100 Black Women Who Have Made A Mark Education Pack by Serendipity Institute

100 BLACK WOMEN WHO HAVE MADE A MARK

EDUCATION PACK

Introduction

100 Black Women Who Have Made A Mark seeks to redress the erasure of Black women from portraiture in the UK. Led by Serendipity Institute for Black Arts and Heritage, the exhibition features the portraits of 100 Black women with connections to Britain and Ireland, curated by Pawlet Brookes, with artwork by visual artists: Valerie Asiimwe Amani, Yvadney Davis, Gayle Ebose, Grace Lee and Lauryn Pinard

The cover image, by Patricia Vester, encompasses the spirit of the project and everyone who has been a part of the journey Patricia Vester is a Ghanaian-German artist whose vibrant illustrations, posters and wall hangings have graced book covers and record sleeves

Collectively, the portraits celebrate Black Women who have made a significant positive change across a diverse range of sectors including activism, arts, education, politics, science and technology The portraits each bring a different aesthetic, encapsulating the tenacity, leadership and invisible power of Black womanhood Sitting alongside the exhibition is a series of podcasts, providing an opportunity for each woman (or those who knew her) to tell her story.

Created by Serendipity Institute for Black Arts and Heritage, this education pack provides teachers with invaluable resources and activities suitable for Key Stages 1-4

It is segmented across five subjects to support focused learning but can be adapted accordingly to suit the multidisciplinary nature of the project The following subjects are:

Art and Design - Activities to encourage engagement with the techniques used by the artists for 100 Black Women Who Have Made A Mark

Dance - Building choreographic skills and knowledge through practical exploration, as well as growing an understanding of the context in which the 100 Black Women Who Have Made A Mark dance practitioners have had an impact on the dance sector

Music - Activities looking at a broad range of genres to develop understanding of music techniques and styles

English - Resources to inspire engagement with reading, writing and language, using text and speech from the 100 Black women project

History - Tasks and activities to encourage new encounters with Black history and significant events in living memory. Pupils will be invited to reflect on their current understanding of British history and how Black women have contributed to local and national change.

Resource - 100 Black Women List

Below is a table of all sitters featured in the project Throughout this pack, consider women who have been active in your locality

Name

Location Key Facts

Rosamund Adoo-KissiDebrah London

Ifrah Ahmed Ireland

Hoda M Ali London

Sislin Fay Allen (1938-2021) London

Baroness

Valerie Ann Amos LG CH

PC London

Dame Elizabeth

Nneka Anionwu

OM DBE FRCN Birmingham

Winifred Atwell (c 1910-1983) London

Campaigner for the Clean Air Human Right’s Bill or Ella’s Law

Clean-Air activist

Founder of the Ella Roberta Foundation

International anti-FGM activist

Founder of the Ifrah Foundation

Founder of United Youth of Ireland

Sexual health nurse

Anti-FGM educator

Co-founder of Vavengers

First Black woman police constable in the UK

Trained with the Met Police

Labour Party politician and diplomat

Master of University College, Oxford

First Black female cabinet minister First person of colour to be appointed as Companion to the Garter

Nurse

Healthcare administrator

Lecturer

First sickle cell and thalassemia nurse counsellor in the UK

Co-founded The Sickle Cell Society

Pianist - highest selling pianist of her time

First Black artist to reach no.1 in UK singles Chart with ‘Let’s Have Another Party’ - only female instrumentalist to do so

First Black artist to sell a million-disc copies

Lilian Bader (1918-2015) Hull/ Yorkshire

Dame Jocelyn Barrow OBE DBE (1929-2020) London

Ekua Bayunu Manchester

Carmen Beckford MBE (1928-2016) Bristol

Hermon Berhane

London

Heroda Berhane

London

Mavis Best MBE (1939-2022)

London

Pauline Black OBE DL Coventry

Leading aircraft woman

Acting Corporal

Believed to be the first Black woman to serve in the RAF

One of the first women to qualify as an Instrument Repairer in the Women's Auxiliary Air Force

Educator, provided educational support to Caribbean households with ‘Each One, Teach One’ organisation

Founder of Broadcasting Standards Council

Governor of the BBC - first Black woman and second Black person to do so

First Black woman to be made Dame

Politician - Councillor of the Green Party for Manchester City Council

Community Artist - sculpture and filmmaking

The first Race Relations Officer in Bristol Founding member of St Paul’s Carnival First Black recipient of an MBE in the south-west

Actor

Disability advocate, educator

Content Curator and Co-Founder of Being Her

Model

Disability advocate, educator

Content Curator and Co-Founder of Being Her

Activist - known for her involvement in overturning Section 4 of the Vagrancy Act or ‘Stop and Search law’, was part of the Black Power Movement

Singer - frontwoman for the band The Selecter. Known as the Queen of Ska Actress in television and theatre

Rosina Osei Bonsu (1955-2020) Glasgow

Yoga teacher

Choreographer and dancer

Founder of Dance House, Glasgow

Lecturer at West College Scotland and taught at the Royal Conservatoire of Scotland

Dr I Stephanie Boyce HON CAUSA, LLB (HONS), LLM, DIPICARB, FCG, FRSA, FKC London

Pawlet Brookes MBE Leicester

Dr Peggy Brunache Glasgow

Solicitor

Sixth female and first Black person to become President of the Law Society of England and Wales

Dr Beverley Bryan London

Founder, CEO and Artistic Director of Serendipity Institute for Black Arts and Heritage

Historical field archaeologist and anthropologist

Lecturer of Atlantic Slavery

Founding member of the European Society of Black and Allied Archaeologists

Director of the Beniba Centre of Slavery Studies

Activist - member of the British Black Panthers with Olive Morris

Academic - Professor of Language Education

Founding member of the Brixton Black Women’s Group Alison Buchanan Bedford

Soprano singer Teacher

Artistic Director of Pegasus Opera Company and is the only Black British female artistic director of an opera company in the UK

Nurse

Christine Buckley (1946-2014) Dublin

Advocate for survivors of abuse in industrial schools in Ireland

Co-founder of the Aislinn Centre, later renamed the Christine Buckley Centre

Betty Campbell MBE (1934-2017) Cardiff

Pamela CampbellMorris (1958-2021) Leicester

Hilary Carty OBE London

Selena Carty London

Louise DaCocodia MBE

BEM JP DL (1934-2008)

Dr Geraldine

Manchester

Connor MMus, LRSM, DipEd (1952-2011) Leeds

Evelyn Dove (1902-1987) London

Wales' first Black head teacher

Campaigned for Black history to become part of Welsh national curriculum - assisted in the creation of Black History Wales Member of the Home Office's Race Advisory Committee and a member of the Commission for Racial Equality

Nurse - Helped to raise awareness for prostate cancer with Play Domino Talk Prostate Campaign

Community activist

Carnival queen

Executive Director of Clore Leadership

Cultural consultant, facilitator and coach in leadership, strategic management and organisational development

Cultural and ancestral genealogist

Founder of BlackPoppyRose - an organisation dedicated to remembering Black and global majority soldiers who fought in wars around the world

Nurse

Deputy Lord Lieutenant of Manchester Manchester’s first Black senior nursing officer

Theatre director

Ethnomusicologist

Composer

Regarded as one of the most influential Black female theatricians to emerge in 21st Century Britain

Singer and actress

The first Black singer to feature on BBC Radio 3 Performed across Europe, and was possibly the first Black British woman to perform in the USA

Fanny Eaton (1835-1924) London

Elouise Edwards MBE (1932-2021) Manchester

Artist model

Arrived from Jamaica in the 1840s

Modelled for the Pre-Raphaelite brotherhood between 1859-1867

Activist

Civil rights campaigner

Social Worker at the Moss Side Family Advice Centre

Co-founded Manchester Black Women’s Mutual Aid, Abasindi Co-Operative and Arawak Housing Association

News Presenter for Channel Four, BBC and Granada

Brenda Emmanus OBE

London

Bernardine

Evaristo OBE

FRSL FRSA

London

Patti Flynn (1937-2020) Cardiff

Arts, Culture and Entertainment Correspondent for BBC London News

Dedicated to diversity and encouraging women and people of colour to pursue the arts

Founder of the Industry Alliance

Author - first Black woman to win the Booker Prize

Professor of Creative Writing

Organised Britain's first Black British writing conference and first Black British theatre conference

Co-founded and directed Spread the Word Co-founded Theatre of Black women

Founded Brunel International African Poetry Prize

Singer - cabaret, jazz artist and ‘Bay Diva’

Author

Model and actress

Activist - Founding member and patron of Black History Wales

First Black woman to receive a purple plaque

Amy Ashwood Garvey (1897-1969) London

Sian GreenLord Leicester

Mona Hammond (1931-2022)

London

Leila Hassan Howe London

Zita Holbourne FRSA London

Pan-Africanist, feminist and campaigner

Co-founder of the Universal Negro Improvement Association with Marcus Garvey Director of Black Star Line Steamship Corporation

One of two female speakers at the 5th PanAfrican Congress, Manchester, 1945

Model

Motivational speaker

Disability activist

Founder of the Sian Green Foundation, which offers financial and mental health support to people with amputations

Actress

Co-founder of the Talawa Theatre Company

First Black actress to play Lady Macbeth Pushed for equality in casting before the term ‘colour blind casting’ was invented

Educator

Activist - founding member of the Race Today Collective

Founding member of the Black Unity and Freedom Party, campaigned to Arts Council

England to recognise Notting Hill Carnival as an art form

Co-organised the 20,000 strong Black People's Day of Action

Community and human rights campaigner

Multidisciplinary artist and writer

Co-founder of Black Activists Rising Against the Cuts (BARAC)

Founding member of Movement Against Xenophobia (MAX)

Nezrine

Hudson Derby

Rt Rev Rose

Hudson-Wilkin

CD MBE KHC Dover

Charlene

Hunter MBE London

Sue Hunter Leicester

Zamzam

Ibrahim Manchester

Community and human rights activist

Founder of East Midlands Caribbean Carnival Arts Network (EMCCAN)

Community Centre Manager of Derby West Indian Community Association (DWICA)

Anglican prelate

First Black woman to become Chaplain to the Monarch Bishop of Dover

First Black woman to become a Church of England bishop

Founder of Coding Black Females

Software engineer, technical architect, software developer, tester

Co-organiser of Black Devs UK and Co-founder of Meet Up and Code, Black software developer collectives

Former Labour Councillor

Former Assistant City Mayor for Tackling Racism and Disadvantage

Climate justice activist

Student politician - first Black Muslim Woman to be President of Salford Students' Union

President of UK National Union of Students (NUS), 2019-2020

Co-founder of Students Organising for Sustainability

Co-founder of Muslim Leadership Foundation and Somalis for Sustainability

Classical and contemporary pianist

Composer of over 33 original pieces

Ify Iwobi Swansea

First Welsh-Nigerian to have 9 consecutive A List tracks on BBC Radio Wales

Project Officer for Crossing Borders, Music and Heritage Project

Professor Uzo

Iwobi CBE FLSW Swansea

Claudia Jones (1915-1964) London

Stella Kanu London

Race and diversity practice consultant

Solicitor

Founder and CEO of Race Council Cymru

Founder of the African Community Centre, first of its kind in Wales

Journalist

Activist

Writer and poet - Founder of the West Indian Gazette

Founder of Notting Hill Carnival

Theatre director - CEO of Shakespeare’s Globe

Founder of The Pivotal Place coaching programme

Professor

Jackie Kay CBE FRSE FRSL Glasgow

Roshini

Kempadoo London

Dorothy Kuya (1933-2013) Liverpool

Dame Cleo Laine DBE London

Poet, playwright and novelist

Makar, Scottish poet laureate in 2016 Professor of Creative Writing at Newcastle University

Photographer and visual artist

Professor of Photography and Visual Culture at University of Westminster

Helped to set up Autograph ABP - first Black British photographic association

Liverpool’s first Community Relations Officer

Teacher - co-founder of Teachers Against Racism

Fought for the establishment of a permanent museum that recognised Liverpool’s involvement in slavery - leading to creation of the International Slavery Museum

Singer, known for her three octave vocal range

Actress

Founded The Stables Theatre, Milton Keynes

Baroness

Doreen Lawrence OBE London

Carol Leeming

MBE FRSE Leicester

Gaynor Legall Cardiff

Liv Little London

Kath Locke (1928-1992) Manchester

Mahalia Leicester

Una Marson (1905-1965) London

Dr Heather

Melville OBE

CCMI London/ York

Professor LisaDionne Morris Leeds

Campaigner

Labour Peer in the House of Lords

Mother of Stephen Lawrence

Multidisciplinary artist, performer and poet

Lecturer of Performing Arts

Artistic Director and Lead Artist of Dare to Diva

First Black female City Councillor in Wales

Advocate for ethnic minority women in the Welsh public sector

Journalist and writer

Founder of gal-dem - the online and print magazine aimed at, and written by, people of colour and marginalised genders

Activist and teacher

Co-founder Manchester Black Women's CoOperative

Co-founder of Abasindi Co-operative

Singer

Songwriter

Actress

Radio Broadcaster - first Black woman to be employed by the BBC Poet, playwright and writer

Banker

Chancellor of the University of York Director of CEO advisory firm, Teneo

Associate Professor of Human Activity and Project Design Development at University of Leeds

Founder of Black Female Academics’ Network

Olive Morris (1952-1979) London

Elvy Morton Leicester

Agnes Nisbett Leicester

Professor Bertha Ochieng Leicester

Professor Olivette Otele FRHistS FLSW Bristol

Elsie Owusu

OBE, RA, RIBA, FRSA London

Gertrude Paul (1934-1992) Leeds

Radical feminist

Political activist

Member of the British Black Panthers

Founding member of Brixton Black Women’s Group

Nurse Teacher

Founder of Leicester Caribbean Carnival

Midwife

First Black nursing officer in Leicester

Founder of the ‘Born Whilst Sleeping‘ programme at Leicester's Royal Infirmary

Professor of Integrated Health and Social Care at De Montfort University

Lead Investigator of Talent 25 programme

Historian - first Professor of the History of Slavery at Bristol University

First Black woman to be made a professor of history in UK

Architect, urban and interior designer, special conservationist

Founding member and first Chair of Society of Black Architects

Director of JustGhana and ArchQuestra

First Black teacher and Headteacher in Leeds

Organised the UK's first Saturday school to teach cultural history, literacy and numeracy

Co-founder and president of the United

Caribbean Association in Leeds

Founded St Kitts and Nevis Association of Leeds

One of the founders of Leeds West Indian Carnival

Liz Pemberton Birmingham

Leanne Pero MBE London

Yvette Philbert London

Winsome Pinnock FRSL London

Rev Eve Pitts Birmingham

Sandra Pollock OBE DL Leicester

Paulette Randall London

Early-Years anti-racism consultant

Founder of the Black Nursery Manager

Dancer

Campaigner for breast cancer awareness

Founder and Artistic Director of The Movement Factory

Founder of The Leanne Pero Foundation and Black Women Rising

Diplomat

Business consultant

Director of modelling competitions and fashion industries

Events Coordinator at Commonwealth Countries League

Founding Partner and Operations Director of All African Colours UK

Playwright

Associate Professor at Kingston University

Creates plays that showcase the link between Great Britain and the Caribbean, including Leave Taking, Talking in Tongues and The Principles of Cartography

First Black female vicar of the Church of England

Campaignier for recognition of Emancipation Day by Church of England

Leadership and management consultant

Founder of the East Midlands Women’s Awards

Founder of SanRoo Publishing

Actress

Co-founder of Theatre of Black Women

First Black female director of a West End production

Carnival artist and costume designer

Clary Salandy London

Gina SamuelRichards Leicester

Tessa Sanderson CBE London

Lilian SeenoiBarr Derry

Samenua Sesher OBE London

Selasi Setufe MBE London

Alice Sheppard UK/US

Dr Victoria Showunmi London

Josette Simon OBE Leicester

Artistic Director of Mahogany Carnival Arts and Associate Artistic Director of UK Centre for Carnival Arts

Family law firm Director Solicitor

Athlete, javelin thrower

Olympian - first Black woman to win British gold medal with 69 56m throw at Los Angeles Olympics, 1984

First Black Mayor of Northern Ireland

Founder and Director of Operations of North West Migrants Forum

Founder of Museum of Colour Writer

Cultural management consultant

Founder of Black Females in Architecture

Architect

Director

BESSIE Award winning choreographer and dancer

Associate Professor of English and Comparative Literature

Disability activist

Associate Professor of Education, Policy & Society at UCL

Author of publications related to Black women, racism and education

Actress - first Black woman in a leading role of an RSC play with her role as Rosaline, Love Labour’s Lost

Paulette Simpson CBE London

Dorothea Smartt FRSL London

Jessie M Soga (1870-1954) Glasgow

SuAndi OBE

D’Litt D’Art FRSL Manchester

Maud Sulter (1960-2008) Glasgow

Leonora Stapleton (1963-2021) Leeds

Griselda Togobo Leeds

Ruby Turner MBE Birmingham

Deputy CEO of Corporate Affairs of Jamaica National Bank in UK Deputy Chair of Windrush Commemoration Committee

Executive Director of The Voice

Performance artist and poet Educator

Suffragist and singer

One of the only Black suffrage campaigners in Scotland

Performance poet Writer Arts curator

Freelance Cultural Director of National Black Arts Alliance

Multidisciplinary artist Writer Curator

Dancer - Performed on Broadway in the original Lion King cast and as Associate Choreographer of Tarzan Teacher

Choreographer Director of Be Body Aware

Entrepreneur

International corporate consultant Founder of Forward Ladies

Singer Songwriter Actress

One of the only British artists to reach no 1 on USA R&B chart with her 1990 song “It’s Gonna Be Alright”

Cathy Tyson London

Sharon Watson MBE DL Leeds

Kathy Williams MBE OLY Manchester

Lisa Williams Edinburgh

Josie Woods (1912-2008) London

Gina Yashere London

Annie Yellowe Palma (1962-2022) Northern Ireland

Baroness Lola Young London

BAFTA award winning actress Director

Founder of Brown Girl Films

Dancer

Choreographer

Principal of Northern School of Contemporary Dance

Dancer

First Black British Olympian gymnast Artist

Co-founder of RJC Dance

Author Poet Curator

Founder of the Edinburgh Caribbean Association

Dancer - part of the first established dance troupe of Black Britons

Choreographer

Credited as the first person to bring the jitterbug to the UK with her show, The Jitterbug Jamboree Activist

Comedian

Actress Writer

Poet

Author Social work consultant specialising in child protection

Actress Author Life Peer

Chancellor of the University of Nottingham

Activity 1 - Understanding the Project

According to a YouGov survey in 2023, commissioned by Bloomsbury Publishing, around half of Britons surveyed could not name a single Black British historical figure, and only 7% can name more than four 100 Black Women Who Have Made A Mark seeks to challenge this by centring significant women in the wider British narrative

Written Task

In groups, pairs or individually, ask pupils to list every influential Black woman they can think of Ask them to write down:

What she does/did What period she lived in

As a class, check how many of these women are from Britain If there are any names that have come up from other countries, you can discuss why it is important to talk about significant Black Women from the UK and Ireland Encourage pupils to revisit this list as they go through these activities to see if any of the women they listed are featured

English

Objectives

To appreciate Black literary heritage across Britain and Ireland. Using text and spoken language from the project, to acquire a wider understanding of vocabulary, linguistics conventions and grammar for reading and writing

Applying their learning to develop creative written or performance pieces around the content of 100 Black Women Who Have Made A Mark

Activity 1 - Writing

These activities are used to inspire positive attitudes towards writing, reading and spelling using the ideas from the 100 Black Women Who Have Made A Mark project

Resources

Portrait list

Spelling and Comprehension Task

Using the list of the 100 sitters, ask pupils to match the names of women according to their pictures. Ask them to spell names of varying complexity to challenge pupils' word knowledge

Writing Task

Using the portraits, ask pupils to write a creative piece of work about a portrait of their choice. This can be fiction or nonfiction work that should demonstrate their emotional response to the portrait Encourage them to think about the following questions:

What does the portrait tell us about the sitter?

What do you think she does for a living?

How does it make you feel?

Why does it make you feel the way you feel?

Extension: Ask pupils to read their writing aloud to the class Encourage the class to work on different portraits, so they can evaluate each other's work and investigate what each piece tells them about the portrait

KS1-2 Curriculum Links:

“Develop positive attitudes towards and stamina for writing by writing for different purposes ”

“Consider what they are going to write before beginning by planning or saying out loud what they are going to write about ”

“Read aloud what they have written with appropriate intonation to make the meaning clear.”

KS3-4 Curriculum Links:

“Write accurately, fluently, effectively and at length for pleasure and information through … adapting their writing for a wide range of purposes and audiences: to describe, narrate, explain, instruct, give and respond to information, and argue.”

“Revise, edit and proof-read through reflecting on whether their draft achieves the intended impact ”

Activity 2 - Oral Histories

The oral tradition of storytelling is an important and meaningful part of Black history It has been used to pass on family stories, share information and pass knowledge down to the next generation During 100 Black Women Who Have Made A Mark, each sitter or related person was interviewed to give life to the woman behind the portrait

Resources:

100 Black Women Who Have Made A Mark Podcast

Drama Task

In groups, listen to an oral history, and create a role play based on the sequence of events mentioned by the sitter Think about what significant things they have done to be selected for the project.

Written Task

In pairs or small groups, create a new character to be interviewed as part of the project. Ask them to think about what their character did to be selected for 100 Black Women Who Have Made A Mark. Encourage them to answer the following questions:

What do you do?

What are you most proud of?

What advice would you give to other people?

Describe your journey using just three words.

Speaking/Listening Task

Individually, answer the question below and present it to the class In a discussion, the class should then be encouraged to extract information about what these answers tell them about the presenter’s family history.

Can you share a story about a family member older than your parents, being as descriptive as possible?

KS1-2 Curriculum Links

“Participate in discussions, presentations, performances, role play/improvisations and debates ”

“Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas ”

KS3-4 Curriculum Links

“Using Standard English confidently in a range of formal and informal contexts, including classroom discussion.”

“Giving short speeches and presentations, expressing their own ideas and keeping to the point ”

“Use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas ”

Activity 3 - Transcripts

Written documentation of transcripts is just as important as oral histories themselves They offer concrete evidence of the interview's existence, help researchers to analyse the content better and help to avoid misquoting the person being interviewed.

Resources:

100 Black Women Who Have Made A Mark Podcasts and Transcripts - QR Code?

Critical Reading Task

Ask pupils to read one of the transcripts Analyse the spoken language used, thinking about the word choice, text structure and organisation of a transcript. Once they are familiar with it, ask them to listen to the corresponding oral history and compare the similarities and differences between the spoken form and written text

Pupils should consider how the transcript has removed certain language features like pauses for ease of reading

Compare and Contrast Task

Looking at the transcripts of a living oral history with a posthumous oral history, compare how the stories of both women have been conveyed

Encourage pupils to look at how posthumous sitters have been represented and introduce the methods used to represent them using archival footage.

KS3-4 Curriculum Links

“Read critically through knowing how language, including figurative language, vocabulary choice, grammar, text structure and organisational features, presents meaning making critical comparisons across texts.”

“Knowing and understanding the differences between spoken and written language, including differences associated with formal and informal registers, and between Standard English and other varieties of English ”

“Discussing reading, writing and spoken language with precise and confident use of linguistic and literary terminology ”

Activity 4 - Poetry

Many sitters featured in 100 Black Women Who Have Made A Mark are poets and literary creatives Pupils should be introduced to their work to develop an interest and appreciation for Black British literature heritage For the following activities, consider those who are active in your local region Some poets and writers featured are:

Bernardine Evaristo

Zita Holbourne

Claudia Jones

Jackie Kay

Una Marson

SuAndi

Dorothea Smartt

Maud Sulter

Annie Yellowe Palma

Comprehension Task

Individually, ask pupils to read a poem and answer questions about it In pairs, read the poem aloud and discuss what they think about the poem, what it tells us about the writer. If this is a woman they have come across in other activities, ask them to draw on their knowledge to inform their answers

KS1-2 Curriculum Links

“Listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently ”

“Participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say ”

“Explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves ”

Compare and contrast task

Individually, read extracts of text or poetry from two sitters and ask pupils to analyse what they convey about being a Black woman in Britain Ask them to think about how location, heritage and culture plays into individual experience.

If they have engaged with these sitters across other activities, consider what they have learned about each woman

Extension: Ask pupils to do their own research about their chosen sitter to add to their work

KS3-4

Curriculum Links

“Read critically through recognising a range of poetic conventions and understanding how these have been used ”

History

Objectives

To know and understand the contributions that Black women have made to the wider history of Britain and Ireland as a coherent, chronological narrative

To know the significance of oral histories as a form of capturing Black history, gaining an understanding of the importance of capturing the lives of significant people in living memory

To gain perspectives, analyse trends, draw contrasts and identify similarities in local, regional and national history, using the stories of the 100 featured women to provide a basis for understanding

Note for KS4 Study

These resources have been created in accordance with the English national curriculum for Key Stages 1 to 3 For Key Stage 4 students, these activities can be adapted to suit your teaching

Activity 1 - Significant Women

100 Black Women Who Have Made A Mark covers over 200 years of Black history. Many of the women featured have been the ‘first’ in their field, and have made significant contributions to British society and history that are at risk of being forgotton.

Class Task

Using the list of sitters as guidance, create class sessions focusing on specific women. Consider local case studies to encourage children to relate the experiences of the sitter to their own region.

Ask them to think about what makes each woman significant to British history

Extension Task

Research another woman from the list, demonstrating your understanding of her achievements and contributions to British history

Writing Task

Individually, write a newspaper report relating to a significant event related to one of the sitters Below are some examples

Una Marson appears on the BBC for the first time

Sislin Fay Allen becomes the first Black police woman.

Bernardine Evaristo receives the Booker Prize

Claudia Jones creates the first Notting Hill Carnival

Doreen Lawrence campaigns for police reform after her son Stephen’s murder

Curriculum links

“Pupils should be taught about significant historical events, people and places in their own locality ”

“Pupils should be taught about the lives of significant individuals in the past who have contributed to national and international achievements, some should be used to compare aspects of life in different periods ”

Activity 2 - Black Women in Living Memory

In these activities, pupils will be encouraged to understand Black history and Black women in the wider, chronological narrative of Britain; to draw connections between events in individuals’ lives and how they have impacted, or been affected by, local, national and international events happening at the same time

Timeline Task

In small groups, ask pupils to plot events related to the 100 Black women on a timeline of Britain from 1901 to present day This timeline could feature significant dates from British history such as the beginning of World War One and Two, women’s suffrage, and the Race Relations Act, to help pupils make connections.

Using the timeline, pupils should be able to identify who was active during historical events in British history Ask them to make connections between a specific woman’s work and a significant event, using their own knowledge, to understand how national events affect individual lives.

Extension

Ask pupils to research more significant events or people related to Black British history, especially Black women Ask them to think about why it is important to include this in the wider narrative of Britain

Curriculum links

“Know and understand the history of these Islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world ” “Pupils should identify significant events, make connections, draw contrasts, and analyse trends within periods and over long arcs of time.”

Presentation Task

In groups, create a presentation about Black women considered to be the first in their field, explaining why they have made a significant impact Using their own knowledge or with teacher support, pupils should be able to come up with some examples of people who have come before them

Curriculum links

“Understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically valid questions and create their own structured accounts, including written narratives and analyses ”

Activity 3 - Oral Histories and Communication

The oral tradition of storytelling is an important and meaningful method of communication across Black history. As technology has changed, audio recording has become more accessible to others During 100 Black Women Who Have Made A Mark, each sitter or related person was interviewed to give life to the woman behind the portrait For some posthumous sitters, archival footage or recordings of their work have been used to provide greater insight into their lives

Interview Task

With a partner, conduct an interview, answering questions similar to those used in the 100 Black Women Who Have Made A Mark project As they are recording, ask them to consider how audio technology has changed over time

How might these interviews have been conducted in the 1920s, 1930s and so on?

What else might you use to record audio today?

Curriculum Links

Writing Task

Individually, listen to an interview about one of the sitters Write a response about what each interview shows about the surrounding context, using their existing knowledge and other historical sources to answer questions relevant to the sitter.

For example: What does the podcast about Winifred Atwell tell you about entertainment in the 1920s-1940s?

Extension: Ask pupils to listen to a podcast featuring a sitter who is still alive Ask them to consider why it is important to capture living history

Activity 4 - Representation and Historiography

100 Black Women Who Have Made A Mark aims to re-centre Black women and challenge the white gaze of history Black British women have historically been hidden from many narratives, which makes it difficult to hear their stories if they have not recorded it themselves - like Mary Seacole or Mary Prince Many in the past have been lost to time and others only exist in other people’s accounts

Debate Task

As a class, ask students to debate statements related to Black women in history and how they have been represented or hidden in the wider, chronological narrative For example, you could ask them to debate the statement:

‘Black women have been accurately portrayed in British history ’ Ask them to think about why these interpretations exist, why Black women may have been omitted and what can be done to fix it.

Research Task

In small groups or pairs, pupils should look at the different ways history has been constructed across multiple sources Discuss the importance of drawing evidence from a range of sources to build up an interpretation of historical times. Using a significant event or person from the list of 100 Black Women Who Have Made A Mark, ask them to research different types of sources and analyse their perspectives, and how this may affect how the event or person is remembered

Essay Task

Individually, using their own knowledge, findings from the debate and evidence from other sources, pupils can write an essay about why Black women have not been accurately represented in contemporary history and what can be done to improve it They should draw together their knowledge of the sitters and the project that they have gained from other activities to help them

Curriculum Links

“Understand some of the ways in which we find out about the past and identify different ways in which it is represented ”

“Understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed.”

Dance

Objectives

Grow an understanding of local dance practitioners and their influence and significance in the dance sector within the UK

Develop practical understanding of choreographic methods and using a stimulus to generate movement

Understand how music can influence movement Analysing how music can change emotions and feelings and the impact of this in performance.

Activity 1 - 100 Black Women Who Have Made A Mark Dance Practitioners

Research, Writing and Presenting Task

Below are short introductions to the sitters who are linked with the dance industry. Assign one sitter to each group of students and ask them to conduct further research and feedback on their learnings to the class Encourage students to research around the following prompts:

Why were these women selected for the project?

Has their practice been influenced by other Black dance practitioners or have they given influence to other dance practitioners?

What about their practice inspires you?

What technical principles can be selected from watching their choreography, performance or practice?

From this research, encourage the students to present their findings back to the class in the format of their choice, e.g. PowerPoint presentation, fact file, mind map.

Josie Woods (1912 - 2008)

Tap dancer who helped bring the jitterbug to Britain

Toured across Britain as well as appearing in films

Josie was also a choreographer and teacher.

Sharon Watson

CEO and Principal of Northern School of Contemporary Dance

One of the first female Principal Dancers for Phoenix Dance Company, she performed and choreographed for the company before leaving to set up her own, ‘ABCD’, and then returning as Artistic Director

Kathy Williams

Former Olympic gymnast

Current Director of RJC Dance, a leading inclusive Black dance organisation, focusing on empowering all ages to dance and keep moving

Leonora Stapleton (1963 - 2021)

Broadway dancer, international teacher, choreographer and director. Be Body Aware Founder, encouraging the use of dance for health and wellbeing

Her career included working with Dance Theatre of Harlem, Donald Bryd The Group, Lion King on Broadway and Associate Choreographer of Tarzan

Alice Sheppard

Co-founded Kinetic Light, a disability arts ensemble They are an internationally recognised performance company.

“In our work disability is not a deficit, it is a powerful, intersectional creative force that is essential to our artistry Access is integral to our art and creative process”

Leanne Pero

Founded The Movement Factor, a community dance programme that uses dance to aid mental health and empower young people It offers free dance classes and choreography workshops to bring a wider understanding of dance to young people

Rosina Osei Bonsu (1955 - 2020)

Dance and yoga teacher.

Founded Breathing Bones, a mindful and meditative practice

Activity 2 - Choreographic Devices

100 Black Women Who Have Made A Mark also has a podcast series that complements each of the portraits One of the questions within this podcast series was “can you describe your journey in three words?” This was asked either towards the sitter themselves or someone with a relationship to the sitter Below is a word cloud of some of the words used within the podcast series The various sizes represent how many times the word was used; ‘challenging’ is the largest word as this was repeated the most within the podcast episodes selected

A) In pairs or as a solo task, select three words out of the word cloud that stands out to you From these three words choreograph a short motif that represents each word

B) From these motifs use choreographic devices to build on the movement and add them together Here are some examples below:

Size - changing the size of the movement, is there a way of making it as large or small as possible?

Direction - Thinking about the facing of the movement, do you need to be facing front?

How can this affect the look and feel of the movement?

Repetition - How many times can you repeat the motif?

Rebound - Completing the movement motif normally and then reversing back to the beginning

Reverse - What would the movement look like if you performed it in reverse?

Scratch - Imagining a stuck record The movement cannot get past a certain point without getting stuck, going back and forth like a scratch and then eventually moving on

Speed - How fast or slow can you make the movement? Think about how this can change the motif's texture.

Body part - Can you change a movement gesture to a different part of the body? How would it look if you translated arm movements to your legs and feet?

Sequence - Changing the order of the motifs once you add them together

Space - How much space are you taking up with the movement? Is it static or can you travel across the room? Perhaps use a combination of these

Students can also use transitional movement between the motifs, but these should relate back to the chosen words or the word cloud

Group with another two pairs of two people and watch each other's movement phrases Can you identify the words from the word cloud and some of the choreographic devices they used?

Are there any similarities in the movement you have created? What would this look like if the movement was performed together in the same space? Are there any moments that complement each other, and can you expand on this? Look at the use of space as well as your relationship with the other dancers, can you identify any moments of connection and develop this?

After building the choreography, reflect as a group Go back to when you first read through the word cloud, how did this make you feel? Can you make the audience feel the same way through your performance? Discuss as a group your first thoughts when reading the words, did any words surprise you? How can you take the experiences and emotions of the sitters and use them to build upon your performance?

Activity 3 - Storyboard Choreography

Create a storyboard based on one of the sitters' experiences or life story (Sequence should have 6-8 frames) then split the class into groups according to the number of frames Each group should create a sequence of movement based on the storyboard picture and what it represents. When the storyboard frames are added back together, a full piece of choreography will be created representing the story

Encourage the students to discuss their choices for creating the movement and how it is related to their section of the storyboard

Activity 4 - Movement and Music

As well as some of the sitters for 100 Black Women Who Have Made A Mark being music artists, a piece of music was commissioned to soundtrack the podcast series Whilst dancing to this music, encourage the students to listen for the highlights and bass within the track, how can this reflect movement?

KS1/2

Using the podcast soundtrack as a stimulus, begin to work on balance and coordination, perhaps trying different balances and shapes with the body to complement the music and asking the students how the music made them feel.

Curriculum links

“Perform dances using simple movement patterns”

“Developing balance, agility and coordination”

KS3/4

Using the podcast soundtrack as a stimulus, divide the class into groups; these groups will choreograph movements for specific elements of the music, whether these be selected instruments, sections of the melody, highlights or tones within the music Once this has been choreographed, create different groups with students from the original groups so that different parts of the music have been choreographed How does this movement look once it is pieced together? Does any of the movement need to be changed or adapted to suit the ensemble?

Adaption for further lessons and activities

These exercises can be repeated and adapted using different music Some of the sitters who are music artists and singers are:

Winifred Atwell (1910-1983)

Pauline Black

Alison Buchanan

Dr Geraldine Connor (1952-2011)

Evelyn Dove (1902-1957)

Patti Flynn (1937-2020)

Ify Iwobi

Dame Cleo Laine

Mahalia

Ruby Turner

Art and Design

Objectives

To understand and identify portraits

To develop understanding of different portraiture and art techniques and mediums that artists use in their work

To describe the differences and similarities between artists’ work and make links to their own work;

Context

What is a portrait?

A portrait is a way of recording someone's appearance There are many different ways of creating a portrait of someone; this could be through painting, drawing, sculpture, photography, as well as mixing the different methods together. An artist can also create a self-portrait which means they would create a portrait of themselves The 100 Black Women Who Have Made A Mark portraits were produced by five different visual artists who all used different techniques and methods The artists either used the women themselves as reference or images of them We refer to the women in the portraits as sitters

Can you identify the different portrait styles from some of these images? Portraits are used to show more than just the sitter's appearance. They can represent someone’s job, personality, interests and other qualities about them

Can you think of a way you would like to be represented in a portrait?

KS1 Exercises

Identifying colours and shapes - this can be the shapes of the portraits themselves, the frames, or the shapes within the artwork

Creating a portrait - creating self-portraits or portraits in pairs Can the students begin to use different art techniques, drawing, painting, photography or sculpture?

Similarities and differences - comparing the 100 Black Women Who Have Made A Mark portraits by different artists to each other and to their own work and identifying the similarities and differences between them This can be as simple as colours and lines that are similar or a difference being the medium used

Curriculum links

“To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space”

“About the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work”

KS2 Exercises

Identifying techniques - learning the differences between the portraiture techniques, how they can be used to represent the sitters in different ways How the artists have used various mediums to create different textures within the artwork.

Creating a portrait - creating self-portraits Can the students display how they would like to be represented in a still picture? This could be done through the clothes they are wearing, what they are doing, if they are holding any objects or how they pose, etc

Similarities and differences - comparing the 100 Black Women Who Have Made A Mark portraits to their own work and identifying the similarities and differences between them.

Extension - Ask the students to write about their portrait What are the reasons for their choices within the artwork? (Improving their literacy skills and descriptive writing) encouraging the students to describe their work or other pieces of art

Curriculum link:

“To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials”

KS3/4 Exercises

Creating a portrait - either a self-portrait or a new portrait of one of the 100 Black Women Who Have Made A Mark sitters How can you show representation within the portrait i.e. using different mediums within the portrait or experimenting with mixed media?

Writing - being able to describe their choices within their portrait, what was their reasoning behind choosing certain techniques or elements within the artwork

Curriculum links:

“To use a range of techniques and media, including painting”

“To increase their proficiency in the handling of different materials”

“To analyse and evaluate their own work, and that of others, in order to strengthen the visual impact or applications of their work”

Activity - Carnival costume design

Looking at the women who are part of the 100 Black Women project who have had significant impact on carnival in Britain

Carmen Beckford (1928-2016)

Pamela Campbell-Morris (1958-2021)

Leila Hassan Howe

Nezrine Hudson

Claudia Jones (1915-1964)

Elvy Morton

Clary Salandy

Ask the students to research the background of carnival and to look closely at the vibrancy of the celebrations. One specific woman that we will focus on is Clary Salandy, as she is a carnival costume designer Look at examples of her work and the scale at which she works; not all of it is costumes but float design too Ask the students to design a costume or a collection of costumes of their choice This can be inspired by Salandy’s work or by some of the costumes the students have seen at other carnivals in which the other women were involved. Encourage the students to consider the following prompts:

Movement - how does the costume move when dancing and moving?

Theme - is there a theme around the costume or collection, is it inspired by an animal, plant, object or place?

Colour - how vibrant can you make this costume, to stand out in the crowd?

Curriculum Links

KS2

“Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.”

KS3

“Pupils should be taught to develop their creativity and ideas, and increase proficiency in their execution They should develop a critical understanding of artists, architects and designers, expressing reasoned judgements that can inform their own work ”

Music

Objectives

To build confidence in composing music

To increase an understanding of influential Black musicians and their impact on the music industry in Britain

To build confidence in performing music and presenting ideas

Activity 1 - 100 Black Women Who Have Made A Mark Musicians

Activity most appropriate for KS2-4, adapt where necessary

Split the class into groups and assign a musician to them from the following list:

Winifred Atwell

Pauline Black

Alison Buchanan

Dr Geraldine Connor

Evelyn Dove

Patti Flynn

Ify Iwobi

Dame Cleo Laine

Mahalia

Ruby Turner

Research task

Create a fact file for the assigned musician Ask the students to research the following prompts as well as any else they would like to find out.

Her background, how did she come into the music industry?

Why was she selected to be a sitter?

What music genre is her music?

Who influenced her / who do you think she has influenced?

What legacy do you think she has left behind?

Has she won any awards?

Composition task

From what the students have learnt about the 100 Black Women Who Have Made A Mark musicians, set the task of composing a piece of music inspired by their research. This could be around their story, genre, the instruments they use, lyrics in their songs or the music they produce Encourage the students to use both instruments and singing

Presenting and performance task

When both of the above tasks are completed, ask the students to present their findings and perform their composed music

Curriculum links:

KS2

“Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression”

“Improvise and compose music for a range of purposes using the interrelated dimensions of music”

“Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians”

“Develop an understanding of the history of music”

KS3

“Play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression”

“Improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions”

“Develop a deepening understanding of the music that they perform and to which they listen, and its history”

KS1/2 Activity - Rhythms and Instruments

This activity will look at the students listening to various music tracks and broadening their understanding of counts and listening skills On the first listen to the track, encourage the students to clap or use percussion to match the tempo of the music. After this, listen again and ask the students what instruments they can hear being played

This activity can be repeated using the list of women above, who all have varying genres and music styles

Curriculum links:

KS1

“Listen with concentration and understanding to a range of high-quality live and recorded music”

KS2

“Listen with attention to detail and recall sounds with increasing aural memory”

“Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians”

Serendipity Institute for Black Arts and Heritage

Serendipity Institute for Black Arts and Heritage’s mission is to centre perspectives from the African and African Caribbean Diaspora, embedded as part of cultural experiences for all Since 2010, Serendipity has established a successful portfolio of trailblazing projects, establishing itself as a key contributor to cultural practice locally, nationally and internationally

Programmes include the flagship dance festival, Let’s Dance International Frontiers, Black History Month and the annual Windrush Day Lecture

Serendipity has also established a legacy: hosting the Living Archive, documenting Black arts, heritage and culture, publishing the voices of Black arts practitioners and community activists, nurturing artists to create high quality new work, and mentoring young people In 2015, Serendipity became a charity and a National Portfolio Organisation in 2018, supported by Arts Council England. Serendipity’s strength lies in its strategic role, as a Black-led organisation, working in partnership with artists, venues, educational institutions, museums, producers, directors, promoters, media companies, agencies and international forums