A SIGNED QUILT MEASURING APPROXIMATELY 16X16 INCHES FROM 2012 BY GEES BEND QUILTER Doris Pettway Hacketts AND WITH SIGNED, DATED WITH DIMENSIONS BY HER ON THE BACK AND WITH COA FROM HER
Handmade
Materials: Cotton
Width: 16 inches
Length: 16 inches
Quilt Details:
- 16 x 16 inches
- Hand-sewn using cotton fabric
- Handmade by a Gee's Bend Quilter in 2012
Handcrafted following the Gee's Bend quilting tradition that goes back three generations, this hand-sewn quilt features a "Old Fashioned Wedding Ring" pattern in green, blue, and mini floral print with a white backing. This heirloom piece, measuring 16 x 16 inches, was hand-sewn in 2012 using cotton fabric.
The quilts of Gee's Bend are quilts created by a group of women and their ancestors who live or have lived in the isolated African-American hamlet of Gee's Bend, Alabama along the Alabama River. The quilts of Gee's Bend are among the most important African-American visual and cultural contributions to the history of art within the United States. Arlonzia Pettway, Annie Mae Young and Mary Lee Bendolph are among some of the most notable quilters from Gee's Bend. Many of the residents in the community can trace their ancestry back to slaves from the Pettway Plantation.[1] Arlonzia Pettway can recall her grandmother's stories of her ancestors, specifically of Dinah Miller, who was brought to the United States by slave ship in 1859.[2]
Contents
1 History
2 Quilts
3 See also
4 References
5 Further reading
6 External links
History
Just southwest of Selma, in the Black Belt of Alabama, Gee's Bend (officially called Boykin) is an isolated, rural community of about seven hundred inhabitants. The area is named after Joseph Gee, a landowner who came from North Carolina and established a cotton plantation in 1816 with his seventeen slaves. In 1845, the plantation was sold to Mark H. Pettway. Many members of the community still carry the name. After emancipation, many freed slaves and family members stayed on the plantation as sharecroppers.
Jennie Pettway and another girl with the quilter Jorena Pettway, Gee's Bend 1937
In the 1930s, Gee's Bend saw a significant shift in their community, as a merchant who had given credit to the families of the Bend died, and the family of this merchant collected on debts owed to him in brutal fashion. These indebted families watched as their food, animals, tools and seed were taken away, and the community was saved by the distribution of Red Cross rations. Much of the land of this area was sold to the federal government and the Farm Security Administration, and those organizations set up Gee's Bend Farms, Inc., a pilot project that was a cooperative-based program intended to help sustain the inhabitants of the area. The government sold tracts of land to the families of the bend, thus giving the Native and African American population control over the land, which at the time was still rare. The community of Gee's Bend was also the subject of several Farm Security Administration photographers, like Dorothea Lange. During the latter half of the Great Depression the inhabitants of the area faced challenges as farming practices became increasingly mechanized, and consequently, a large portion of the community left.[3]
However, many inhabitants of the community stayed. In 1949, a U.S Post Office was established in Gee's Bend. In 1962, the ferry service, one of the only accesses into Gee's Bend, was eliminated, contributing to the community's isolation. Among other effects, this hindered residents’ ability to register to vote. Ferry service was not restored until 2006.[4]
From the 1960s onward, the community of Gee's Bend, as well as the Freedom Quilting Bee in nearby Alberta, gained attention for the production of their quilts. Folk art collector, historian, and curator William Arnett brought further attention to this artistic production with his Souls Grown Deep Foundation in Atlanta, Georgia. Arnett organized an exhibition titled, "The Quilts of Gee's Bend", which first debuted in 2002 at the Museum of Fine Arts in Houston and later travelled to a dozen other locations across the country. The exhibition featured sixty quilts created by forty-five artists. [5]This exhibition brought fame to the quilts. Arnett's management of Gee's Bend quilts was not always viewed positively. In 2007, two Gee's Bend quiltmakers: Annie Mae Young and Loretta Pettway filed lawsuits saying that Arnett cheated them out of thousands of dollars from the sales of their quilts.[6] The lawsuit was resolved and dismissed without comment from lawyers on either side in 2008. [7]
Despite this former controversy, Arnett's foundation Souls Grown Deep Foundation continues to collect and organize exhibitions for Gees Bend Quilts. [8]The foundation manages multiple campaigns to support Gees Bend Quiltmakers. They aim to provide documentation, marketing, and fund-raising, as well as education and opportunity for quiltmakers. The foundation also involved in a multi-year campaign with the Artists Rights Society to gain intellectual property rights for the artists of Gee's Bend.[9]
Quilts
The quilting tradition in Gee's Bend goes back beyond the 19th century and may have been influenced in part by patterned Native American textiles and African textiles. African-American women pieced together strips of cloth to make bedcovers. Throughout the post-bellum years and into the 20th century, Gee's Bend women made quilts to keep themselves and their children warm in unheated shacks that lacked running water, telephones and electricity. Along the way they developed a distinctive style, noted for its lively improvisations and geometric simplicity.[1] Many of the quilts are a departure from classical quilt making, bringing to mind a minimalist quality. This could also have been influenced by the isolation of their location, which necessitated using whatever materials were on hand, often recycling from old clothing and textiles.[10]
The quilts have been exhibited at the Museum of Fine Arts Houston, the Indianapolis Museum of Art, the Philadelphia Museum of Art, the Tacoma Art Museum, and the Whitney Museum of American Art, among others. The reception of the work has been mostly positive, as Alvia Wardlaw, curator of Modern and Contemporary Art at the Museum of Fine Arts, Houston wrote, "The compositions of these quilts contrast dramatically with the ordered regularity associated with many styles of Euro-American quiltmaking. There's a brilliant, improvisational range of approaches to composition that is more often associated with the inventiveness and power of the leading 20th-century abstract painters than it is with textile-making".[10] The Whitney venue, in particular, brought a great deal of art-world attention to the work, starting with Michael Kimmelman's 2002 review in The New York Times which called the quilts "some of the most miraculous works of modern art America has produced" and went on to describe them as a version of Matisse and Klee arising in the rural South.[11] Comparable effect can be seen in the quilts of isolated individuals such as Rosie Lee Tompkins, but the Gee's Bend quilters had the advantage of numbers and backstory.
Women from Gee's Bend work on a quilt, 2005
In 2003, 50 quilt makers founded the Gee's Bend Collective, which is owned and operated by the women of Gee's Bend.[1] Every quilt sold by the Gee's Bend Quilt Collective is unique and individually produced. In recent years, members of the Collective have traveled nationwide to talk about Gee's Bend's history and their art. Many of the ladies have become well known for their wit, engaging personality and, in some cases, singing abilities.
Quilting, Gee's Bend, 2010
In 2015, Gee's Bend quilters Mary Lee Bendolph, Lucy Mingo, and Loretta Pettway were joint recipients of a National Heritage Fellowship awarded by the National Endowment for the Arts, which is the United States government's highest honor in the folk and traditional arts.[12]
Philadelphia Museum of Art
How curious a land is this,—how full of untold story, of tragedy
and laughter, and the rich legacy of human life; shadowed
with a tragic past, and big with future promise!
– W.E.B. Du Bois, The Souls of Black Folk
GEE’S BEND:
THE ARCHITECTURE OF THE QUILT
AND AFRICAN AMERICAN
QUILTMAKING TRADITIONS
A RESOURCE GUIDE
FOR TEACHERS
TABLE OF CONTENTS
OVERVIEW ...................................................................................................................................... 1
QUILT BASICS ................................................................................................................................. 2
QUILTS IN THE GEE’S BEND: THE ARCHITECTURE OF THE QUILT EXHIBITION:
ABOUT GEE’S BEND ........................................................................................................... 3
QUILTMAKING IN GEE’S BEND .......................................................................................... 4
QUILTMAKERS:
WILLIE “MA WILLIE” ABRAMS ............................................................................. 5
LOUISIANA P. BENDOLPH ...................................................................................... 7
MARY LEE BENDOLPH ........................................................................................... 9
LORETTA P. BENNETT .......................................................................................... 11
LUCY MINGO ....................................................................................................... 13
LORETTA PETTWAY ............................................................................................. 15
AFRICAN AMERICAN QUILTS IN THE
PHILADELPHIA MUSEUM OF ART’S PERMANENT COLLECTION:
INTRODUCTION ................................................................................................................ 17
QUILTMAKERS:
UNKNOWN QUILTMAKER (GEE’S BEND, ALABAMA) ......................................... 19
PEARLIE POSEY .................................................................................................... 21
FAITH RINGGOLD ................................................................................................ 23
SARAH MARY TAYLOR ........................................................................................ 25
SELECTED CHRONOLOGY ............................................................................................................ 27
ADDITIONAL RESOURCES FOR STUDY ......................................................................................... 30
VOCABULARY .............................................................................................................................. 33
BASIC BUILDING BLOCKS OF QUILTS .......................................................................................... 36
DIAMANTE POEM FORMAT ......................................................................................................... 37
Gee’s Bend: The Architecture of the Quilt has been organized by the Museum of Fine Arts,
Houston, and Tinwood Alliance, Atlanta. The exhibition is supported by a MetLife
Foundation Museum and Community Connections grant, by The Pew Charitable Trusts,
and by The Women’s Committee of the Philadelphia Museum of Art. Education and
community outreach programs are funded by The Delphi Project Foundation, Reliance
Standard Life Insurance Company, the Connelly Foundation, Paul K. Kania, and Lynne
and Harold Honickman. Promotional support is provided by NBC 10 WCAU and The
Philadelphia Tribune.
Pictured on the sticker:
Blocks, Strips, Strings, and Half-Squares Quilt, 2005, by Mary Lee Bendolph (Collection of
the Tinwood Alliance. Photo by Stephen Pitkin, Pitkin Studio, Rockford, Illinois)
1
OVERVIEW
This resource guide was developed by the Division of Education of the Philadelphia
Museum of Art to complement the exhibition Gee’s Bend: The Architecture of the Quilt
(September 16–December 14, 2008) and to serve as an ongoing resource for teachers.
The guide provides information about ten quilts created by African American women
who worked throughout the twentieth century. Six of the quilts are on view in the Gee’s
Bend exhibition and the remaining four are in the permanent collection of the
Philadelphia Museum of Art.
The ten quilts in this guide suggest the range of the many styles, influences, and
materials found within African American quiltmaking traditions. The quilts have many
stories to tell of artistic innovation, triumph over hardship, and pride in heritage. It is
important to note that these quilts are a small sampling of a much larger production, for
many quilts have been lost to history. Each quilt is a product of its own particular social,
historical, and personal context. For this reason, the text prioritizes the quiltmakers’
own words, biographical information, and descriptions of their working methods.
Note: The quotes from the artists were taken from personal interviews and therefore reflect the
informality of that form of communication. As you read the quotes, listen for the richness of the
spoken word and the rhythms that characterize the dialect of the American South.
RESOURCES
The resources listed below can be used to introduce the material to K–12 students as
pre- or post-visit lessons, or instead of a Museum visit.
A full-color poster
A CD-ROM containing a PowerPoint presentation that includes digital images
of the quilts examined in this printed guide and “looking questions” to initiate
discussions
Information about ten quilts and the artists who made them
Language arts, social studies, math, and art curriculum connections
A selected chronology
A resource list for further study
A vocabulary list, which includes all words that have been bolded in the text
2
QUILT BASICS
Most quilts are made of three layers: a top that is decorative, a middle of soft
batting that adds thickness and provides warmth, and a back.
These three layers are stitched, or quilted, together.
The quilts included in this guide fall into two categories: pieced and appliqué.
Pieced quilts have a top made of bits of fabric stitched, or pieced, together.
Appliqué quilts have tops that consist of background blocks of fabric with cutout
shapes of fabric sewn on top.
3
ABOUT GEE’S BEND
Gee’s Bend, Alabama, is a rural community of about 700 people, most of whom are
African American, located on a fifteen-mile stretch of land nestled in a hairpin turn of
the Alabama River. The area is named for Joseph Gee, who established a cotton
plantation there in 1816. In 1845, Mark Pettway bought the estate, which encompassed
thousands of acres of land and 101 enslaved people. Pettway also forced slaves from his
North Carolina home to walk across four states to Alabama. Many residents of Gee’s
Bend are descendants of these people, a large number of whom still bear Pettway’s last
name.
After the American Civil War (1861–65), the majority of the freed slaves in Gee’s Bend
became tenant farmers and remained in the area. During the Great Depression
(1929–39), the price of cotton plummeted, causing economic strife in Gee’s Bend. It was
identified as one of the poorest towns in the nation, prompting the administration of
President Franklin Delano Roosevelt to establish a program to build new homes and
offer residents low-interest mortgages. While many African American families in the
South moved North in the ensuing years, these homeowners stayed.
Dr. Martin Luther King, Jr., visited Gee’s Bend in 1965 and encouraged citizens to
register to vote and to join him in a march to Selma, Alabama. Many Gee’s Bend women
were jailed for these actions. In additional retaliation, the ferry service that connected
Gee’s Bend to the larger town of Camden was cancelled, cutting off access to services
and supplies (this ferry service was restored in 2006). Still, the community endured, and
when King was assassinated in 1968, two farmer mules from Gee’s Bend were chosen to
pull his casket. For over a century, the people of Gee’s Bend have come together to
overcome the struggles of poverty, isolation, and prejudice. Although Gee’s Bend
remains geographically remote, it is recognized worldwide as a center of artistic
production and a symbol of community perseverance and pride.
4
QUILTMAKING IN GEE’S BEND
The quiltmakers of Gee’s Bend first garnered attention for their skills in the 1960s, when
the Freedom Quilting Bee, a sewing cooperative that produced quilts and other sewn
products for department stores, was established. The Bee provided women with an
income and a sense of independence during the tumultuous Civil Rights era. In the
mid-1990s, while researching African American folk art in the South, art collector
William Arnett became interested in the history of quiltmaking. After seeing a
photograph of Gee’s Bend quiltmaker Annie Mae Young standing with one of her
quilts, he visited her and the other accomplished quiltmakers in the community.
Working together, they organized the acclaimed exhibition The Quilts of Gee’s Bend in
2002. The overwhelming positive response to the show led to a renaissance of
quiltmaking in the area. Since the 2002 exhibition, younger artists have been inspired to
pick up needle and thread and older quiltmakers who had abandoned the practice took
it up again. The current exhibition, Gee’s Bend: The Architecture of the Quilt, showcases
much of this new work.
5
LET’S LOOK!
What shapes and patterns are
in this quilt?
This quilt is made of
corduroy. How do you think
it would feel to sleep under
it?
How are the blocks different
from each other? How are
they similar?
WILLIE “MA WILLIE” ABRAMS
American, 1879–1987
Roman Stripes Variation Quilt
c. 1975
Corduroy
85 1/2 x 70 1/2 inches (217.2 x 179.1 cm)
Collection of the Tinwood Alliance
Photo by Stephen Pitkin, Pitkin Studio, Rockford, Illinois
I believe she was quiet not because she didn’t have anything to say, but because she came
from a world where you did not speak until you were spoken to. I think this is also how she
was able to create many beautiful quilts . . . because in her moments of quietness she would
think of things to do and visualize it and just make it.
– Louise Williams, speaking about her grandmother, Willie Abrams
ABOUT THIS ARTIST
Willie “Ma Willie” Abrams lived in Rehoboth, Alabama, a settlement north of Gee’s
Bend. She helped operate the Freedom Quilting Bee with her daughter, Estelle
Witherspoon, who served as its head manager for over two decades. Abrams is
remembered as a quiet person and gifted quiltmaker who often shared pattern blocks
and designs with others. Scholars have noted that the quiltmakers of Rehoboth have a
unique style, characterized by daring color combinations and innovative compositions.
This distinctive style might result in part from Rehoboth’s geographical distance from
the heart of Gee’s Bend.
ABOUT THIS QUILT
In 1972, the Freedom Quilting Bee received a contract
with Sears Roebuck and Company to make corduroy
pillow shams. The abundance of leftover fabric from that
project inspired many local quiltmakers to incorporate it
into their designs. Although difficult to work with due to
its rigidity, corduroy was well suited for minimal yet
bold designs. This quilt, made from Sears corduroy, has a
warm feeling due to the gold, red, and brown colors,
accented by avocado green. The design is dominated by a
variation of the Roman Stripes pattern, made of rows of
horizontal strips. However, Abrams rotated the rows
throughout the design and manipulated the size of each
block. One row of blocks near the middle of the quilt
features a sampling of other quilt patterns including
Bricklayer, Log Cabin, and Housetop.
6
CURRICULUM CONNECTIONS
LANGUAGE ARTS/ENGLISH
Elementary and Middle School – Poetry of Design
As a class, brainstorm words that can be used to describe the textures, colors, shapes,
and patterns in Abrams’s quilt. You can view the quilt together as a class by projecting
the image in the PowerPoint presentation (on the CD-ROM included with this resource
guide). Using the long list of words, have students create poems that capture the feeling
of the quilt.
SOCIAL STUDIES
Middle and High School – The Freedom Quilting Bee and the Civil Rights Movement
Abrams helped to manage the Freedom Quilting Bee, a sewing cooperative established
in 1966, which employed women in the Gee’s Bend and Rehoboth areas. They produced
quilts and other sewn pieces that were sold in department stores. Have students
research the history of the Freedom Quilting Bee and its relationship to the Civil Rights
Movement (see Nancy Callahan’s book on the subject, listed in “Additional Resources
for Study” on page 30).
MATH/ART
Elementary School – How Many Ways?
Ask students to put three rows of three dots on a piece of paper. Have them connect the
dots with straight lines in any way they like (just as long as the large square is
enclosed). Compare and contrast the solutions, then ask students to work on several
more designs. How many ways are there to divide up the square using the dots? What
happens if you add more dots to each row?
Elementary School – 100 Dots
Give students sheets of paper with 10 rows of 10 dots (100 dots total). Have students
connect the dots with straight lines to make a symmetrical design (they don’t have to
use every dot). Invite students to color in the entire design. Compare and contrast the
resulting compositions.
Elementary School – Variations on Quilt Patterns
Have students look at some of the different quilt patterns (see “Basic Building Blocks of
Quilts” on page 36). Then ask students to choose one that they’d like to reinterpret and
have them design a quilt with nine blocks (three rows of three blocks), with each block
featuring a varia
Elementary School – Patterns and Pattern Breaks
Using quilting tiles (available through the onstruction paper (one-inch
squares and triangles cut from one-inch squares), have students create a clear pattern
within a nine-patch block (three rows of three squares). Then, have students exchange
patterns with a partner. The partner must change one or two pieces to break the overall
pattern and create visual interest. What changed? How does the pattern break affect the
design?
ART
Elementary and Middle School – Digital Quilt Designs
Louisiana Bendolph’s daughter and granddaughter create quilt designs on the
computer. Using Adobe Photoshop or another graphics editing program, have students
make quilt designs digitally and use them as inspiration in a quilt project.
Middle and High School – Aerial Views
Bendolph’s quilt recalls an aerial view of a landscape, including plots of land, roads,
and other geographic elements. Have students create designs based on aerial views of
their neighborhood, town, or city.
9
LET’S LOOK!
If this quilt could make noise,
what would it be?
Describe some of the patterns
in this quilt.
How are the patterns
different from each other?
How are they similar?
Where have you seen similar
patterns in the world around
you?
MARY LEE BENDOLPH
American, born 1935
Blocks, Strips, Strings, and Half-Squares Quilt
2005
Cotton
84 x 81 inches (213.4 x 205.7 cm)
Collection of the Tinwood Alliance
Photo by Stephen Pitkin, Pitkin Studio, Rockford, Illinois
I can walk outside and look around in the yard and see ideas
all around the front and back of my house.
– Mary Lee Bendolph
ABOUT THIS ARTIST
The seventh of sixteen children, Mary Lee Bendolph has spent her entire life in Gee’s
Bend. She learned how to quilt from her mother, Aolar. Bendolph gave birth to her first
child at age fourteen, which prevented her from attending school beyond sixth grade.
She married Rubin Bendolph in 1955 and their family grew to include eight children.
Over the years, she has worked in a variety of textile-related jobs, mostly making army
uniforms. Since retiring in 1992, Bendolph has found more time to quilt. She gathers
design ideas by looking at the world around her. Anything—from people’s clothes at
church, to her barn, to quilts hanging on clotheslines in front yards, to how the land
looks when she’s high above it in an airplane—can inspire her. For her materials, she
prefers fabric cut from used clothing because it avoids
wastefulness and because she appreciates the “love and
spirit” in old cloth.
ABOUT THIS QUILT
Radiating energy and a lively rhythm, this quilt is made
of stacked blocks of pieced fabric, each presenting a
different design variation. The pattern changes are
sometimes referred to as syncopation, a term also used
to describe a rhythmic shift in music when a weak beat is
stressed. This quilt includes strings, or wedge-shaped
pieces, that are commonly used by quiltmakers in Gee’s
Bend, in addition to strips (long rectangles) and
triangles, which come together in various ways. Its
overall asymmetry defies predictability, encouraging our
eyes to jump to different areas of the quilt.
10
CURRICULUM CONNECTIONS
LANGUAGE ARTS/ENGLISH
High School – “Crossing Over”
Read and discuss J. R. Moehringer’s Pulitzer Prize–winning story about Mary Lee
ART
Elementary and Middle School – Yard Art Show
Mary Lee Bendolph has talked about being inspired by neighbors’ and friends’ quilts
that were displayed in their front yards. She says:
We just walked out together, and the peoples have the quilts on the line. They have them hanging
out . . . And all the quilts they made, they had them hanging out on the wire fence, just like an
art show. They be looking so beautiful. I asked them about how they made them, you know, what
was the name of the quilt. They’d tell us. They named their own quilts and they’ll tell you about
it. And it would be so pretty.
Stage a “yard art show” of your own in a hallway, school yard, or other common area,
and have students respond to each others’ designs.
Middle and High School – Photography
After discussing the places where Bendolph finds inspiration for patterns, have
students find and photograph patterns—both symmetrical and asymmetrical—in their
neighborhood. Encourage students to look everywhere, as patterns emerge in
everything from a stone wall, to the bark of a tree, to links on a fence. Print the
photographs (if possible) or create designs based on these patterns.
MUSIC
Elementary and Middle School – Music
Many quiltmakers, including Bendolph, speak about the connection between music and
quiltmaking. Nettie Young explained:
We do lots of singing when we making a quilt, and it could have music and a song to it, because
that’s the way we make the quilt. Mostly singing . . . Sewing, singing, sewing and singing. It’s
in that quilt because that’s what I do when I quilt.
Ask students to discuss what kinds of music each quilt reminds them of. The quilts can
be viewed together as a class by projecting the image in the PowerPoint presentation
(on the CD-ROM included with this resource guide). Then, play songs from different
African American musical genres (such as ragtime, jazz, blues, or spirituals) and have
students respond visually. For ideas, consult Toyomi Igus’s and Michele Wood’s book
I See the Rhythm, or listen to recordings of songs recorded in Gee’s Bend in 1948 on the
11
LET’S LOOK!
What do you notice first?
Where does your eye travel
next? What drew your eye
there?
What do you think this quilt
could represent about the
artist’s childhood?
LORETTA P. BENNETT
American, born 1960
Two-Sided Geometric Quilt
2003
Corduroy and velveteen
69 1/2 x 59 inches (176.5 x 149.9 cm)
Collection of the Tinwood Alliance
Photo by Stephen Pitkin, Pitkin Studio, Rockford, Illinois
I came to realize that my mother, her mother, my aunts, and all the others from
Gee’s Bend had sewn the foundation, and all I had to do now was thread my
own needle and piece a quilt together.
– Loretta P. Bennett
ABOUT THIS ARTIST
Loretta P. Bennett is the great-great-granddaughter of Dinah Miller, a woman who was
brought to Alabama from Africa as a slave in 1859. As a child, Bennett picked cotton
and other crops. She attended school in Gee’s Bend until seventh grade, when she was
bussed to high schools that were a two-hour drive away. Bennett was introduced to
sewing around age five by her mother, Qunnie, who worked at the Freedom Quilting
Bee, a sewing cooperative established in 1966 in the nearby neighborhood of Rehoboth.
She married Lovett Bennett in 1979. He enlisted in the U.S. Army and for the next
twenty years they lived in numerous places including Germany and Texas. However,
she always returned to Gee’s Bend to reconnect with family and quilt with her mother.
The 2002 exhibition of quilts from Gee’s Bend inspired her to reinvigorate her own
work.
ABOUT THIS QUILT
Bennett often sketches her ideas for quilts and colors them
before beginning to piece fabric together. While many
quilts are made up of numerous blocks, Bennett is known
for enlarging one block to the size of the quilt. She prefers
to use fabric from thrift stores due to the range of colors
and quality of older materials. In speaking about this quilt
she said, “The triangle I put in there to make the quilt
stand out, I wanted it to be like a window into my
background and my childhood and where I came from.
That quilt honors my mother, Qunnie, and Arlonzia.” She
decided to use hot pink fabric because it was her mother’s favorite color and used the
leftover pieces to make the back, which offers a simple, yet complementary, design.
Front of the quilt Back of the quilt
12
CURRICULUM CONNECTIONS
LANGUAGE ARTS/ENGLISH
Elementary and Middle School – Family Traditions
Quiltmaking is a tradition that has been passed down from generation to generation in
Loretta Bennett’s family. Have a class discussion about traditions. What traditions do
the students have in their families? Do they do anything special on particular holidays,
or did a relative teach them to do something like bake, paint, or play a sport or musical
instrument? Have students write about a family tradition that has passed from one
generation to the next. Ask them to include details such as when the tradition began,
how it feels to be a part of that tradition, and what makes the tradition special.
You may also want to listen to an interview with quiltmaker Lucy Mingo and her
daughter, Polly Raymond, to learn about their family tradition of quiltmaking. The
SOCIAL STUDIES
Elementary, Middle, and High School – Oral History
After discussing Loretta Bennett’s quilt and how she took inspiration from her ancestors
for its design, begin a discussion about family and community history. What questions
do the students have about their own family or community history? Have students
conduct oral history interviews with a family or community member. Questions to ask
during the interview could be brainstormed by the c
MATH
Elementary and Middle School – Enlarging Images
Bennett is known for enlarging one quilt block to the size of the entire quilt. Have
students find an image from a magazine, newspaper, or art reproduction and draw a
grid of one-inch squares on it. Next, have them draw a larger square on a blank sheet of
paper, perhaps a two-, three-, or four-inch square. They can then choose an interesting
square from their gridded image to reproduce in this larger square. A discussion of
ratio and proportion can follow.
ART
Elementary, Middle, and High School – Visualizing History
After conducting an interview with a family or community member, have students
draw, paint, or collage a visual interpretation of their family or community history.
It can be abstract, like Bennett’s quilt, or include representational elements.
13
LET’S LOOK!
What moods or feelings do
these colors remind you of?
Where might you see colors
like the ones in this quilt?
Why might someone make a
quilt out of used clothes?
LUCY MINGO
American, born 1931
Blocks and Strips Work-Clothes Quilt
1959
Cotton and denim
78 3/4 x 69 1/4 inches (200 x 175.9 cm)
Collection of the Tinwood Alliance
Photo by Stephen Pitkin, Pitkin Studio, Rockford, Illinois
You know, we had hard times. We worked in the fields, we picked cotton, and sometimes we had
it and sometimes we didn’t. And so you look at your quilt and you say, “This is some of the old
clothes that I wore in the fields. I wore them out, but they’re still doing good.”
– Lucy Mingo
ABOUT THIS ARTIST
Born in Rehoboth, a settlement just north of Gee’s Bend, Lucy Mingo grew up picking
crops, cooking for her family, and walking four miles to and from school each day. Her
father worked as a longshoreman in Mobile. Mingo married her husband, David, in
1949, and together they raised ten children. In 1965, she joined Dr. Martin Luther
King, Jr., on a march to Selma and also bravely registered to vote in Camden, Alabama,
with other residents of Gee’s Bend. In 2006, Mingo and her daughter, Polly Raymond,
received a Folk Arts Apprenticeship grant, given by the Alabama State Council on the
Arts, which matches master artists with apprentices. The grant covered the costs of
Mingo teaching her daughter how to quilt.
ABOUT THIS QUILT
This is a work-clothes quilt, also known as a “britches quilt,”
which is typically made from reused denim overalls, trousers
(britches), and cotton and flannel shirts. Looking closely at
this quilt, we can identify seams, pockets, and various shades
of blue where knees have left their mark. The light blues and
grays testify to a life of physical labor. The soft hues also
recall the environment in which the clothes were worn:
clouded skies, dusty roads, and fields of crops. In this way,
work-clothes quilts can be viewed as portraits of the people
who wore the clothes as well as of the time and place in which
they lived. They not only provide warmth, but also hold the
memory of long days in the fields. The transformation of worn-out work clothes into
objects of comfort and protection speaks to the strength of the human spirit to overcome
hardship.
14
CURRICULUM CONNECTIONS
LANGUAGE ARTS/ENGLISH
Elementary School – Objects Telling Stories
How do quilts tell stories? Lucy Mingo has said about quilts:
It looks like they have songs to them. You could tell stories about this piece, you could tell stories
about that piece . . . They have songs to them.
Discuss what you think Mingo means by her statement. What kinds of stories and songs
does this quilt convey? Ask students to think of an object at home that holds special
memories for them or tells an interesting story. Have them bring their object in, write its
story, and share with the class. The objects and stories could also be displayed together.
SOCIAL STUDIES
Elementary, Middle, and High School – The Civil Rights Movement
Lucy Mingo joined Dr. Martin Luther King, Jr., on a march to Selma, Alabama, where
she and other Civil Rights activists protested discrimination against African
Americans. Ask students to research Dr. King, his speeches, and the marches and
demonstrations he organized. What were the strategies, objectives, and outcomes? How
did the involvement of people like Lucy Mingo help to bring about social change?
Middle and High School – The Great Depression
Lucy Mingo was born in 1931, at the beginning of the Great Depression. This was a
time of hardship in Gee’s Bend due to the plummeting value of cotton. Have students
learn about this time period in history and its impact on rural areas such as Gee’s Bend.
Incorporate primary documents by having students visit the Library of Congress
website to study photographs of Gee’s Bend taken by U.S. government photographers
enter “Gee’s Bend” in the search box. What can we learn from about life in Gee’s Bend
from these photographs? Why would the government have wanted to photograph
Gee’s Bend and other poor areas?
ART
Elementary and Middle School – Patchwork Quilts Using Recycled Materials
Have students bring in scraps of cloth from home, such as old shirts, jeans, ties, or other
fabric. Cut squares out of the usable parts, and have students sew or collage together
simple four-patch or nine-patch designs.
15
LET’S LOOK!
How are the blocks similar?
How are they different?
What shapes and patterns are
created in each block?
Discuss Pettway’s quote on
this page. How are the shapes
and patterns in this quilt
similar to a brick house?
LORETTA PETTWAY
American, born 1942
Bricklayer–Sampler Variation Quilt
1958
Cotton and corduroy
82 x 78 inches (208.3 x 198.1 cm)
Collection of the Tinwood Alliance
Photo by Stephen Pitkin, Pitkin Studio, Rockford, Illinois
I always did like a “Bricklayer.” It made me think about what I always wanted.
Always did want a brick house.
– Loretta Pettway
ABOUT THIS ARTIST
Loretta Pettway has overcome many obstacles in her life. As a child she suffered
emotional pain when her mother abandoned her family. Pettway also faced physical
hardship, walking for miles each day and working in the fields. She endured a thirtyyear marriage to an abusive husband, with whom she had seven children. Like Loretta
P. Bennett, she is a descendent of Dinah Miller (Pettway is Dinah’s greatgranddaughter). She pieced her first quilt together when she was only eleven years old,
learning skills from her grandmother, stepmother, and other female relatives. Many of
them preferred the Bricklayer pattern. Pettway did not always enjoy sewing, as it was a
chore added to her heavy workload; now, her attitude has changed. Given all the
adversity that she has faced, Pettway’s brilliantly designed quilts reflect her personality
and strength.
ABOUT THIS QUILT
One of Pettway’s earliest quilts, this work is made of
twenty blocks, each one presenting a different variation
of the Bricklayer pattern. Her later quilts often focus on
this pattern but usually feature one large Bricklayer
block instead of many. Her husband, Walter, worked at
the Henry Brick Company in Selma, and Pettway
remembers being inspired by two picture boards of
bricks that he brought home. Each block in this quilt can
be interpreted as representing stacks of bricks, or
perhaps four sides of a house reaching a single peak. If
the blocks represent houses, perhaps the quilt as a whole
depicts a neighborhood. Pettway used a variety of solid colored and patterned fabrics
so that different shapes and patterns appear to emerge and recede throughout the quilt.
16
CURRICULUM CONNECTIONS
LANGUAGE ARTS/ENGLISH
Elementary School – Architecture
How are houses and quilts similar? Brainstorm some ideas together as a class. (For
example, both houses and quilts protect people from the cold, contain memories, and
include geometric shapes.) How else are they similar?
SOCIAL STUDIES
Middle and High School – Slavery’s Legacy in Gee’s Bend
Loretta Pettway and Loretta P. Bennett are both descendants of Dinah Miller, who was
brought to Alabama from Africa as a slave. Have students investigate slavery in Gee’s
Bend by listening to interviews from 1941 with former enslaved people on the Library
“Gee’s Bend” in the search box. Discuss the interviews as primary source documents.
What can we learn from them? What issues might have affected what the interviewees
did or did not say?
MATH/ART
Elementary School – Symmetry
The Bricklayer pattern has reflective symmetry (also called bilateral or mirror
symmetry), which means that the size, shape, and arrangement of parts of the left and
right sides, or the top and bottom of a composition or object are the same in relation to
an imaginary center dividing line. Discuss reflective symmetry and find other objects
that have reflective symmetry (such as a butterfly).
Middle and High School – Architecture
Many quiltmakers get pattern ideas from the buildings that they see in their everyday
lives. The names of some of the quilt patterns also refer to buildings, such as Log Cabin,
Bricklayer, and Housetop. What are the different ways that we can represent buildings
in a 2-D format? Have each student draw the plan of the school building (the floor plan
or footprint), the elevation of the building (what it looks like from the front), and a
section of the building (imagine you made a vertical slice into one side and expose the
inside). How do the drawings differ? What information do you get from each?
Have students choose a building in the community (their house, the school, or another
neighborhood building) and create a geometric design based on its plan, elevation, or
section. Alternatively, make a visual map of the neighborhood or town. For more
information on introducing architecture to students, see the Architecture in Education
17
AFRICAN AMERICAN QUILTS IN THE
PHILADELPHIA MUSEUM OF ART’S
PERMANENT COLLECTION
INTRODUCTION
The Philadelphia Museum of Art’s textile collection includes examples by many leading
African American quiltmakers. A number of these quilts are on view in the current
exhibition:
QUILT STORIES: THE ELLA KING TORREY COLLECTION OF AFRICAN AMERICAN QUILTS AND
OTHER RECENT QUILT ACQUISITIONS
This exhibition is on view at the Museum’s Perelman Building from now through
February 2009.
Quilt Stories includes thirteen African American quilts collected by Ella King Torrey
(1957–2003), an innovative and dynamic arts leader in Philadelphia and San Francisco,
who had a long-standing interest in popular culture and folk art. While a graduate
student at the University of Mississippi she became especially interested in African
American quiltmaking. Her research and fieldwork included extensive interviews of
two of the quiltmakers included in the exhibition: Sarah Mary Taylor and Pearlie Posey.
Quilt Stories also features other recent Museum quilt acquisitions, such as an early
twentieth-century Amish quilt made in Arthur, Illinois, with a distinctive alternating
fan pattern, and an 1846 album quilt made by the Ladies of the Third Presbyterian
Church in Philadelphia. The album quilt was given to Mrs. Mary Brainerd, the wife of
the church’s pastor, as a measure of solace because their daughter had succumbed to
scarlet fever.
Three of the quilts in this guide are on view in the Quilt Stories exhibition—those by
Sarah Mary Taylor, Pearlie Posey, and the unknown quiltmaker from Gee’s Bend.
18
19
LET’S LOOK!
How do you think this
pattern relates to the pattern
name, “Birds in Flight?”
What shapes and patterns are
formed by the triangles?
How are the blocks similar?
How are they different?
Do you think that the artist
wants us to look at the quilt
as a whole, or just one part?
How do you know?
How is this quilt’s design
different than the other quilts
you’ve seen that were made
in Gee’s Bend?
UNKNOWN QUILTMAKER
“Triangles in Squares” Quilt
Gee’s Bend, Alabama
1970s
Cotton and polyester; running stitch
76 3/8 x 76 1/2 inches (194 x 194.3 cm)
Philadelphia Museum of Art: The Ella King Torrey Collection of
African American Quilts, 2006-163-4
ABOUT THIS QUILT
It is not known who made this quilt, but we do know it was made in Gee’s Bend. Its
back is made of red and blue corduroy remnants from pillow shams made by women at
the Freedom Quilting Bee for Sears Roebuck and Company, the same fabric that Willie
Abrams used in her quilt (see page 5). Some of the oldest surviving quilts in Gee’s Bend,
from the 1920s and 1930s, feature triangle patterns. Similar patterns are also found in
late eighteenth- and early nineteenth-century Euro-American patchwork quilts, as well
as in textiles and other surface adornments from West and
Central African groups. Although the exact origin of
triangle-based patterns in Gee’s Bend is unknown,
quiltmakers today agree that similar patterns have been
passed down for generations.
This quilt is made up of three rows of three blocks, each
featuring fifty triangles. The design is a variation of a quilt
pattern known as Birds in Flight or Birds in the Air. The
intricate pattern, consisting of many small pieces, would
have required a skilled and patient hand. Following the
direction of the triangles, our eyes bounce around from
one corner of the quilt to another, never finding a place to
rest. Similarly, migrating birds fly tirelessly to their new
home, pausing briefly before moving on again. Could
each triangle symbolize a single bird, and each block a
group traveling together? Or perhaps each small triangle
could represent a flock of birds, as the shape itself mimics
the arrangement of birds in flight. What do you think?
20
CURRICULUM CONNECTIONS
LANGUAGE ARTS/ENGLISH
Elementary, Middle, and High School – Diamante Poems
Taking inspiration from the shapes and patterns in this quilt, have students create
diamond-shaped poems using the diamante poem format (see worksheet on page 37).
Discuss how patterns in language can respond to patterns in quilts.
High School – Gee’s Bend Performed at the Arden Theater
The play Gee’s Bend, written by Elyzabeth Gregory Wilder, will be performed at the
Arden Theater in Philadelphia from October 9–December 7, 2008. The play follows two
Gee’s Bend women who face segregation, family struggles, and the turmoil of the Civil
Rights Movement. Quilting provides comfort and context to their lives. Gee’s Bend is a
deeply personal story of family, self-discovery, and artistic expression.
MATH
Elementary School – Exploring Four-Patch Patterns
Using either quilting tiles (one-inch squares and triangles that have two one-inch sides;
available through ETA/Cuisenaire; their website is listed on page 32) or paper shapes
with the same dimensions, have students explore the variations of four-patch designs.
Each pair of students starts with twenty squares and twenty triangles (ten each of two
different colors). Have them experiment with ways to arrange the pieces in a two-bytwo square, making at least three different patterns. Groups then choose one design to
share with the class. Which designs are the same configuration of squares and triangles?
Remove duplicates and see how many different arrangements were found. Compare
the designs and the shapes created. You can also try three-by-three squares, allowing
for more design possibilities. Similar explorations can be pursued with sets of pattern
blocks, which include additional shapes such as hexagons and diamonds.
ART
Elementary, Middle, or High School – Capturing Flight in Art
How have other artists represented flight or movement? For example, compare and
contrast this quilt and Constantin Brancusi’s Bird in Space. What is each artist capturing
and discuss similarities and differences. Have students create a work of art that
captures their idea of flying.
21
LET’S LOOK!
What are some of the animals
in this quilt? What are they
doing?
How would you describe the
mood of this quilt? What do
you see that makes you say
that?
What are some strategies that
the artist used to make the
different animals stand out?
PEARLIE POSEY
American, 1894–1984
“Animals” Quilt
1980–83
Cotton; running stitch
76 1/4 x 62 1/2 inches (193.7 x 158.8 cm)
Philadelphia Museum of Art: The Ella King Torrey Collection of African
American Quilts, 2006-163-7
In my time, would be a family there and a family there and a family there and we would get
together and tear up old clothes, overall and linings and everything and piece quilt tops and
linings . . . If I was ready to quilt one, well, four or five women Sunday morning come to my
house and put one in. That’s the way we quilted, just quilt and laugh and enjoy ourselves.
– Pearlie Posey
ABOUT THIS ARTIST
Pearlie Posey lived a life of physical labor, spending her days working on plantations in
Mississippi and her evenings taking care of her family. She suffered the loss of her
mother at age five and was raised by her grandparents. Nonetheless, her mother spent
time at the end of her life sewing quilt tops so that she could provide warmth and love
for her daughter even after she was gone. Later in life, Posey’s grandmother taught her
how to make pieced quilts such as nine-patch, four-patch, and strip quilts. Material
and thread were scarce, so they used what they had, obtaining thread by unraveling
flour and meal sacks.
ABOUT THIS QUILT
Although Posey made pieced quilts for many years,
she was inspired by her daughter, Sarah Mary Taylor
(see page 25), to make appliqué quilts toward the end
of her life. Due to her failing eyesight, she would have
Taylor cut out the forms, then she’d group the figures
together on blocks of fabric, often varying their
arrangement in each section. Posey created lively
quilts and became known for her use of bright colors.
In this quilt, animals run, play, and gather together.
Each block seems like an excerpt from a larger story.
Posey’s use of contrasting colors and values adds to
the animated feeling of the quilt.
22
CURRICULUM CONNECTIONS
LANGUAGE ARTS/ENGLISH
Elementary School – Valerie Flournoy’s The Patchwork Quilt
Read this story and discuss what the quilt means to Tanya, her grandmother, and the
other members of their family.
Elementary School – Stories
As a class, imagine Posey’s quilt is a storybook, with each square showing a different
scene in the narrative. You can view the quilt together as a class by projecting the image
in the PowerPoint presentation (on the CD-ROM included with this resource guide).
Brainstorm how all of the scenes in the quilt fit together, or have individual students
determine what is happening in each quilt block, then tie them together into one long
story as a class.
Middle and High School – Alice Walker’s short story, Everyday Use
Have students read Alice Walker’s short story Everyday Use. Discuss the characters’
sense of their heritage and their relationships to the quilts. What are the arguments for
giving the quilts to Dee or to Maggie? Why do you think Mama makes the decision that
she does at the end of the story?
ART
Elementary School – Appliqué Quilt
Have students draw animals or people in interesting poses, either from images in
magazines and newspapers, or from life. Make templates of the images, trace them onto
cloth, and cut them out. Ask students to create a scene with the figures by applying
them to a background square of cloth with stitches, glue, or a double stick fusible web
product such as Steam-A-Seam 2 Double Stick (available at craft stores), which attaches
pieces of fabric together with the heat of an iron. Taking inspiration from Posey’s quilt,
assemble the students’ blocks together in a class quilt.
23
LET’S LOOK!
Can you find Cassie in a red
dress? How many times do
you see her? Where?
Where is this story taking
place? How do you know?
How is this different from
other quilts you’ve seen?
How is it similar?
FAITH RINGGOLD
American, born 1930
“Tar Beach 2” Quilt
1990
Silk
66 x 67 inches (167.6 x 170.2 cm)
Philadelphia Museum of Art: Purchased with funds contributed by
W. B. Dixon Stroud, 1992-100-1
I think most people understand quilts and not a lot of people understand paintings. But yet
they're looking at one. When they're looking at my work, they're looking at a painting and
they're able to accept it better because it is also a quilt.
– Faith Ringgold
ABOUT THIS ARTIST
Born in Harlem (a neighborhood in New York City) in 1930, Faith Ringgold grew up in
the wake of the Harlem Renaissance. As a girl, she was often bedridden with asthma
and spent time drawing while she rested. She taught art in city public schools from
1955–73, pursuing a career as a painter simultaneously. She had her first solo show in
1967, which featured paintings that dealt with Civil Rights and other political issues. In
the 1970s, she began to create sculptures made of cloth in collaboration with her mother,
Willi Posey Jones, who was a successful fashion designer. Soon Ringgold developed the
idea for “story quilts,” pieced quilts with narratives written and illustrated on their
surfaces. She has also written and illustrated eleven children’s
books, which have received numerous awards.
ABOUT THIS QUILT
When she was growing up, Ringgold and her family often
spent summer evenings on the roof of their apartment
building. This childhood memory served as the impetus for a
series of story quilts, the first made in 1988, and her book Tar
Beach, which was published in 1991. Tar Beach 2 features
images of Cassie, the protagonist in the story, on her
building’s roof with her family and neighbors. In the story,
she dreams of flying, a symbol of freedom and power. Here,
she soars over the George Washington Bridge. Ringgold used
a quilting pattern of eight triangles within a square, derived
from a traditional design of the Kuba peoples of Africa. She made this quilt using the
screenprinting process at The Fabric Workshop and Museum in Philadelphia. It is one
of an edition of twenty-four.
24
CURRICULUM CONNECTIONS
LANGUAGE ARTS/ENGLISH
Elementary School – Flying
Have the students imagine that they can fly above their neighborhood, town, or city.
Ask them where they would go, what they would see, and what it would feel like. Have
them write a story about their adventures as they soared above it all.
Elementary School – Tar Beach
Read and discuss Tar Beach. How does this quilt relate to the story? Compare and
contrast the images in the book to those in this quilt. How does this quilt add to the
story? View the quilt together as a class by projecting the image in the PowerPoint
presentation (on the CD-ROM included with this resource guide).
Middle School – Childhood Memories as Inspiration
Ringgold used her memory of going to the roof of her building as inspiration for her
story. What special memories do the students have from childhood of a special place or
family tradition? Have them write a short story about this memory.
SOCIAL STUDIES
Middle and High School – American Labor Unions
In the story, Cassie’s father is prevented from joining the union because he is African
American. Research the history of African Americans and labor unions. When were the
unions in your area integrated? What were the reasons given why African Americans
could not join? Who were some of the leaders who helped change the situation? What
problems still exist?
ART
Elementary School – Illustrating a Story with One Image
After reading a story, have each student make one illustration to summarize the story.
Ask them what they will include and what they will leave out. Have them decide how
to convey the plot of the story through one image.
Middle and High School – Fabric Art
Ringgold transformed her art by using fabric to make sculptures and creating pieced
cloth borders around her painted canvases and quilting the entire work. Have the
students experiment with using fabric to make works of art such as sculptures, collages,
and paintings.
25
LET’S LOOK!
Describe some of the color
combinations in this quilt.
Are any two blocks the same?
Why might the artist have
paired certain colors
together?
Why might she have chosen
the image of hands to repeat?
What kind of mood do the
hands create?
What could the hands
represent?
SARAH MARY TAYLOR
American, 1916–2000
“Hands” Quilt
1980
Pieces and appliquéd cotton and synthetic solid and printed plain weave,
twill flannel, knit, dotted swiss, and damask
83 1/4 x 78 inches (211.5 x 198.1 cm)
Philadelphia Museum of Art: The Ella King Torrey Collection of African
American Quilts, 2006-163-11
Every time I piece one I tries to make something different from what I made.
I don’t want what I been piecing; let me find something different.
– Sarah Mary Taylor
ABOUT THIS ARTIST
Known for her use of vibrant colors and bold designs, Sarah Mary Taylor inherited a
love of quilting from both her mother, Pearlie Posey (see page 21), and her aunt, Pecolia
Warner. Her mother taught her how to quilt at a young age, but Taylor didn’t make a
quilt of her own until she was married and left her mother’s house. She was married
five times, but never had children. She lived on plantations throughout the Mississippi
Delta, working as a cook, a field hand, and a housekeeper. For many years, Taylor made
pieced quilts out of the skirts of long dresses, but began making appliqué quilts in
1980 after her aunt Pecolia received attention for her work
from a professor at the University of Mississippi. Taylor
soon gained recognition for her appliqué quilts as well.
ABOUT THIS QUILT
To create her quilts, Taylor drew shapes on paper and cut
out templates for the appliqué pieces. She gathered design
ideas from images she saw in magazines, newspapers,
catalogues, and from objects she encountered in her
everyday life. She added the appliqué shapes onto squares
of fabric and combined them together with vertical strips.
She arranged the blocks in a way that was visually striking
to her, often resulting in energetic compositions. Taylor’s
appliqué quilts were typically not used and instead were
sold, given away to friends, or stored. A version of this
“Hands” quilt was commissioned for the film adaptation
of Alice Walker’s novel The Color Purple.
26
CURRICULUM CONNECTIONS
LANGUAGE ARTS/ENGLISH
Elementary School – Expression in Hands
How do hands express emotion? Discuss what emotions are expressed in the
outstretched hands in this quilt. What other emotions can we express with our hands?
Have a brainstorming session and write about what each hand gesture can
communicate. As an extension, have students design quilt blocks with their own hand
gestures and combine them together in a class quilt.
High School – The Color Purple
A version of this quilt was commissioned for the film adaptation of Alice Walker’s
novel The Color Purple. Have the class read the novel and discuss what sewing and
quilts symbolize in the story.
MATH
Elementary School – Variations
After discussing the different color combinations of hands and background colors,
explore similar permutations using colored paper squares and circles. Give each student
two squares of different colors and two circles of different colors. How many different
design variations can you make (four)? Then try with additional squares and circles.
How can you prove that you’ve found all of the possible variations?
ART
Elementary School – Color Combinations
While looking at the quilt, discuss which hands stand out. What color combinations
make the hands pop out the most? Why could this be? Discuss ideas such as
complementary colors, value, and contrast. Using a wide range of colored paper, have
the students create collages in which they produce vibrant color combinations that
make different shapes stand out.
27
SELECTED CHRONOLOGY
Gee’s Bend United States History
1808
The direct importation of slaves from Africa to the
United States is banned, although it continues illegally
for decades.
1816
Joseph Gee purchases land and establishes a cotton
plantation in Gee’s Bend.
1819
Alabama becomes a state.
1824
Joseph Gee dies and his heirs contest the inheritance
of his plantation.
1831
1845 Nat Turner leads a slave revolt in Virginia.
Mark Pettway buys the plantation from the Gee
family and brings 100 of his slaves from North
Carolina to Gee’s Bend.
1859
Dinah Miller, Gee’s Bend’s earliest identified
quiltmaker, was brought to Alabama on an outlaw
slave ship from Africa.
1861–65
The Civil War
1861
Mark Pettway dies.
1863
President Abraham Lincoln signs the Emancipation
Proclamation, declaring all slaves in rebellious areas to
be free.
1880
Gee’s Bend becomes the property of Mark Pettway’s
son, John Henry.
1870
The Fifteenth Amendment, guaranteeing all citizens the
right to vote, is ratified.
1875
Congress passes the Civil Rights Act of 1875, which
bans discrimination in places of public accommodation.
1895
John Henry sells approximately 4,000 acres of the
old Pettway plantation to the Dew family.
1896
The Supreme Court rules in Plessy v. Ferguson that
“separate but equal” facilities for blacks and whites is
constitutional.
1900
Adrian Van de Graff buys the entire property from
the Dews. After his death, his son inherits the land.
He later sells it to the Roosevelt Administration.
1909
The National Association for the Advancement of
Colored People (NAACP) is formed.
28
Gee’s Bend United States History
1914–18
World War I
Late 1920s
The price of cotton plummets. Merchants in
Camden advance credit to Gee’s Bend farmers,
many of whom fall into debt.
1929
The stock market crashes and the Great Depression
begins.
1920–30s
The Harlem Renaissance
1932
Collectors foreclose on Gee’s Bend debtors, seizing
everything they own. Many residents of Gee’s Bend
face near-starvation.
1933
President Franklin Delano Roosevelt issues New Deal
reforms in order to relieve the economic strife caused by
the Great Depression.
1934–35
The Federal Emergency Relief Administration
provides some relief to Gee’s Bend residents by
giving them seeds, fertilizer, farming tools,
livestock, and loans.
1939–45
World War II
1937 and 1939
U.S. photographers Arthur Rothstein and Marion
Post are sent by the Farm Security Administration
to Gee’s Bend to photograph the community.
1937–40
Approximately 100 Roosevelt Project Houses are
built in Gee’s Bend. Other buildings constructed
include a school, store, cotton gin, mill, and a clinic.
1941
Robert Sonkin documents traditional spirituals,
sermons, and singing groups in Gee’s Bend for the
Library of Congress.
1945
The federal government offers Gee’s Bend residents
loans to buy farmland.
1955
Activist Rosa Parks is arrested in Montgomery,
Alabama, when she refuses to give her seat on the bus to
a white man.
1962
A dam and lock are constructed on the Alabama
River, just south of Gee’s Bend, flooding much of
Gee’s Bend’s best farming land.
1963
Martin Luther King, Jr., gives his “I Have a Dream”
speech in Washington, D.C. to 200,000 activists who
participated in the historic March on Washington.
29
Gee’s Bend United States History
1965
Dr. Martin Luther King, Jr., visits Gee’s Bend and
preaches at Pleasant Grove Baptist Church. Many
residents march with him to Selma and register to
vote in nearby Camden. Many of these people lose
their jobs after marching or registering to vote.
Ferry service from Gee’s Bend to Camden is
terminated.
1964
President Lyndon Johnson signs the Civil Rights Act of
1964, which outlaws discrimination in housing,
employment, and education.
The U.S. begins to bomb Vietnam.
1966
The Freedom Quilting Bee is established in
Rehoboth (just north of Gee’s Bend).
1968
Martin Luther King, Jr., is assassinated. Mules from
Gee’s Bend pull his casket through Atlanta.
Mid-1970s
Water and telephone service is established
throughout Gee’s Bend.
1973
The United States withdraws troops from Vietnam.
2002
The Quilts of Gee’s Bend exhibition opens at the
Museum of Fine Arts, Houston, and then travels to
the Whitney Museum of American Art, New York.
Eleven more museums sign on to host the show.
2003
Fifty local women found the Gee’s Bend Quilters
Collective.
2006
Ferry service from Gee’s Bend to Camden reopens.
The U.S. Postal Service issues ten postage stamps
commemorating Gee’s Bend quilts.
Gee’s Bend: The Architecture of the Quilt is organized.
30
ADDITIONAL RESOURCES FOR STUDY
BOOKS AND ARTICLES
Arnett, Paul, Joanne Cubbs, and Eugene W. Metcalf, Jr., eds. Gee’s Bend: The Architecture
of the Quilt. Atlanta: Tinwood Books, 2006.
Barnes, Brooks. “Museums Cozy Up to Quilts.” Wall Street Journal, August 23, 2002, sec.
W. 12.
Beardsley, John and William Arnett, Paul Arnett, Jane Livingston. Gee’s Bend: The
Women and Their Quilts. Atlanta: Tinwood Books in association with The
Museum of Fine Arts, Houston, 2002.
Beardsley, John and William Arnett, Paul Arnett, Jane Livingston, Alvia Wardlaw. The
Quilts of Gee’s Bend. Atlanta: Tinwood Books in association with The Museum of
Fine Arts, Houston, 2002.
Benberry, Cuesta. Always There: The African-American Presence in American Quilts.
Louisville, Kentucky: The Kentucky Quilt Project, Inc., 1992.
Brackman, Barbara. Encyclopedia of Pieced Quilt Patterns. Paducah, Kentucky: American
Quilter’s Society, 1993.
Callahan, Nancy. The Freedom Quilting Bee: Folk Art and the Civil Rights Movement in
Alabama. Tuscaloosa, Alabama: The University of Alabama Press, 1987.
Kimmelman, Michael. “Jazzy Geometry, Cool Quilters,” New York Times, November 29,
2002, sec. B, 31.
LITERATURE FOR CHILDREN AND YOUNG ADULTS
Flournoy, Valerie. The Patchwork Quilt. New York: Dial Books for Young Readers, 1985.
Igus, Toyomi and Michele Wood. I See the Rhythm. San Francisco, California: Children’s
Book Press, 1998.
Mckissack, Patricia. Stitchin’ and Pulllin’: A Gee’s Bend Quilt. New York: Random House,
2008. (to be released October 28, 2008)
Ringgold, Faith. Tar Beach. New York: Crown Publishers, Inc., 1991.
Walker, Alice. Everyday Use. In In Love & Trouble. Orlando, Florida: Harcourt, Inc., 1967.
31
WEB
A website dedicated to th
VIDEO
Carey, Celia. The Quiltmakers of Gee’s Bend. Alabama Public Television in association
with Hunter Films, 2004. DVD.
33
VOCABULARY
Appliqué quilt — A quilt with a top made of cut-out pieces of fabric that have been
sewn on top of background fabrics. “Appliqué” is the French word for “applied.”
Asymmetry — A lack of exact repetition between the opposite sides of a form.
Back — The underside of a quilt.
Batting — The soft middle layer of a quilt that is between the top and the back. It is
usually made of cotton and provides warmth.
Birds in Flight pattern — See “Basic Building Blocks of Quilts” on page 36.
Block — A rectangular or square section of a quilt.
Bricklayer pattern — See “Basic Building Blocks of Quilts” on page 36.
Civil Rights Movement — A movement that aimed to abolish racial discrimination
against African Americans. It occurred from 1955–68.
Complementary colors — Pairs of contrasting colors: red and green, yellow and violet,
blue and orange.
Contrast — A design principle that involves the use of opposite effects or shapes near
each other to add tension or drama to a work of art.
Elevation — A drawing of the outside walls of a building (the front, back, and each of
the sides).
Farm Security Administration (FSA), Office of War Information — A program created
as part of the New Deal whose goal was to combat rural poverty. The FSA was first
created as the Resettlement Administration. Its photography program (1935–44)
documented the challenges of rural poverty.
Four-patch pattern — A square quilt block made of two rows of two squares; see “Basic
Building Blocks of Quilts” on page 36.
Freedom Quilting Bee — A sewing cooperative established in Rehoboth (just north of
Gee’s Bend) in 1966 that employed women from the local area who produced quilts and
other sewn products for department stores in the North.
34
Great Depression — An era in U.S. history defined by an economic downturn, which is
often associated with the stock market crash on October 29, 1929.
Harlem Renaissance — A movement, centered in the Harlem neighborhood of New
York City, in which artists, philosophers, and other intellectuals found new ways to
explore the experiences of African Americans. The movement, which lasted from the
1920–30s, produced a wealth of literature, drama, music, visual art, dance, as well as
new ideas in sociology, historiography, and philosophy.
Housetop pattern — See “Basic Building Blocks of Quilts” on page 36.
Log Cabin pattern — See “Basic Building Blocks of Quilts” on page 36.
New Deal — The name that President Franklin Delano Roosevelt gave to the programs
he initiated from 1933–38. These programs aimed to relieve poverty, help the economy
recover, and reform the financial system during the Great Depression in the United
States.
Nine-patch pattern — A square quilt block made of three rows of three squares; see
“Basic Building Blocks of Quilts” on page 36.
Pieced quilt; Patchwork quilt — A quilt whose top is made from bits of fabric stitched
together to form patterns and borders often with a geometric motif.
Piecing — The process of stitching together separate pieces of fabric to create a larger
cloth, such as a quilt top.
Plan — A view of a room or building that is seen as if the roof has been removed and
someone is above the building looking straight down onto the rooms (also called a floor
plan).
Quilting — The sewing that holds the top layer, the middle filling layer (batting), and
the bottom layer (back). It makes the quilt more durable and also traps air between the
layers of cloth, which provides insulation and warmth.
Reflective symmetry (also called bilateral or mirror symmetry) — When the size, shape,
and arrangement of parts of the left and right sides or the top and bottom of a
composition or object are the same in relation to an imaginary center dividing line.
Roman Stripes pattern — See “Basic Building Blocks of Quilts” on page 36.
35
Screenprinting — A process that uses a fine cloth mesh stretched over a frame, with
parts of the mesh sealed, to create an image (often using stencils). Ink is pushed through
the unsealed areas onto paper or fabric underneath, creating a screenprinted image.
Section — A view of the interior of a room or building that is seen as if the building has
been cut in half and someone is looking straight into the interior.
Strings —A term used among Gee’s Bend quiltmakers to describe wedge-shaped pieces
of fabric.
Strip quilt — A type of pieced quilt made by sewing long rectangular pieces of cloth
together to make a quilt top.
Syncopation — A temporary displacement of the regular metrical accent in music
caused typically by stressing the weak beat; in quiltmaking, a break in pattern.
Top — The side of the quilt that is presented outward.
Work-clothes quilt — A quilt made of reused work clothes such as denim pants and
overalls, and cotton or flannel shirts.
Value — Degree of lightness on a scale of grays from black to white.
36
BASIC BUILDING BLOCKS OF QUILTS
Four-Patch
Log Cabin
Housetop — also called
Pig in a Pen, Hog Pen, or
Chicken Coop
Birds in Flight
(many variations)
Bricklayer — also known
as Courthouse Steps
Roman Stripes
Nine-Patch
37
(This activity is related to the quilt made by an unknown quiltmaker from Gee’s Bend; see
Language Arts/English Connection, page 20)
Diamante poem format:
_______________________________
Line 1: one word (subject/noun) that is contrasting to line 7
___________________________________________________________
Line 2: two words (adjectives) that describe line 1
______________________________________________________________________
Line 3: three words (action verbs) that relate to line 1
______________________________________________________________________________
Line 4: four words (nouns), first 2 words relate to line 1, last 2 words relate to line 7
______________________________________________________________________
Line 5: three words (action verbs) that relate to line 7
___________________________________________________________
Line 6: two words (adjectives) that describe line 7
_______________________________
Line 7: one word (subject/noun) that is contrasting to line 1
Gloria lIoppilltl: medalflOIl dellign, roo 1975,
rorr/llrQlI, 9/ 111188 illthn .
AfI880,trl Pell.roll: Hlotu and ,trip, work·dothe, quilt, f9U', rottOIl,
rordUrrJII, rolloll llad;/lIg material, 90 b:., .:. ",---;...
104 Oclob6r2003
Gee's
Bend
Modern
The isolated Alabama community of
Gee's Bend has long nurtured a quilting
tradition that resonates deeply with aspects
of modernist abstmction. Now the quilts
are the subject of an exhibition that is
touring u.s. musemns.
BY RICHARD KALINA
I
t is a given that most museum shows of recent an serve to ratify accepted tastes and standards. A Johns or Flavin retrospective, or a survey of Fluxus art, while certainly deepening our
knowledge of the subject, is not about to change perceptions significantly. f)'en a large·scale re\icw of a first-rate but underappreciated artist-the still traveling Joan Mitchell retrospecth'e,
for example--essentially rearranges lhe pieces on the board. It
is rare to find an exhibition that throws something totally unexpected our way, that forces us to can'e out. a meaningl'ul chunk
of historical space to make room for a new body of work. "The
QUillS of Gee's Bend," organized by the Museum of Pine Arts,
Houston, and shown last winter at the Whitney Museum, does
just that.
The 60 quilts in the exhibition were made by a group of women
in a small, isolated fa rming community in central Alabama,
southwest of Selma. Gee's Bend was and is an almost exclusively
Mrica n-American hamlet. Surrounded on three sides by the
Alabama River, is virtually an island; after the residents began
to assert their civil rights in the 1960s, its feny sen'ice was terminated (Ilrobably not coincidentally), and its one access road,
some 15 miles from the nearest highway, remained unpaved
until 1967. Today the area is starting to become more connected
with the outside world, and is at the same time losing its quilting
tradition. The town's isolation during the '50s, '60s and '70s-the
period when most of the quilts in the exhibition were donemade it nearly imllOssible for the quilters to have been eXllOsed
in any conlextualized or coherent way to modern art, although
images of abstract art or design may ha\'c crossed their paths via
magazines and neWSllapers,' And yet these works seem io resonate harmonically wit h many strands of
and materially innovative postwar American abstraction, as well
as with that abstraction's European antecedents.
Although the Gee's Bend quilters were not part of the mai nstream
art world, it is important to understand that they formed an art world
of their own, that is, a coherent social groulling dedicated to the con·
strucUon of a visual language. They shared a sense of esthetic lincage
(patterns and ways of worki ng were handed down through extended
fam il ies and known to the rest. of the community), a recognized
means of display (the quilts were hung out on clotheslines not just Lo
dry, bUl to be seen), a concern wilh the interplay of individual and
collahorative work and, importantly, a set of common limi ts. The
women knew each other and were onen related-of the 41 artists in
the show, 18 belong to the Pellway family, which Look its name from
wtUha I't ttlCQlI' quill, en. 1950, dtlliM, cottOIl,
8(J b,lBf illcllt •. All plioltn tAU arlicle Piti/" Studio, Rodiford, l/I.
the area's principal sla\'e·owner, Religion also played a vit..'ll, unifyi ng
role in the Jives of Gee's Benders. The Baptist. church was the place
where people not only Ilfayed but organized their community and
exchanged information, including ideas about sewing and qUilting.2 lt
is clear that Gee's Bend quilters were neither insular Yisionaries pursuing idiosyncratic personal paths, nor were they simply the skilled
passers-on of traditional forms, Instead, they were like other artists of
their time, adept, committed practitioners engaged ill a measured and
ongoi ng esthetic give-and-take.
Arlill Amen'Go
,
The quillS of Gee's Bend are quite unlike the quilts .... 'e are 1.JSCd to seeing--eilhcr the traditional or contempomry high-end ones, or the
homey items readily a\'ailabJe in stores or yant sales. Bold and decIar.uh.'C in
design, material and ronnat, they looked perfectly at ease on the Whitney's
InU, .... 'hite \mlls. While it is possible 10 wlderst:tnd the Gee's Bend quillS in
the context of vernacular an., outsider IU1 or craft, they are more than that.
n "IC ir UUlO\'atr.-e power, combined .... iUl the restraints imposed by n4'l1crial,
time and a compressed Iocal lradilion, argue for their examination as cullUrally infonnt'(l ruld emolionally tl\'OCIttivuJOI"mal objects.
To do so mighl seem like treading on dangerous ground. The histOlY of
2Oth-cenlury art. is rife with attempts to rev "ll the contempordl'}' and
cosmopolit .. m with the raw power of the art of Africa, Oceania or the
Amenclls, to infuse sophisticated studio products .... ith the artlessness of
children or the skewed sensibilities of the insane. In this way, "high art"
can be bolstered by the art of the Other I and the transacUon rendered
morally frictionless by decontexlualization In the ostensibly neutral
space of a museum or gallery. TIle classic example of this was the 1984
exhibition '''PrimitMsm' in1\\'enlieth·CentUlY Art: Affinity of the Tribal
and the Modern" at New York's Museum of Modem Art. The l)(llemics
106 (klober 2003
Rathtl Cartll G«Jrgt': On, 6id, 010 two-Md«1lWrk.cli:lthtt quill, NI. 1935,
dtnim, ItOOl tnlUJIUfl, matlnu tickilli, tOIIOII, 'l2 111182 /J,,:ht •.
occasioned by that show, most notably Thomas McEvilley's article
Lawyer, Indian Chief" (Arifonml, November 1084), made the
art. .... -o rld considerably more aware of iLs ethnocentrism. It seems, as if to
compensate for past errors, that we mo\'ed in the Olher directionlowards an o\'er-contcxtualization (marked by the proliferation of W'.ul
text and SUJllllcmenlmy material) that serves to cocoon Ihe Objl.'Cts in
(Iucstion and can, in its own W8,)', be erery bi!. as condescending. I am
scarcely ad\'OCating cultural but mther noting that too
much stage-setting and explanation can reinforce the dichotomy of cen· trality and marginality.
Things, however, may have changed again, and this exhibition can be
seen as one clement of an expanded frame of reference for both the mak·
ing and viewing of art. The art. we look at now comes from far more
places physically, conceptually and emotionally than it did before. This
decentralization, evident in the diversity of image-based art, 81>]llies to
abstraction as well; ror abstraction, by virtue of its looser mimetic
anchoring to the world around it, is particularly able to cliSL itselr in a
Used clothing is scarcely a neutral
art material. Not only does it embrace
a range of social signs, but it can also
carry the physical imprint of the wearer.
variety of Comls, to entertain mulUple readings. The Gee's Bend quillS
are exemplars of that broadened approach to abstraction. Their allusive
complexlty-their scale, their reference to the body, to physical work, to
social structures and to the land-greaUy enriches our perception of
them. But there is something else. The quillS are remarkably powerful
and compelling visual statements.. They declare themsehoes viscerally,
directly. I beJie\'e that they are entitled, e\'ery bit as much as a Frank
Stella or a Kenneth Noland painting of that period, to lay claim to an
unfettered optical reading as well, in other words. to participate fully in
the esthetics of modernism.
One of the things that makes ordinruy quilts so likable is the way
that they (:yJlicaJly frame a wealth of detail in smallish, repealing
patterns. You can look at a part of U1CIll and easily deduce the whole.
There may be some framing devices. but essentially the pattern could
repeat endlessly. The Gee's Bend Quilts don't do thaL They are bounded,
unique and rareJy symmetrical. Even when symmetry is there, it is given
a sawy, destabHi7.ing push. In Gloria lIoppins's "Housetop" pattern quill
(ca. 1975), for example, she inserts one thin \llrtical red stripe on the
lelt-hand side or the orange center portion or a set or off-kilter nestled
AllnffJ MOfJ Young: emln' "'Mollion IIlrl/Ullrlfh bordUff, rn. /965,
rollOIl, r.orrturoll, IIl1fJeling, II!OOI, 91 bll 81
LorttlD PtttlU/r. "Log "",WIock mriadoll, rn.. 1970, de"u.., Sf
squares. I That stripe Sl1.111S the quilt into place, as does the dark \-ertlcal
denim band by three smaller, similarly colored edge piCCi!S in
Lorraine Pettway's light gray medallion pallerned quilt or 1974.
Identified by three alternate pattern names, Lorella Pettway's "Log
Cabin-Courthouse (ca. 1970) juxtaposes a stepped
series or vertical dark blue pieces edged in white .... ith similarly sized
light blue pieces on the horizontal. The pieces get smaller as they
approach the center, creating the look or one-point perspective. The
however, warp, and their thickness is ne'l'e.r unifonn. So instead of
being locked-in and static, the composition opens up and mO\'e:S. It disthe wit and whimsical \'3.riation or a Paul Klee architectural rantasy, with logic used, paradoxically, to subvert order. It is almost as if symmetry in the Gee's Bend quHts is a condition established precisely so that
it may be creatively violated.
If symmetry is import.nnl in traditional quilts, a more or less evenly
weighted display or detail seems equally asential. Detail in {he Goo's Bend
quilts functions differently. Rather than being the substance or the quilt, it
more often than noL, an accent, a fillip or a fonnal destabilizer. Slmllie
\ocrtical and horiwnlal forms tend to predominate, and since quilting Is an
addith'e process, a reasonably srrd.ightfrnward design can be gi\'en piquan·
cy and personality by sewing in something small and unexpected. In
Arlorula Pettway's Gal (Bars)t" ca 1975, a motif or bold green and
while \'ertical stripes is bomered at the top and bottom by just a hint of a
delicate floral pnUern. The change in ronnal and emotional scale is finely
calibrnted and tremendously satisfying. Irene Williams's "Bars" (ca lOGS)
Art in America I
Site Jfil/le&lIzer: "/lousefop" nine-block, "fla{fLog I.Mation,
co. /955, roUt"., ' IIII/helle blend. , 8() bll 76 inrhe •.
features a composition of four thick vertical hars in solid cream and black,
topped with a similarly sized horizontal in deep blue-green This archil.ectonic structure is of'fsct by a flower-IJ.1ttemed border on both sides and the
bottom. It however, the narrow top border that gP.'eS the quilt its kick.
The right-hand half of the border is the same blue·green
as the horizontal bar directly below it, while the left-hand
half is divided into three sections-gray and cream, a
small light-blue grid and a slice of vibrant red completely out
of chromatic character witillhe rest of lhe quilt. That foot or
so of crimson makes the quilL It's a formal mO\'(l that incorpcr
rates a sure sense of scale with a usc of olJ-complementaries
worthy of Josef Albers.
Simple, forceful design, unencumbered by is a
hallmark of the Gee's Bend qu ilts. The quilts speak
of a work ethic, not a "make-..... one. Quilting was often a
social activity, particularly during lhe labor-intensive stage
of sewing (he designed front onto the backing and fuLLS sandwiching in the cotton filler. But it was not a hobby, a way of
whiling away Lhe hours. The women quiltel'S were vital parts
of a barely self-sustaining agricultural society, and their
labor was needed in the fields during the day. The field work
tiring, and there were household duties on lOp of thatchores not assisted by the time- and labor-saving devices so
common in the rest of American society. One reason for lhe
quills' relative simplicity is purely Ilractical: the quitters
108 Oclober 200S
Annie Mae }'oung: Strip', 00_ 19'15,
rordufOlI, 95 bll l 05 (nc,,""
Ordinary quilts tend to frame details in
regularly repeating patterns. Gee's Bend
quilts don't do that. They are bounded,
unique and rarely symmetrical.
\\-'allted to fmish them reasona.bly quickly so that they could be used for
their intended purpose-to keep warm_ Gee's Bend \\"3.5 a vel)' poor community that could ill alford luxuries like swre-bought blankets and bed
coverings. Even if, like Loretta Pettway, one or the most talented of the
Gee's Bend quilters, you didn't like to sew, there wasn't much choice in
lhe matter. As she said, WI had a lot of work to do. Feed work in the
fi eld, take care of my handicaPIKld brother. Had to go 1.0 the fi eld. Had to
walk about fifty miles in the field evel)' day. Get home too tired to do no
sewing. My grandmama, Prissy Pen-way, told me, 'You better make quillS.
You goil18 to need them.' I said, 'I ain't going to need no quilts.' but when
I got me a house, a raggiy old house, then I needed them to keepwarm_"·
The Gee's Bend quilts embody a moral as well as a formal eronolllY. In
contrdSl to lhe larger culture of obsolescence, waste and disposability, in
Gee's Bend nothing usable was thrown away (although not evel)'thing
was won1i some polyester leisure suits sent dO\\71 from the north were so
out of style that they could only be recycled into bedding). Scraps of
cloth were saved up ror quilting-any sort. of cotton, corduroy, knit or
synthetic fabric was fine. Clothing was wom until it was worn out, and
then ripped up into quilt material rather than being discarded.
Used clothing is scarcely a neutral art material. Not only does it
embrace a range of social signs, but it can also carry the physical imprint
of the wearer, the trace of his or her hody. We CtUl see the pressure of
elbows and knees, feel the stretch of fabric under the neatly applied
patches_ Denim clothing shows this Lo particular advantage, and some of
lhe most emotionally affecting quilts were made from sun- and washfaded work clothes. Missouri Pettway's daughter, Arlonzia, spoke of her
late mother's quilt, a blue, white, reddish-brown and gray block-and-strip
design made in 1942. Wit was when Daddy died. I was about se\'Cnteen,
eighteen. He stayed sick about eight momhs and passed on. Mama say, 'I
going to take his work clothes, shallC them into a quilt to remember him,
and OO\'er up under it for love.""
In these .... ,ork-clothes quilts the quietness of the colors--blues, g:rays,
creams, browns-allows fo:r an extremely subtle interplay or hue and
value, and also ro:r the counterpoint of darker passages: se .... 'Hln patches,
the unfaded area unde:r removed pants pockets, o:r seams that had, prior
to ripping, been unexposed. The c\omes, by virtue of their hard use, were
sometimes stained with earth, rust and sweat That discoloration, rather
than diminishing Ole power of the quilts, gh'es them a and emt>-
tional 1)''1lina. This can be clearly seen In R.'1chel Carey George's quilt
from around \035, made of denim, wool trousers, mattress ticking and
colton. III It, a large horizontal rectangle of stained blue-and-white tickHiflUuru: rnri6tJQf'J nJ. 1965, rrool bit, Until,
IIDullk kIIlt, t:OIloII drGptrf ",uttriDl, St Of i9 illo" ....
ing is contrasted with wide strips of oval-patched pants legs and another
large :rectangle of white-stitched gray wool. The staining of the mattress
ticking is echoed by similar brown areas in other parts of the quilt, particularly In the pants The sense of lime's passage, of difficulties
endured and O\-ercome, is palpable.
Something similar can be felt in Lorella Pettwats Gal (Bars),"
ca. 1005. One of the seemingly simplest ..... urks on \1ew, it consists solely
coldim/Cd on page 148
Art jll America t(
Gee's Bend
continued/rom page 109
of vertical bars. There is a bortler on the left and right of dark navy
(edged with a hint of pattem), a field of quiet blue-violet, and left of cen·
ter, two equal·si1.ed white bands. Measuring a bit under 7 by 6 feet, this
quilt cannot help recalling, for today's viewer, Bamet!, Newman's paint,
ings. As wilh Newman, it carries with it the air of the spiritual. Indeed,
the current of faith runs deep in Gee's Bend, while the quilts are not
part of a specific spiritual practice in their making or their iconography,
it is not unreruiOnable to assume that, the clJe<:ts of such a religiously
innected life are to be seen in the community's art.
Probably the most viscerally powerful .... ork-clOlhes quilt in the show
is Lutisha Petv.va.v's "BarsM (ca. 1050). Composed entirely of faded
and patched denim pants legs, laid out in vertical bands, the heavy quilt
sat$, bends and buckles. Edging it on the right are a pair of pants legs,
wide at the waist and narrow at the ankles. They are sewn together at
the small ends, and their symmetrical mirroring gi\"CS the right edge a
sharp bow inwards, in clear contrast to the retatively straight bottom,
top, and left sides. While other quilts use CUleUp clothing in small enough
pieces so thnt we are Oftell forced 1.0 infer its originlll use, this quilL uses
pants legs in virtually their entirety, and as such, the sense of the body
undemealh the clothing remains parlicularly strong. Color, too, makes a
mf\jor contribution- Its monochrome quality adding purposefulness,
consistent'Y and intensity.
Denim, while hem)' ruld hard to work with, brings with it a coloristic
bonus. lis fading creates a wide variety tlf blues, from dt'C]l indigo to the
I)''llest pinked IiZtlre, a color mngc IUltumlly suggestive of sky and atmosphere, That property is used to mar'l'elous effcct in a 1076 work by Annie
Mac Young, an artist whose originality and conwositionaJ bmvum stand
out in remarkably talented group. The quill floats a centml vertically
striped portion against a field of variously faded denim bars. TIle sl.rijM!<i
area is di\ided in Imlf horir.ont.'llly. The top portion alternates red and
stripes, the botwm red and brown. The two sections don't quite
match uj>-the striJles are of different widths and are drawn (there is no
other word for it) with a loose, expressive line. The center stril>ed secLion
has an emblematic, flaglike qulllity th31 seems both w embed the stripes
in the atmosJlheric blue field and suspend them above it.
One the sense of a fL'Ig or a heraldic banner in YOlUlg'S 1975 cor·
duroy quilL as .... 'ell. This large hori7.ontalty dispia,}' ld piece, a bit under 8 by
o feet, is one of the high points of the exhibition. A series orthin horizontal
stripes-allcrnating red and brown on the wp half, reds, browns, greens,
blues and oranges on the bottom half- marks otrtlle right·h:Uld quarter of
the quill On the left edge is a tlIin column of vcrtical multicolored stripes
divided roughly into thirds horizontally. The remainder, approximately
tv."{)-thirds of the area of the entire quill, is an astonishingly rich ccrule:UI.
Composed of horizontal strips of closely \'alued fabric, this section allows
for a complex visual interplay between its subtlety and Ule boldness of the
stripes flanking it, and also for an interchnnge between the horizontalily
lUld vcrticality of the two striped secLions. Words can hardly do justice to
tile sophisticated and satisfying play ofvisu.'lI elements--the way the same
blue as the center sneaks into the stripes 011 the sides, or how the heft or
the horizontally striped area perfectly balances the narrower or
why lhe Illtematin.g of red lUld brown stripes on the upper portion of the
righl hand section putsjust the right. anlountofweighl alld pressure on the
slightly thinner multicolored stripes below them.
The LL'IC of corduroy by Young and a number of other Gee's Benders is a
study in fortuity. In 1972, Sears, Roebuck and Company contracted with
the local (Iuilting cooperati\·c to produce low·priced corduroy pillow
shams. They sent down bolts of the material, lUld while the shams \\'ete
mechanical Jliecework, the corduroy wa..'! soon incoll)Qntted inlo the
148 October2fJ03
Sally /H"M.t/ Jonf!t: em/n- mmafUolI u/th nlllltipk bomf!nI,
1966, RltlOll, 86 by 77 1nthl!l/.
area's quiltmaking style. Corduroy has real limitations-it works best.
when cut al. right lUlgles; it tends to pull, distort and fmy when cut on the
diagonal. These constraints are offset by the cloth's rich color, sensual
light-reflecting qualities and softness. In practical temls, the materia)
was virtually free, and it was very Wllnll. The fabric posed challenges, but
art often lhrives when Ule \'atiables are reduced.
In any case, boldness of design and reclilinearity are chamcteris·
tics of the Gee's Bend quilts; and for some qu ilters, corduroy called
forth their best efforts. China Pettway's block quilt, (ca. 1!)75), for
example, is Bauhausian in ils Simplicity and elegance.
There are only six color areas, each in a rich but muted earth tone.
Small and large, \'ertical and horizontal, dark and light are blended in
a composition, classical in its form and balance. Arcola Pettway's
Gal (Bars)" variation from 1976, the year of the Bicentennial,
has the rough composition of an American nag, with 13 more or less
equal horizontal stripes and a small square area in the UPllcr left
where the stars go----excepl in this case the Qstars" are three addi·
tional vertical stripes, and the colors, inslead of red, white and blue,
are apple green, tan, corn yellow, rusty brown, slate blue, crimson
and orange· red. Color and form work togelher to artfully undermine
expectat.ions, and the quilt is bolh delightful and moving.
The Gee's Bend quilts are so evocatk-e, so emotionally and esthelical·
Iy fulfilling, as .... 'ell as so individulll, ,h:lt it feels unfair not 10 men·
tion more artists and describe more quilts. Fortunately, many more pe0-
ple around the country will now get the chance to see them. The
exhibition was to have sWPI>ed with the Whitney, but it has generated
such a grounds ..... ell of inlerest thlll eight other museums hm'e signed on
to take the show, and it wiU travel for three year.!. This seems like the
perfect, moment fo r this exhibition, even though Gee's Bend has been
known to the wider art world (or decades. Int.erest In the quilts over the
years has been sporadic--there was a spike in New York in the late '60s,
and in 1967 an appreciative Lee Krasner visited Gee's Bend with her
dealer and bought a number of them. This was the time,lOO, when artists
were entranced by Navajo blankets. These enthusiasms faded, quite p0ssibly because quilts and blankets, although resembling the art being
made then, shared few of its stated premises.
Now, however, the Gee's Bend quilts have a deeper a mnectlon to CUfrent concerns. They speak to the widening base of art production, as well
as to an int.erest in ethnicity and identity. This interest seems to thri\'e in
the exploration of the territory which lies between cultural sign and indio
viduality, that is, between the more easily chartable products of a bounded group Identity and the open-ended activities of the indMduaJ. The
quilts are \'ery much of a time, place, gender and ethnic grouPi but they
are also intensely personal and lm'entn'e. Patterns are often not used at
all, or when they are, they are freely adapted to the artist's own interests
and history.
There is also an interest, these days, in the use of nontraditional materials in abstraction. This often leads LO an Investigation of the Inherent
three-dimensionality of "Oath work. A Gee's Bend quilt is not, as is a
stretched rectangular canvas, a historically given depictn'e arena that
also happens to be made of cloth and whose materiaJily might be tacitly
acknowledged by, for example, staining the canvas. A quilt is both an
image and a constructed, pliable physical object The shape of the
quilt-the irregularity of its edge and the waviness of its surface-is a natural product of its makin& and its use creates an
inherent ambiguity of orientation. Its two-dimensionality is also
conditional since it canjust as easily be nat or draped.
Another artistic concern today is layering. Multiplicity of purpose
and rorm is a given in these quilts. Not only are they, at heart,
assemblages (with all the complexity of facture and reference that
implies), but the rhythmic, patterned stilChing or the g:ridded yam
ties that hold the front to the back are aspects of the quill that function semi-independently. Frequently done by more than one person,
the stitching sets up a quiet but complex counterpoint to the larger
design. Finally, the growing interest in craftlike methodologies
among artist.s also speaks to the lessened aulhority of the brush. No
longer valorized as an extension of the artist's persona, a guarantor
of painterly, gest.ural (and often male) authenticity, it has become
another tool, an option in a wide menu of artmaking procedures.
Piecing and stilChing has pf'(l\'en to be as sensitive, energetic and
direct a means of expression as the most adept brushwork.
Painting in general, and abstract painting in partic:uJar, seems to
have kl;t its centrality. That does not mean that the two-dimensionaI abstract object has surrendered ilS power or allure. Imbued with
art-historical reference, inherently metaphorical and capable of
great it sti1l exerts a strong pull on our imaginations. U great
art can be found in this arena today, the question becomes, why
shouldn't it be in the fonn of a quilt and, more specifically, why not
these quilts? I round myself unexpectedly mO't-OO and excited by this
exhibition, and that feeling has been shared by many others. "The
Quilts of Gee's Bend" has turned out., rather surprisingly, to be one
of the most talked·about shows in recent years.. I expect and hope
that its influence will be deep and long-lasting. 0
l. In terms of Influences, It has boon noted lhal th;!re are certaln simiiarities
between the Bend quilts and West alld Centnll Mrkan textiles, bul given the
lack or IIIsWrica1 this COfU'II.'dJon tan only be
2. A double CD 01", music rtcOnIed h1 Gee's Hend h1 I!HI arwI2002,HottJ Hi
GoI tMr: 17M 50crfd &nI!P Gftiol lkrtd, is available in oonJuncUon with the
allow. A number of the quilten In the exhibition &ing on these CDs.
3. It should be IIOI.6d that IndlcaUoos oh 'ertlcal or horbontal refer W the orienl.l·
lion or the quillS as dl5played. Since they were IS bed nol
Iwlglnp, d!stlnctIons between left. and ri&hl arwI up and btl are aomewIW. ubi·
""Y.
If great abstract art can be found today,
the question becomes, why shouldn't
it be in the form of a quilt and, more
specifically, why not these quilts?
4. f'rom the 6IUbltlon cataIop, 7lt ikrtd, Allan" and Houston, 1lIMlOd
Boob: in .saoclation the MU5eUm of nne Alta. Houson, 2002, p. 72.
0. ibid., p. 67.
Quilts O/(M', &N/- 1tW Of1NJ"ind/or 1M 0/ HOII.IlotI., b¥
MUM'" AmtU, .loll" &onWey, JaN Ur:i!lf$l(Jlt alfd AltoWl UoilnUolI\ IL'iIA a.sN4I!fQIllI
1M 1Hu1"'l1 MIIMIIIN AII\triQJII Art frcnn DtOro SirIfP. E:rItibitioM dDJ# M!Ut!Um r.I
FiN..tru, JIoustJJrt fStpl. 8Noo 10, t«JtJ; MIIl/eWIN rI 1411, NaD tOrt
INoon, m-MQT. IIJ03J; Mobik ,41_", "Art /.Inf I+-Alig. 31/; A,.,
MUMII'IIt fSept.17../Q1t. of, ItXJtJ; ComwaJt GoJkrJJ r.I 1411, Itlullillg(oll. D.C /ftO. J+-Mo,
17, I1mJ; CIMItmd rt A'" /.hIM It&pt. I., I1mJ,. OtfJlSkr MIlMtlIIt rt Arl,
Notjoa IOct IS, MQt.JaIL !OO5J; Mmp/li6 BrooItJ MUIftI'IIt A,., /ffA. a.
NXJ5/,. MIIIftI'" rt f'iM ArtI, Bo4Unt /JwIlNtll¥, to05J,. HigA MIIIftIM 0{ Art, AUtrJtta
1\ro 6mt publiWd IJg Ti"ll'OOd Alhmla, o'lld 1M MIIItIIIII tiM
An.s, 11ou.U0II, {" wilJIlM QIIibitio..: The QuillS of Gee', Bend and Gee's
Bend: The Women and Their QuU\$
LomllJ hlt.Gf: StlUttpI«:«J fUIU. "60, cotl(uf t¥Ul,.".1IIdk IfUJkrW
dotAlq), It .. 11 lMJtn..
Art in Amm'ca 149
ARTE POVERA
Synopsis
Arte Povera - "poor art" or "impoverished art" - was the most significant and influential avantgarde movement to emerge in Europe in the 1960s. It grouped the work of around a dozen Italian
artists whose most distinctly recognizable trait was their use of commonplace materials that might
evoke a pre-industrial age, such as earth, rocks, clothing, paper and rope. Their work marked a
reaction against the modernist abstract painting that had dominated European art in the 1950s, hence
much of the group's work is sculptural. But the group also rejected American Minimalism, in
particular what they perceived as its enthusiasm for technology. In this respect Arte Povera
echoes Post-Minimalist tendencies in American art of the 1960s. But in its opposition
to modernism and technology, and its evocations of the past, locality and memory, the movement is
distinctly Italian.
Key Ideas
Although Arte Povera is most notable for its use of simple, artisanal materials, it did not use
these to the exclusion of all else. Some of the group's most memorable work comes from the contrast
of unprocessed materials with references to the most recent consumer culture. Believing that
modernity threatened to erase our sense of memory along with all signs of the past, the Arte Povera
group sought to contrast the new and the old in order to complicate our sense of the effects of passing
time.
In addition to opposing the technological design of American Minimalism, artists associated
with Arte Povera also rejected what they perceived as its scientific rationalism. By contrast, they
conjured a world of myth whose mysteries couldn't be easily explained. Or they presented absurd,
jarring and comical juxtapositions, often of the new and the old, or the highly processed and the preindustrial. By doing so, the Italian artists evoked some of the effects of modernization, how it tended
to destroy experiences of locality and memory as it pushed ever forwards into the future.
Arte Povera's interest in "poor" materials can be seen as related to Assemblage, an international
trend of the 1950s and 1960s that used similar materials. Both movements marked a reaction against
much of the abstract painting that dominated art in the period. They viewed it as too narrowly
concerned with emotion and individual expression, and too confined by the traditions of painting.
Instead, they proposed an art that was much more interested in materiality and physicality, and
borrowed forms and materials from everyday life. Arte Povera might be distinguished from
Assemblage by its interest in modes such as performance and installation, approaches that had more
in common with pre-war avant-gardes such as Surrealism, Dada and Constructivism.
Beginnings
Arte Povera emerged out of the decline of abstract painting in Italy, and the rise of interest in
older avant-garde approaches to making art. In particular, its spirit can be traced to three
artists: Alberto Burri, whose painting made from burlap sacks, provided an example of the use of
poor materials; Piero Manzoni, whose work prefigured qualities of Conceptual art, and which reacted
against abstract, Art Informel painting; and Lucio Fontana, whose monochrome painting provided an
example of the power of art that is reduced to only a few elements and concentrated in its impact.
The term Arte Povera was first used by art critic Germano Celant in 1967 to describe the work
of a group of Italian artists. In the same year he organized the first survey of the trend, "Arte Povera e
IM Spazio," which was staged at Galleria La Bertesca in Genoa, and which included the work
of Alighiero Boetti, Luciano Fabro, Jannis Kounellis, Giulio Paolini, Pino Pascali and Emilio Prini.
All of the work made use of everyday or "poor" materials. For example, Boetti's Pile (1966-67)
consisted of a stack of asbestos blocks; Fabro raised an everyday task to the level of art in Floor
Tautology (1967), in which a tiled floor was kept polished and covered with newspapers to maintain
its cleanliness; and in his Cubic Meters of Earth (1967), Pascali formed mounds of soil into solid
shapes, using a natural but "dirty" material and forcing it into clean, unnatural lines in a critique of
Minimalism. Overall, the organizer of the show chose to focus on the intrusion of the banal into the
realm of art, forcing us to look at previously inconsequential things in a new light.
Only two months after the inaugural show, Celant wrote Arte Povera: Notes for a Guerilla War,
a manifesto that added several more artists to his initial roster: Giovanni Anselmo, Piero
Gilardi, Mario Merz, Gianni Piacentino, Michelangelo Pistoletto, and Gilberto Zorio. With this
declaration, Celant firmly associated himself and the Italians with a new movement in art, but also
put forth a definition of Arte Povera that was more ambiguous than his previous iteration. This was
most obvious with the inclusion of Pistoletto, since his mirror works incorporated elements of
photography, a medium notably avoided by other members of the group. Notes for a Guerilla
War linked the artists conceptually (rather than on any formal or stylistic basis) through what Celant
saw as their common desire to destroy "the dichotomy between art and life."
Concepts and Styles
Arte Povera is most notable for its use of everyday materials, materials which contrasted with
the apparently industrial sensibility of American Minimalism. At the same time the movement
employed subversive avant-garde tactics, such as performance, and unconventional approaches to
sculpture, such as installation. In their mission to reconnect life with art, the Italian Arte Povera artists
strove to evoke an individual, personal response in each of their pieces, stressing an interaction
between viewer and object that was unrepeatable and purely original.
Crucial in the formation and success of Arte Povera was Germano Celant, and in this respect
Arte Povera is typical of avant-garde groups that have been given momentum and cohesion by a
single voice. Out of what is often a vague similarity of ideas and approaches, an apparent coherence
is presented, and so the interests of a particular group of artists can be more effectively promoted.
Hence, Celant's interpretations of the artists associated with Arte Povera have remained prominent
and important, and Celant often stressed the Italians'interest in individual subjectivity. For example,
Michelangelo Pistoletto is known above all for works in which photographic images of figures are
displayed on mirrors; Celant once described a different but related work, the simple metal
construction Structure for Standing While Talking (1965-66), as a medium to create a personal dialog
between art and viewer, free from any preconceived notions. Giovani Anselmo's early work also
relied on human interaction to fully experience the art, which was loosely constructed in order to
react to the slightest touch. Pino Pascali and Jannis Kounellis he described as experiencing life
through sensuality, engaging the senses to create a feeling of wonder, as in Pascali's colorful and
spiky Bristleworms, or the installation of live animals in Kounellis' Untitled (Twelve Horses). Celant's
most dramatic pronouncement was saved for the igloos of Mario Merz, and perhaps reflected his
hopes for the implications of Arte Povera: "He performs a constant sacrifice of the banal, everyday
object, as though it were a newfound Christ. Having found his nail, Merz becomes the system's
philistine and crucifies the world."
Later Developments
Celant succeeded in carving out a place for Arte Povera within the avant-garde. By illustrating
a relationship to Futurism and Italian classicism, as well as to more contemporary styles such as Land
art, he lent the movement a place in what could be seen as a living tradition. His
exhibition Conceptual Art, Arte Povera, Land Art, held at the Galleria Civica dell'Arte in 1970,
showcased this contextualization. By this time, though, the artists had an international presence and
were trying to break free of the name that had associated them with poor materials. For example, they
opposed the use of the name "Arte Povera" in the title of an important group show at the
Kunstmuseum in Lucerne; to replace it, curator Jean-Christophe Ammann proposed "Visualized Art
Processes."
Despite growing popularity, the movement dissolved in the mid 1970s as the individual styles
of the Italian artists continued to grow in different directions. Their brief unity, however, had already
made its mark on the history of art, although its importance was not fully recognized until decades
later. Following a reassessment of the 1960s, with critics now paying greater attention to movements
outside the United States in the period, Arte Povera has experienced a revival, and has been cited as a
precursor for some recent approaches to sculpture. Significant reassessments have included "Gravity
and Grace: Arte Povera / Post-Minimalism," at the Hayward Gallery, London, in 1993, and "Zero to
Infinity: Arte Povera 1962-1972" at the Tate Gallery, London, in 2002.
QUOTES
"The difficulty of knowledge, or of taking possession of things, is enormous: conditioning prevents us
from seeing a pavement, a corner, or a daily space, and Fabro re-proposes the rediscovery of a
pavement, a corner, or the axis that unites the floor and ceiling of a room. He's not worried about
satisfying the system, and intends instead to disembowel it."
- Germano Celant in Arte Povera: Notes on a Guerilla War
"What is happening? Banality is entering the arena of art. The insignificant is coming into being or,
rather, it is beginning to impose itself. Physical presence and behavior have themselves become art...
We are living in a period of deculturation. Iconographic conventions are collapsing, symbolic and
conventional languages crumbling."
- Germano Celant, from the exhibition catalogue for Arte Povera e IM Spazio
an ordeal of measurement tenuously alludes to a monumentally stretched-out
version of Truth or Consequences. I ... ]
In choosing representational strategies I aim for the distancing ( ostranenie
the Verfremdungseffekt), the distantiation occasioned by a refusal of realism, b '
foi led expectations, by palpably flouted conventions. Tactically I tend to use~
wretched pacing and a bent space; the immovable shot or, conversely, the
unexpected edit, pointing to the mediating agencies of photography and speech;
long shots rather than close ups, to deny psychological intent; contradictory
utterances; and, in acting, flattened affect, histrionics or staginess. Although
video is simply one medium among several that are effective in confronting real
issues of culture. video based on TV has this special virtue; it has little difficulty
in lending itself to the kind of 'crude thinking', as Brecht used this phrase, that
seems necessary to penetrate the waking daydreams that hold us in thrall. The
clarification of vision is a first step towards reasonably and humanely changing
the world.
!The TV cookery programme presenter.I
Martha Rosier, extracts from 'to argue for a video of representation. to argue for a video against the
mythology of everyday life', pamphlet for 'New American Film Makers: Martha Rosier' (New York:
Whitney Museum of American Art, 1977); reprinted in Rosier, Decoys and Disruptions: Selected
Writings. 1975-2001 (Cambridge, Massachusetts: The MIT Press, 2004) 366- 9.
Allen Ruppersberg
Fifty Helpful Hints on the Art of the Everyday//1985
General
The individual search for the secret of life and death. That is the inspiration and
the key.
The reality of impressions and the impression of reality.
The ordinary event leads to the beauty and understanding of the world.
Start out and go in.
Each work is singular, unique and resists any stylistic or linear analysis. Each
work is one of a kind.
Personal, eccentric, peculiar, quirky, idiosyncratic, queer.
The presentation of a real thing.
54/ / ART AND THE EVERYDAY
Allen Ruppersberg, Fifty Helpful Hints on the Art of the Everyday, 1985
The ordinary and the rare, their interconnectedness and interchangeability.
There is a quotidian sense of loss and tragedy.
Collect accumulate, gather, preserve, examine, catalogue read look
· . · · , study research change, organize, file, cross-reference, number, assemble cat . · ' · egonze classify, and conserve the ephemeral. ·
Art should make use of common methods and materials so there is little
difference between the talk and the talked about. [ ... ]
A sort of journalist reporting on the common, observable world.
Suicide is often the subject because it is a representative example of the ultimate
moment of mystery. The last private thought.
Look for narrative of any kind. Anti-narrative, non-narrative, para-narrative
' semi-narrative, quasi-narrative, post-narrative, bad narrative.
Use everything.
The artist is a mysterious entertainer.
Specific
[ ... ] l want to reveal the quality of a moment in passing. Where something is
recognized and acknowledged but remains mysterious and undefined. You
continue on your way, but have been subtly changed from that point on.
I try to set up a network of ideas and emotions with only the tip showing. The
major portion of the piece continues to whirl and ferment underneath, just as
things do in the world at large.
It is constructed to work on you after you have seen it.
The act of copying something allows the use of things as they are, without
altering their original nature. They can then be used with ideas about art on a
fifty-fifty basis, and create something entirely new.
It operates on a basis of missing parts. The formal structure, a minimalist
strategy of viewer completion and involvement, is one of fragment, space,
fragment, space, fragment, fragment, space, space, space.
The form of each piece is determined by the nature of its subject.[ ... ]
I'm interested in the translation of life to art because it seems to me that the
world is fine just as it is. [ ... ]
Allen Ruppersberg, extracts from 'Fifty He lpful Hints on the Art of the Everyday,' The Secret of Life
and Death (Los Angeles: The Museum of Contemporary Art/Santa Barbara: Black Sparrow Press.
1985) 111 - 14.
56// ART AND THE EVERYDAY
trategies to it. The result is formalism intensified to the qualitative crisis point.
~he work makes its intervention in the context of a formalized emptiness of
existing genres. but does not create an antithetical emptiness, a purely abstract or
emblematic intervention. In fusing the journalistic attitude which accepts the
primacy of subject-matter together with the Situationist-conceptualist strategy of
interventionism and detournement, the work establishes a discourse in which its
subject-matter, a critique of Minimalism and Pop via a discussion of the
architectural disaster upon which they both depend, can be enlarged to the point
of a historical critique of reigning American cultural development.
This approach became identified explicitly with architectural theory and
discourse by 1973-74 via a series of video-performance works. These and the
environmental 'functional behavioural models' use window, mirror and video
control systems to construct dramas of spectatorship and surveillance in the
abstracted containers of gallery architecture. Following his ideas about the
relation of the work of art to the implicit semiotics of its built environment, its
institutionally-designed container, the emphasis shifts through the decade of the
seventies from an experimental concentration on enactment or behaviour
('performance'), to work upon the actual institutional settings of these 'dramas'.
Graham's work shows new influences, particularly from Daniel Buren, Michael
Asher and Gordon Matta-Clark, with the effect that architecture emerges as the
determining or decisive art form, because it most wholly reflects institutional
structure, and influences behaviour through its definition of positionality. [ ... ]
Jeff Wall, extract from 'Dan Graham's Kammerspiel', in Real Life Magazine, no. 15 (Winter 1985/86):
reprinted in Jeff Wall, Selected Essays and lnteIViews (New York: The Museum of Modern Art, 2007)
23-33.
Jonathan Watkins
Every Day//1998
There is a growing interest amongst contemporary artists, worldwide, in
quotidian phenomena and the power of relatively simple gestures. It constitutes a
rejoinder to played-out operatic tendencies and an overloaded academic ( often
pseudo-academic) discourse in visual arts, engendered by early postmodernism.
The imminence of the year 2000 makes this artistic sea change at once
paradoxical and timely, a foil for the portentousness of millennial cultural events.
Watkins//Every Day//61
E P
hasis here is placed on the significance of every day, and any day
m . f , not on th distance between now and arbitrary past and uture dates in Western h' e . . f h' h'b' . . IStory The fundamental propos1t1on o t 1s ex 1 1t1on arises out of curr : . ent an1stic
ractice. Selected works are characterized by efficacy and unpreciousne
p . 'd II i- ss. They e unforced artistic statements, mc1 enta y pro1ound observation
ar . . . . . s on the
ture of our Jives as lived every day, m contrad1stmct1on to supposed! r,
na . . . . . Y m-de1
.ecle appropriatiomst, neo-surreahst or mannerist strategies _ all-too-' .. s . . 1arn1har
·n living memory - and likewise new-age transcendentalist gestur . I . • • . . . es. Their
impetus, derived f1~om what 1_s ord1~ary, 1s not unlike tha_t which led nineteenthcentury French artists to their realist and subsequently impressionist positi
It is more human than spiritual, more empiricist than idealistic ons. . . , more
philosophical than 1deological.
Though this project springs from a current Western context the . . . , re 1s
significant correspondence with a wide range of cultural traditions increasin 1
h h . . 1· gy being acknowledged t roug a new 111ternat1ona ism. As every day occurs
everywhere in the world, participating artists hail from each of the five
continents. The curatorial challenge arises from the relativism of what is
everyday, the differences between what is familiar, common or ordinary within
the diversity of cultures represented. The aim is to communicate the nature of
every day and to be culturally specific, declaring differences without resorting to
exoticism, particularly in the presentation of non-Western art. Whereas a
sublime and prescriptive world-view of contemporary art is out of the question,
a more balanced and ultimately more constructive global dialogue is certainly
feasible. The Biennale presents an opportunity for the telling juxtaposition of
work by artists whose distance from one another is normally vast. Here, for
example, On Kawara Uapan/USA) meets Georges Adeagbo (Benin), Frederic Bruly
Bouabre (Ivory Coast) and Jean Frederic Schnyder (Switzerland) in works that all
resemble personal journals. The single-image colour photographs by Roy Arden
(Canada), Noa Zait (Israel) and Pekka Turunen (Finland), so evocative
particularly of the places they depict, can be readily compared. The minimalism
of paintings by Katherina Grosse (Germany), Rover Thomas (Australia) and Ding
Yi (China) seen in proximity suggest an affinity in spite of the virtually
incommensurable thought systems which inform them.
The broad area covered by this exhibition is articulated by various concerns
and stances. Pronouncements with respect to style or medium (the dominance
of one, the redundancy of another) are deliberately avoided, deemed pointless
now, but the artists clearly do share various attitudes. Above all perhaps is an
aspiration to directness, as opposed to gratuitous mediation or obscurantism. A
break is made with art about art (interrogation of its own artistic identity) and
continuity is affirmed between phenomena within and beyond the art world.
62//IJff AND TID EVERYDAY
Much of the work exhibited ~mbodies or marks the passage of time through
traces of the process of production, thereby stressing its place in our material
world. Time is _measured out !n gestures analogous to the coming and going of
every day, reminders that all 1s temporary and mutable. Concomitant with this
is the acknowledgement that the everyday is manifest as much in natural
phenomena as it is in co~mOI~ man-ma~e or urban subjects.
Carl Andre's work ep1tom1ses the d1rectness at the heart of this project,
diametrically opposed to theatricality. Its concrete nature, its 'this-is-this-ness',
at once conveys the artist's feeling for basic materials and a tough logic which
does not distract from the fact that they are simply there. Denise Kum and
Ernesto Neto similarly encourage an apprehension of material fact. The latter,
who is working in a Brazilian tradition notably developed by Helio Oiticica and
Lygia Clark. seems to encourage a revelry in stuff - ranging from lead shot to
powdered spices - and recently his exhibitions have included Iycra tent-like
structures which can be entered and experienced from the inside. Kum takes
raw chemical substances and combines them with extraordinary results, an
abstract insistence on the possibility of invention. [ ... )
The unhindered flow of information from everyday life into the art world
was made conscious and deliberate with Marcel Duchamp's introduction of the
Readymade, and not surprisingly, readymade objects are found throughout this
exhibition. Jose Resende is a choreographer of cranes and shipping containers,
Virginia Ward resurrects discarded machinery, Desmond Kum Chi-Keung works
with bamboo bird cages, while Marijke van Warmerdam invites us to gamble on
one-armed bandits.
It is a truism that art can be made from anything. Rasheed Araeen's recent
works are made from scaffolding, Tadashi Kawamata's from garden sheds. Peter
Robinson (3.125% Maori) treads a tightrope stretched between political
correctness and heresy as he picks up awful nationalist cliches and racist taunts,
as readymades, and then throws them back.
Vladimir Arkhipov's Post-Folk Archive puts a further twist to the tale of the
Readymade, consisting as it does of home-made gadgets, all ready made,
collected from people living around Moscow. The ingenuity of these gadgets, in
the face of shortages of the most ordinary manufactured goods, inspired him to
stop being a sculptor and start collecting. Now Arkhipov's art practice bridges
the gap between the useful lives of these gadgets and their acquired identity as
components of an artwork. The twist lies in the fact that these are not
manufactured objects, as readymades usually are, but instead unique creations
which might be mistaken for folk art, implying a curatorial effort to somehow
'elevate' them. This could not be further from the truth, Arkhipov suggests,
because the art world clearly does not occupy elevated ground.
Watkins/ / Every Day//63
kok has an ,ut1 st1 c community, la rgely orbiting around the About Cai Bang . d' . . e.
h I _ 111 extraordinJry emphasis on au 1ence part1c1patiun, asserting \\'hie p ates~ not
d O ran, of objects through the use of readymades but also only a em .. , . . . · an
d den ·e between artists .rnd non-artists. In the sptnt of Jorge L . inter epen t u1s
ho argued for the recognition of the crucial role of the reader m Borge , w . . . . , any
Thai arti t are literally making work with their audience. R1rkrit Tiravanija has
at different times provided take-away fo?d· a recording studio for passers-by
,rnd art work hops for children. Suras1 Kusolwong recently organized an
exchange of everyday objects with gallery visitors. Chumpon Apisuk, in a longteni, project concerned with the plight of local sex-workers, especially with
re pect to HIV and AIDS, exhibits a continuing correspondence by fax and
recorded messages.
Navin Rawanchaikul's work for this exhibition developed out of his Navin
Gallery, Bangkok, an ordinary working taxi in Bangkok which is also the venue
for an exhibition programme. It is based on recorded conversations with Sydney
taxi drivers. These are transformed into a small comic story book, Another Day
in Sydney, freely available in taxis around town, and a sound installation
involving a taxi parked inside the exhibition.
Guy Bar-Amotz, an Israeli artist now based in London and Amsterdam, also
derives his work from an identifiable professional group, buskers, and karaoke is
the chosen form of audience participation. The gruesome cathartic sing-a-long
of the overworked middle classes with underprivileged accompaniment, an
increasing phenomenon around the world, is a characteristically edgy mix.
Perhaps as an antidote, the home has come to signify, more than ever, a
refuge, as Nikos Papastergiadis observes in his essay here: 'Not only are more
and more people living in places which are remote and unfamiliar to them, but
even those who have not moved increasingly feel estranged from their own
sense of place.' Whether or not this is directly experienced by artists, a
preponderance of current art works refer to the nature of the home, often
problematically, and reflect a basic need for shelter.
Desmond Kum Chi-Keung's birdcages allude to the overcrowded housing
conditions in Hong Kong. Gavin Hipkins' photostrips make up an obsessive
unedited analysis of the various rooms he inhabits. Howard Arkley's choice of
the suburban Australian home as a subject for his spray paintings could not be
more apt. Maria Hedlund's white photographs suggest the corruptible nature of
the domestic spaces we create for ourselves.
Absalon's actual-size white prototypes for houses epitomise a very particular
daily life and at the same time anticipate his tragic early death. Ostensibly. the
Cellules, to be built in various cities around the world, were to be small buildings
in which the artist lived alone. with room enough for only one visitor at a time.
64// ART AND THE EVERYDAY
Shimabuku, The Story of the Travelling Cafe, 19%
With interconnected spaces for eating, sleeping, working and toilet a 1 . . . . C IVJty, the
designs betray the formative 111tluences not only of classic modernism b . ut also the
artist's native m idd le-eastern culture. Ideas from Arab architecture a d Be . . d . n douin life are combined for the accommo at1on of an endlessly travelling ind· .d . . . 1v1 ual.
The appeal of the Cellules hes largely m the viewer's identificat· . IOn With
Absalon's need to make a place for himself. Henrietta Lehtonen's work N
· f I b ·1 h eSf, (1995), subtitled 'Reconstruction o . a nest. ut. t w en five years old. At the age
of eighteen I started to study architecture, strikes the same chord Sof.as
· . rugs
blanket, pillows and a coffee table are rearranged in order to create a child-sized
refuge, one to keep the adult world at bay.
Other works by Lehtonen have referred directly to childhood and in this too,
she is not alone amongst contemporary artists. There is a distinct revival of
interest in the world of children. This is not sentimental and more than a simple
acknowledgement that children are equaIJy part of everyday life - it springs
from an appreciation that children's perception is relatively unhabituated and
their expression of thoughts and feelings is refreshingly candid. Furthermore,
children are indicative of an imagined future and thus their significant figuring
as subjects in contemporary art tends to contradict notions of a washed-up,
decadent culture. [ ... ]
On Kawara's work is canonical, direct and economical, marking time as it
passes - in the case of his Date Paintings, against an unseen backdrop of
newspaper pages which reiterate his continuing existence. His famous
statement 'I am still alive' (at once too much and not enough, wonderfully funny
and deadly serious) is implicit in everything he does. Parts of his / Met and I
Went projects (from 1968), recording everywhere he went and everyone he met
on the same days thirty years ago, are also in this exhibition.
The measured continuum of time embodied in On Kawara's work features in
many works in this exhibition. Frederic Bruly Bouabre's postcard-sized pictures
are drawn from daily life in his village of Zepregtihe on the Ivory Coast. Hung in
long rows they suggest both a spelt-out pictorial language and, as each is dated,
the regular diurnal cycle. The dates assert the fact that he was actually there, then.
Jean Frederic Schnyder exhibits a row of forty paintings, each depicting a
sunset over the Zugersee, the lake near his home. Riding his bicycle to the same
place every evening during several months last year, he set about painting the
same scene en plein air, one painting per day, thereby recording the incremental
movement of the sun in relation to the horizon and a spectrum of impressions
and meteorological effects. Intersecting in Schnyder's work are a number of
concerns which exemplify the thesis of this exhibition. They include a response,
as direct as possible, to his subject, a subject that is at once familiar and taken as
it is, and a concern with the effects of temporality.
66// ART AND THE :EVERYDAY
In addition, Schnyder is declaring his unabashed interest in landscape and
natural phenomena. Many other artists here, such as Roni Horn. Patrick Killoran,
Olafur Eliasson, Gereon Lepper, Kim You ng-Jin, Dieter Kiessling. Joyce Campbell.
Jimmy Wululu and Rover Thomas, are doing the same. This does not signify a
sentimenta l or reactionary tendency, somehow in opposition to an avant-garde:
it is rather the artistic expression of what happens every day, as innovative as it
is uncontrived.
The serial nature of Schnyder's work. and that of On Kawara and Bouabre,
suggests another pattern which can be extended to include those artists in this
exhibition whose practice involves small repetitive gestures, a certain
orientation towards craft activity. There is reference to the marking of time, and
a light touch on the subject of mortality, for example, in the work of Fernanda
Gomes and Germaine Koh. The latter's ongoing project, Knitwork. is an
accumulation of her knitting with wool unravelled from second-hand garments.
Its present sixty-metre length has Sisyphean implications and becomes
increasingly a heavier burden. Ani O'Neill's crocheted circles have affinities with
the project of Katherina Grosse and, at the same time, bear witness to her
ancestry in the Cook Islands.
The woven works of Aboriginal artists Margaret Robyn Djunjiny and
Elizabeth Djutarra also derive from traditional culture. Ding Yi uses paintstick on
tartan fabric, playing off the pattern or mimicking the weave with a technique
which clearly betrays the influence of Buddhist philosophy, through calligraphy.
Kim Soo-Ja conflates fabric bundles, potent symbols of the role of women in
Korean society, with video images of their movement.
The reference to craft is taken to an extreme by those artists who simulate
the everyday, not in games of double-take or due to a latter day PreRaphaelitism, but because the subject suggests itself as absolutely sufficient. The
meticulousness of the process signifies a fascination with the smallest detail.
and simulation is the logical conclusion. Fischli and Weiss produce painted
polyurethane sculptures of the most humble objects, such as orange peel and
cigarette ends, and Yoshihiro Suda makes painted wooden flowers and weeds.
Clay Ketter and Joe Scanlan use the actual materials of their chosen subjects -
respectively, plasterboard, nails and plaster for sculptures of sections of
prepared walls, and timber for a coffin sculpture - and their aspiration to
directness could not be clearer.
Ketter and Scanlan operate within the realm of the everyday, and every day,
as do Fischli and Weiss, Carl Andre, Lisa Milroy, On Kawara, Virginia Ward, Joyce
Campbell, Georges Adeagbo, Rirkrit Tiravanija, and the many other artists
included in this exhibition.
Such diversity with respect to media, style and subject matter, such interest
Watkins//Every Day//67
. all areas of ltfe and unp1etent1ousness, however, does not mean th . tn . . 1s 1s an an
world where anything goes. Never does anything go. Then again. nev b
· er efore has an art world been so open, and so accessible.
J athan Watkins, lnrroductton, Every Day. 11th 81ennale of Sydney (Sydney: Birnnal f
on e o Sydney,
1998) 15- 19.
Nikos Papastergiadis
'Everything That Surrounds': Art, Politics and Theories
of the Everyday//1998
[ ... ] Bringing art and life as close together as possible can be a healthy antidote
to some of the academicist approaches emerging in the late 1980s. However, it
can also lead to the idiocies and banalities of life being reproduced under the
name of art. The relationship between art and life is never straightforward or
transparent. What cannot be denied, however, is the need for the artist to start
from the materiality of both art practice and experience. This appreciation of
materiality does not preclude language, nor does it imply that the limitations of
our specific starting points, by their mere display, should be elevated to
marvellous achievements. [ ... ]
In the new art there is both sensuous absorption with the present, a
shameless fascination with the abject, and a candid representation of the
banalities of everyday life. Neither the pleasures nor the vices expressive of this
voluptuous self-presence are embedded within a social history of political
solidarity or aesthetic investigation. This practice of acknowledgement is
disavowed as being part of the boring politics of correctness. Yet paradoxically,
in the assertion of newness there is both rejection of lineage and claim of
assimilation. It is assumed that the new British art has already embraced the
kernel of the old without hanging onto the academicist crust of history. This
dynamic of internalization is supposedly already there in the pulse of popular
culture. Can we assume that the history of resistance is already incorporated in
popular consciousness, and that, by virtue of its own sensual and material
practice, the production of art traces the contours of this silent knowledge and
bears witness to all that is knowable and real? To attempt to forget the past is to
be condemned to repeat it by other means. [ ... ]
Despite repeated efforts to break the divide between popular culture and
high art, the concept of the everyday has remained relatively untheorized within
68// ART AND THE EVERYDAY
d 1 Ctt dialogue with the predominant movements of critical art of their . conscious an exp 1 . . • • J>enOd.
W rd ·Toe Hc1unced Museum: lnstttullonal Cnttque and Publicity' Onobf!
20 1361 Frazer J • ' r, 73
(Summer 1995) 83. . . . , .
C ,
11,.d this in the descnpttve list of Rosier s works found 111 Mdrthd R 1 21 1381 The tape 1s u '" os er:
. the Life world ed. Catherine de Zegher (Birmingham. England· lk Po wons m · · on
Gallery/Vienna: Generali Foundation. 1998).
I . Martha Rosier Positions in the Life World, 31. 22 1401 Ros er in ·
23 1441 Fredric Jameson, 'Periodizing the 1960s', in The Sixties without Apology (Minneapolis:
. ·ry of Mi·nnesota Press 1984) 79. Additionally, Martha Rosier has said of her own w k un1vers1 · or :
'Everything 1 have ever done I've thought of "as if': Every single thing I have offered to the public
has been offered as a suggestion of a work ... which is that my work is a sketch, a line of thinking,
a possibility.' ('a conversation with Martha Rosier', in Martha Rosier: Positions in the Ufe World, 31 ).
24 1451 For more on the importance of privacy, see Drucilla Cornell, At the Heart of Freedom:
Feminism, Sex and Equality (Princeton: Princeton University Press, 1998). I ... ]
25 147I Drucilla Cornell, At the Heart of Freedom, op. cit., 24.
Helen Molesworth, extracts from 'House Work and Art Work', October, no. 92 (Winter 2000) 75_88;
90-6.
Joseph Kosuth
The Artist as Anthropologist//1975
Part II. Theory as Praxis: A Role for an 'Anthropologized Art'
'The highest wisdom would be to understand that every fact is already a theory.'
- Goethe
1. The artist perpetuates his culture by maintaining certain features of it by
'using' them. The artist is a model of the anthropologist engaged. It is the
implosion Mel Ramsden speaks of, an implosion of a reconstituted socioculturally mediated overview.1 In the sense that it is a theory, it is an overview;
yet because it is not a detached overview but rather a socially mediating activity,
it is engaged, and it is praxis. lt is in this sense that one speaks of the artist-asanthropologist's theory as praxis. There obviously are structural similarities
between an 'anthropologized art' and philosophy in their relationship with
society ( they both depict it - making the social reality conceivable) yet art is
manifested in praxis; it 'depicts' while it alters society.2 And its growth as a
182// DOCUMENTARY STYLE AND ETHNOGRAPHY
cultural reality is necessitated by a dialectical relationship with the activity's
historicity (cultural memory) and the social fabric of present-day reality. I ... I
7_ 8e(ause the anthropologist 1s outside of the culture which he studies he is not
a part of the community. This means whatever effect he has on the people he is
studying is similar to the effect of an act of nature. He is not part of lhe social
matrix. Whereas the artist, as anthropologist, is operating within the same
socio-cultural context from which he evolved. He is totally immersed, and has a
social impact. His activities embody the culture. Now one might ask, why not
have the anthropologist. as a professional, 'anthropologize' his own society?
Precisely because he is an anthropologist. Anthropology, as it is popularly
conceived, is a science. The scientist, as a professional, is dis-engaged.1 Thus it is
the nature of anthropology that makes anthropologizing one's own society
difficult and probably impossible in terms of the task I am suggesting here. The
role Jam suggesting for art in this context is based on the difference between the
very basis of the two activities - what they mean as human activities. It is the
pervasiveness of 'artistic-like' activity in human society - past or present,
primitive or modern, which forces us to consider closely the nature of art. [ ... ]
9. Artistic activity consists of cultural fluency. When one talks of the artist as an
anthropologist one is talking of acquiring the kinds of tools that the
anthropologist has acquired - in so fa r as the anthropologist is concerned with
trying to obtain fluency in another culture. But the artist attempts to obtain
fluency in his own culture. For the artist, obtaining cultural fluency is a dialectical
process which, simply put, consists of attempting to affect the culture while he is
simultaneously learning from (and seeking the acceptance of) that same culture
which is affecting him. The artist's success is understood in terms of his praxis. Art
means praxis, so any art activity, including 'theoretical art' activity, is
praxiological. The reason why one has traditionally not considered the art
historian or critic as artist is that because of Modernism (Scientism) the critic and
art historian have always maintained a position outside of praxis (the attempt to
find objectivity has necessitated that) but in so doing they made culture nature.
This is one reason why artists have always felt alienated from art historians and
critics. Anthropologists have always attempted to discuss other cultures (that is,
become fluent in other cultures) and translate that understanding into sensical
forms which are understandable to the culture in which they are located (the
'ethnic' problem). As we said, the anthropologist has always had the problem of
being outside of the culture which he is studying. Now what may be interesting
about the artist-as-anthropologist is that the artist's activity is not outside, but a
mapping of an internalizing cultural activity in his own society. The artist-asKosuth//The Artist as Anthropologist// 183
anthropologist may be able to accomplish what the anthropologist has always
failed at. A non-static 'depiction' of art's (and thereby culture's) operational
infrastructure is the aim of an anthropolog ized art. The hope for this
understanding of the human condition is not in the search for a religio-scientitic
'truth'. but rather to utilize the state of our constituted interaction. I ... J
Toe term 'implosion· was originally introduced into our conversation by Michael Baldwin. 1 refer
here to its use by Mel Ramsden in 'On Practice', this issue.
2 This nolion of ,m ·anthropologized art' is one I began working on over three years ago_ a point at
which I had been studying anthropology for only a year. and my model of an anthropologist was
a fairly academic one.
That model has continually changed. but not as much as it has in the past year through my studies
with Bob Scholte and Stanley Diamond (at the Graduate Faculty of the New School for Social
Research}. While their influence is strongly felt, I obviously take full responsibility for the use (or
misuse) of their material within my discussion here.
3 l footnote 5 in source] I must point out here that the Marxist anthropology of Diamond and Scholte
is not included in this generalization. Indeed, due to the alternative anthropological tradition in
which they see themselves, their role as anthropologists necessitates that they be 'engaged'. It is
a consideration of their work. and what it has to say about the limits of anthropology (and the
study of culture) which has allowed me a further elucidation of my notion of the 'artist-asanthropologist'.
Joseph Kosuth, extract from 'The Artist as Anthropologist', The Fox. no. 1 (New York. 1975); reprinted
in Kosuth, Art after Philosophy and After: Selected Writings 1966- 1990(Cambridge, Massachusetts:
The MIT Press. 1991 } 117-24.
Stephen Willets
The Lurky Place//1978
Not far from the busy shopping centre of Hayes in West London, there exists a
large, seemingly abandoned, area of land known to the residents of surrounding
housing estates as the 'Lurky Place'. Completely hemmed in by various
manifestations of institutional society, the Lurky Place is a waste land, isolated
and contained. It is this symbolic separation from an institutionalized society
that gives the Lurky Place its value for local inhabitants. While the Lurky Place
is, of course, actually dependent on society for its existence, the local inhabitants
184//DOCUMENTARY STYLE AND ETHNOGRAPHY
GEE’S BEND QUILTS GRADES
TEXTILE ART
LEARNING
OBJECTIVES
In this guide, students will:
• Discuss the
historical and social
circumstances that
contributed to the
conditions in which
unique quilting
traditions developed in
Gee’s Bend
• Identify the quilts
designs often used to
create quilts in Gee’s
Bend
• Express their
observations,
knowledge, and
responses through
creative writing and
poetry
6–12
UI STANLEY MUSEUM OF ART RESOURCES FOR TEACHERS • xxxU 1
This resource is designed as a post-visit guide for K-12 educators after a class viewing of the
University of Iowa Stanley Museum of Art’s Gee’s Bend quilts collection. It is intended to spur
further contemplation and discussion. Gee’s Bend quilts are among the greatest examples of
American artforms and are perfect representations of the nexus of art, history, and society. As such,
they are wonderful additions to several curriculums, including history, social studies, and English.
This resource captures the quilts’ versatility for teaching, guiding teachers at all grade levels in
using the objects for innovative learning.
This resource includes:
• Historical context: The history of Gee’s Bend, Alabama
• Artistic context: A summary of the start of the quilting tradition in Gee’s Bend and its current
status
• A vocabulary list of quilt designs
• Images and descriptions of five Gee’s Bend quilts in the Stanley’s collection
• Discussion questions
• Connections to Iowa State Standards
• Additional resources
• Object-based writing activities: Creative writing – poetry
• Observation & Analysis: Haiku
• Social, Political, & Historical Moment: Narrative Poem
• Poetry: Reflection & Connection: Rhythmic Poem
The Stanley’s collection of Gee’s Bend quilts comprises a sizable number of these previously
overlooked artworks and offers visitors an opportunity for detailed examination. The quilts,
consisting of a combination of traditional forms and improvisation, are handcrafted by a
multigenerational group of African American women from Gee’s Bend, Alabama. Due to Gee’s Bend’s
almost complete isolation on the banks of the Alabama River for the better part of the twentieth
century, the hand-sewn quilts have a unique historic, geographical, and stylistic development.
In this guide, students will:
1. ABOUT THIS RESOURCE
2. ABOUT THIS COLLECTION
3. LEARNING OBJECTIVES
Express their observations,
knowledge, and responses
through creative writing and
poetry
Identify the quilts designs often
used to create quilts in Gee’s Bend
Discuss the historical
and social circumstances
that contributed to the
conditions in which unique
quilting traditions developed
in Gee’s Bend
GEES BEND QUILTS
UI STANLEY MUSEUM OF ART RESOURCES FOR TEACHERS • xxxU 2
Inhabitants of Alabama commonly
formed communities along the state’s
many rivers. Gee’s Bend, one such
community, came into being when
Joseph Gee, a landowner from Halifax
County in North Carolina, arrived in
1816 with the intention to fertilize
land and grow cotton. He brought
eighteen enslaved people with him.
By the point of the Emancipation
Proclamation in 1863, the original
eighteen had grown into a large
Black population. Now free, they
remained on the cotton plantation
started by Joseph Gee, working as
sharecroppers and tenant farmers.
The 1930s marked an era of major
changes in Gee’s Bend. To repay
debts to a merchant in the area, the
families of Gee’s Bend were forced to
give up their food, animals, tools, and
seed, which thrust them into a period
of great economic difficulty. After the
Van de Graaf family, who purchased
the land from the Gee family, sold
the land to the Federal Government,
the Farm Security Administration
intervened with initiatives such
as the Gee’s Bend Farms, Inc., a
farming cooperative program that
sustained the community. The
government also built “Roosevelt”
houses and eventually sold the
land to the families, ultimately
relinquishing ownership of Gee’s Bend
to its inhabitants. The period of the
second half of the Great Depression
resulted in several people fleeing the
town. Those who remained in town,
unwilling to give up the land that
finally belonged to them, remained
resilient and dedicated to keeping the
town alive.
4. HISTORICAL CONTEXT: GEE’S BEND, ALABAMA
3 GEES BEND QUILTS
UI STANLEY MUSEUM OF ART RESOURCES FOR TEACHERS • xxxU
Arthur Rothstein, John Miller and family
who live in the old Pettway Mansion, Gee’s
Bend, Alabama, April 1937. Source: Library of
Congress
Marion Post Wolcott, Bringing home meal from
cooperative grist mill, Gee’s Bend, Alabama,
May 1939. Source: Library of Congress.
Arthur Rothstein, Going to school, Gee’s
Bend, Alabama, April 1937. Source: Library of
Congress
Marion Post Wolcott, First grade, showing
extremes in ages of pupils, Gee’s Bend,
Alabama, May 1939. Source: Library of
Congress
Source: John
Beardsley, Gee’s
Bend: The Women and
Their Quilts (Atlanta:
Tinwood Books, 2002)
pp. 24–25.
Gee’s Bend, officially known as the town of Boykin, is in
Wilcox County in Alabama. As of 2018, it had a population
of approximately 750 people, mostly descendants
of enslaved African Americans. Despite the many
challenges the community faces—including poverty and
underdevelopment—Gee’s Bend enjoys a reputation as a
national hallmark through its quilts.
Gee’s Bend quilts were first created out of necessity
and used for warmth. Utilizing whatever material was
available to them, the women worked together; quilting
served both as an act of creation and of socializing. “At
the start all they was making them out of was old clothes,
pants, fertilizer sacks, dress tails, and mean and flour
sacks, too,” said Bettie Bendolph Seltzer, a Gee’s Bend
quiltmaker. The women taught their daughters, who
taught their daughters. What started off as a practical
necessity has today grown into a thriving tradition. The
quilting community of Gee’s Bend has become something
of an informal art class, with the elders passing down
unique forms of composition to new generations of
quiltmakers. Behind each quilt form is a group effort;
the mutually-agreed upon composition is traditional, yet
improvisational, and any imperfections are incorporated
into the work.
The Gee’s Bend quilts are an example of a common debate
regarding the distinction between art and craft. After
seeing a photograph by Roland Freeman of a quilt draped
over a woodpile, Atlanta-based folk art dealer William
Arnett visited Gee’s Bend in the late ‘90s and purchased
hundreds of quilts. The art world soon took notice. Today
the pieces are celebrated as modern art—whether used
every day or on exhibition—and the women of Gee’s
Bend have established production associations such as
the Gee’s Bend Quilt Collective. The Stanley’s collection
of quilts represents the celebration of these exquisite
examples of American art—art that is celebrated in
many more museums, including the Whitney Museum of
American Art and the American Craft Museum.
4. ARTISTIC CONTEXT: FROM A UTILITARIAN START TO ART
4 GEES BEND QUILTS
UI STANLEY MUSEUM OF ART RESOURCES FOR TEACHERS • xxxU
Arthur Rothstein,
Jennie Pettway and
another girl with
the quilter Jorena
Pettway, Gee’s Bend,
Alabama, April 1937.
Source: Library of
Congress
Arthur Rothstein,
Inhabitants of Gee’s
Bend, Alabama, April
1937. Source: Library
of Congress
Carol M. Highsmith,
Gee’s Bend, Alabama,
April 5, 2010. Source:
Library of Congress
Carol M. Highsmith,
Gee’s Bend, Alabama,
April 5, 2010. Source:
Library of Congress
Bricklayer
“Bricklayer” is the local name for a design pattern in which two rectangles are added to opposite
sides of a central square before increasingly longer strips are sewn to each of the four sides. This
results in a pattern of four pyramid-like structures around the center.
Courthouse Steps
Nationwide, the bricklayer design is known as “Courthouse Steps.”
Lazy Girl
“Lazy Girl” is one of the quilts that women first learn how to create in Gee’s Bend. These patterns
are long strips of cloth sewn side-to-side and quilted. The name “lazy girl” refers to the fact that
these quilts are easier to put together.
Housetop
“Housetop” is the local name for a design type in which strips are sewn around a central square to
form a pattern of squares within squares. There are several variations of this design; most Gee’s
Bend quilts are variations of housetop.
Log Cabin
In the rest of the United States, housetop designs are known as “Log Cabin.” In traditional log cabin
designs, though, strips are sewn around a central square to form a square within rectangles pattern.
The design resembles the stacked logs of a log cabin home. Designs usually have a bright red or
warm color in the center, mimicking the hearth at the center of a home.
My Way
“My Way” is a Gee’s Bend term used to denote patterns originally intended to be a more traditional
one like the housetop, but through inspiration, or available materials, or a variation of both, a unique
design flourishes.
6. VOCABULARY: DESIGN TYPES
GEES BEND QUILTS
UI STANLEY MUSEUM OF ART RESOURCES FOR TEACHERS • xxxU 5
This quilt is a four-block housetop pattern bordered with bar variations. The
central bar is a dominant focal point that works with the solid prints in the
housetop blocks to make for a more coherent composition. The quilt maker, China
Pettway, was taught to quilt by her mother at a young age and is one of Gee’s
Bend’s leading gospel singers—“we got a lot of singers around here,” she says.
She is one of the few Gee’s Bend quilters who attended college and returned to
live in the community.
China Pettway (American, 1952 – )
Quilt (rooftop variation)
Cotton fabric, thread, 84 x 74 in. (213.36 x 187.96 cm)
Stanley Education Partners, 2020.51
This quilt’s name, May Day, refers to the Gee’s Bend family reunion. On the first
day of May, the extended families of current Gee’s Bend residents return for a
celebration. The composition of this work is a combination of the strip and stitch
varieties, with bar variations throughout the pattern. This improvised design fits
in the “my way” category. The scale of the quilt is smaller and intended for use as
covering for an infant or small child. The quilt maker, Mary Ann Pettway, was the
manager of the Gee’s Bend Quilt Collective when she made it.
Mary Ann Pettway (American, 1956 – )
May Day, 2012
Cotton fabric, thread, 51 x 27 in. (129.54 x 68.58 cm)
Stanley Education Partners, 2020.55
My Way, another Mary Ann Pettway quilt, may be described as a true “my way”
quilt. Pettway was initially inspired to create a housetop pattern. But, through
a combination of the demands of available material and inspiration, she
improvised, creating this striking quilt. The central housetop pattern may be
considered a medallion because of the unified but asymmetrical composition.
The solid primary colors are offset by the flower-patterned fabric.
Mary Ann Pettway (American, 1956 – )
My Way, 2012
Cotton fabric, thread, 86 x 69 in. (218.44 x 175.26 cm)
Stanley Education Partners, 2020.52
7. OBJECT DESCRIPTIONS
GEES BEND QUILTS
UI STANLEY MUSEUM OF ART RESOURCES FOR TEACHERS • xxxU 6
This composition, Coming Together, is a lazy girl pattern with a twist. On the
right side of the quilt, colorful bars of differing lengths and widths are vertically
arranged. On the quilt’s left half, though, the traditional vertical arrangement of
the lazy girl pattern is flipped for a pattern of horizontal bars. This switch keeps
with the tradition of inspired improvisation among Gee’s Bend’s quiltmakers. Mary
Leatha Pettway, the quiltmaker, learned to make quilts by watching her mother
and grandmother, who made quilts in the winter months to keep them warm.
Mary Leatha Pettway (American, 1961– )
Coming Together
Cotton fabric, thread, 44 1/2 x 41 in. (113.03 x 104.14 cm)
Stanley Education Partners, 2020.53
When Nancy Pettway was assembling this bricklayer pattern, she carefully
coordinated the color strips and arranged the symmetrical design. She then
pieced all of the strips together and completed the work by hand-quilting the
piece. Pettway has created and sold countless quilts since she started in 2002.
“I have made way over one-hundred quilts,” she says. “When I got one-hundred, I
just stopped counting.” According to her, “a quilt is like a house—when you design
a house, you make in your mind how your house design to be. When you start on
your sewing machine or using your hands, you bring in your mind just how you
want your quilt to look, just like how you want your house to look. And when you
get through, it come out in a design, whether it has squares in it or triangles or
oblongs, or whatever design you have that you want it to be like. Like you want to
put your rooms together in your house, you want to know just how many rooms,
from your living room to your kitchen or your bathroom, and you put all your
pieces together on your quilt. “
Nancy Pettway (American, 1935 – )
Bricklayer, 2005
Cotton fabric, thread, 74 x 72 in. (187.96 x 182.88 cm)
Stanley Education Partners, 2020.54
7. OBJECT DESCRIPTIONS
GEES BEND QUILTS
UI STANLEY MUSEUM OF ART RESOURCES FOR TEACHERS • xxxU 7
Teachers can adapt the lesson to apply to a number of state standards.
We included a few standards that the lesson meets below.
10. STATE STANDARDS
VISUAL ARTS — CONNECTING
Anchor Standard 11
Relate artistic ideas and works with societal,
cultural, and historical context to deepen
understanding.
Enduring Understanding
People develop ideas and understandings
of society, culture, and history through their
interactions with and analysis of art.
Essential Question(s)
How does art help us understand the lives
of people of different times, places, and
cultures? How is art used to impact the views
of a society? How does art preserve aspects
of life?
8TH GRADE SOCIAL STUDIES —
INQUIRY ANCHOR STANDARD:
TAKING INFORMED ACTION
Analyze how a specific problem can manifest
itself at the local, regional, and global levels
over time, identifying its characteristics and
causes, and challenges and opportunities
faced by those trying to address the problem
(SS.8.11).
Apply a range of deliberative and democratic
procedures to make decisions and take action
in classroom, schools, and communities
(SS.8.12).
GEES BEND QUILTS
UI STANLEY MUSEUM OF ART RESOURCES FOR TEACHERS • xxxU 8
OBSERVATION & ANALYSIS: What colors, lines, shapes, and patterns do you see? What kind of cloth
do you see? What do you think the cloth used in the quilt was used for before it became part of the
quilt? What clues lead you to these conclusions?
SOCIAL, POLITICAL, & HISTORICAL MOMENT: The history of Gee’s Bend is unique. How do you
think this history has shaped the development of the quilts, including the process of making,
materials, and appearance?
REFLECTION & CONNECTION: Gee’s Bend quilters often work together to make quilts. What
are some advantages and disadvantages to working together to make a quilt? What are some
advantages and disadvantages to working alone on a quilt? What are some projects that you
worked on with other people to complete? What did you learn from those experiences?
8. DISCUSSION QUESTIONS
Beardsley, John. Gee’s Bend: The Women and Their Quilts. Atlanta: Tinwood Books, 2002.
Gee’s Bend Quiltmakers, Souls Ground Deep,
9. ADDITIONAL RESOURCES
GEES BEND QUILTS
UI STANLEY MUSEUM OF ART RESOURCES FOR TEACHERS • xxxU 9
Line 1: 5 syllables
Line 2: 7 syllables
Line 3: 5 syllables
Observation & Analysis: Haiku
A haiku is a type of Japanese poetry traditionally inspired
by nature but can be about several topics. Haikus have
three lines and are noted for their 5-7-5 syllabic style,
where the first line has five syllables, the second has
seven, and the last, like the first, has five.
Poets have used haiku to express their observations about
artwork. Haiku might focus on works’ shape and form,
color, or texture. For inspiration, see The Getty’s resource,
11 Haiku to Teach Kids about Art.
You have already observed and analyzed quilt colors, lines,
shapes, patterns, and other features that lend each quilt its
uniqueness. Choose a quilt that appeals to you and decide
which element—shape and form, color, texture, etc.—you’d
like to focus on in your haiku. Remember to follow the
haiku structure outlined to the right:
CREATIVE WRITING POETRY
I, Too
By Langston Hughes
I, too, sing America.
I am the darker brother.
They send me to eat in the kitchen
When company comes,
But I laugh,
And eat well,
And grow strong.
Tomorrow,
I’ll be at the table
When company comes.
Nobody’ll dare
Say to me,
“Eat in the kitchen,”
Then.
Besides,
They’ll see how beautiful I am
And be ashamed—
I, too, am America.
poems/47558/i-too
Social, Political, & Historical Moment: Narrative Poem
A narrative poem is a poem which
tells a story. Like traditional stories,
narrative poems feature elements
such as characters, plot, conflict,
setting, and resolution.
Consider the example to the right:
In “I, Too” by Langston Hughes, an
African American man who appears
to be a domestic servant asserts
that though he’s been ostracized and
made to feel inferior in America, he is
as American as anyone. In this poem,
the speaker has a “message” for the
world. This message alludes to racial
segregation during the early twentieth
century, when African Americans
faced widespread discrimination,
including being forced to live, work,
eat, and travel separately from white
Americans as well as having to
contend with economic hardships.
Gee’s Bend’s social, political, and
historical identity—marked by
longstanding isolation from the
country as a whole—reflects this
story of marginalization. You have
already considered how these factors
shaped the development of the quilts,
including the process of making,
materials, and appearance.
Choose a quilt you think best captures
Gee’s Bend’s history. Borrowing from
the structure of “I, Too”—the first
person voice, especially—write a
message poem from the point of view
of one of Gee’s Bend’s quiltmakers,
making sure to touch on at least one
aspect of Gee’s Bend’s history.
CREATIVE WRITING POETRY
GEES BEND QUILTS
UI STANLEY MUSEUM OF ART RESOURCES FOR TEACHERS • xxxU 10
We Real Cool
THE POOL PLAYERS.
SEVEN AT THE GOLDEN SHOVEL.
By Gwendolyn Brooks
We real cool. We
Left school. We
Lurk late. We
Strike straight. We
Sing sin. We
Thin gin. We
Jazz June. We
Die soon.
Reflection & Connection: Rhythmic Poem
A rhythmic poem is identified through
the stressed and unstressed patterns
of words. Often, each line of the poem
has one stressed syllable and one or
two unstressed syllables. There may
also be a rhyme scheme.
Consider the example to the right:
In “We Real Cool,” Brooks employs
the communal voice of a group of
rebellious teenagers she once spotted
playing pool during school hours.
Through stressed repetition of the
word we and rhyming couplets—cool
and school; late and straight, for
example—Brooks creates something
like a chant or song that might be
recited by her subjects.
You have already considered
the possible advantages and
disadvantages of Gee’s Bend quilters’
communal work environment. Several
Gee’s Bend quilters are also singers;
often, they sing together while
working on quilts.
Following the structure of “We Real
Cool”—the repetition of “we” and
rhyming couplets—write a rhythmic
poem that explores the advantages/
disadvantages of working together to
make quilts; something that might be
sung by a group of quilters.
CREATIVE WRITING POETRY
GEES BEND QUILTS
UI STANLEY MUSEUM OF ART RESOURCES FOR TEACHERS • xxxU 11
t is a given that most museum shows of recent an serve to ratify accepted tastes and standards. A Johns or Flavin retrospective, or a survey of Fluxus art, while certainly deepening our
knowledge of the subject, is not about to change perceptions significantly. f)'en a large·scale re\icw of a first-rate but underappreciated artist-the still traveling Joan Mitchell retrospecth'e,
for example--essentially rearranges lhe pieces on the board. It
is rare to find an exhibition that throws something totally unexpected our way, that forces us to can'e out. a meaningl'ul chunk
of historical space to make room for a new body of work. "The
QUillS of Gee's Bend," organized by the Museum of Pine Arts,
Houston, and shown last winter at the Whitney Museum, does
just that.
The 60 quilts in the exhibition were made by a group of women
in a small, isolated fa rming community in central Alabama,
southwest of Selma. Gee's Bend was and is an almost exclusively
Mrica n-American hamlet. Surrounded on three sides by the
Alabama River, i~ is virtually an island; after the residents began
to assert their civil rights in the 1960s, its feny sen'ice was terminated (Ilrobably not coincidentally), and its one access road,
some 15 miles from the nearest highway, remained unpaved
until 1967. Today the area is starting to become more connected
with the outside world, and is at the same time losing its quilting
tradition. The town's isolation during the '50s, '60s and '70s-the
period when most of the quilts in the exhibition were donemade it nearly imllOssible for the quilters to have been eXllOsed
in any conlextualized or coherent way to modern art, although
images of abstract art or design may ha\'c crossed their paths via
magazines and neWSllapers,' And yet these works seem io resonate harmonically wit h many strands of geomet ri all~ ased
and materially innovative postwar American abstraction, as well
as with that abstraction's European antecedents.
Although the Gee's Bend quilters were not part of the mai nstream
art world, it is important to understand that they formed an art world
of their own, that is, a coherent social groulling dedicated to the con·
strucUon of a visual language. They shared a sense of esthetic lincage
(patterns and ways of worki ng were handed down through extended
fam il ies and known to the rest. of the community), a recognized
means of display (the quilts were hung out on clotheslines not just Lo
dry, bUl to be seen), a concern wilh the interplay of individual and
collahorative work and, importantly, a set of common limi ts. The
women knew each other and were onen related-of the 41 artists in
the show, 18 belong to the Pellway family, which Look its name from
wtUha I't ttlCQlI' J1" Il!6 rl.: tlitl quill, en. 1950, dtlliM, cottOIl,
8(J b,lBf illcllt •. All plioltn tAU arlicle Piti/" Studio, Rodiford, l/I.
the area's principal sla\'e·owner, Religion also played a vit..'ll, unifyi ng
role in the Jives of Gee's Benders. The Baptist. church was the place
where people not only Ilfayed but organized their community and
exchanged information, including ideas about sewing and qUilting.2 lt
is clear that Gee's Bend quilters were neither insular Yisionaries pursuing idiosyncratic personal paths, nor were they simply the skilled
passers-on of traditional forms, Instead, they were like other artists of
their time, adept, committed practitioners engaged ill a measured and
ongoi ng esthetic give-and-take.
Arlill Amen'Go
,
The quillS of Gee's Bend are quite unlike the quilts .... 'e are 1.JSCd to seeing--eilhcr the traditional or contempomry high-end ones, or the
homey items readily a\'ailabJe in stores or yant sales. Bold and decIar.uh.'C in
design, material and ronnat, they looked perfectly at ease on the Whitney's
InU, .... 'hite \mlls. While it is possible 10 wlderst:tnd the Gee's Bend quillS in
the context of vernacular an., outsider IU1 or craft, they are more than that.
n "IC ir UUlO\'atr.-e power, combined .... iUl the restraints imposed by n4'l1crial,
time and a compressed Iocal lradilion, argue for their examination as cullUrally infonnt'(l ruld emolionally tl\'OCIttivuJOI"mal objects.
To do so mighl seem like treading on dangerous ground. The histOlY of
2Oth-cenlury art. is rife with attempts to rev "ll the contempordl'}' and
cosmopolit .. m with the raw power of the art of Africa, Oceania or the
Amenclls, to infuse sophisticated studio products .... ith the artlessness of
children or the skewed sensibilities of the insane. In this way, "high art"
can be bolstered by the art of the Other I and the transacUon rendered
morally frictionless by decontexlualization In the ostensibly neutral
space of a museum or gallery. TIle classic example of this was the 1984
exhibition '''PrimitMsm' in1\\'enlieth·CentUlY Art: Affinity of the Tribal
and the Modern" at New York's Museum of Modem Art. The l)(llemics
106 (klober 2003
Rathtl Cartll G«Jrgt': On, 6id, 010 two-Md«1lWrk.cli:lthtt quill, NI. 1935,
dtnim, ItOOl tnlUJIUfl, matlnu tickilli, tOIIOII, 'l2 111182 /J,,:ht •.
occasioned by that show, most notably Thomas McEvilley's article
Docto , Lawyer, Indian Chief" (Arifonml, November 1084), made the
art. .... -o rld considerably more aware of iLs ethnocentrism. It seems, as if to
compensate for past errors, that we mo\'ed in the Olher directionlowards an o\'er-contcxtualization (marked by the proliferation of W'.ul
text and SUJllllcmenlmy material) that serves to cocoon Ihe Objl.'Cts in
(Iucstion and can, in its own W8,)', be erery bi!. as condescending. I am
scarcely ad\'OCating cultural inse ilh , but mther noting that too
much stage-setting and explanation can reinforce the dichotomy of cen· trality and marginality.
Things, however, may have changed again, and this exhibition can be
seen as one clement of an expanded frame of reference for both the mak·
ing and viewing of art. The art. we look at now comes from far more
places physically, conceptually and emotionally than it did before. This
decentralization, evident in the diversity of image-based art, 81>]llies to
abstraction as well; ror abstraction, by virtue of its looser mimetic
anchoring to the world around it, is particularly able to cliSL itselr in a
Used clothing is scarcely a neutral
art material. Not only does it embrace
a range of social signs, but it can also
carry the physical imprint of the wearer.
variety of Comls, to entertain mulUple readings. The Gee's Bend quillS
are exemplars of that broadened approach to abstraction. Their allusive
complexlty-their scale, their reference to the body, to physical work, to
social structures and to the land-greaUy enriches our perception of
them. But there is something else. The quillS are remarkably powerful
and compelling visual statements.. They declare themsehoes viscerally,
directly. I beJie\'e that they are entitled, e\'ery bit as much as a Frank
Stella or a Kenneth Noland painting of that period, to lay claim to an
unfettered optical reading as well, in other words. to participate fully in
the esthetics of modernism.
One of the things that makes ordinruy quilts so likable is the way
that they (:yJlicaJly frame a wealth of detail in smallish, repealing
patterns. You can look at a part of U1CIll and easily deduce the whole.
There may be some framing devices. but essentially the pattern could
repeat endlessly. The Gee's Bend Quilts don't do thaL They are bounded,
unique and rareJy symmetrical. Even when symmetry is there, it is given
a sawy, destabHi7.ing push. In Gloria lIoppins's "Housetop" pattern quill
(ca. 1975), for example, she inserts one thin \llrtical red stripe on the
lelt-hand side or the orange center portion or a set or off-kilter nestled
AllnffJ MOfJ Young: emln' "'Mollion IIlrl/Ullrlfh mullJp~ bordUff, rn. /965,
rollOIl, r.orrturoll, IIl1fJeling, pol~.,u, II!OOI, 91 bll 81 fn .
LorttlD PtttlU/r. "Log lAbitf~SU~/JrldIoJln',· "",WIock mriadoll, rn.. 1970, de"u.., Sf bIl66Int~.
squares. I That stripe Sl1.111S the quilt into place, as does the dark \-ertlcal
denim band balan~ by three smaller, similarly colored edge piCCi!S in
Lorraine Pettway's light gray medallion pallerned quilt or 1974.
Identified by three alternate pattern names, Lorella Pettway's "Log
Cabin-Courthouse tcps-8ri kl~'e " (ca. 1970) juxtaposes a stepped
series or vertical dark blue pieces edged in white .... ith similarly sized
light blue pieces on the horizontal. The pieces get smaller as they
approach the center, creating the look or one-point perspective. The
~ however, warp, and their thickness is ne'l'e.r unifonn. So instead of
being locked-in and static, the composition opens up and mO\'e:S. It displ~ the wit and whimsical \'3.riation or a Paul Klee architectural rantasy, with logic used, paradoxically, to subvert order. It is almost as if symmetry in the Gee's Bend quHts is a condition established precisely so that
it may be creatively violated.
If symmetry is import.nnl in traditional quilts, a more or less evenly
weighted display or detail seems equally asential. Detail in {he Goo's Bend
quilts functions differently. Rather than being the substance or the quilt, it
~ more often than noL, an accent, a fillip or a fonnal destabilizer. Slmllie
\ocrtical and horiwnlal forms tend to predominate, and since quilting Is an
addith'e process, a reasonably srrd.ightfrnward design can be gi\'en piquan·
cy and personality by sewing in something small and unexpected. In
Arlorula Pettway's ~ Gal (Bars)t" ca 1975, a motif or bold green and
while \'ertical stripes is bomered at the top and bottom by just a hint of a
delicate floral pnUern. The change in ronnal and emotional scale is finely
calibrnted and tremendously satisfying. Irene Williams's "Bars" (ca lOGS)
Art in America I
Site Jfil/le&lIzer: "/lousefop" nine-block, "fla{fLog Cabln ~ I.Mation,
co. /955, roUt"., ' IIII/helle blend. , 8() bll 76 inrhe •.
features a composition of four thick vertical hars in solid cream and black,
topped with a similarly sized horizontal in deep blue-green This archil.ectonic structure is of'fsct by a flower-IJ.1ttemed border on both sides and the
bottom. It ~ however, the narrow top border that gP.'eS the quilt its kick.
The right-hand half of the border is the same blue·green
as the horizontal bar directly below it, while the left-hand
half is divided into three sections-gray and cream, a
small light-blue grid and a slice of vibrant red completely out
of chromatic character witillhe rest of lhe quilt. That foot or
so of crimson makes the quilL It's a formal mO\'(l that incorpcr
rates a sure sense of scale with a usc of olJ-complementaries
worthy of Josef Albers.
Simple, forceful design, unencumbered by uss ~ is a
hallmark of the Gee's Bend qu ilts. The quilts speak
of a work ethic, not a "make-..... rk~ one. Quilting was often a
social activity, particularly during lhe labor-intensive stage
of sewing (he designed front onto the backing and fuLLS sandwiching in the cotton filler. But it was not a hobby, a way of
whiling away Lhe hours. The women quiltel'S were vital parts
of a barely self-sustaining agricultural society, and their
labor was needed in the fields during the day. The field work
\\ J.S tiring, and there were household duties on lOp of thatchores not assisted by the time- and labor-saving devices so
common in the rest of American society. One reason for lhe
quills' relative simplicity is purely Ilractical: the quitters
108 Oclober 200S
Annie Mae }'oung: Strip', 00_ 19'15,
rordufOlI, 95 bll l 05 (nc,,""
Ordinary quilts tend to frame details in
regularly repeating patterns. Gee's Bend
quilts don't do that. They are bounded,
unique and rarely symmetrical.
\\-'allted to fmish them reasona.bly quickly so that they could be used for
their intended purpose-to keep warm_ Gee's Bend \\"3.5 a vel)' poor community that could ill alford luxuries like swre-bought blankets and bed
coverings. Even if, like Loretta Pettway, one or the most talented of the
Gee's Bend quilters, you didn't like to sew, there wasn't much choice in
lhe matter. As she said, WI had a lot of work to do. Feed ~ work in the
fi eld, take care of my handicaPIKld brother. Had to go 1.0 the fi eld. Had to
walk about fifty miles in the field evel)' day. Get home too tired to do no
sewing. My grandmama, Prissy Pen-way, told me, 'You better make quillS.
You goil18 to need them.' I said, 'I ain't going to need no quilts.' but when
I got me a house, a raggiy old house, then I needed them to keepwarm_"·
The Gee's Bend quilts embody a moral as well as a formal eronolllY. In
contrdSl to lhe larger culture of obsolescence, waste and disposability, in
Gee's Bend nothing usable was thrown away (although not evel)'thing
was won1i some polyester leisure suits sent dO\\71 from the north were so
out of style that they could only be recycled into bedding). Scraps of
cloth were saved up ror quilting-any sort. of cotton, corduroy, knit or
synthetic fabric was fine. Clothing was wom until it was worn out, and
then ripped up into quilt material rather than being discarded.
Used clothing is scarcely a neutral art material. Not only does it
embrace a range of social signs, but it can also carry the physical imprint
of the wearer, the trace of his or her hody. We CtUl see the pressure of
elbows and knees, feel the stretch of fabric under the neatly applied
patches_ Denim clothing shows this Lo particular advantage, and some of
lhe most emotionally affecting quilts were made from sun- and washfaded work clothes. Missouri Pettway's daughter, Arlonzia, spoke of her
late mother's quilt, a blue, white, reddish-brown and gray block-and-strip
design made in 1942. Wit was when Daddy died. I was about se\'Cnteen,
eighteen. He stayed sick about eight momhs and passed on. Mama say, 'I
going to take his work clothes, shallC them into a quilt to remember him,
and OO\'er up under it for love.""
In these .... ,ork-clothes quilts the quietness of the colors--blues, g:rays,
creams, browns-allows fo:r an extremely subtle interplay or hue and
value, and also ro:r the counterpoint of darker passages: se .... 'Hln patches,
the unfaded area unde:r removed pants pockets, o:r seams that had, prior
to ripping, been unexposed. The c\omes, by virtue of their hard use, were
sometimes stained with earth, rust and sweat That discoloration, rather
than diminishing Ole power of the quilts, gh'es them a p~'SicaJ and emt>-
tional 1)''1lina. This can be clearly seen In R.'1chel Carey George's quilt
from around \035, made of denim, wool trousers, mattress ticking and
colton. III It, a large horizontal rectangle of stained blue-and-white tickI~M HiflUuru: Btll"· rnri6tJQf'J nJ. 1965, rrool bit, Until, pof~t6
IIDullk kIIlt, t:OIloII drGptrf ",uttriDl, St Of i9 illo" ....
ing is contrasted with wide strips of oval-patched pants legs and another
large :rectangle of white-stitched gray wool. The staining of the mattress
ticking is echoed by similar brown areas in other parts of the quilt, particularly In the pants le~ The sense of lime's passage, of difficulties
endured and O\-ercome, is palpable.
Something similar can be felt in Lorella Pettwats ~Lazy Gal (Bars),"
ca. 1005. One of the seemingly simplest ..... urks on \1ew, it consists solely
coldim/Cd on page 148
Art jll America t(
Gee's Bend
continued/rom page 109
of vertical bars. There is a bortler on the left and right of dark navy
(edged with a hint of pattem), a field of quiet blue-violet, and left of cen·
ter, two equal·si1.ed white bands. Measuring a bit under 7 by 6 feet, this
quilt cannot help recalling, for today's viewer, Bamet!, Newman's paint,
ings. As wilh Newman, it carries with it the air of the spiritual. Indeed,
the current of faith runs deep in Gee's Bend, ~md while the quilts are not
part of a specific spiritual practice in their making or their iconography,
it is not unreruiOnable to assume that, the clJe<:ts of such a religiously
innected life are to be seen in the community's art.
Probably the most viscerally powerful .... ork-clOlhes quilt in the show
is Lutisha Petv.va.v's "BarsM (ca. 1050). Composed entirely of faded
and patched denim pants legs, laid out in vertical bands, the heavy quilt
sat$, bends and buckles. Edging it on the right are a pair of pants legs,
wide at the waist and narrow at the ankles. They are sewn together at
the small ends, and their symmetrical mirroring gi\"CS the right edge a
sharp bow inwards, in clear contrast to the retatively straight bottom,
top, and left sides. While other quilts use CUleUp clothing in small enough
pieces so thnt we are Oftell forced 1.0 infer its originlll use, this quilL uses
pants legs in virtually their entirety, and as such, the sense of the body
undemealh the clothing remains parlicularly strong. Color, too, makes a
mf\jor contribution- Its monochrome quality adding purposefulness,
consistent'Y and intensity.
Denim, while hem)' ruld hard to work with, brings with it a coloristic
bonus. lis fading creates a wide variety tlf blues, from dt'C]l indigo to the
I)''llest pinked IiZtlre, a color mngc IUltumlly suggestive of sky and atmosphere, That property is used to mar'l'elous effcct in a 1076 work by Annie
Mac Young, an artist whose originality and conwositionaJ bmvum stand
out in thi~ remarkably talented group. The quill floats a centml vertically
striped portion against a field of variously faded denim bars. TIle sl.rijM!<i
area is di\ided in Imlf horir.ont.'llly. The top portion alternates red and
ellQ\\' stripes, the botwm red and brown. The two sections don't quite
match uj>-the striJles are of different widths and are drawn (there is no
other word for it) with a loose, expressive line. The center stril>ed secLion
has an emblematic, flaglike qulllity th31 seems both w embed the stripes
in the atmosJlheric blue field and suspend them above it.
One gcL~ the sense of a fL'Ig or a heraldic banner in YOlUlg'S 1975 cor·
duroy quilL as .... 'ell. This large hori7.ontalty dispia,}' ld piece, a bit under 8 by
o feet, is one of the high points of the exhibition. A series orthin horizontal
stripes-allcrnating red and brown on the wp half, reds, browns, greens,
blues and oranges on the bottom half- marks otrtlle right·h:Uld quarter of
the quill On the left edge is a tlIin column of vcrtical multicolored stripes
divided roughly into thirds horizontally. The remainder, approximately
tv."{)-thirds of the area of the entire quill, is an astonishingly rich ccrule:UI.
Composed of horizontal strips of closely \'alued fabric, this section allows
for a complex visual interplay between its subtlety and Ule boldness of the
stripes flanking it, and also for an interchnnge between the horizontalily
lUld vcrticality of the two striped secLions. Words can hardly do justice to
tile sophisticated and satisfying play ofvisu.'lI elements--the way the same
blue as the center sneaks into the stripes 011 the sides, or how the heft or
the horizontally striped area perfectly balances the narrower 'e rt ~ or
why lhe Illtematin.g of red lUld brown stripes on the upper portion of the
righl hand section putsjust the right. anlountofweighl alld pressure on the
slightly thinner multicolored stripes below them.
The LL'IC of corduroy by Young and a number of other Gee's Benders is a
study in fortuity. In 1972, Sears, Roebuck and Company contracted with
the local (Iuilting cooperati\·c to produce low·priced corduroy pillow
shams. They sent down bolts of the material, lUld while the shams \\'ete
mechanical Jliecework, the corduroy wa..'! soon incoll)Qntted inlo the
148 October2fJ03
Sally /H"M.t/ Jonf!t: em/n- mmafUolI rlfVIgl~. u/th nlllltipk bomf!nI,
1966, RltlOll, 86 by 77 1nthl!l/.
area's quiltmaking style. Corduroy has real limitations-it works best.
when cut al. right lUlgles; it tends to pull, distort and fmy when cut on the
diagonal. These constraints are offset by the cloth's rich color, sensual
light-reflecting qualities and softness. In practical temls, the materia)
was virtually free, and it was very Wllnll. The fabric posed challenges, but
art often lhrives when Ule \'atiables are reduced.
In any case, boldness of design and reclilinearity are chamcteris·
tics of the Gee's Bend quilts; and for some qu ilters, corduroy called
forth their best efforts. China Pettway's block quilt, (ca. 1!)75), for
example, is Bauhausian in ils a..~ymm ri l Simplicity and elegance.
There are only six color areas, each in a rich but muted earth tone.
Small and large, \'ertical and horizontal, dark and light are blended in
a composition, classical in its form and balance. Arcola Pettway's
Lazy Gal (Bars)" variation from 1976, the year of the Bicentennial,
has the rough composition of an American nag, with 13 more or less
equal horizontal stripes and a small square area in the UPllcr left
where the stars go----excepl in this case the Qstars" are three addi·
tional vertical stripes, and the colors, inslead of red, white and blue,
are apple green, tan, corn yellow, rusty brown, slate blue, crimson
and orange· red. Color and form work togelher to artfully undermine
expectat.ions, and the quilt is bolh delightful and moving.
The Gee's Bend quilts are so evocatk-e, so emotionally and esthelical·
Iy fulfilling, as .... 'ell as so individulll, ,h:lt it feels unfair not 10 men·
tion more artists and describe more quilts. Fortunately, many more pe0-
ple around the country will now get the chance to see them. The
exhibition was to have sWPI>ed with the Whitney, but it has generated
such a grounds ..... ell of inlerest thlll eight other museums hm'e signed on
to take the show, and it wiU travel for three year.!. This seems like the
perfect, moment fo r this exhibition, even though Gee's Bend has been
known to the wider art world (or decades. Int.erest In the quilts over the
years has been sporadic--there was a spike in New York in the late '60s,
and in 1967 an appreciative Lee Krasner visited Gee's Bend with her
dealer and bought a number of them. This was the time,lOO, when artists
were entranced by Navajo blankets. These enthusiasms faded, quite p0ssibly because quilts and blankets, although resembling the art being
made then, shared few of its stated premises.
Now, however, the Gee's Bend quilts have a deeper a mnectlon to CUfrent concerns. They speak to the widening base of art production, as well
as to an int.erest in ethnicity and identity. This interest seems to thri\'e in
the exploration of the territory which lies between cultural sign and indio
viduality, that is, between the more easily chartable products of a bounded group Identity and the open-ended activities of the indMduaJ. The
quilts are \'ery much of a time, place, gender and ethnic grouPi but they
are also intensely personal and lm'entn'e. Patterns are often not used at
all, or when they are, they are freely adapted to the artist's own interests
and history.
There is also an interest, these days, in the use of nontraditional materials in abstraction. This often leads LO an Investigation of the Inherent
three-dimensionality of "Oath work. A Gee's Bend quilt is not, as is a
stretched rectangular canvas, a historically given depictn'e arena that
also happens to be made of cloth and whose materiaJily might be tacitly
acknowledged by, for example, staining the canvas. A quilt is both an
image and a constructed, pliable physical object The shape of the
quilt-the irregularity of its edge and the waviness of its surface-is a natural product of its makin& and its use creates an
inherent ambiguity of orientation. Its two-dimensionality is also
conditional since it canjust as easily be nat or draped.
Another artistic concern today is layering. Multiplicity of purpose
and rorm is a given in these quilts. Not only are they, at heart,
assemblages (with all the complexity of facture and reference that
implies), but the rhythmic, patterned stilChing or the g:ridded yam
ties that hold the front to the back are aspects of the quill that function semi-independently. Frequently done by more than one person,
the stitching sets up a quiet but complex counterpoint to the larger
design. Finally, the growing interest in craftlike methodologies
among artist.s also speaks to the lessened aulhority of the brush. No
longer valorized as an extension of the artist's persona, a guarantor
of painterly, gest.ural (and often male) authenticity, it has become
another tool, an option in a wide menu of artmaking procedures.
Piecing and stilChing has pf'(l\'en to be as sensitive, energetic and
direct a means of expression as the most adept brushwork.
Painting in general, and abstract painting in partic:uJar, seems to
have kl;t its centrality. That does not mean that the two-dimensionaI abstract object has surrendered ilS power or allure. Imbued with
art-historical reference, inherently metaphorical and capable of
great ~ it sti1l exerts a strong pull on our imaginations. U great
art can be found in this arena today, the question becomes, why
shouldn't it be in the fonn of a quilt and, more specifically, why not
these quilts? I round myself unexpectedly mO't-OO and excited by this
exhibition, and that feeling has been shared by many others. "The
Quilts of Gee's Bend" has turned out., rather surprisingly, to be one
of the most talked·about shows in recent years.. I expect and hope
that its influence will be deep and long-lasting. 0
l. In terms of Influences, It has boon noted lhal th;!re are certaln simiiarities
between the Gee'~ Bend quilts and West alld Centnll Mrkan textiles, bul given the
lack or IIIsWrica1 ~idenoo, this COfU'II.'dJon tan only be speculath~.
2. A double CD 01", music rtcOnIed h1 Gee's Hend h1 I!HI arwI2002,HottJ Hi
GoI tMr: 17M 50crfd &nI!P ~ Gftiol lkrtd, is available in oonJuncUon with the
allow. A number of the quilten In the exhibition &ing on these CDs.
3. It should be IIOI.6d that IndlcaUoos oh 'ertlcal or horbontal refer W the orienl.l·
lion or the quillS as dl5played. Since they were ln~nOed IS bed ~rlnp, nol ~'lI1
Iwlglnp, d!stlnctIons between left. and ri&hl arwI up and btl are aomewIW. ubi·
""Y.
If great abstract art can be found today,
the question becomes, why shouldn't
it be in the form of a quilt and, more
specifically, why not these quilts?
4. f'rom the 6IUbltlon cataIop, 7lt Quills~~i ikrtd, Allan" and Houston, 1lIMlOd
Boob: in .saoclation th the MU5eUm of nne Alta. Houson, 2002, p. 72.
0. ibid., p. 67.
~ Quilts O/(M', &N/- 1tW Of1NJ"ind/or 1M M~", 0/ fi ArU, HOII.IlotI., b¥
MUM'" AmtU, .loll" &onWey, JaN Ur:i!lf$l(Jlt alfd AltoWl UoilnUolI\ IL'iIA a.sN4I!fQIllI
1M 1Hu1"'l1 MIIMIIIN ~ AII\triQJII Art frcnn DtOro SirIfP. E:rItibitioM dDJ# M!Ut!Um r.I
FiN..tru, JIoustJJrt fStpl. 8Noo 10, t«JtJ; I"I!~ MIIl/eWIN rI A~ 1411, NaD tOrt
INoon, m-MQT. ~ IIJ03J; Mobik ,41_", "Art /.Inf I+-Alig. 31/; M~ A,.,
MUMII'IIt fSept.17../Q1t. of, ItXJtJ; ComwaJt GoJkrJJ r.I 1411, Itlullillg(oll. D.C /ftO. J+-Mo,
17, I1mJ; CIMItmd ~nI rt A'" /.hIM It&pt. I., I1mJ,. OtfJlSkr MIlMtlIIt rt Arl,
Notjoa IOct IS, MQt.JaIL ~ !OO5J; Mmp/li6 BrooItJ MUIftI'IIt ~ A,., /ffA. 3-M~ a.
NXJ5/,. MIIIftI'" rt f'iM ArtI, Bo4Un
Depth
THE QUILTERS OF GEE'S BEND
Arthur Rothstein, photographer. Sewing a
quilt. Gees Bend, Alabama 1939, Library of
Congress
There have been hundreds of quilts created in Gee’s
Bend, Alabama since the early 20th century, and
these masterpieces have become some of the most
iconic textiles of the American South. To create them,
the quiltmakers of Gee’s Bend draw upon creative
vision, patterns from the world around them, and
African American quilting traditions, which have been
passed down by generations of Gee’s Bend women.
These traditions emerged from the necessity of
keeping families warm in unheated quarters and
homes, so the quilts were seen as functional objects
rather than works of art. However, functional though
they are, they are also imbued with meaning and full
of bold compositions and skillful improvisations.
These quilting traditions also showcase
resourcefulness in materials with the use of recycled
fabric remnants, feed sacks, and well-worn clothes.
The visible stains, discoloration, and fading of these
reclaimed materials all serve as reminders of the life
the fabrics lived before they became quilts.
Art historians, curators, and collectors now recognize
the work of Gee’s Bend quilters as essential to the
history of American art. The permanent collection of
the Virginia Museum of Fine Arts houses the work of
thirteen Gee’s Bend quilters: Jennie Pettway, Nettie
Young, Louella Pettway, Lucy T. Pettway, Ruth
Kennedy, Creola Bennett Pettway, Linda Pettway, Nell
Hall Williams, Mary Lee Bendolph, Rita Mae Pettway,
Loretta Pettway, Linda Diane Bennett, and Louisiana
Bendolph.
GEE'S BEND, ALABAMA
Gee’s Bend, later named Boykin, is located about
forty-four miles southwest of Selma. Bounded on
three sides by the Alabama River, it is both isolated
and rural with a population of roughly 700 people.
This geographical isolation has provided the area
with a rare degree of cultural continuity. This is
visually evident in the community’s extraordinary
quilts which are renowned for their artistry and
quality.
In the early 1800s, Gee’s Bend was the site of a cotton
plantation owned by Joseph Gee from whom the area
got its name. In 1845, Gee’s plantation was acquired
by Mark Pettway who expanded the enslaved labor
force in Gee’s Bend to over 100 people.
With the conclusion of the American Civil War
(1861-1865) and the end of slavery, many of the
emancipated people remained in the Gee’s Bend
area and became tenant farmers. Today, the
residents of Gee’s Bend are primarily descendants of
enslaved workers and many still bear the Pettway
name.
A TIMELINE OF GEE’S BEND
IMPROVISATION
Gee’s Bend quilting artists are renowned for their use of improvisation, a way of working in which the
creator is open to artistic ideas as they come rather than depending fully on a set pattern or plan. Gee’s
Bend quilters play upon color and form to create a sense of movement and visual rhythm in their quilts.
VMFA curator Valerie Cassel Oliver has noted “Like jazz, blues, and gospel music, and the spirituals from
which they were born, the dizzying use of improvisation in the quilts spoke to the deep aesthetic visual
tradition of the African American South.”
HOUSETOP AND LOG CABIN VARIATIONS
Visually, a “Housetop” quilt resembles what a roof looks like from an aerial perspective and is a type of quilt
often seen in the Gee’s Bend tradition. It is a concept that the women of Gee’s Bend mastered and have
made their own by experimenting with compositional structure. A “Housetop” quilt is constructed typically
by joining rectangular strips of cloth to form frames. Each frame is bordered by a larger frame until the
quilt reaches the desired size.
Quilts are often made of a series of individually patterned sections called blocks. “Log Cabin” is a quilting
block pattern in which strips of fabric are sewn around a central square. Each strip is arranged
perpendicular to the ones immediately adjacent to its shortest ends. In this way, the strips appear to rotate
around the center. Often the colors of the strips are arranged to create a contrast of light and dark along a
diagonal. The blocks can appear as many together on a quilt, or the entire quilt may be designed as a single
large “Log Cabin” block. Sometimes, Gee’s Bend quilters incorporate traditional “Log Cabin” patterns into
their “Housetop” compositions.
In the Virginia Museum of Fine Arts’ collection, there are eight variations of the “Housetop” and “Log Cabin”
patterns made by Jennie Pettway, Linda Diane Bennett, Rita Mae Pettway, Louisiana Bendolph, Mary Lee
Bendolph, Creola Bennett Pettway, Linda Pettway, and Loretta Pettway. These quilts present individual
interpretations of these traditional compositions and embody the improvisational dynamic of Gee’s Bend
quilts. Click through the slides below to examine the individual hand of each maker, and consider the
artistic decisions she made as she worked.
evertheless, the stitchers of Gee’s Bend, Alabama,
were rediscovered by a canny collector, praised
to the skies by Jane Fonda, embraced by museum
curators, and described in the New York Times as
“the equals of Klee and Matisse.”
“Their creative urge to dream up designs while working in the fields and then go
home and make something beautiful to take their minds off their hardship was
amazing,” says writer Susan Goldman Rubin, who felt “haunted” by the quilts
after seeing them at the Whitney Museum of American Art in a show that drew
shining accolades from across the nation. “Their unusual and innovative colors
and patterns were thrilling, full of freedom,” says the writer, whose book The
Quilts of Gee’s Bend vividly tells the story of these women and their art.
Now the work that has put the remote hamlet also known as Boykin on the map
and secured a place in America’s most prestigious museums has reached London,
where their first show in Europe was a near sell-out. Most of the thirteen quilts
on display were acquired by European institutions keen to emulate MoMA, the
Met, and other prestigious museums throughout the US that already have Gee’s
Bend hangings in their collections.
They pieced together their quilts from scraps to keep their
families warm and sold a few to put food on the table when
cotton prices tumbled and left them destitute. Although they
held “airing out” days when they hung up and admired each
other’s work, they never thought of themselves as artists.
T H E G E E ’ S B E N D
QUILT MAKERS “
By ANTHEA GERRIE
Photography courtesy of
SOULS GROWN DEEP
FOUNDATION AND ALISON
JACQUES GALLERY, LONDON
Mary Lee Bendolph
Photo © Stephen
Pitkin/Pitkin Studio
his is a literal rags-to-riches
story—the quilts were made
by dirt-poor women, nearly all
named Pettway for the owner
of the plantation home of their slave ancestors; yet
their works now command five-figure sums. The
trickle-down effect has stopped short of making
them rich, but fame has transformed the lives of
many with basic necessities like indoor bathrooms
and appliances. “Things have changed. I have gas;
I have water; I have lights, a washing machine, a
refrigerator, and a deep freezer,” says seventy-eightyear-old Loretta Pettway, one of the most legendary
quilters, even though she admits, “I didn’t like to
sew.” Only the need to keep her children warm
changed the mind of the mother of seven who
trudged so many miles a day in the cotton fields. As
a child laborer, she came home too tired to join the
family quilting effort.
The women of Gee’s Bend first attracted attention
in the 1960s, when a Civil Rights–funded outfit,
the Freedom Quilting Bee, was set up to supply
Sears and Bloomingdale’s with Southern folk art.
But the stitchers of Gee’s Bend, whose creativity
attracted early collectors like Lee Krasner, the artist
wife of Jackson Pollock, were ill suited to the task
of neatly copying quilts designed by others from
pattern books. Annie Mae Young, whose work first
attracted the attention of the collector who put
Gee’s Bend on the twenty-first-century world art
map, was rejected for the unevenness of her stitches,
and the women gradually returned to expressing
their original visions.
One man who had heard of the Gee’s Bend women
was Martin Luther King, Jr., who stopped there
on his way to Selma in 1965 and told them, “I
came over here to tell you, you are somebody.” But
as ninety-year-old Nettie Young reflected forty
years later, “Martin Luther King got us out of the
cotton patch; the Arnetts got us out from under the
bedsprings and onto the museum walls.”
She was referring to Bill Arnett, who brought the
quilters to national prominence with the help of his
son Matt, Jane Fonda’s one-time son-in-law. Arnett
Sr. was an aficionado of African American art who
went to Alabama in search of Annie Mae, inspired
by a quilt he had seen in an art book. Surprised—she
was unaware her work had been publicized—she dug
it out, sold it to him, and sent him on to other Gee’s
Bend stitchers. Arnett would meet 150 quilters by
the time he brought their work to the attention of
the Houston curator who predicted they would find
a permanent place in American art history.
Sure enough, the 2002 show mounted by the
Museum of Fine Arts, Houston, went on to be
a sensation in twelve American cities, including
Milwaukee, where the artists were greeted at the
museum by Jane Fonda. The actress pronounced
their work “full of love and patriotism and hope”
in her speech introducing the stitchers to the city’s
culture crowd.
Unlike traditional slave quilts, which often told a
story or contained secret maps to indicate escape
routes to freedom, the Gee’s Bend work reflects the
modern lives of their makers. “Housetop” squares
are inspired by the rafters they look up to from their
beds. Other squares come from “work clothes,” a
genre poignantly espoused by Missouri Pettway,
who ripped shreds from her late husband’s clothes to
make a quilt “to remember him and cover up under
it for love.” Some of the women would sit under a
tree and wait for inspiration; others said designs,
which include dazzling displays of starbursts and
diamonds, came to them in dreams.
The London show runs through February 6, 2021,
at the Alison Jacques Gallery. It spans ninety years
of craft, with highlights including a two-sided quilt
made by fourth-generation quilter Essie Bendolph
Pettway when she was twelve; Loretta Pettway’s
Log Cabin, whose brightly colored strips recall the
Ocean Park abstracts of Richard Diebenkorn; and
the dazzling Pig in the Pen, an array of colorful
squares stitched by Rita Mae Pettway in 2019. This
dazzlingly modern work belies the fact the artist was
seventy-eight when she made it. It is shown alongside the quilt made by her grandmother, Annie E.
Pettway, in 1930, the oldest work in the show.
At sixty years old, Loretta Pettway Bennett is the
youngest of the exhibited artists. She confesses that her
first quilt, started when she was thirteen or fourteen,
was “lopsided and my mom finished it.” Removed
from the community when she moved to Germany
with her soldier husband, she was reintroduced to the
pleasures of stitching alongside her mother, aunt, and
grandmother when she moved back to Gee’s Bend
while her husband was in officer candidate school. She
had no aspirations to fame when she applied for a grant
from the Alabama State Council on the Arts in 2001
WITH BABY STEPS,
SHE STARTED
COLLECTING SCRAPS
OF HER FAMILY’S
WORN-OUT CLOTHES
TO MAKE STRIKING
ABSTRACTS LIKE HER
DENIM WORK CLOTHES
QUILT, REPLETE WITH
PATCH POCKETS, NOW
HANGING IN LONDON.
“
Loretta Pettway
Photo © Matt Arnett
to study the art of quilting from her mother; she merely
had a desire to keep the tradition going when she saw
it becoming a dying art. But the Houston art show one
year later made her wonder, “Can I make a quilt that
someday might hang on the wall of a museum?” With
baby steps, she started collecting scraps of her family’s
worn-out clothes to make striking abstracts, like her
denim work clothes quilt, replete with patch pockets,
now hanging in London.
Despite the fact that prices of up to $65,000 per quilt have been achieved in the new
show, the Gee’s Bend community as a whole remains impoverished, according to
Mary Margaret Pettway of the Souls Grown Deep Foundation. The organization was
founded by Bill Arnett to research, preserve, and exhibit African American art. Mary
Margaret, who once slept under quilts made by her mother, Lucy—which now hang
in the Met and the Museum of Fine Arts, Boston—reflects sadly, “The traditions that
have earned my community such acclaim have not resulted in economic advance
-
ment for the majority of quilters and their families. The average annual income here is
under $10,000, and well over half the residents live in poverty.”
The foundation has mounted a fund-raising drive
to train Gee’s Bend quilters how to market, brand,
and sell their products and provide internet access
for online trading. Some have already acquired the
confidence to deal with galleries. “For our show, we
worked directly with some of the artists as well as
the foundation to source the quilts we exhibited,”
says Hannah Robinson of the Alison Jacques
Gallery in London.
Only in later life have the youngest artists, like Rita Mae’s
daughter Louisiana Pettway Bendolph—who expanded into
fine art prints exhibited alongside Andy Warhol’s at MOCA
Jacksonville—come to recognize work born in hard times as
a means of joyful creative expression. Hating stitching at age
twelve, the fourth-generation quilter was called back to the art in
middle age by the critical accltravels the world in search of stories.
Her special interests are architecture and design, culture, food, and drink,
as well as the best places to visit in the world’s great playgrounds. She is a
regular contributor to the Daily Mail, the Independent, and Blueprint
African Americans, also known as Black Americans and formerly called Afro-Americans, or, historically, Negroes or Colored (both now considered to be pejorative), are an American racial and ethnic group who, as defined by the United States census, consists of Americans who have ancestry from "any of the Black racial groups of Africa".[3] African Americans constitute the second largest racial and ethnic group in the U.S. after White Americans.[4] The term "African American" generally denotes descendants of Africans enslaved in the United States.[5][6] According to annual estimates from the U.S. Census Bureau, as of July 1, 2024, the overall Black population was estimated at 42,951,595, representing approximately 12.63% of the total U.S. population.[7]
African-American history began in the 16th century, when mainly West African and Central African slave traders sold African artisans, farmers, and warriors to European slave traders, who transported them across the Atlantic to the Western Hemisphere. They were sold as slaves to European colonists and put to work on plantations, particularly in the southern colonies. A few were able to achieve freedom through manumission or escape, and founded independent communities before and during the American Revolution. After the United States was founded in 1783, most American Black people continued to be enslaved, primarily in the American South, with four million enslaved people only liberated after the Northern victory over the South in the Civil War of 1861 to 1865.[8]
During Reconstruction, African Americans gained citizenship and adult-males the right to vote; however, due to widespread belief in White supremacy, they were treated as second-class citizens and soon effectively disenfranchised in the South. These circumstances changed due to participation in the military conflicts of the United States, substantial migration out of the South, the elimination of legal racial segregation, and the civil rights movement which sought political and social freedom. However, racism against African Americans and racial socioeconomic disparity remain a problem into the 21st century.
In the 20th and 21st centuries, immigration has played an increasingly significant role in the African-American community. As of 2022, 10% of the U.S. Black population were immigrants, and 20% were either immigrants or the children of immigrants.[9] While some Black immigrants or their children may also come to identify as African American, the majority of first-generation immigrants do not, preferring to identify with their nation of origin.[10][11] Most African Americans are of West African and coastal Central African ancestry, with varying amounts of Western European and Native American ancestry.[12]
African-American culture has had a significant influence on worldwide culture, making numerous contributions to the English language, literature, politics, cuisine, sports, and music. The African-American contribution to popular music is so profound that most American popular music, including gospel, blues, jazz, rock and roll, R&B, soul, funk, disco, hip hop, and house has its origins either partially or entirely in the African-American community.[13][14]
History
Main article: African American history
See also: African immigration to the United States
Colonial era
Main article: Slavery in the colonial history of the United States
See also: Atlantic slave trade
Major slave trading regions of Africa, 15th?19th centuries
The vast majority of those who were enslaved and transported in the transatlantic slave trade were people from several Central and West African ethnic groups. They had been captured directly by European slave traders in coastal raids,[15] or captured and sold by West African slave traders or by half-European "merchant princes"[16] to European slave traders, who brought them to the Americas.[17]
The first African slaves in what is now the United States arrived in the early 16th century. Africans were among Juan Ponce de León's 1513 voyage that landed in what would become Spanish Florida, and enslaved Africans arrived around the same time to Spanish Puerto Rico.[18][19]
Africans also came via Santo Domingo in the Caribbean to the San Miguel de Gualdape colony (most likely located in the Winyah Bay area of present-day South Carolina), founded by Spanish explorer Lucas Vázquez de Ayllón in 1526.[20] The ill-fated colony was almost immediately disrupted by a fight over leadership, during which the slaves revolted and fled the colony to seek refuge among local Native Americans. De Ayllón and many of the colonists died shortly afterward, due to an epidemic and the colony was abandoned. The settlers and the slaves who had not escaped returned to the Island of Hispaniola, whence they had come.[20]
The enslaved explorer Esteban arrived in Florida with the Narváez expedition in 1528, a journey that first landed in Santo Domingo and later traveled into Spanish Texas and the Southwest before ending in Mexico.[21]
The marriage between Luisa de Abrego, a free Black domestic servant from Seville, and Miguel Rodríguez, a White Segovian conquistador in 1565 in St. Augustine (Spanish Florida), is the first known and recorded Christian marriage anywhere in what is now the continental United States.[22]
Slaves processing tobacco in 17th-century Virginia, illustration from 1670
The first recorded Africans in English America (including most of the future United States) were "20 and odd negroes" who arrived in Jamestown, Virginia via Cape Comfort in August 1619 as indentured servants.[23] As many Virginian settlers began to die from harsh conditions, more and more Africans were brought to work as laborers.[24]
An indentured servant (who could be White or Black) would work for several years (usually four to seven) without wages. The status of indentured servants in early Virginia and Maryland was similar to slavery. Servants could be bought, sold, or leased, and they could be physically beaten for disobedience or attempting to running away. Unlike slaves, they were freed after their term of service expired or if their freedom was purchased. Their children did not inherit their status, and on their release from contract they received "a year's provision of corn, double apparel, tools necessary", and a small cash payment called "freedom dues".[25] Africans could legally raise crops and cattle to purchase their freedom.[26] They raised families, married other Africans and sometimes intermarried with Native Americans or European settlers.[27]
The first slave auction at New Amsterdam in 1655; illustration from 1895 by Howard Pyle[28]
By the 1640s and 1650s, several African families owned farms around Jamestown, and some became wealthy by colonial standards and purchased indentured servants of their own. In 1640, the Virginia General Court recorded the earliest documentation of lifetime slavery when they sentenced John Punch, a Negro, to lifetime servitude under his master Hugh Gwyn, for running away.[29][30]
In Spanish Florida, some Spanish married or had unions with Pensacola, Creek or African women, both enslaved and free, and their descendants created a mixed-race population of mestizos and mulattos. The Spanish encouraged slaves from the colony of Georgia to come to Florida as a refuge, promising freedom in exchange for conversion to Catholicism. King Charles II issued a royal proclamation freeing all slaves who fled to Spanish Florida and accepted conversion and baptism. Most went to the area around St. Augustine, but escaped slaves also reached Pensacola. St. Augustine had mustered an all-Black militia unit defending Spanish Florida as early as 1683.[31]
Reproduction of a handbill advertising a slave auction in Charleston, South Carolina, in 1769
One of the Dutch African arrivals, Anthony Johnson, would later own one of the first Black "slaves", John Casor, resulting from the court ruling of a civil case.[32][33]
The popular conception of a race-based slave system did not fully develop until the 18th century. The Dutch West India Company introduced slavery in 1625 with the importation of eleven Black slaves into New Amsterdam (present-day New York City). All the colony's slaves, however, were freed upon its surrender to the English.[34]
Massachusetts was the first English colony to legally recognize slavery in 1641. In 1662, Virginia passed a law that children of enslaved women would take the status of the mother, rather than that of the father, as was the case under common law. This legal principle was called partus sequitur ventrum.[35][36]
By an act of 1699, Virginia ordered the deportation of all free Blacks, effectively defining all people of African descent who remained in the colony as slaves.[37] In 1670, the colonial assembly passed a law prohibiting free and baptized Blacks (and Native Americans) from purchasing Christians (in this act meaning White Europeans) but allowing them to buy people "of their owne nation".[38]
1774 image of a fugitive slave in a New York newspaper, offering a $10 reward (equivalent to $288 in 2024). Slave owners, including George Washington and Thomas Jefferson, placed around 200,000 runaway slave adverts in newspapers across the US before slavery ended in 1865.[39][40]
In Spanish Louisiana, although there was no movement toward abolition of the African slave trade, Spanish rule introduced a new law called coartación, which allowed slaves to buy their freedom, and that of others.[41] Although some did not have the money to do so, government measures on slavery enabled the existence of many free Blacks. This caused problems to the Spaniards with the French creoles (French who had settled in New France) who had also populated Spanish Louisiana. The French creoles cited that measure as one of the system's worst elements.[42]
First established in South Carolina in 1704, groups of armed White men?slave patrols?were formed to monitor enslaved Black people.[43] Their function was to police slaves, especially fugitives. Slave owners feared that slaves might organize revolts or slave rebellions, so state militias were formed to provide a military command structure and discipline within the slave patrols. These patrols were used to detect, encounter, and crush any organized slave meetings which might lead to revolts or rebellions.[43]
The earliest African American congregations and churches were organized before 1800 in both northern and southern cities following the Great Awakening. By 1775, Africans made up 20% of the population in the American colonies, which made them the second largest ethnic group after English Americans.[44]
From the American Revolution to the Civil War
Main article: Slavery in the United States
Crispus Attucks, the first "martyr" of the American Revolution. He was of Native American and African American descent.
During the 1770s, Africans, both enslaved and free, helped rebellious American colonists secure their independence by defeating the British in the American Revolutionary War.[45] Blacks played a role in both sides in the American Revolution. Activists in the Patriot cause included James Armistead, Prince Whipple, and Oliver Cromwell.[46][47] Around 15,000 Black Loyalists left with the British after the war, most of them ending up as free Black people in England[48] or its colonies, such as the Black Nova Scotians and the Sierra Leone Creole people.[49][50]
In the Spanish Louisiana, Governor Bernardo de Gálvez organized Spanish free Black men into two militia companies to defend New Orleans during the American Revolution. They fought in the 1779 battle in which Spain captured Baton Rouge from the British. Gálvez also commanded them in campaigns against the British outposts in Mobile, Alabama, and Pensacola, Florida. He recruited slaves for the militia by pledging to free anyone who was seriously wounded and promised to secure a low price for coartación (buy their freedom and that of others) for those who received lesser wounds. During the 1790s, Governor Francisco Luis Héctor, baron of Carondelet reinforced local fortifications and recruit even more free Black men for the militia. Carondelet doubled the number of free Black men who served, creating two more militia companies?one made up of Black members and the other of pardo (mixed race). Serving in the militia brought free Black men one step closer to equality with Whites, allowing them, for example, the right to carry arms and boosting their earning power. However, actually these privileges distanced free Black men from enslaved Blacks and encouraged them to identify with Whites.[42]
Slavery had been tacitly enshrined in the US Constitution through provisions such as Article I, Section 2, Clause 3, commonly known as the 3/5 compromise. Due to the restrictions of Section 9, Clause 1, Congress was unable to pass an Act Prohibiting Importation of Slaves until 1807.[51] Fugitive slave laws (derived from the Fugitive Slave Clause of the Constitution?Article IV, Section 2, Clause 3) were passed by Congress in both 1793 and 1850, guaranteeing the right of a slaveholder to recover an escaped slave anywhere within the US.[40] Slave owners, who viewed enslaved people as property, ensured that it became a federal crime to aid or assist those who had fled slavery or to interfere with their capture.[39] By that time, slavery, which almost exclusively targeted Black people, had become the most critical and contentious political issue in the Antebellum United States, repeatedly sparking crises and conflicts. Among these were the Missouri Compromise, the Compromise of 1850, the infamous Dred Scott decision, and John Brown's raid on Harpers Ferry.
Frederick Douglass, c.?1850
Prior to the Civil War, eight serving presidents had owned slaves, a practice that was legally protected under the US Constitution.[52] By 1860, the number of enslaved Black people in the US had grown to between 3.5 and 4.4 million, largely as a result of the Atlantic slave trade. In addition, 488,000?500,000 Black people lived free (with legislated limits)[53] across the country.[54] With legislated limits imposed upon them in addition to "unconquerable prejudice" from Whites according to Henry Clay.[55] In response to these conditions, some free Black people chose to leave the US and emigrate to Liberia in West Africa.[53] Liberia had been established in 1821 as a settlement by the American Colonization Society (ACS), with many abolitionist members of the ACS believing Black Americans would have greater opportunities for freedom and equality in Africa than they would in the US.[53]
Slaves not only represented a significant financial investment for their owners, but they also played a crucial role in producing the country's most valuable product and export: cotton. Enslaved people were instrumental in the construction of several prominent structures such as, the United States Capitol, the White House and other Washington, D.C.?based buildings.[56] Similar building projects existed in the slave states.
Slaves Waiting for Sale: Richmond, Virginia, 1853. Note the new clothes. The domestic slave trade broke up many families, and individuals lost their connection to families and clans.
By 1815, the domestic slave trade had become a significant and major economic activity in the United States, continuing to flourish until the 1860s.[57] Historians estimate that nearly one million individuals were subjected to this forced migration, which was often referred to as a new "Middle Passage". The historian Ira Berlin described this internal forced migration of enslaved people as the "central event" in the life of a slave during the period between the American Revolution and the Civil War. Berlin emphasized that whether enslaved individuals were directly uprooted or lived in constant fear that they or their families would be involuntarily relocated, "the massive deportation traumatized Black people" throughout the US.[58] As a result of this large-scale forced movement, countless individuals lost their connection to families and clans, and many ethnic Africans lost their knowledge of varying tribal origins in Africa.[57]
The 1863 photograph of Wilson Chinn, a branded slave from Louisiana, along with the famous image of Gordon and his scarred back, served as two of the earliest and most powerful examples of how the newborn medium of photography could be used to visually document and encapsulate the brutality and cruelty of slavery.[59]
Slave trader's business on Whitehall Street Atlanta, Georgia, 1864 during the American Civil War with a Union corporal of the United States Colored Troops sitting by the door
Emigration of free Blacks to their continent of origin had been proposed since the Revolutionary war. After Haiti became independent, it tried to recruit African Americans to migrate there after it re-established trade relations with the United States. The Haitian Union was a group formed to promote relations between the countries.[60] After riots against Blacks in Cincinnati, its Black community sponsored founding of the Wilberforce Colony, an initially successful settlement of African American immigrants to Canada. The colony was one of the first such independent political entities. It lasted for a number of decades and provided a destination for about 200 Black families emigrating from a number of locations in the United States.[60]
In 1863, during the American Civil War, President Abraham Lincoln signed the Emancipation Proclamation. The proclamation declared that all slaves in Confederate-held territory were free.[61] Advancing Union troops enforced the proclamation, with Texas being the last state to be emancipated, in 1865.[62]
Harriet Tubman, c.?1869
Slavery in a few border states continued until the ratification of the Thirteenth Amendment in December 1865.[63] While the Naturalization Act of 1790 limited US citizenship to Whites only,[64][65] the 14th Amendment (1868) gave Black people citizenship, and the 15th Amendment (1870) gave Black men the right to vote.[66]
Reconstruction era and Jim Crow
Main articles: Reconstruction era and Jim Crow laws
African Americans quickly set up congregations for themselves, as well as schools and community/civic associations, to have space away from White control or oversight. While the post-war Reconstruction era was initially a time of progress for African Americans, that period ended in 1876. By the late 1890s, Southern states enacted Jim Crow laws to enforce racial segregation and disenfranchisement.[67] Segregation was now imposed with Jim Crow laws, using signs used to show Blacks where they could legally walk, talk, drink, rest, or eat.[68] For those places that were racially mixed, non-Whites had to wait until all White customers were dealt with.[68] Most African Americans obeyed the Jim Crow laws, to avoid racially motivated violence. To maintain self-esteem and dignity, African Americans such as Anthony Overton and Mary McLeod Bethune continued to build their own schools, churches, banks, social clubs, and other businesses.[69]
In the last decade of the 19th century, racially discriminatory laws and racial violence aimed at African Americans began to mushroom in the United States, a period often referred to as the "nadir of American race relations". These discriminatory acts included racial segregation?upheld by the United States Supreme Court decision in Plessy v. Ferguson in 1896?which was legally mandated by southern states and nationwide at the local level of government, voter suppression or disenfranchisement in the southern states, denial of economic opportunity or resources nationwide, and private acts of violence and mass racial violence aimed at African Americans unhindered or encouraged by government authorities.[70]
Great migration and civil rights movement
Main articles: Great Migration and civil rights movement
A group of White men pose for a 1919 photograph as they stand over the Black victim, Will Brown, who had been lynched and had his body mutilated and burned during the Omaha race riot of 1919 in Omaha, Nebraska. Postcards and photographs of lynchings were popular souvenirs in the US.[71]
The desperate conditions of African Americans in the South sparked the Great Migration during the first half of the 20th century which led to a growing African American community in Northern and Western United States.[72] The rapid influx of Blacks disturbed the racial balance within Northern and Western cities, exacerbating hostility between both Blacks and Whites in the two regions.[73] The Red Summer of 1919 was marked by hundreds of deaths and higher casualties across the US as a result of race riots that occurred in more than three dozen cities, such as the Chicago race riot of 1919 and the Omaha race riot of 1919. Overall, Blacks in Northern and Western cities experienced systemic discrimination in a plethora of aspects of life. Within employment, economic opportunities for Blacks were routed to the lowest-status and restrictive in potential mobility. At the 1900 Hampton Negro Conference, Reverend Matthew Anderson said: "...the lines along most of the avenues of wage earning are more rigidly drawn in the North than in the South."[74] Within the housing market, stronger discriminatory measures were used in correlation to the influx, resulting in a mix of "targeted violence, restrictive covenants, redlining and racial steering".[75] While many Whites defended their space with violence, intimidation, or legal tactics toward African Americans, many other Whites migrated to more racially homogeneous suburban or exurban regions, a process known as White flight.[76]
Rosa Parks being fingerprinted after being arrested for not giving up her seat on a bus to a White person
Despite discrimination, drawing cards for leaving the hopelessness in the South were the growth of African American institutions and communities in Northern cities. Institutions included Black oriented organizations (e.g., Urban League, NAACP), churches, businesses, and newspapers, as well as successes in the development in African American intellectual culture, music, and popular culture (e.g., Harlem Renaissance, Chicago Black Renaissance). The Cotton Club in Harlem was a Whites-only establishment, with Blacks (such as Duke Ellington) allowed to perform, but to a White audience.[77] Black Americans also found a new ground for political power in Northern cities, without the enforced disabilities of Jim Crow.[78][79]
By the 1950s, the civil rights movement was gaining momentum. A 1955 lynching that sparked public outrage about injustice was that of Emmett Till, a 14-year-old boy from Chicago. Spending the summer with relatives in Money, Mississippi, Till was killed for allegedly having wolf-whistled at a White woman. Till had been badly beaten, one of his eyes was gouged out, and he was shot in the head. The visceral response to his mother's decision to have an open-casket funeral mobilized the Black community throughout the US.[80] Vann Newkirk wrote "the trial of his killers became a pageant illuminating the tyranny of White supremacy".[80] The state of Mississippi tried two defendants, but they were speedily acquitted by an all-White jury.[81] One hundred days after Emmett Till's murder, Rosa Parks refused to give up her seat on the bus in Alabama?indeed, Parks told Emmett's mother Mamie Till that "the photograph of Emmett's disfigured face in the casket was set in her mind when she refused to give up her seat on the Montgomery bus."[82]
March on Washington for Jobs and Freedom, August 28, 1963, shows civil rights leaders and union leaders.
The March on Washington for Jobs and Freedom and the conditions which brought it into being are credited with putting pressure on presidents John F. Kennedy and Lyndon B. Johnson. Johnson put his support behind passage of the Civil Rights Act of 1964 that banned discrimination in public accommodations, employment, and labor unions, and the Voting Rights Act of 1965, which expanded federal authority over states to ensure Black political participation through protection of voter registration and elections.[83] By 1966, the emergence of the Black Power movement, which lasted from 1966 to 1975, expanded upon the aims of the civil rights movement to include economic and political self-sufficiency, and freedom from White authority.[84]
During the post-war period, many African Americans continued to be economically disadvantaged relative to other Americans. Average Black income stood at 54 percent of that of White workers in 1947, and 55 percent in 1962. In 1959, median family income for Whites was $5,600 (equivalent to $60,405 in 2024), compared with $2,900 (equivalent to $31,281 in 2024) for non-White families. In 1965, 43 percent of all Black families fell into the poverty bracket, earning under $3,000 (equivalent to $29,933 in 2024) a year. The 1960s saw improvements in the social and economic conditions of many Black Americans.[85]
From 1965 to 1969, Black family income rose from 54 to 60 percent of White family income. In 1968, 23 percent of Black families earned under $3,000 (equivalent to $27,126 in 2024) a year, compared with 41 percent in 1960. In 1965, 19 percent of Black Americans had incomes equal to the national median, a proportion that rose to 27 percent by 1967. In 1960, the median level of education for Blacks had been 10.8 years, and by the late 1960s, the figure rose to 12.2 years, half a year behind the median for Whites.[85]
Post?civil rights era
Main article: Post?civil rights era in African-American history
U.S. President Barack Obama's official photograph in the Oval Office on 6 December 2012.
Politically and economically, African Americans have made substantial strides during the post?civil rights era. In 1967, Thurgood Marshall became the first African American Supreme Court Justice. In 1968, Shirley Chisholm became the first Black woman elected to the US Congress. In 1989, Douglas Wilder became the first African American elected governor in US history. Clarence Thomas succeeded Marshall to become the second African American Supreme Court Justice in 1991. In 1992, Carol Moseley-Braun of Illinois became the first African American woman elected to the US Senate. There were 8,936 Black officeholders in the United States in 2000, showing a net increase of 7,467 since 1970. In 2001, there were 484 Black mayors.[86]
In 2005, the number of Africans immigrating to the United States, in a single year, surpassed the peak number who were involuntarily brought to the United States during the Atlantic slave trade.[87] On November 4, 2008, Democratic Senator Barack Obama?the son of a White American mother and a Kenyan father?defeated Republican Senator John McCain to become the first African American to be elected president. At least 95 percent of African American voters voted for Obama.[88][89] He also received overwhelming support from young and educated Whites, a majority of Asians,[90] and Hispanics,[90] picking up a number of new states in the Democratic electoral column.[88][89] Obama lost the overall White vote, although he won a larger proportion of White votes than any previous non-incumbent Democratic presidential candidate since Jimmy Carter.[91] Obama was reelected for a second and final term, by a similar margin on November 6, 2012.[92] In 2021, Kamala Harris, the daughter of a Jamaican father and Indian mother, became the first woman, the first African American, and the first Asian American to serve as Vice President of the United States.[93][failed verification] In June 2021, Juneteenth, a day which commemorates the end of slavery in the US, became a federal holiday.[94]
Demographics
Further information: Historical racial and ethnic demographics of the United States § Black population as a percentage of the total population by U.S. region and state (1790?2010), List of U.S. communities with African-American majority populations, List of U.S. counties with African-American majority populations, and List of U.S. states by African-American population
Black Americans (alone) population pyramid in 2020
Proportion of African Americans in each US state, Washington, D.C., and Puerto Rico as of the 2020 United States Census
Proportion of Black Americans (alone or in combination) in each county of the fifty states, Washington, D.C., and Puerto Rico as of the 2020 United States census
Majority Black American counties in the United States according to the 2020 census
US census map indicating US counties with fewer than 25 Black or African American inhabitants
Graph showing the percentage of the African American population living in the American South, 1790?2010. Note the major declines between 1910 and 1940 and 1940?1970, and the reverse trend post-1970. Nonetheless, the absolute majority of the African American population has always lived in the American South.
In 1790, when the first US census was taken, Africans (including slaves and free people) numbered about 760,000?about 19.3% of the population. In 1860, at the start of the Civil War, the African American population had increased to 4.4 million, but the percentage rate dropped to 14% of the overall population of the country. The vast majority were slaves, with only 488,000 counted as "freemen". By 1900, the Black population had doubled and reached 8.8 million.[95]
In 1910, about 90% of African Americans lived in the South. Large numbers began migrating north looking for better job opportunities and living conditions, and to escape Jim Crow laws and racial violence. The Great Migration, as it was called, spanned the 1890s to the 1970s. From 1916 through the 1960s, more than 6 million Black people moved north. But in the 1970s and 1980s, that trend reversed, with more African Americans moving south to the Sun Belt than leaving it.[96]
The African American population in the United States declined over time as a percentage of the total population until 1930, and has been rising since then:
African Americans in the United States[97]
Year Number % of total
population % Change
(10 yr) Slaves % in slavery
1790 757,208 19.3% (highest) ? 697,681 92%
1800 1,002,037 18.9% 32.3% 893,602 89%
1810 1,377,808 19.0% 37.5% 1,191,362 86%
1820 1,771,656 18.4% 28.6% 1,538,022 87%
1830 2,328,642 18.1% 31.4% 2,009,043 86%
1840 2,873,648 16.8% 23.4% 2,487,355 87%
1850 3,638,808 15.7% 26.6% 3,204,287 88%
1860 4,441,830 14.1% 22.1% 3,953,731 89%
1870 4,880,009 12.7% 9.9% ? ?
1880 6,580,793 13.1% 34.9% ? ?
1890 7,488,788 11.9% 13.8% ? ?
1900 8,833,994 11.6% 18.0% ? ?
1910 9,827,763 10.7% 11.2% ? ?
1920 10.5 million 9.9% 6.8% ? ?
1930 11.9 million 9.7% (lowest) 13% ? ?
1940 12.9 million 9.8% 8.4% ? ?
1950 15.0 million 10.0% 16% ? ?
1960 18.9 million 10.5% 26% ? ?
1970 22.6 million 11.1% 20% ? ?
1980 26.5 million 11.7% 17% ? ?
1990 30.0 million 12.1% 13% ? ?
2000 34.6 million 12.3% 15% ? ?
2010 38.9 million 12.6% 12% ? ?
2020 41.1 million 12.4% 5.6% ? ?
By 1990, the African American population reached about 30 million and represented 12% of the US population, roughly the same proportion as in 1900.[98]
African American groups in the USA
Years Non-Hispanic Blacks Black Hispanics Total
# % # %
2020 39,940,338 12.1% 1,163,862 0.3% 41,104,200
At the time of the 2000 US census, 54.8% of African Americans lived in the South. In that year, 17.6% of African Americans lived in the Northeast and 18.7% in the Midwest, while only 8.9% lived in the Western states. The west does have a sizable Black population in certain areas, however. California, the nation's most populous state, has the fifth largest African American population, only behind New York, Texas, Georgia, and Florida. According to the 2000 census, approximately 2.05% of African Americans identified as Hispanic or Latino in origin,[99] many of whom may be of Brazilian, Puerto Rican, Dominican, Cuban, Haitian, or other Latin American descent. The only self-reported ancestral groups larger than African Americans are the Irish and Germans.[100]
Band rehearsal on 125th Street in Harlem, the historic epicenter of African American culture. New York City is home by a significant margin to the world's largest Black population of any city outside Africa, at over 2.2 million. African immigration to New York City is now driving the growth of the city's Black population.[101]
According to the 2010 census, nearly 3% of people who self-identified as Black had recent ancestors who immigrated from another country. Self-reported non-Hispanic Black immigrants from the Caribbean, mostly from Jamaica and Haiti, represented 0.9% of the US population, at 2.6 million.[102] Self-reported Black immigrants from sub-Saharan Africa also represented 0.9%, at about 2.8 million.[102] Additionally, self-identified Black Hispanics represented 0.4% of the United States population, at about 1.2 million people, largely found within the Puerto Rican and Dominican communities.[103] Self-reported Black immigrants hailing from other countries in the Americas, such as Brazil and Canada, as well as several European countries, represented less than 0.1% of the population. Mixed-race Hispanic and non-Hispanic Americans who identified as being part Black, represented 0.9% of the population. Of the 12.6% of United States residents who identified as Black, around 10.3% were "native Black American" or ethnic African Americans, who are direct descendants of West/Central Africans brought to the US as slaves. These individuals make up well over 80% of all Blacks in the country. When including people of mixed-race origin, about 13.5% of the US population self-identified as Black or "mixed with Black".[104] However, according to the US Census Bureau, evidence from the 2000 census indicates that many African and Caribbean immigrant ethnic groups do not identify as "Black, African Am., or Negro". Instead, they wrote in their own respective ethnic groups in the "Some Other Race" write-in entry. As a result, the census bureau devised a new, separate "African American" ethnic group category in 2010 for ethnic African Americans.[105] Nigerian Americans and Ethiopian Americans were the most reported sub-Saharan African groups in the United States.[106]
In the 2020 census, the African American population was undercounted at an estimated rate of 3.3%, up from 2.1% in 2010.[107]
Proportion in each county
African American (Alone) population distribution over time
1790
1790
1800
1800
1810
1810
1820
1820
1830
1830
1840
1840
1850
1850
1860
1860
1870
1870
1880
1880
1890
1890
1900
1900
1910
1910
1920
1920
1930
1930
1940
1940
1970
1970
1980
1980
1990
1990
2000
2000
2010
2010
2020
2020
Texas has the largest African American population by state with approximately 4 million.[108] Followed by Texas is Florida, with 3.8 million, and Georgia, with 3.6 million.[109] Mississippi is the state with the highest African American share of the population at 39%. Followed by Mississippi is Louisiana at 34%, and Georgia at 32%.[108]
US cities
Further information: List of U.S. cities with large Black populations and List of U.S. metropolitan areas with large African-American populations
After 100 years of African Americans leaving the south in large numbers seeking better opportunities and treatment in the west and north, a movement known as the Great Migration, there is now a reverse trend, called the New Great Migration. As with the earlier Great Migration, the New Great Migration is primarily directed toward cities and large urban areas, such as Charlotte, Houston, Dallas, Fort Worth, Huntsville, Raleigh, Tampa, San Antonio, New Orleans, Memphis, Nashville, Jacksonville, and so forth.[110] A growing percentage of African Americans from the west and north are migrating to the southern region of the US for economic and cultural reasons. In 2020, New York City, Chicago, and Los Angeles metropolitan areas had the highest decline in African Americans, while Atlanta, Dallas, and Houston had the highest increase respectively.[111][112] Despite recent declines, as of 2020, the New York City metropolitan area still has the largest African American metropolitan population in the United States and the only to have over 3 million African Americans.[113][114]
Among cities of 100,000 or more, South Fulton, Georgia had the highest percentage of Black residents of any large US city in 2020, with 93%. Other large cities with African American majorities include Jackson, Mississippi (80%), Detroit, Michigan (80%), Birmingham, Alabama (70%), Miami Gardens, Florida (67%), Memphis, Tennessee (63%), Montgomery, Alabama (62%), Baltimore, Maryland (60%), Augusta, Georgia (59%), Shreveport, Louisiana (58%), New Orleans, Louisiana (57%), Macon, Georgia (56%), Baton Rouge, Louisiana (55%), Hampton, Virginia (53%), Newark, New Jersey (53%), Mobile, Alabama (53%), Cleveland, Ohio (52%), and Brockton, Massachusetts (51%).
Claiborne County, Mississippi is the Blackest county in the U.S. at 87% Black in 2020. Cook County, Illinois has the largest Black population in the U.S. with 1,185,601 Black residents in 2020.
The nation's most affluent community with an African American majority resides in View Park?Windsor Hills, California, with an annual median household income of $159,618 and median home price of about $1.5 million in 2025.[115][116] Other largely affluent and African American communities include Prince George's County (namely Mitchellville, Woodmore, Upper Marlboro) and Charles County in Maryland,[117] DeKalb County (namely Stonecrest, Lithonia, Smoke Rise) and South Fulton in Georgia, Charles City County in Virginia, Baldwin Hills in California, Hillcrest and Uniondale in New York, and Cedar Hill, DeSoto, and Missouri City in Texas. Additionally, there is a significant affluent Black presence in the southern Chicago suburbs of Cook County, Illinois. A report from the National Association of Real Estate Brokers (NAREB) indicated that 5 of the top 10 municipalities nationwide (with at least 500 Black households) registering the highest Black homeownership rates were in this area - including Olympia Fields, South Holland, Flossmoor, Matteson, and Lynwood.[118] In 2006, Queens County, New York was the only county with a population of 65,000 or more where African Americans had a higher median household income than White Americans.[119]
Seatack, Virginia is currently the oldest African American community in the United States.[120] It survives today with a vibrant and active civic community.[121]
Education
Main article: History of African-American education
Former slave reading, 1870
During slavery, anti-literacy laws were enacted in the US that prohibited education for Black people. Slave owners saw literacy as a threat to the institution of slavery. As a North Carolina statute stated, "Teaching slaves to read and write, tends to excite dissatisfaction in their minds, and to produce insurrection and rebellion."[122]
When slavery was finally abolished in 1865, public educational systems were expanding across the country. By 1870, around seventy-four institutions in the south provided a form of advanced education for African American students. By 1900, over a hundred programs at these schools provided training for Black professionals, including teachers. Many of the students at Fisk University, including the young W. E. B. Du Bois, taught school during the summers to support their studies.[123]
African Americans were very concerned to provide quality education for their children, but White supremacy limited their ability to participate in educational policymaking on the political level. State governments soon moved to undermine their citizenship by restricting their right to vote. By the late 1870s, Blacks were disenfranchised and segregated across the American South.[124] White politicians in Mississippi and other states withheld financial resources and supplies from Black schools. Nevertheless, the presence of Black teachers, and their engagement with their communities both inside and outside the classroom, ensured that Black students had access to education despite these external constraints.[125][126]
During World War II, demands for unity and racial tolerance on the home front provided an opening for the first Black history curriculum in the country.[127] For example, during the early 1940s, Madeline Morgan, a Black teacher in the Chicago public schools, created a curriculum for students in grades one through eight highlighting the contributions of Black people to the history of the United States. At the close of the war, Chicago's Board of Education downgraded the curriculum's status from mandatory to optional.[128]
Predominantly Black schools for kindergarten through twelfth grade students were common throughout the US before the 1970s. By 1972, however, desegregation efforts meant that only 25% of Black students were in schools with more than 90% non-White students. However, since then, a trend towards re-segregation affected communities across the country: by 2011, 2.9 million African American students were in such overwhelmingly minority schools, including 53% of Black students in school districts that were formerly under desegregation orders.[129][130]
As late as 1947, about one third of African Americans over 65 were considered to lack the literacy to read and write their own names. By 1969, illiteracy as it had been traditionally defined, had been largely eradicated among younger African Americans.[131]
Astrophysicist Neil deGrasse Tyson is director of New York City's Hayden Planetarium.
Between 1995 and 2009, freshmen college enrollment for African Americans increased by 73 percent and only 15 percent for Whites.[132] Black women are enrolled in college more than any other race and gender group, leading all with 9.7% enrolled according to the 2011 US census.[133][134] The average high school graduation rate of Blacks in the United States has steadily increased to 71% in 2013.[135] Separating this statistic into component parts shows it varies greatly depending upon the state and the school district examined. 38% of Black males graduated in the state of New York but in Maine 97% graduated and exceeded the White male graduation rate by 11 percentage points.[136] In much of the southeastern United States and some parts of the southwestern United States the graduation rate of White males was in fact below 70% such as in Florida where 62% of White males graduated from high school. Examining specific school districts paints an even more complex picture. In the Detroit school district, the graduation rate of Black males was 20% but 7% for White males. In the New York City school district 28% of Black males graduate from high school compared to 57% of White males. In Newark County[where?] 76% of Black males graduated compared to 67% for White males. Further academic improvement has occurred in 2015. Roughly 23% of all Blacks have bachelor's degrees. In 1988, 21% of Whites had obtained a bachelor's degree versus 11% of Blacks. In 2015, 23% of Blacks had obtained a bachelor's degree versus 36% of Whites.[137] Foreign born Blacks, 9% of the Black population, made even greater strides. They exceed native born Blacks by 10 percentage points.[137]
College Board, which runs the official college-level advanced placement (AP) programs in American high schools, have has received criticism in recent years that its curricula have focused too much on Euro-centric history.[138] In 2020, College Board reshaped some curricula among history-based courses to further reflect the African diaspora.[139] In 2021, College Board announced it would be piloting an AP African American Studies course between 2022 and 2024. The course officially launched in August 2024.[140][141]
In June 2023, the Supreme Court ended race-based affirmative action at American colleges and universities. This landmark Supreme Court decision is widely believed to contribute to a decline in African American enrollment at the nation's most selective and prominent colleges and universities, where African American applicants often have, on average, lower standardized test scores and GPAs compared to the overall applicant pool. In response, many of the nation's most popular historically black colleges and universities (HBCUs) have reported a significant surge in applications and enrollment.[142][143][144][145]
According to a 2025 study, African Americans have the highest average student debt. African Americans with bachelor's degrees owe an average of $52,726 in student loans. Nearly 70% of African Americans took out a loan to fund their undergraduate education.[146]
Historically Black colleges and universities
Main articles: Historically black colleges and universities, List of historically black colleges and universities, and African American student access to medical schools
Historically black colleges and universities (HBCUs), which were founded when segregated institutions of higher learning did not admit African Americans, continue to thrive and educate students of all races today. There are 107 HBCUs representing three percent of the nation's colleges and universities with the majority established in the Southeast.[147][148] HBCUs have been largely responsible for establishing and expanding the African American middle-class by providing more career opportunities for African Americans.[149][150]
Economic status
Further information: Black-owned business
The economic disparity between the races in the US has marginally improved since the end of slavery. In 1863, two years prior to emancipation, Black people owned 0.5 percent of the national wealth, while in 2019 it is just over 1.5 percent.[151] Racial disparity in poverty rates has narrowed since the civil rights era, with the poverty rate among African Americans decreasing from 24.7% in 2004 to 18.8% in 2020, compared to 10.5% for all Americans.[152][153] Poverty is associated with higher rates of marital stress and dissolution, physical and mental health problems, disability, cognitive deficits, low educational attainment, and crime.[154]
African Americans have a long and diverse history of business ownership. Although the first African American business is unknown, slaves captured from West Africa are believed to have established commercial enterprises as peddlers and skilled craftspeople as far back as the 17th century. Around 1900, Booker T. Washington became the most famous proponent of African American businesses. His critic and rival W. E. B. DuBois also commended business as a vehicle for African American advancement.[155]
This graph shows the real median US household income by race: 1967 to 2011, in 2011 dollars.[156]
African Americans had a combined buying power of over $1.6 trillion as of 2021, a 171% increase of their buying power in 2000 but lagging significantly in growth behind American Latinos and Asians in the same timer period (with 288% and 383%, respectively; for reference, US growth overall was 144% in the same period); however, African American net worth had shrunk 14% in the previous year despite strong growth in property prices and the S&P 500. In 2002, African American-owned businesses accounted for 1.2 million of the US's 23 million businesses.[157] As of 2011, African American-owned businesses account for approximately 2 million US businesses.[158] Black-owned businesses experienced the largest growth in number of businesses among minorities from 2002 to 2011.[158]
Twenty-five percent of Blacks had white-collar occupations (management, professional, and related fields) in 2000, compared with 33.6% of Americans overall.[159][160] In 2001, over half of African American households of married couples earned $50,000 or more.[160] Although in the same year African Americans were over-represented among the nation's poor, this was directly related to the disproportionate percentage of African American families headed by single women; such families are collectively poorer, regardless of ethnicity.[160]
In 2006, the median earnings of African American men was more than Black and non-Black American women overall, and in all educational levels.[161][162][163][164][165] At the same time, among American men, income disparities were significant; the median income of African American men was approximately 76 cents for every dollar of their European American counterparts, although the gap narrowed somewhat with a rise in educational level.[161][166]
Overall, the median earnings of African American men were 72 cents for every dollar earned of their Asian American counterparts, and $1.17 for every dollar earned by Hispanic men.[161][164][167] On the other hand, by 2006, among American women with post-secondary education, African American women have made significant advances; the median income of African American women was more than those of their Asian-, European- and Hispanic American counterparts with at least some college education.[162][163][168]
The US public sector is the single most important source of employment for African Americans.[169] During 2008?2010, 21.2% of all Black workers were public employees, compared with 16.3% of non-Black workers.[169] Both before and after the onset of the Great Recession, African Americans were 30% more likely than other workers to be employed in the public sector.[169] The public sector is also a critical source of decent-paying jobs for Black Americans. For both men and women, the median wage earned by Black employees is significantly higher in the public sector than in other industries.[169]
In 1999, the median income of African American families was $33,255 compared to $53,356 of European Americans. In times of economic hardship for the nation, African Americans suffer disproportionately from job loss and underemployment, with the Black underclass being hardest hit. The phrase "last hired and first fired" is reflected in the Bureau of Labor Statistics unemployment figures. Nationwide, the October 2008 unemployment rate for African Americans was 11.1%,[170] while the nationwide rate was 6.5%.[171] In 2007, the average income for African Americans was approximately $34,000, compared to $55,000 for Whites.[172] African Americans experience a higher rate of unemployment than the general population.[173]
The income gap between Black and White families is also significant. In 2005, employed Blacks earned 65% of the wages of Whites, down from 82% in 1975.[152] The New York Times reported in 2006 that in Queens, New York, the median income among African American families exceeded that of White families, which the newspaper attributed to the growth in the number of two-parent Black families. It noted that Queens was the only county with more than 65,000 residents where that was true.[119] In 2011, it was reported that 72% of Black babies were born to unwed mothers.[174] The poverty rate among single-parent Black families was 39.5% in 2005, according to Walter E. Williams, while it was 9.9% among married-couple Black families. Among White families, the respective rates were 26.4% and 6% in poverty.[175]
Collectively, African Americans are more involved in the American political process than other minority groups in the United States, indicated by the highest level of voter registration and participation in elections among these groups in 2004.[176] African Americans also have the highest level of Congressional representation of any minority group in the US.[177]
African American homeownership
The US homeownership rate according to race[178]
Homeownership in the US is the strongest indicator of financial stability and the primary asset most Americans use to generate wealth. African Americans continue to lag behind other racial groups in homeownership.[179] In the first quarter of 2021, 45.1% of African Americans owned their homes, compared to 65.3% of all Americans.[180] The African American homeownership rate has remained relatively flat since the 1970s despite an increase in anti-discrimination housing laws and protections.[181] The African American homeownership rate peaked in 2004 at 49.7%.[182]
The average White high school drop-out still has a slightly better chance of owning a home than the average African American college graduate usually due to unfavorable debt-to-income ratios or credit scores among most African American college graduates.[183][184] Since 2000, fast-growing housing costs in most cities have made it even more difficult for the US African American homeownership rate to significantly grow and reach over 50% for the first time in history. From 2000 to 2022, the median home price in the US grew 160%, outpacing average annual household income growth in that same period, which only grew about 30%.[185][186][187] South Carolina is the state with the most African American homeownership, with about 55% of African Americans owning their own homes.[188][189]
Black people, who make up 12% of the total U.S. population, make up 32% of all people experiencing homelessness, according to the data.[190]
Politics
Year Candidate of
the plurality Political
party % of
Black
vote Result
1980 Jimmy Carter Democratic 83% Lost
1984 Walter Mondale Democratic 91% Lost
1988 Michael Dukakis Democratic 89% Lost
1992 Bill Clinton Democratic 83% Won
1996 Bill Clinton Democratic 84% Won
2000 Al Gore Democratic 90% Lost
2004 John Kerry Democratic 88% Lost
2008 Barack Obama Democratic 95% Won
2012 Barack Obama Democratic 93% Won
2016 Hillary Clinton Democratic 88% Lost
2020 Joe Biden Democratic 87% Won
2024 Kamala Harris Democratic 85% Lost
Since the mid 20th century, a large majority of African Americans support the Democratic Party. In the 2024 Presidential election, 86% of African American voters supported Democrat Kamala Harris, while 13% supported Republican Donald Trump.[191] Although there is an African American lobby in foreign policy, it has not had the impact that African American organizations have had in domestic policy.[192]
Many African Americans were excluded from electoral politics in the decades following the end of Reconstruction. For those that could participate, until the New Deal, African Americans were supporters of the Republican Party because it was Republican President Abraham Lincoln who helped in granting freedom to American slaves; at the time, the Republicans and Democrats represented the sectional interests of the North and South, respectively, rather than any specific ideology, and both conservative and liberal were represented equally in both parties.
The African American trend of voting for Democrats can be traced back to the 1930s during the Great Depression, when Franklin D. Roosevelt's New Deal program provided economic relief to African Americans. Roosevelt's New Deal coalition turned the Democratic Party into an organization of the working class and their liberal allies, regardless of region. The African American vote became even more solidly Democratic when Democratic presidents John F. Kennedy and Lyndon B. Johnson pushed for civil rights legislation during the 1960s. In 1960, nearly a third of African Americans voted for Republican Richard Nixon.[193]
Conservatism has been growing among African Americans, particularly since the 2020 Presidential election. In the 2024 election, Trump secured a slightly larger share of the African American vote compared to his 2020 performance.[194][195][196]
Black national anthem
"Lift Every Voice and Sing" being sung by the family of Barack Obama, Smokey Robinson and others in the White House in 2014
"Lift Every Voice and Sing" is often referred to as the Black national anthem in the United States.[197] In 1919, the National Association for the Advancement of Colored People (NAACP) had dubbed it the "Negro national anthem" for its power in voicing a cry for liberation and affirmation for African-American people.[198]
Religion
Religious affiliation of African Americans in 2007[199]
Black Protestant (59.0%)
Evangelical Protestant (15.0%)
Mainline Protestant (4.00%)
Roman Catholic (5.00%)
Jehovah's Witness (1.00%)
Other Christian (1.00%)
Muslim (1.00%)
Other religion (1.00%)
Unaffiliated (11.0%)
Atheist or agnostic (2.00%)
Main article: Religion of Black Americans
Further information: Black church, Hoodoo (folk magic), and Louisiana Voodoo
Mount Zion United Methodist Church is the oldest African American congregation in Washington, D.C.
Masjid Malcolm Shabazz in Harlem, New York City
The majority of African Americans are Protestant, many of whom follow the historically Black churches.[200] The term Black church refers to churches which minister to predominantly African American congregations. Black congregations were first established by freed slaves at the end of the 17th century, and later when slavery was abolished more African Americans were allowed to create a unique form of Christianity that was culturally influenced by African spiritual traditions.[201] One of these early African American Christian cultural traditions in the Black Church is the Watchnight service, also called Freedom's Eve, where African American congregations all over the nation come together on New Year's Eve through New Years morning in remembrance of the eve and New Year of their emancipation, sharing testimonies, being baptized and partaking in praise and worship.[202]
According to a 2007 survey, more than half of the African American population are part of the historically Black churches.[203] The largest Protestant denomination among African Americans are the Baptists,[204] distributed mainly in four denominations, the largest being the National Baptist Convention, USA and the National Baptist Convention of America.[205] The second largest are the Methodists,[206] the largest denominations are the African Methodist Episcopal Church and the African Methodist Episcopal Zion Church.[205][207]
Pentecostals are distributed among several different religious bodies, with the Church of God in Christ as the largest among them by far.[205] About 16% of African American Christians are members of White Protestant communions,[206] these denominations (which include the United Church of Christ) mostly have a 2 to 3% African American membership.[208] There are also large numbers of Catholics, constituting 5% of the African American population.[203] Of the total number of Jehovah's Witnesses, 22% are Black.[200]
Some African Americans follow Islam. Historically, between 15 and 30% of enslaved Africans brought to the Americas were Muslims, but most of these Africans were converted to Christianity during the era of American slavery.[209] During the twentieth century, some African Americans converted to Islam, mainly through the influence of Black nationalist groups that preached with distinctive Islamic practices; including the Moorish Science Temple of America, and the largest organization, the Nation of Islam, founded in the 1930s, which attracted at least 20,000 people by 1963.[210][211] Prominent members included activist Malcolm X and boxer Muhammad Ali.[212]
Muhammad Ali converted to Islam in 1964.
Malcolm X is considered the first person to start the movement among African Americans towards mainstream Islam, after he left the Nation and made the pilgrimage to Mecca.[213] In 1975, Warith Deen Mohammed, the son of Elijah Muhammad took control of the Nation after his father's death and guided the majority of its members to orthodox Islam.[214]
African American Muslims constitute 20% of the total US Muslim population,[215] the majority are Sunni or orthodox Muslims, some of these identify under the community of W. Deen Mohammed.[216][217] The Nation of Islam led by Louis Farrakhan has a membership ranging from 20,000 to 50,000 members.[218]
There is also a small but growing group of African American Jews, making up less than 0.5% of African Americans or about 2% of the Jewish population in the United States. The majority of African-American Jews are Ashkenazi, while smaller numbers identify as Sephardi, Mizrahi, or other.[219][220][221] Many African-American Jews are affiliated with denominations such as the Reform, Conservative, Reconstructionist, or Orthodox branches of Judaism, but the majority identify as "Jews of no religion", commonly known as secular Jews. A significant number of people who identify themselves as "Black Jews" are affiliated with syncretic religious groups, largely the Black Hebrew Israelites, whose beliefs include the claim that African Americans are descended from the Biblical Israelites.[222] Jews of all races typically do not accept Black Hebrew Israelites as Jews, in part because they are usually not Jewish according to Jewish law,[223] and in part because these groups are sometimes associated with antisemitism.[224][225] African-American Jews have criticized the Black Hebrew Israelites, regarding the movement as primarily composed of Black non-Jews who have appropriated Black-Jewish identity.[226]
Confirmed atheists are less than one half of one percent, similar to numbers for Hispanics.[227][228][229]
Sexuality
See also: African-American LGBT community
According to a Gallup survey, 4.6% of Black or African Americans self-identified as LGBT in 2016,[230] while the total portion of American adults in all ethnic groups identifying as LGBT was 4.1% in 2016.[230] African Americans are more likely to identify themselves as lesbian, gay, bisexual, or transgender than any other racial or ethnic group in the United States.[231]
Health
Further information: Race and health in the United States § African Americans
See also: Impact of the COVID-19 pandemic on black people § United States
General health
See also: Alzheimer's disease in African Americans
The life expectancy for Black men in 2008 was 70.8 years.[232] Life expectancy for Black women was 77.5 years in 2008.[232] In 1900, when information on Black life expectancy started being collated, a Black man could expect to live to 32.5 years and a Black woman 33.5 years.[232] In 1900, White men lived an average of 46.3 years and White women lived an average of 48.3 years.[232] African American life expectancy at birth is persistently five to seven years lower than European Americans.[233] Black men have shorter lifespans than any other group in the US besides Native American men.[234]
Black people have higher rates of obesity, diabetes, and hypertension than the US average.[232] For adult Black men, the rate of obesity was 31.6% in 2010.[235] For adult Black women, the rate of obesity was 41.2% in 2010.[235] African Americans have higher rates of mortality than any other racial or ethnic group for 8 of the top 10 causes of death.[236] In 2013, among men, Black men had the highest rate of getting cancer, followed by White, Hispanic, Asian/Pacific Islander (A/PI), and American Indian/Alaska Native (AI/AN) men. Among women, White women had the highest rate of getting cancer, followed by Black, Hispanic, Asian/Pacific Islander, and American Indian/Alaska Native women.[237] African Americans also have higher prevalence and incidence of Alzheimer's disease compared to the overall average.[238][239]
Black women lead the nation in abortions. According to a 2022 report, Black women made up 40% of abortions despite making up 13% of the U.S. woman population.[240][241] African-Americans are more likely than White Americans to die due to health-related problems developed by alcoholism. Alcohol abuse is the main contributor to the top 3 causes of death among African Americans.[242]
In December 2020, African Americans were less likely to be vaccinated against COVID-19 due to mistrust in the US medical system. From 2021 to 2022, there was an increase in African Americans who became vaccinated.[243][244][245] Still, in 2022, COVID-19 complications became the third leading cause of death for African Americans.[246]
Violence is a major problem within the African American community.[247][248] A report from the US Department of Justice states "In 2005, homicide victimization rates for Blacks were 6 times higher than the rates for Whites".[249] The report also found that "94% of Black victims were killed by Blacks."[249] Of the nearly 20,000 recorded US homicides in 2022, African Americans made up the majority of offenders and victims despite making up less than 15% of the population.[250] In 2024, all of the top 5 most dangerous US cities have a significant Black population and highly concerning Black-on-Black violent crime rate.[251] Black males age 15?44 are the only race/sex category for which homicide is a top 5 cause of death.[234] Black women are 3 times more likely to be killed by an intimate partner than White women.[247] Black children are 3 times more likely to die due to parental abuse and neglect than White children.[252]
Sexual health
According to the Centers for Disease Control and Prevention, African Americans have higher rates of sexually transmitted infections (STIs) compared to Whites, with 5 times the rates of syphilis and chlamydia, and 7.5 times the rate of gonorrhea.[253]
The disproportionately high incidence of HIV/AIDS among African Americans has been attributed to homophobic influences, lack of condom usage, and lack of proper healthcare.[254] The prevalence of HIV/AIDS among Black men is seven times higher than the prevalence for White men, and Black men are more than nine times as likely to die from HIV/AIDS-related illness than White men.[234] The prevalence of HIV/AIDS among Black women is 20 times higher than White women, and Black women are more than 15 times as likely to die from HIV/AIDS-related illness than White women.[255][256]
Mental health
African Americans have several barriers for accessing mental health services. Counseling has been frowned upon and distant in utility and proximity to many people in the African American community. In 2004, a qualitative research study explored the disconnect with African Americans and mental health. The study was conducted as a semi-structured discussion which allowed the focus group to express their opinions and life experiences. The results revealed a couple key variables that create barriers for many African American communities to seek mental health services such as the stigma, lack of four important necessities; trust, affordability, cultural understanding and impersonal services.[257]
Historically, many African American communities did not seek counseling because religion was a part of the family values.[258] African American who have a faith background are more likely to seek prayer as a coping mechanism for mental issues rather than seeking professional mental health services.[257] In 2015 a study concluded, African Americans with high value in religion are less likely to utilize mental health services compared to those who have low value in religion.[259]
In the United States, counseling approaches are based on the experience of White Americans and do not fit within the African American culture. African American families tend to resolve concerns within the family, and it is viewed by the family as a strength. On the other hand, when African Americans seek counseling, they face a social backlash and are criticized. They may be labeled "crazy", viewed as weak, and their pride is diminished.[257] Because of this, many African Americans instead seek mentorship within communities they trust.
Terminology is another barrier in relation to African Americans and mental health. There is more stigma on the term psychotherapy versus counseling. In one study, psychotherapy is associated with mental illness whereas counseling approaches problem-solving, guidance and help.[257] More African Americans seek assistance when it is called counseling and not psychotherapy because it is more welcoming within the cultural and community.[260] Counselors are encouraged to be aware of such barriers for the well-being of African American clients. Without cultural competency training in health care, many African Americans go unheard and misunderstood.[257]
In 2021, African Americans had the third highest suicide rate trailing American Indians/Alaska Natives and White Americans. However, African Americans had the second highest increase of its suicide rate from 2011 to 2021, growing 58%.[261] As of 2024, suicide is the second leading cause of death among African-Americans between the ages of 15 and 24, with Black men being four times more likely to kill themselves than Black women.[262]
Genetics
See also: Genetic history of the African diaspora
Genome-wide studies
Genetic clustering of 128 African Americans, by Zakharia et al. (2009). Each vertical bar represents an individual. The color scheme of the bar plot matches that in the PCA plot.[263]
Recent studies of African Americans using genetic testing have found ancestry to vary by region and sex of ancestors. These studies found that on average, African Americans have 73.2?82.1% Sub-Saharan African, 16.7?24% European, and 0.8?1.2% Native American genetic ancestry, with large variation between individuals.[264][265][266] Commercial testing services have reported similar variation, with ranges from 0.6 to 2 percent Native American, 19 to 29 percent European, and 65 to 80 percent Sub-Saharan African ancestry.[267]
According to a genome-wide study by Bryc et al. (2009), the mixed ancestry of African Americans in varying ratios came about as the result of sexual contact between West/Central Africans (more frequently females) and Europeans (more frequently males). This can be understood as being the result of enslaved African American females being raped by White males.[268] Consequently, the 365 African Americans in their sample have a genome-wide average of 78.1% West African ancestry and 18.5% European ancestry, with large variation among individuals (ranging from 99% to 1% West African ancestry). The West African ancestral component in African Americans is most similar to that in present-day speakers from the non-Bantu branches of the Niger-Congo family.[264][note 2]
Correspondingly, Montinaro et al. (2014) observed that around 50% of the overall ancestry of African Americans traces comes from a population similar to the Niger-Congo-speaking Yoruba of southern Nigeria and southern Benin, reflecting the centrality of this West African region in the Atlantic slave trade. The next most frequent ancestral component found among African Americans was derived from Great Britain, in keeping with historical records. It constitutes a little over 10% of their overall ancestry and is most similar to the Northwest European ancestral component also carried by Barbadians.[270] Zakharia et al. (2009) found a similar proportion of Yoruba-like ancestry in their African American samples, with a minority also drawn from Mandenka and Bantu populations. Additionally, the researchers observed an average European ancestry of 21.9%, again with significant variation between individuals.[263] Bryc et al. (2009) note that populations from other parts of the continent may also constitute adequate proxies for the ancestors of some African American individuals; namely, ancestral populations from Guinea Bissau, Senegal and Sierra Leone in West Africa and Angola in Southern Africa.[264] An individual African American person can have over fifteen African ethnic groups in their genetic makeup alone due to the slave trade covering such vast areas.[271]
Altogether, genetic studies suggest that African Americans are a genetically diverse people. According to DNA analysis led in 2006 by Penn State geneticist Mark D. Shriver, around 58 percent of African Americans have at least 12.5% European ancestry (equivalent to one European great-grandparent and their forebears), 19.6 percent of African Americans have at least 25% European ancestry (equivalent to one European grandparent and their forebears), and 1 percent of African Americans have at least 50% European ancestry (equivalent to one European parent and their forebears).[272][273] According to Shriver, around 5 percent of African Americans also have at least 12.5% Native American ancestry (equivalent to one Native American great-grandparent and their forebears).[274][275] Research suggests that Native American ancestry among people who identify as African American is a result of relationships that occurred soon after slave ships arrived in the American colonies, and European ancestry is of more recent origin, often from the decades before the Civil War.[276]
Y-DNA
Africans bearing the E-V38 (E1b1a) likely traversed across the Sahara, from east to west, approximately 19,000 years ago.[277] E-M2 (E1b1a1) likely originated in West Africa or Central Africa.[278] According to a Y-DNA study by Sims et al. (2007), the majority (?60%) of African Americans belong to various subclades of the E-M2 (E1b1a1, formerly E3a) paternal haplogroup. This is the most common genetic paternal lineage found today among West/Central African males and is also a signature of the historical Bantu migrations. The next most frequent Y-DNA haplogroup observed among African Americans is the R1b clade, which around 15% of African Americans carry. This lineage is most common today among Northwestern European males. The remaining African Americans mainly belong to the paternal haplogroup I (?7%), which is also frequent in Northwestern Europe.[279]
mtDNA
According to an mtDNA study by Salas et al. (2005), the maternal lineages of African Americans are most similar to haplogroups that are today especially common in West Africa (>55%), followed closely by West-Central Africa and Southwestern Africa (<41%). The characteristic West African haplogroups L1b, L2b,c,d, and L3b,d and West-Central African haplogroups L1c and L3e in particular occur at high frequencies among African Americans. As with the paternal DNA of African Americans, contributions from other parts of the continent to their maternal gene pool are insignificant.[280]
Racism and social status
See also: Income inequality in the United States
Formal political, economic and social discrimination against minorities has been present throughout American history. Leland T. Saito, Associate Professor of Sociology and American Studies & Ethnicity at the University of Southern California, writes, "Political rights have been circumscribed by race, class and gender since the founding of the United States, when the right to vote was restricted to White men of property. Throughout the history of the United States, race has been used by Whites for legitimizing and creating difference and social, economic and political exclusion."[65]
Those who economically gained the most from slavery were the planter class, owners of large-scale plantations where large numbers of enslaved Africans were held captive and forced to produce crops to create wealth for a White elite.[281] Having a prominent role in politics with eight presidents owning slaves while in office, upon the end of the Civil War the planter class kept control of their land and remained politically influential, with the London School of Economics stating, "this persistence in "de facto power" in turn allowed them to block economic reforms, disenfranchise Black voters, and restrict the mobility of workers."[282]
Although they have gained a greater degree of social equality since the civil rights movement, African Americans have remained stagnant economically, which has hindered their ability to break into the middle class and beyond. As of 2020, the racial wealth gap between Whites and Blacks remains as large as it was in 1968, with the typical net worth of a White household equivalent to that of 11.5 Black households.[283] Despite this, African Americans have increased employment rates and gained representation in the highest levels of American government in the post?civil rights era.[284] However, widespread racism remains an issue that continues to undermine the development of social status.[284][285]
Economically, of all the racially Black ethnic groups on the globe, African Americans are the wealthiest and most successful, with one in every fifty African American families being millionaires.[286] This equates in 2023 to approximately 1.79 million African American millionaires in the United States,[287][288] which is more than the number of millionaires in any racially Black country, and many other countries, around the world.
Policing and criminal justice
See also: Race and crime in the United States and Racial profiling in the United States
In the US, which has the largest per-capita prison population in the world, African Americans are overrepresented as the second largest population of prison inmates (38%) in 2023, coming second to Whites who made up 57% of the prison population.[289] According to the National Registry of Exonerations, Blacks are roughly 7.5 times more likely to be wrongfully convicted of murder in the US than Whites.[290] In 2012, the New York City Police Department detained people more than 500,000 times under the city's stop-and-frisk law. Of the total detained, 55% were African-Americans, while Black people made up 20% of the city's population.[291]
Al Sharpton led the Commitment March: Get Your Knee Off Our Necks protest on August 28, 2020.
African American males are more likely to be killed by police when compared to other races.[292] This is one of the factors that led to the creation of the Black Lives Matter movement in 2013.[293] A historical issue in the US where women have weaponized their White privilege in the country by reporting on Black people, often instigating racial violence,[294][295] difficult White women?who have been given a different name over the centuries by African Americans?calling the police on Black people became widely publicized in 2020.[296][297] According to The Guardian, "The specter of Karen persisted as Black Lives Matter protests and civil unrest spread around the country following Floyd's murder and reckonings with racism began to roil institutions, toppling careers as well as statues".[298]
In the aftermath of the peak Black Lives Matter protests and widespread police reform efforts in the early 2020s, crime rates surged across the nation, especially in predominantly Black neighborhoods. Many cities experienced near-record or record levels of violence and other criminal activity. As a result, numerous municipalities scaled back police reform initiatives and increased funding for law enforcement.[299][300][301]
Social issues
After over 50 years, marriage rates for all Americans began to decline while divorce rates and out-of-wedlock births have climbed.[302] These changes have been greatest among African Americans. After more than 70 years of racial parity Black marriage rates began to fall behind Whites.[302] Single-parent households have become common, and according to US census figures released in January 2010, only 38 percent of Black children live with both their parents.[303] In 2021, statistics show that over 80 percent marriages in the African American ethnic group marry within their ethnic group.[304]
Although the ban on interracial marriage ended in California in 1948, entertainer Sammy Davis Jr. faced a backlash for his involvement with a White woman in 1957.
The first ever anti-miscegenation law was passed by the Maryland General Assembly in 1691, criminalizing interracial marriage.[305] In a speech in Charleston, Illinois in 1858, Abraham Lincoln stated, "I am not, nor ever have been in favor of making voters or jurors of negroes, nor of qualifying them to hold office, nor to intermarry with white people".[306] By the late 1800s, 38 US states had anti-miscegenation statutes.[305] By 1924, the ban on interracial marriage was still in force in 29 states.[305] While interracial marriage had been legal in California since 1948, in 1957 actor Sammy Davis Jr. faced a backlash for his involvement with White actress Kim Novak.[307] Harry Cohn, the president of Columbia Pictures, with whom Novak was under contract, gave in to his concerns that a racist backlash against the relationship could hurt the studio.[307] Davis briefly married Black dancer Loray White in 1958 to protect himself from mob violence.[307] Inebriated at the wedding ceremony, Davis despairingly said to his best friend, Arthur Silber Jr., "Why won't they let me live my life?" The couple never lived together, and commenced divorce proceedings in September 1958.[307] In 1958, officers in Virginia entered the home of Mildred and Richard Loving and dragged them out of bed for living together as an interracial couple, on the basis that "any white person intermarry with a colored person"?or vice versa?each party "shall be guilty of a felony" and face prison terms of five years.[305] In 1967 the law was ruled unconstitutional (via the 14th Amendment adopted in 1868) by the US Supreme Court in Loving v. Virginia.[305]
In 2008, Democrats overwhelmingly voted 70% against California Proposition 8, African Americans voted 58% in favor of it while 42% voted against Proposition 8.[308] On May 9, 2012, Barack Obama, the first Black president, became the first US president to support same-sex marriage. Since Obama's endorsement there has been a rapid growth in support for same-sex marriage among African Americans. As of 2012, 59% of African Americans support same-sex marriage, which is higher than support among the national average (53%) and White Americans (50%).[309]
Polls in North Carolina,[310] Pennsylvania,[311] Missouri,[312] Maryland,[313] Ohio,[314] Florida,[315] and Nevada[316] have also shown an increase in support for same sex marriage among African Americans. On November 6, 2012, Maryland, Maine, and Washington all voted for approve of same-sex marriage, along with Minnesota rejecting a constitutional amendment banning same-sex marriage. Exit polls in Maryland show about 50% of African Americans voted for same-sex marriage, showing a vast evolution among African Americans on the issue and was crucial in helping pass same-sex marriage in Maryland.[317]
Black Americans hold far more conservative opinions on abortion, extramarital sex, and raising children out of wedlock than Democrats as a whole.[318] On financial issues, however, African Americans are in line with Democrats, generally supporting a more progressive tax structure to provide more government spending on social services.[319]
Political legacy
Dr. Martin Luther King Jr. remains the most prominent political leader in the American civil rights movement and perhaps the most influential African American political figure in general.
African Americans have fought in every war in the history of the United States.[320]
The gains made by African Americans in the civil rights movement and in the Black Power movement not only obtained certain rights for African Americans but changed American society in far-reaching and fundamentally important ways. Prior to the 1950s, Black Americans in the South were subject to de jure discrimination, or Jim Crow laws. They were often the victims of extreme cruelty and violence, sometimes resulting in deaths: by the post World War II era, African Americans became increasingly discontented with their long-standing inequality. In the words of Martin Luther King Jr., African Americans and their supporters challenged the nation to "rise up and live out the true meaning of its creed that all men are created equal ..."[321]
The civil rights movement marked an enormous change in American social, political, economic and civic life. It brought with it boycotts, sit-ins, nonviolent demonstrations and marches, court battles, bombings and other violence; prompted worldwide media coverage and intense public debate; forged enduring civic, economic and religious alliances; and disrupted and realigned the nation's two major political parties.
Over time, it has changed in fundamental ways the manner in which Blacks and Whites interact with and relate to one another. The movement resulted in the removal of codified, de jure racial segregation and discrimination from American life and law, and heavily influenced other groups and movements in struggles for civil rights and social equality within American society, including the Free Speech Movement, the disabled, the women's movement, and migrant workers. It also inspired the Native American rights movement, and in King's 1964 book Why We Can't Wait he wrote the US "was born in genocide when it embraced the doctrine that the original American, the Indian, was an inferior race."[322][323]
Media and coverage
See also: Representation of African Americans in media and African-American newspapers
BET founder Robert L. Johnson with former US President George W. Bush
Some activists and academics contend that American news media coverage of African American news, concerns, or dilemmas is inadequate,[324][325][326] or that the news media present distorted images of African Americans.[327]
To combat this, Robert L. Johnson founded Black Entertainment Television (BET), a network that targets young African Americans and urban audiences in the United States. Over the years, the network has aired such programming as rap and R&B music videos, urban-oriented movies and television series, and some public affairs programs. On Sunday mornings, BET would broadcast Christian programming; the network would also broadcast non-affiliated Christian programs during the early morning hours daily. According to Viacom, BET is now a global network that reaches households in the United States, Caribbean, Canada, and the United Kingdom.[328] The network has gone on to spawn several spin-off channels, including BET Her (originally launched as BET on Jazz).[329]
Another network targeting African Americans is TV One. TV One is owned by Urban One, founded and controlled by Catherine Hughes. Urban One is one of the nation's largest radio broadcasting companies and the largest African American-owned radio broadcasting company in the United States.[330]
In June 2009, NBC News launched a new website named TheGrio.[331] It is the first African American video news site that focuses on underrepresented stories in existing national news.[332]
Black-owned and oriented media outlets
The Africa Channel ? Dedicated to programming about African culture.
aspireTV ? a digital cable and satellite channel owned by businessman and former basketball player Magic Johnson.
ATTV ? an independent public affairs and educational channel.
BET Media Group ? The most prominent multimedia outlet targeting Afro-Americans.
BET
BET Her
VH1 ? Originally a MTV spin-off focused on light genres of music, the network's programming became slanted towards African American culture during the 2010s.[333]
Bounce TV ? a digital multicast network owned by the E. W. Scripps Company.
Fox Soul ? a digital television and streaming network primarily airing original talk shows and syndicated programming
Oprah Winfrey Network ? a cable and satellite network founded by Oprah Winfrey and jointly owned by Warner Bros. Discovery and Harpo Studios. While not exclusively targeting African Americans, much of its original programming is geared towards a similar demographic.
Revolt ? a music channel and media company founded by Sean "Puff Daddy" Combs.
Soul of the South Network ? a regional broadcast network.
TheGrio ? a digital multicast network focused on news and opinion-based programming.
TV One ? a general entertainment network targeting adults.
Cleo TV ? a sister network targeting millennial and Generation X women
We TV ? Owned by AMC Networks, became slanted towards Black women during the 2010s
Culture
Further information: African-American culture
See also: African-American art
A traditional soul food dinner consisting of fried chicken with macaroni and cheese, collard greens, breaded fried okra, and cornbread
From their earliest presence in North America, African Americans have significantly contributed literature, art, agricultural skills, cuisine, clothing styles, music, language, and social and technological innovation to American culture. The cultivation and use of many agricultural products in the United States, such as yams, peanuts, rice, okra, sorghum, grits, watermelon, indigo dyes, and cotton, can be traced to West African and African American influences. Notable examples include George Washington Carver, who created nearly 500 products from peanuts, sweet potatoes, and pecans.[334] Soul food is a variety of cuisine popular among African Americans. It is closely related to the cuisine of the Southern United States. The descriptive terminology may have originated in the mid-1960s, when soul was a common definer used to describe African American culture (for example, soul music). African Americans were the first peoples in the United States to make fried chicken, along with Scottish immigrants to the South. Although the Scottish had been frying chicken before they emigrated, they lacked the spices and flavor that African Americans had used when preparing the meal. The Scottish American settlers therefore adopted the African American method of seasoning chicken.[335] However, fried chicken was generally a rare meal in the African American community and was usually reserved for special events or celebrations.[336]
Language
Main article: African-American English
See also: Black American Sign Language, Gullah language, Afro-Seminole Creole, and Louisiana Creole
African-American English is a variety (dialect, ethnolect, and sociolect) of American English, commonly spoken by urban working-class and largely bi-dialectal middle-class African Americans.[337] It shares parts of its grammar and phonology with the Southern American English dialect. African American English differs from Standard American English (SAE) in certain pronunciation characteristics, tense usage, and grammatical structures, which were derived from West African languages (particularly those belonging to the Niger?Congo family).[338]
Virtually all habitual speakers of African American English can understand and communicate in Standard American English. As with all linguistic forms, AAVE's usage is influenced by various factors, including geographical, educational and socioeconomic background, as well as formality of setting.[338] Additionally, there are many literary uses of this variety of English, particularly in African American literature.[339]
Other languages are spoken by specific sub-communities. The Gullah language is an English-based creole language spoken mostly in the coastal regions of South Carolina and Georgia by the Gullah;[340] an off-shoot of this is Afro-Seminole Creole spoken by Black Seminoles mostly now in Mexico and Brackettville, Texas.[341] Louisiana Creole is a French-based creole and spoken mostly in Louisiana.[342]
Traditional names
Main article: African-American names
African-American names are part of the cultural traditions of African Americans, most of these cultural names having no connection to Africa but strictly an African American cultural practice that developed in the United States during enslavement.[343] This new evidence became apparent by census records which show African Americans and White Americans, though they spoke the same language, chose to use different names even during times of enslavement, which is where and when the development of African American cultural names began.[343]
Prior to this newer information, it was only thought that before the 1950s, and 1960s, most African-American names closely resembled those used within European-American culture.[344] Babies of that era were generally given a few common names, with children using nicknames to distinguish the various people with the same name. With the rise of 1960s civil rights movement, there was a dramatic increase in names of various origins.[345]
By the 1970s, and 1980s, it had become common among African Americans to invent new names for themselves, although many of these invented names took elements from popular existing names. Prefixes such as La/Le, Da/De, Ra/Re and Ja/Je, and suffixes like -ique/iqua, -isha and -aun/-awn are common, as are inventive spellings for common names. The book Baby Names Now: From Classic to Cool?The Very Last Word on First Names places the origins of "La" names in African-American culture in New Orleans.[346]
Even with the rise of inventive names, it is still common for African Americans to use biblical, historical, or traditional European names. Daniel, Christopher, Michael, David, James, Joseph, and Matthew were thus among the most frequent names for African-American boys in 2013.[344][347][348]
The name LaKeisha is typically considered American in origin but has elements that were drawn from both French and West/Central African roots. Names such as LaTanisha, JaMarcus, DeAndre, and Shaniqua were created in the same way. Punctuation marks are seen more often within African American names than other American names, such as the names Mo'nique and D'Andre.[344]
Music
The King & Carter Jazzing Orchestra photographed in Houston, Texas, January 1921
Chuck Berry is considered a pioneer of rock and roll.
African American music is one of the most pervasive African American cultural influences in the United States today and is among the most dominant in mainstream popular music. Hip hop, R&B, funk, rock and roll, soul, blues, and other contemporary American musical forms originated in Black communities and evolved from other Black forms of music, including blues, doo-wop, barbershop, ragtime, bluegrass, jazz, and gospel music.
African American-derived musical forms have also influenced and been incorporated into virtually every other popular music genre in the world, including country and techno. African American genres are the most important ethnic vernacular tradition in America, as they have developed independent of African traditions from which they arise more so than any other immigrant groups, including Europeans; make up the broadest and longest lasting range of styles in America; and have, historically, been more influential, interculturally, geographically, and economically, than other American vernacular traditions.[349]
Dance
African Americans have also had an important role in American dance. Bill T. Jones, a prominent modern choreographer and dancer, has included historical African American themes in his work, particularly in the piece "Last Supper at Uncle Tom's Cabin/The Promised Land". Likewise, Alvin Ailey's artistic work, including his "Revelations" based on his experience growing up as an African American in the South during the 1930s, has had a significant influence on modern dance. Another form of dance, stepping, is an African American tradition whose performance and competition has been formalized through the traditionally Black fraternities and sororities at universities.[350]
Sports
This section is an excerpt from African Americans in sports.[edit]
Discussions of race and sports in the United States, where the two subjects have always been intertwined in American history, have focused to a great extent on African Americans. Depending on the type of sport and performance level, African Americans are reported to be over- or under-represented. African Americans compose the highest percentage of the minority groups active at the professional level, but are among those who show the lowest participation overall. And though the list of African Americans in professional sports remains high, it only represents a small fraction of aspiring black athletes.
Literature and academics
Toni Morrison, recipient of the Nobel Prize for literature
Many African American authors have written stories, poems, and essays influenced by their experiences as African Americans. African American literature is a major genre in American literature. Famous examples include Langston Hughes, James Baldwin, Richard Wright, Zora Neale Hurston, Ralph Ellison, Nobel Prize winner Toni Morrison, and Maya Angelou.
African American inventors have created many widely used devices in the world and have contributed to international innovation. Norbert Rillieux created the technique for converting sugar cane juice into white sugar crystals. Moreover, Rillieux left Louisiana in 1854 and went to France, where he spent ten years working with the Champollions deciphering Egyptian hieroglyphics from the Rosetta Stone.[351] Most slave inventors were nameless, such as the slave owned by the Confederate President Jefferson Davis who designed the ship propeller used by the Confederate navy.[352]
By 1913, over 1,000 inventions were patented by Black Americans. Among the most notable inventors were Jan Matzeliger, who developed the first machine to mass-produce shoes,[353] and Elijah McCoy, who invented automatic lubrication devices for steam engines.[354] Granville Woods had 35 patents to improve electric railway systems, including the first system to allow moving trains to communicate.[355] Garrett A. Morgan developed the first automatic traffic signal and gas mask.[356]
Lewis Howard Latimer invented an improvement for the incandescent light bulb.[357] More recent inventors include Frederick McKinley Jones, who invented the movable refrigeration unit for food transport in trucks and trains.[358] Lloyd Quarterman worked with six other Black scientists on the creation of the atomic bomb (code named the Manhattan Project)[359] and helped develop the first nuclear reactor.[360]
As part of the preservation of their culture, African Americans have continuously launched their own publications and publishing houses, such as Robert Sengstacke Abbott, founder of the Chicago Defender newspaper, and Carter G. Woodson, the founder of Black History Month who spent over thirty years documenting and publishing African American history in journals and books. The Johnson Publishing Company, founded by John H. Johnson in 1942, is a National Historic Landmark.[361]
Terminology
General
This parade float displayed the word "Afro-Americans" in 1911.
The term African American was popularized by Jesse Jackson in the 1980s,[6] although there are recorded uses from the 18th and 19th centuries,[362] for example, in post-emancipation holidays and conferences.[363][364] Earlier terms also used to describe Americans of African ancestry referred more to skin color than to ancestry. Other terms (such as colored, person of color, or negro) were included in the wording of various laws and legal decisions which some thought were being used as tools of White supremacy and oppression.[365]
Michelle Obama was the First Lady of the United States; she and her husband, President Barack Obama, are the first African Americans to hold these positions.
A 16-page pamphlet entitled "A Sermon on the Capture of Lord Cornwallis" is notable for the attribution of its authorship to "An African American". Published in 1782, the book's use of this phrase predates any other yet identified by more than 50 years.[366]
In the 1980s, the term African American was advanced to give descendants of American slaves, and other American Blacks who lived through the slavery era, a heritage and a cultural base.[365] The term was popularized in Black communities around the country via word of mouth and ultimately received mainstream use after Jesse Jackson's use in 1988. Subsequently, major media outlets adopted it.[365]
Surveys in the 1990s and the first decade of the 21st century showed that the majority of Black Americans had no preference for African American versus Black American,[367] although they had a slight preference for the latter in personal settings and the former in more formal settings.[368] By 2021, according to polling from Gallup, 58% of Black Americans expressed no preference for what their group should be called, with 17% each preferring Black and African-American. Among those with no preference, Gallup found a slight majority favored Black "if [they] had to choose."[369]
In 2020, the Associated Press updated its AP Stylebook to direct its writers to capitalize the first letter of Black when it is used "in a racial, ethnic or cultural sense, conveying an essential and shared sense of history, identity and community among people who identify as Black, including those in the African diaspora and within Africa."[370] The New York Times and other outlets made similar changes at the same time.[371]
In 2023, the government released a new more detailed breakdown due to the rise in racially Black immigration into the US, listing African American as a compound termed ethnicity, distinguished from other racially Black ethnicities such as Nigerian, Jamaican etc.[372]
The term African American embraces pan-Africanism as earlier enunciated by prominent African thinkers such as Marcus Garvey, W. E. B. Du Bois, and George Padmore. The term Afro-Usonian, and variations of such, are more rarely used.[373][374]
Official identity
Racially segregated Negro section of keypunch operators at the US Census Bureau
Since 1977, in an attempt to keep up with changing social opinion, the United States government has officially classified Black people (revised to Black or African American in 1997) as "having origins in any of the Black racial groups of Africa."[375] Other federal offices, such as the US Census Bureau, adhere to the Office of Management and Budget standards on race in their data collection and tabulation efforts.[376] In preparation for the 2010 US census, a marketing and outreach plan called 2010 Census Integrated Communications Campaign Plan (ICC) recognized and defined African Americans as Black people born in the United States. From the ICC perspective, African Americans are one of three groups of Black people in the United States.[377]
The ICC plan was to reach the three groups by acknowledging that each group has its own sense of community that is based on geography and ethnicity.[378] The best way to market the census process toward any of the three groups is to reach them through their own unique communication channels and not treat the entire Black population of the US as though they are all African Americans with a single ethnic and geographical background. The Federal Bureau of Investigation of the US Department of Justice categorizes Black or African American people as "[a] person having origins in any of the Black racial groups of Africa" through racial categories used in the UCR Program adopted from the Statistical Policy Handbook (1978) and published by the Office of Federal Statistical Policy and Standards, US Department of Commerce, derived from the 1977 Office of Management and Budget classification.[379]
Admixture
See also: Interracial marriage in the United States, Miscegenation § United States, Multiracial American, One-drop rule, and hypodescent
Historically, "race mixing" between Black and White people was taboo in the United States. So-called anti-miscegenation laws, barring Blacks and Whites from marrying or having sex, were established in colonial America as early as 1691,[380] and endured in many Southern states until the Supreme Court ruled them unconstitutional in Loving v. Virginia (1967). The taboo among American Whites surrounding White-Black relations is a historical consequence of the oppression and racial segregation of African Americans.[381] Historian David Brion Davis notes the racial mixing that occurred during slavery was frequently attributed by the planter class to the "lower-class white males" but Davis concludes that "there is abundant evidence that many slaveowners, sons of slaveowners, and overseers took Black mistresses or in effect raped the wives and daughters of slave families."[382] A famous example was Thomas Jefferson's mistress, Sally Hemings.[383] Although publicly opposed to race mixing, Jefferson, in his Notes on the State of Virginia published in 1785, wrote: "The improvement of the Blacks in body and mind, in the first instance of their mixture with the whites, has been observed by every one, and proves that their inferiority is not the effect merely of their condition of life".[384]
Harvard University historian Henry Louis Gates Jr. wrote in 2009 that "African Americans...are a racially mixed or mulatto people?deeply and overwhelmingly so". After the Emancipation Proclamation, Chinese American men married African American women in high proportions to their total marriage numbers due to few Chinese American women being in the United States.[385] African slaves and their descendants have also had a history of cultural exchange and intermarriage with Native Americans,[386] although they did not necessarily retain social, cultural or linguistic ties to Native peoples.[387] There are also increasing intermarriages and offspring between non-Hispanic Blacks and Hispanics of any race, especially between Puerto Ricans and African Americans.[388]
Racially mixed marriages have become increasingly accepted in the United States since the civil rights movement.[389] Approval in national opinion polls has risen from 36% in 1978, to 48% in 1991, 65% in 2002, 77% in 2007.[390] A Gallup poll conducted in 2013 found that 84% of Whites and 96% of Blacks approved of interracial marriage, and 87% overall.[391] Black men are more than twice as likely to date and marry interracially than Black women.[392]
At the end of World War II, some African American military men stationed in Japan and Germany impregnated local non-Black women, resulting in the birth of thousands of mixed-race children. Many of these families later immigrated to the United States.[393][394]
Terminology dispute
Author Debra Dickerson has argued that the term Black should refer strictly to the descendants of Africans who were brought to America as slaves, and not to the sons and daughters of Black immigrants who lack that ancestry. Thus, under her definition, President Barack Obama, who is the son of a Kenyan, is not Black.[395][396] She makes the argument that grouping all people of African descent together regardless of their unique ancestral circumstances would inevitably deny the lingering effects of slavery within the American community of slave descendants, in addition to denying Black immigrants recognition of their own unique ancestral backgrounds. "Lumping us all together", Dickerson wrote, "erases the significance of slavery and continuing racism while giving the appearance of progress."[395] Similar comments have been made concerning Kamala Harris, the daughter of a Caribbean immigrant, who was elected vice president in 2020.[397][398][399]
Similar viewpoints to Dickerson's have been expressed by author Stanley Crouch in a New York Daily News piece, Charles Steele Jr. of the Southern Christian Leadership Conference[400] and African American columnist David Ehrenstein of the Los Angeles Times, who accused White liberals of flocking to Blacks who were Magic Negros, a term that refers to a Black person with no past who simply appears to assist the mainstream White (as cultural protagonists/drivers) agenda.[401] Ehrenstein went on to say "He's there to assuage white 'guilt' they feel over the role of slavery and racial segregation in American history."[401]
The American Descendants of Slavery (ADOS) movement coalesces around this view, arguing that Black descendants of American slavery deserve a separate ethnic category that distinguishes them from other Black groups in the United States.[402] Their terminology has gained popularity in some circles, but others have criticized the movement for a perceived bias against (especially poor and Black) immigrants, and for its often inflammatory rhetoric.[397][403][404] Politicians such as Obama and Harris have received especially pointed criticism from the movement, as neither are ADOS and have spoken out at times against policies specific to them.[398][399]
Many Pan-African movements and organizations that are ideologically Black nationalist, anti-imperialist, anti-Zionist, and Scientific socialist like The All-African People's Revolutionary Party (A-APRP), have argued that African (relating to the diaspora) or New Afrikan should be used instead of African American.[405] Most notably, Malcolm X and Kwame Ture expressed similar views that African Americans are Africans who "happen to be in America", and should not claim or identify as being American if they are fighting for Black (New Afrikan) liberation. Historically, this is due to the enslavement of Africans during the transatlantic slave trade, ongoing anti-Black violence, and structural racism in countries like the United States.[406][407]
Terms no longer in common use
Before the independence of the Thirteen Colonies until the abolition of slavery in 1865, an African American slave was commonly known as a negro. Free negro was the legal status in the territory of an African American person who was not enslaved.[408] In response to the project of the American Colonization Society to transport free Blacks to the future Liberia, a project most Blacks strongly rejected, the Blacks at the time said they were no more African than White Americans were European, and referred to themselves with what they considered a more acceptable term, "colored Americans". The term was used until the second quarter of the 20th century, when it was considered outmoded ? although it was retained in the name of the National Association for the Advancement of Colored People (NAACP) ? and generally gave way again to the exclusive use of negro,. By the 1940s, the term was commonly capitalized (Negro); but by the mid-1960s, it was considered disparaging. By the end of the 20th century, negro had come to be considered inappropriate and was rarely used and perceived as a pejorative.[409][410] The term is rarely used by younger Black people, but remained in use by many older African Americans who had grown up with the term, particularly in the Southern US.[411] The term remains in use in some contexts, such as the United Negro College Fund, an American philanthropic organization.
There are many other deliberately insulting terms, many of which were in common use (e.g., nigger), but had become unacceptable in normal discourse before the end of the 20th century. One exception is the use, among the Black community, of the slur nigger rendered as nigga, representing the pronunciation of the word in African American English. This usage has been popularized by American rap and hip-hop music cultures and is used as part of an in-group lexicon and speech. It is not necessarily derogatory and, when used among Black people, the word is often used to mean "homie" or "friend".[412] Acceptance of intra-group usage of the word nigga is still debated, although it has established a foothold among younger generations. The NAACP denounces the use of both nigga and nigger.[413]
See also
flag United States portal
African-American art
African American cinema
African-American middle class
African-American neighborhood
African-American politics:
African-American leftism
African-American socialism
Black anarchism
Black conservatism in the United States
Black liberalism
Black populism
Black women in American politics
African-American upper class
African diaspora in the Americas
Afrophobia
AP African American Studies
Black Belt in the American South
Black Hispanic and Latino Americans
Black mecca
Black Ozarkers
Black Southerners
Brown Babies
Civil rights movement (1865?1896)
Civil rights movement (1896?1954)
Juneteenth
National Museum of African American History and Culture
North Africans in the United States
Society and Black people in the Spanish Colonial Americas
South African Americans
Stereotypes of African Americans
Timeline of the civil rights movement
African immigration to the United States
West Indian Americans
African American?Jewish relations
African American?Korean American relations
Diaspora
African Americans in Africa
African Americans in Ghana
Americo-Liberian people
Sierra Leone Creole people
Nigerian Americans
Ethiopian Americans
Afro-Caribbean people
Bahamian Americans
Barbadian Americans
Grenadian Americans
Haitian Americans
Jamaican Americans
Trinidadian and Tobagonian Americans
African Americans in Canada
African Americans in France
African Americans in Israel
Black Nova Scotians
Samaná Americans
Haitian emigration
Merikins
Lists
Index of articles related to African Americans
List of African-American neighborhoods
List of majority-Black counties in the United States
List of African-American newspapers and media outlets