Tag Archives: Southeast Nuba

Traditional Bodyart – Nuba, Sudan, Africa- 2: Nuba Personal Art

by Christopher Agostino, published April 2011

The Southeast Nuba people of Sudan, Africa practiced an extraordinary tradition of bodyart, available to see primarily in two books: “Nuba Personal Art” by James C. Faris (1972) and “People of Kau” by Leni Riefensthal (1977). Although the second one contains the more accomplished photography, it is Faris’ book that yields the most information to a bodypainter. Through detailed visual analysis of their bodyart and interviews with the artists over three field sessions among the Nuba from 1966-1969, Faris decodes the visual language and,  more valuably for a working body artist, explains the methodology and principles that led to such a stunning variety of designs. It is the most insightful and rigorous study of bodypainting (tribal or otherwise) that I’ve read.

The book contains sketches and charts by Faris encapsulating his analysis of Nuba bodyart patterns, with references to actual examples among the extensive photographs of painted individuals— the chart on page 47 is reproduced here. In addition to these formulas for generating bodypainting designs, he gives unique insights into otherwise impenetrable aspects of the images of the Nuba. For example, explaining that although they often use animal imagery there is no totemic connection to the animal’s powers (as there might be in Amazon or Native American bodyart). The animal imagery is chosen entirely for its value as a design element and how well it suits the forms of the body it is painted on.

Applying this analysis to one of the faces photographed by Leni Reifensthal, we can tell that this ostrich image is not chosen to give the wearer the speed of an ostrich but because the shape fits the eye socket so well. The long linear neck looks good going up the individual’s tall forehead and, by being placed precisely on the bridge of the nose, it keeps this asymmetrical design balanced. Further, Faris describes how Nuba artists manipulate the imagery to make it a pure design element by devices such as continuing the diagonal lines of the ostrich wings all the way into the hair line. He explains that if the lines continue off the face they are subjectively perceived as a design, while if they stop they are perceived more as a concrete object such as a wing. Finally, the removal of the literal interpretation of this design as “ostrich” is completed by outlining of the black design with a lighter yellow, a color which signifies that the design carries no meaning beyond its aesthetic appearance.

This is the quality that sets the Southeast Nuba apart from other traditional body arts, including the body arts of other Nuba cultures: the aesthetic value of the design and, especially, its ability to enhance the human form, transcend any meaning or ceremonial content in the design. When this art was practiced within their culture, young men in their prime would spend hours each day together, painting themselves and assisting with the painting of each other, creating unique designs daily — celebrating the human body by turning it into a work of art.

“Whatever the source of the designs used on the body, the critical factor is that the body must be emphasized, complemented, enhanced. No design or artistic treatment must detract from the presentation of the physical form itself — the chief reason, after all, for the personal art rests in the proper cultural exposure and celebration of the healthy body.” — James C. Faris

And he states that without dependence on symbolic content, “the most meaningful element is the medium on which it is … produced — the human body. This culturally proper exposure can be, perhaps as [anthropologist] Levi-Strauss has suggested, the essential expression of culturalogical man as opposed to the biological individual.” Which is to say that it is their personal art that signifies their identity as a social being.

Click here for a pdf of a tribal bodypainting guide I use in workshops, which includes my notes on one of the charts from Nuba Personal Art:  Bodypainting_Tribal_agostinoarts

Learn more about all we do at: agostinoarts.com

Nao Dance company in Bodies Alive! Bodyart patterns based on nuba designs

See the video of the Nao Dance company in Bodies Alive!:  The Nuba Bird Dance

 

 

 

 

“Picasso Nuba” from my Modern Primitive Art bodypainting series.    Combining a “nyulan” design type from Nuba bodyart with the cubist painting Seated Woman 1953 by Picasso

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World Masks – Facepainting Workshop

I had a wonderful experience yesterday sharing this art of transformation with a enthusiastic group of High School students. First I did a one hour presentation of my Transformation Lecture for a very attentive audience of art students.

Then we did a facepainting training session with a select group of the students, first demonstrating the application technique and then having them work in pairs to paint each other’s faces. After that it was students painting students, as the High School artists had the chance to paint several classes of Elementary School students, from pre-K to grade 4.

We were in an inspiring setting, surrounded by the students’ artwork on exhibit for their annual art and music festival. With the opportunity for each of them to paint several faces their confidence and creativity grew over the course of the session. In between the groups of younger students, the artists would add to and refine the faces they had painted on each other, creating several examples of striking designs. One of the joys I derive when teaching facepainting to new students is how they surprise me with what they create. Working without the pre-conceptions of experienced facepainters, they will combine colors and design elements with such freedom that I wind up learning  from my students.

Using traditional tribal designs as the models for the facepainting helps move the students past concerns about their ability as painters and fosters that sense of creative freedom. Tribal faces don’t need to look like any specific thing — they are celebrations of colors, lines, dots and shapes in any way the artist chooses. I share with them my belief that more important than what you paint on someone’s face is how they feel about being painted, and encourage the artists to make a connection with the child they are painting. Before each class came in to be painted, I talked with the younger kids about how wild they would look, in designs from tribal cultures around the world, and that their High School student artist wasn’t even going to ask them what they want to be because every face is a surprise. I can safely say that a good time was had by all. The artists did great job and we all enjoyed seeing how excited the kids were to look into the mirror and see the creative works of art they had become.

To learn about the lecture program:  https://thestorybehindthefaces.com/lecture/

For more info on the tribal faces that we used as inspiration, see: https://thestorybehindthefaces.com/2011/04/12/traditional-facepainting-world-masks-workshop/

 

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Traditional Facepainting – World Masks Workshop

by Christopher Agostino

This week brings an opportunity for teaching a group of High School students how to paint faces. In conjunction with a performance of Before Cave Walls…The Transformation Lecture, I will be doing a hands-on workshop with a group of art students who will then have the pleasure of painting several classes of elementary aged students. We present these programs in schools within a cultural context, and so the face patterns I will be bringing into these workshops are traditional designs from world cultures.

Click on this link for the pdf guide sheet for this World Mask Workshop WorldMasks_facepainting_agostinoarts

From the magazine article that first fired my imagination about painting faces based in cultural traditions

Choosing which cultural examples to present students is always a conundrum. There is an infinite wealth of source materials, and I recognize that the limited selections I present may seem to represent a much larger world than they can. The examples I present in a workshop setting are different than those I might demonstrate in a lecture performance, as I want to give them designs that a novice facepainter can emulate. (For example, in presenting this program to experienced makeup artists I will include the classic female role face from the Chinese Opera which requires a facility with blending colors that is difficult for beginners.) I also use examples with minimal pictorial imagery because I want the students to work free from the idea of trying to create a realistic portrait of an animal or such. The less complicated the design examples, the more they can focus on what it feels like to transform a human face. And that is the primary goal of this workshop, to give these students the experience of being the mask maker.

Here are the 6 faces I am using as the key cultural examples.

Amazon: A Mayoruna matriarch wearing markings and whiskers signifying a powerful cat like a jaguar

Africa: Surma people, from the Omo River area of Ethiopia.

Papua New Guinea: Example of traditional face art from a highlands culture, painted for a festival

Native American: Portrait of “Fast Dancer” of the Iowa culture, by George Catlin, with the hand symbol signifying he is a warrior

Africa: An example of the asymmetrical bodyart of the Southeast Nuba, Sudan.

Japan: The “suji-kuma” pattern to portray a samurai

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See a video and images from the workshop:  World Masks – Facepainting Workshop