCSS ELA-Literacy SL6 1 - Engage effectively in collaborative discussions (one-on-one, in groups, lead) with diverse partners on grade 6 topics and on others’ ideas and expressing their own clearly.
Grade 7
CCSS ELA-Literacy SL7 1 - Engage effectively in collaborative discussions (one-on-one, in groups, lead) with diverse partners on grade 7 topics and on others’ ideas and expressing their own clearly
Grade 8
CCSS ELA-Literacy SL8 1 - Engage effectively in collaborative discussions (one-on-one, in groups, lead) with diverse partners on grade 8 topics and
Materials Needed:
Printed out Gallery Image B and Gallery Image C
Research materials on HBCU bands and school bands
Writing notebooks or lined paper
Chart paper for class discussions
How does your school’s band compare to an HBCU band?
Why is band culture important for school spirit?
Step 2: Students will then write a personal reflection about what band culture means to them and how it builds pride and identity within a school.
III. CONNECT
Help students reflect by prompting for writing or silent self-reflection:
How does Keith Duncan’s artwork help us understand the significance of HBCU bands? Why is it important to celebrate school traditions?
Help students connect with their school community by displaying their essays alongside artwork-inspired illustrations of their own school’s band
Grades 9-10
CCSS ELA-Literacy SL9-10 1 – Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively
Grades 11-12
CCSS ELA-Literacy SL 11-12 1 – Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively
National Core Arts Standards
style, culture, and time period
VA-HP-M3 - Understand the meaning and significance of ideas, themes, and messages in works of art from the past and present
VA-HP-M4 - Distinguish media and techniques used to create works of art throughout history Critical Analysis
VA-CA-M1 - View works of art and analyze how artists use design elements and principles to achieve an aesthetic effect
VA-CA-M2 - Analyze and interpret art images for their symbolic meaning, purpose, and value in place and time
VA-CA-M5 - Develop interpretations about works of art and give supporting reasons
DISCUSSIONS & WRITING EXTENSIONS-
6TH-12TH GRADE
I. Observe & Discuss
Describe the differnet types of LINE, COLOR, SHAPE, TEXTURE, PATTERN, and MOVEMENT you see in this image?
II. Write
On a Separate Sheet of paper, brainstorm using the following questions: What is the history of your school’s band? What traditions does it have? How does your school’s band compare to an HBCU band? Why is band culture important for school spirit?
1. I learned that my school’s band 2 Some traditions of my school’s band are and 3. My school’s band is like an HBCU band because
4. My school’s band is different from HBCU bands because
5 Band culture is important for school spirit because
III. Connect
After I learned Keith Duncan’s artwork, I thought
ART EXTENSIONS
ART ACTIVITY FOR KINDERGARDEN - 1ST GRADE
In this activity, students will create their own drum major hats using card stock and construction paper, exploring sculpture and design while connecting with HBCU band culture and heritage.
I. OBSERVE & DISCUSS
Show students Gallery Image A, Gallery Image C, and Gallery Image E. Prompt students: What shapes and patterns do you see in the drum major’s hat?
What colors stand out to you? Why do you think the artist chose these colors?
How do the drum majors’ hats and uniforms show personality or pride?
II. CREATE
Step 1: Measure each student’s head using a long strip of card stock or poster board and wrap it into a comfortable cylinder. Secure the ends with glue or a stapler. This will be the base of their hat
Step 2: Students will adjust the height of their hat by adding additional layers of card stock or construction paper to achieve their desired look.
Step 3: Secure the hat with a chin strap made of construction paper or ribbon strips Attach each end of the strap to the inside of the hat with glue, tape, or staples.
Step 4: Once the hat structure is complete, students will decorate their hats using bold colors and patterns inspired by Keith Duncan’s artwork
Step 5: Add decorative elements like construction paper shapes, stickers, or sequins to complete their vision
III. CONNECT
Help students reflect by prompting for writing or silent self-reflection: What shapes and colors did you use?
Materials Needed:
Poster board
Card stock Paint
Construction paper, stickers, or sequins
Scissors, stapler, or glue
Ribbon or construction paper for the chin strap
How does your hat represent your personality?
What part of this activity did you enjoy the most?
Help students connect with each other through pair share or classroom conversation: Share your hat with a partner or the class. Talk about what inspired your design. Share how it feels to wear your creation
Help students connect with the school community by hosting a “Marching Hat Parade” to celebrate their designs.
Help students connect with their school community by creating an exhibition Hanging up works of art (use masking/painters tape or Command strips) in the classroom or common area at school is a great way to showcase creativity and start conversations about art and experiences Students may make museum labels on small pieces of paper to hang with their work Labels may include:
Artist Name
Title of Work
Medium (what was used to make the piece)
Date created
VISUAL GUIDES
Grade 2
CCSSELA-LiteracySL21 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-lead) with diverse partners on grade 2 topics and texts, building on others’ ideas and expressing their own clearly
Grade 3
CCSSELA-LiteracySL31 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-lead) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly
Grade 4
CCSSELA-LiteracySL41 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-lead) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly
Grade 5
CCSSELA-LiteracySL51 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-lead) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly
National Core Arts Standards, Grades K-4
Creative Expression
VA-CE-1 – Explore and identify images from a variety of sources and create visual representation
VA-CE-2 – Explore and discuss techniques and technologies for visual expression and communication
VA-CE-3 – Use art vocabulary and the elements and principles of design to convey the language of art (create and discuss own artwork)
VA-CE-4 – Experiment to create various art forms, including art forms from other cultures
VA-CE-5 – Draw on imagination, individual experience, and group activities to generate ideas for visual expression
VA-CE-6 – Identify relationships among visual arts, other arts, and disciplines outside the arts
Aesthetic Perception
VA-AP-E1 – Use and elements and principles of design and basic art vocabulary for expressing responses to the work of others
VA-AP-E2 – Recognize and respond to concepts of beauty and taste in the ideas and creations of others through the study of visual arts
VA-AP-E4 – Recognize that there are many possibilities and choices in the processes for designing and producing visual arts Critical Analysis
VA-CA-E1 – View works of art and express observations about how the elements and principles of design are used in the works
VA-CA-E2 – Identify images, colors, and other art elements that have specific meanings in cultural contexts
VA-CA-E4 – Express and explain opinions about visual works of others using basic art vocabulary VA-CA-E5 – Express interpretations about works of art and give supporting reasons
MIDDLE SCHOOL
Common Core State Standards
Grade 6
CCSSELA-LiteracySL61 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-lead) with diverse partners on grade 6 topics and texts, building on others’ ideas and expressing their own clearly
Grade 7
CCSSELA-LiteracySL71 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-lead) with diverse partners on grade 7 topics and texts, building on others’ ideas and expressing their own clearly
Grade 8
CCSSELA-LiteracySL81 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-lead) with diverse partners on grade 8 topics and texts, building on others’ ideas and expressing their own clearly National Core Arts Standards
Middle School
Creative Expression
VA-CE-M1 - Demonstrate art methods and techniques in visual representations based on research of imagery
VA-CE-M2 - Select and apply media techniques and technology to visually express and communicate VA-CE-M3 - Use the elements and principles of art and design and art vocabulary to visually express
and describe individual ideas
VA-CE-M5- Produce ideas for art productions while engaging in individual and group activities
Aesthetic Perception
VA-AP-M1 - Use elements and principles of design and expanded art vocabulary for responding to the aesthetic qualities of various works
VA-AP-M2 - Recognize that concepts of beauty differ from culture and that taste varies from person to person
VA-AP-M4 - Demonstrate awareness of various new ideas, possibilities, options, and situations pertaining to the art world
Historical and Cultural Perspective
VA-HP-M1 - Identify and classify works of art by their subject, style, culture, and time period
VA-HP-M2 - Understand how works of art cross geographical, political, and historical boundaries
VA-HP-M3 - Understand the meaning and significance of ideas, themes, and messages in works of art from the past and present
VA-HP-M4 - Distinguish media and techniques used to create works of art throughout history
Critical Analysis
VA-CA-M1 - View works of art and analyze how artists use design elements and principles to achieve an aesthetic effect
VA-CA-M2 - Analyze and interpret art images for their symbolic meaning, purpose, and value in place and time
VA-CA-M4 - Develop interpretations about works of art and give supporting reasons HIGH SCHOOL
Common Core State Standards
Grades 9-10
CCSSELA-LiteracySL9-101 – Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively
Grades 11-12
CCSSELA-LiteracySL11-121 – Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively
National Core Arts Standards
Creative Expression
VA-CE-H1 - Produce works of art that successfully convey a central theme based on imagery, ideas, feelings, and memories
VA-CE-H2 - Apply a variety of media techniques, technologies, and processes for visual expression and communication
VA-CE-H3 - Use the elements and principles of design for individual expression while exploring compositional problems
VA-CE-H4 - Produce a visual representation of ideas derived from the study of various cultures and art forms
Aesthetic Perception
VA-AP-H1 - Use advanced art/design vocabulary for responding to the aesthetic qualities of various works
VA-AP-H4 - Compare and contrast multiple possibilities and options available for artistic expression
VA-AP-H5 - Question/weigh evidence and information, examine intuitive reactions, and articulate personal attitudes toward visual works
Historical and Cultural Perspective
VA-HP-H1 - Analyze specific styles and periods of art in relation to prevailing cultural, social, political, and economic conditions
VA-HP-H2 - Analyze how works of art cross geographical, political, and historical boundaries
VA-HP-H3 - Compare and contrast ways art has been used to communicate ideas, themes, and messages throughout history
VA-HP-H4 - Analyze materials, technologies, media, and processes of the visual arts throughout history
Critical Analysis
VA-CA-H1 - Apply knowledge of design elements and principles to analyze, compare, or contrast the composition of various works of art
VA-CA-H4 - Critique works of art using advanced art vocabulary
VA-CA-H5 - Develop and justify personal interpretations of works of art based on information from inside and outside the work
ART ACTIVITY
FOR 2ND - 5TH GRADE TIME: 60 MINUTES
Students will create their own colorful and dynamic drum major batons/mace, exploring shape, color, and rhythm while learning about the role of drum majors in marching bands.
I. OBSERVE & DISCUSS
Show students Gallery Image A, Gallery Image D, and Gallery Image E. Prompt students:
What do you notice about the drum major’s baton/mace?
What colors do you see on the uniforms and batons?
How do you think the drum major uses the baton/mace during a performance?
II. CREATE
Step 1: Provide each student with a cardboard tube as the base of their baton.
Step 2: Attach a styrofoam sphere using glue or tape to the top of the baton and have students paint or color their baton using bold, bright colors inspired by Keith Duncan’s artwork.
Step 3: Once the paint is dry, attach ribbons, streamers, or stickers to the baton for added flair using tape or glue
Step 4: Encourage students to wave their batons and mimic the movements of a drum major while listening to marching band music
III. CONNECT
Help students reflect by prompting for writing or silent self-reflection:
What colors or patterns did you use?
How does your baton/mace make you feel like a drum major?
What did you like most about this activity?
Help students connect with each other through pair share or classroom conversation: Show your baton to a partner or the class March to Marching Band Music
Share how it feels to move like a drum major.
Materials Needed:
Cardboard tubes
Styrofoam Spheres
Washable paint or markers
Ribbons, stickers, or streamers
Glue or tape
Brushes and paper towels for cleanup
Help students connect with the school community by hosting a mini-parade to showcase their batons and celebrate their creativity
Help students connect with their school community by creating an exhibition. Hanging up works of art (use masking/painter's tape or Command strips) in the classroom or common area at school is a great way to showcase creativity and start conversations about art and experiences Students may make museum labels on small pieces of paper to hang with their work. Labels may include:
Artist Name Title of Work
Medium (what was used to make the piece) Date created
VISUAL GUIDES
Grade 2
CCSSELA-LiteracySL21 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-lead) with diverse partners on grade 2 topics and texts, building on others’ ideas and expressing their own clearly
Grade 3
CCSSELA-LiteracySL31 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-lead) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly
Grade 4
CCSSELA-LiteracySL41 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-lead) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly
Grade 5
CCSSELA-LiteracySL51 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-lead) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly
National Core Arts Standards, Grades K-4
Creative Expression
VA-CE-1 – Explore and identify images from a variety of sources and create visual representation
VA-CE-2 – Explore and discuss techniques and technologies for visual expression and communication
VA-CE-3 – Use art vocabulary and the elements and principles of design to convey the language of art (create and discuss own artwork)
VA-CE-4 – Experiment to create various art forms, including art forms from other cultures
VA-CE-5 – Draw on imagination, individual experience, and group activities to generate ideas for visual expression
VA-CE-6 – Identify relationships among visual arts, other arts, and disciplines outside the arts
Aesthetic Perception
VA-AP-E1 – Use and elements and principles of design and basic art vocabulary for expressing responses to the work of others
VA-AP-E2 – Recognize and respond to concepts of beauty and taste in the ideas and creations of others through the study of visual arts
VA-AP-E4 – Recognize that there are many possibilities and choices in the processes for designing and producing visual arts Critical Analysis
VA-CA-E1 – View works of art and express observations about how the elements and principles of design are used in the works
VA-CA-E2 – Identify images, colors, and other art elements that have specific meanings in cultural contexts
VA-CA-E4 – Express and explain opinions about visual works of others using basic art vocabulary VA-CA-E5 – Express interpretations about works of art and give supporting reasons
MIDDLE SCHOOL
Common Core State Standards
Grade 6
CCSSELA-LiteracySL61 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-lead) with diverse partners on grade 6 topics and texts, building on others’ ideas and expressing their own clearly
Grade 7
CCSSELA-LiteracySL71 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-lead) with diverse partners on grade 7 topics and texts, building on others’ ideas and expressing their own clearly
Grade 8
CCSSELA-LiteracySL81 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-lead) with diverse partners on grade 8 topics and texts, building on others’ ideas and expressing their own clearly National Core Arts Standards
Middle School
Creative Expression
VA-CE-M1 - Demonstrate art methods and techniques in visual representations based on research of imagery
VA-CE-M2 - Select and apply media techniques and technology to visually express and communicate VA-CE-M3 - Use the elements and principles of art and design and art vocabulary to visually express
and describe individual ideas
VA-CE-M5- Produce ideas for art productions while engaging in individual and group activities
Aesthetic Perception
VA-AP-M1 - Use elements and principles of design and expanded art vocabulary for responding to the aesthetic qualities of various works
VA-AP-M2 - Recognize that concepts of beauty differ from culture and that taste varies from person to person
VA-AP-M4 - Demonstrate awareness of various new ideas, possibilities, options, and situations pertaining to the art world
Historical and Cultural Perspective
VA-HP-M1 - Identify and classify works of art by their subject, style, culture, and time period
VA-HP-M2 - Understand how works of art cross geographical, political, and historical boundaries
VA-HP-M3 - Understand the meaning and significance of ideas, themes, and messages in works of art from the past and present
VA-HP-M4 - Distinguish media and techniques used to create works of art throughout history
Critical Analysis
VA-CA-M1 - View works of art and analyze how artists use design elements and principles to achieve an aesthetic effect
VA-CA-M2 - Analyze and interpret art images for their symbolic meaning, purpose, and value in place and time
VA-CA-M4 - Develop interpretations about works of art and give supporting reasons HIGH SCHOOL
Common Core State Standards
Grades 9-10
CCSSELA-LiteracySL9-101 – Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively
Grades 11-12
CCSSELA-LiteracySL11-121 – Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively
National Core Arts Standards
Creative Expression
VA-CE-H1 - Produce works of art that successfully convey a central theme based on imagery, ideas, feelings, and memories
VA-CE-H2 - Apply a variety of media techniques, technologies, and processes for visual expression and communication
VA-CE-H3 - Use the elements and principles of design for individual expression while exploring compositional problems
VA-CE-H4 - Produce a visual representation of ideas derived from the study of various cultures and art forms
Aesthetic Perception
VA-AP-H1 - Use advanced art/design vocabulary for responding to the aesthetic qualities of various works
VA-AP-H4 - Compare and contrast multiple possibilities and options available for artistic expression
VA-AP-H5 - Question/weigh evidence and information, examine intuitive reactions, and articulate personal attitudes toward visual works
Historical and Cultural Perspective
VA-HP-H1 - Analyze specific styles and periods of art in relation to prevailing cultural, social, political, and economic conditions
VA-HP-H2 - Analyze how works of art cross geographical, political, and historical boundaries
VA-HP-H3 - Compare and contrast ways art has been used to communicate ideas, themes, and messages throughout history
VA-HP-H4 - Analyze materials, technologies, media, and processes of the visual arts throughout history
Critical Analysis
VA-CA-H1 - Apply knowledge of design elements and principles to analyze, compare, or contrast the composition of various works of art
VA-CA-H4 - Critique works of art using advanced art vocabulary
VA-CA-H5 - Develop and justify personal interpretations of works of art based on information from inside and outside the work
ART ACTIVITY FOR
6TH - 12TH GRADE TIME: 60 MINUTES
Keith Duncan captures dynamic movement in his artworks of HBCU bands In this activity, students will create gesture drawings inspired by the energy of marching bands and drum majors and incorporate collage using patterned paper to explore Duncan’s use of colors and fabric
I. OBSERVE & DISCUSS
Show students Gallery Image A through Gallery
Image E. Prompt students:
What do you notice about the poses of the figures?
How does the artist show movement?
What lines and shapes add to the energy of the artwork?
What colors do you see?
What textures do you see?
What patterns do you see?
II. CREATE
Step 1: Begin with a warm-up Have students practice quick gesture drawings (1-minute poses) using reference photos of drum majors and marching bands.
Step 2: Allow students to select one pose to refine, emphasizing exaggerated motion like high knees or sweeping arm gestures
Step 3: Use bold lines and layered strokes to convey rhythm and energy
Step 4: Introduce collage materials Have students cut and layer patterned paper to incorporate into their drawings, mirroring the vibrant colors and textures of the marching band uniforms in Keith Duncan’s work
Step 5: Blend collage and drawing by adding final details with charcoal, graphite, or pastels.
III. CONNECT
Help students reflect by prompting for writing or silent self-reflection:
Materials Needed:
Large drawing paper or newsprint
Charcoal, graphite, or oil pastels
Reference photos or videos of marching bands
Pattern Paper
What lines and shapes did you use to show movement?
How does your drawing capture the energy of a marching band?
What did you learn about movement in art?
Help students connect with each other through pair share or classroom conversation:
Share your drawing with a partner or the class
Talk about what inspired your choices
Share what you like most about your drawing. Help students connect with the school community by displaying their gesture drawings in a gallery walk
Help students connect with their school community by creating an exhibition. Hanging up works of art (use masking/painters tape or Command strips) in the classroom or common area at school is a great way to showcase creativity and start conversations about art and experiences. Students may make museum labels on small pieces of paper to hang with their work. Labels may include:
Artist Name
Title of Work
Medium (what was used to make the piece)
Date created
VISUAL GUIDES
Grade 2
CCSSELA-LiteracySL21 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-lead) with diverse partners on grade 2 topics and texts, building on others’ ideas and expressing their own clearly
Grade 3
CCSSELA-LiteracySL31 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-lead) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly
Grade 4
CCSSELA-LiteracySL41 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-lead) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly
Grade 5
CCSSELA-LiteracySL51 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-lead) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly
National Core Arts Standards, Grades K-4
Creative Expression
VA-CE-1 – Explore and identify images from a variety of sources and create visual representation
VA-CE-2 – Explore and discuss techniques and technologies for visual expression and communication
VA-CE-3 – Use art vocabulary and the elements and principles of design to convey the language of art (create and discuss own artwork)
VA-CE-4 – Experiment to create various art forms, including art forms from other cultures
VA-CE-5 – Draw on imagination, individual experience, and group activities to generate ideas for visual expression
VA-CE-6 – Identify relationships among visual arts, other arts, and disciplines outside the arts
Aesthetic Perception
VA-AP-E1 – Use and elements and principles of design and basic art vocabulary for expressing responses to the work of others
VA-AP-E2 – Recognize and respond to concepts of beauty and taste in the ideas and creations of others through the study of visual arts
VA-AP-E4 – Recognize that there are many possibilities and choices in the processes for designing and producing visual arts Critical Analysis
VA-CA-E1 – View works of art and express observations about how the elements and principles of design are used in the works
VA-CA-E2 – Identify images, colors, and other art elements that have specific meanings in cultural contexts
VA-CA-E4 – Express and explain opinions about visual works of others using basic art vocabulary VA-CA-E5 – Express interpretations about works of art and give supporting reasons
MIDDLE SCHOOL
Common Core State Standards
Grade 6
CCSSELA-LiteracySL61 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-lead) with diverse partners on grade 6 topics and texts, building on others’ ideas and expressing their own clearly
Grade 7
CCSSELA-LiteracySL71 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-lead) with diverse partners on grade 7 topics and texts, building on others’ ideas and expressing their own clearly
Grade 8
CCSSELA-LiteracySL81 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-lead) with diverse partners on grade 8 topics and texts, building on others’ ideas and expressing their own clearly National Core Arts Standards
Middle School
Creative Expression
VA-CE-M1 - Demonstrate art methods and techniques in visual representations based on research of imagery
VA-CE-M2 - Select and apply media techniques and technology to visually express and communicate VA-CE-M3 - Use the elements and principles of art and design and art vocabulary to visually express
and describe individual ideas
VA-CE-M5- Produce ideas for art productions while engaging in individual and group activities
Aesthetic Perception
VA-AP-M1 - Use elements and principles of design and expanded art vocabulary for responding to the aesthetic qualities of various works
VA-AP-M2 - Recognize that concepts of beauty differ from culture and that taste varies from person to person
VA-AP-M4 - Demonstrate awareness of various new ideas, possibilities, options, and situations pertaining to the art world
Historical and Cultural Perspective
VA-HP-M1 - Identify and classify works of art by their subject, style, culture, and time period
VA-HP-M2 - Understand how works of art cross geographical, political, and historical boundaries
VA-HP-M3 - Understand the meaning and significance of ideas, themes, and messages in works of art from the past and present
VA-HP-M4 - Distinguish media and techniques used to create works of art throughout history
Critical Analysis
VA-CA-M1 - View works of art and analyze how artists use design elements and principles to achieve an aesthetic effect
VA-CA-M2 - Analyze and interpret art images for their symbolic meaning, purpose, and value in place and time
VA-CA-M4 - Develop interpretations about works of art and give supporting reasons HIGH SCHOOL
Common Core State Standards
Grades 9-10
CCSSELA-LiteracySL9-101 – Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively
Grades 11-12
CCSSELA-LiteracySL11-121 – Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively
National Core Arts Standards
Creative Expression
VA-CE-H1 - Produce works of art that successfully convey a central theme based on imagery, ideas, feelings, and memories
VA-CE-H2 - Apply a variety of media techniques, technologies, and processes for visual expression and communication
VA-CE-H3 - Use the elements and principles of design for individual expression while exploring compositional problems
VA-CE-H4 - Produce a visual representation of ideas derived from the study of various cultures and art forms
Aesthetic Perception
VA-AP-H1 - Use advanced art/design vocabulary for responding to the aesthetic qualities of various works
VA-AP-H4 - Compare and contrast multiple possibilities and options available for artistic expression
VA-AP-H5 - Question/weigh evidence and information, examine intuitive reactions, and articulate personal attitudes toward visual works
Historical and Cultural Perspective
VA-HP-H1 - Analyze specific styles and periods of art in relation to prevailing cultural, social, political, and economic conditions
VA-HP-H2 - Analyze how works of art cross geographical, political, and historical boundaries
VA-HP-H3 - Compare and contrast ways art has been used to communicate ideas, themes, and messages throughout history
VA-HP-H4 - Analyze materials, technologies, media, and processes of the visual arts throughout history
Critical Analysis
VA-CA-H1 - Apply knowledge of design elements and principles to analyze, compare, or contrast the composition of various works of art
VA-CA-H4 - Critique works of art using advanced art vocabulary
VA-CA-H5 - Develop and justify personal interpretations of works of art based on information from inside and outside the work
GALLERY
GALLERY IMAGE A
KEITH DUNCAN ALABAMA STATE UNIVERSITY DRUM MAJOR
2024
62 X 49 INCHES
GALLERY IMAGE B
KEITH DUNCAN
SOUTHERN UNIVERSITY MARCHING BAND 2023
ACRYLIC, MARKER AND FABRIC ON UNSTRETCHED CANVAS
74.5 X 108 INCHES
© KEITH DUNCAN. COURTESY OF THE ARTIST AND FORT GANSEVOORT,
GALLERY IMAGE C
KEITH
DUNCAN GRAMBLING STATE UNIVERSITY MARCHING BAND 2022
ACRYLIC, MARKER AND FABRIC ON UNSTRETCHED CANVAS 73 X 102 INCHES
© KEITH DUNCAN. COURTESY OF THE ARTIST AND FORT GANSEVOORT,
GALLERY IMAGE D
ACRYLIC, MARKER AND PATTERNED PAPER ON PAPER 24 X 18 INCHES
GALLERY IMAGE E
KEITH DUNCAN HOWARD UNIVERSITY DRUM MAJOR 2023
ACRYLIC, MARKER AND PATTERNED PAPER ON PAPER
24 X 18 INCHES
GLOSSARY
TERMS AND DEFINITIONS
Visual Art Terms
Collage – An art technique that involves assembling different materials like paper and fabric to create a composition.
Color – The visual property derived from the way an object reflects or emits light
Composition – The arrangement of elements within an artwork.
Drawing – A form of visual art using lines, marks, and shading to create images.
Fabric Painting – A painting method where fabric is used as the surface instead of paper or canvas.
Gesture Drawing – A quick sketch that captures movement and energy, used in the gesture drawing activity.
Line – A mark or stroke that defines shapes, patterns, or movement in an artwork
Mixed Media – An artwork that combines different artistic materials and techniques.
Movement – The way elements in an artwork guide the viewer’s eye and create a sense of action.
Negative Space – The empty area around and between the subjects of an artwork
Painting – The process or art of using paint to create an image or expression on a surface.
Pattern – Repeated decorative designs, especially used in Keith Duncan’s compositions.
Rhythm – A principle of design that creates movement by repeating elements in an artwork.
Silhouette – A solid shape representing the outline of an object, often used to capture dynamic forms
Textile Art – Artwork created using fabric or fibers, as seen in Keith Duncan’s work.
Texture – The way a surface feels or is visually represented in an artwork
Marching Band Terms
Drum Major – The leader of a marching band who directs the performance and engages the audience
HBCU (Historically Black Colleges and Universities) – Institutions that have strong cultural and musical traditions, particularly in marching bands.
Marching Band – A group of musicians performing coordinated music and movements during events.
Parade – A public procession, often involving marching bands, as seen in HBCU performances