Next, read the following English translation of the text that accompanies the image of A Crocodile and a Hydrus: Remind them to incorporate complementary colors into their artwork, as well as the details they brainstormed earlier.Ĥ. Have students create artistic renditions of their imagined beasts. Students may use the charted responses and reproduction images for inspiration.ģ. Have them brainstorm by sketching on paper the details they want to include before they get started. Tell students they will create their own fantastical beasts. Pass out the drawing paper and pencils.Ģ. What colors do you see? Did the illuminator use complementary colors?ħ.What details do you notice about the creatures? (Point out that the creatures are hybrids, creatures with the features of two or more different kinds of animals.).Prompt students by asking the following questions: Ask students to look carefully at the work of art, and then have a class discussion. Show students other examples of fantastical creatures in illuminated manuscripts, such as the reproduction of A Siren and a Centaur by an unknown illuminator or the reproduction of A Crocodile and a Hydrus by an unknown illuminator. Point out the use of complementary colors in the manuscript illumination A Dragon.Ħ. Show the students how true complements visually "vibrate," appearing brighter and more intense, when placed next to each another. Explain that colors that are opposite each other on the color wheel are known as complements. Present students with a color wheel for reference (see the Metropolitan Museum of Art's web page Learn about Color). Show the class a color wheel and explain the principle of complementary colors. You may also want to refer to the book Beasts: Factual and Fantastic by Elizabeth Morrison.ĥ. Refer to "Medieval Beasts" on the Getty website. The illustrations in bestiaries feature fantastical animals that the artist (or "illuminator") had probably never seen and could have only imagined. Explain that bestiaries are books of beasts-collections of stories about animals with moralistic lessons (like Aesop's fables). These manuscripts are excellent examples of painting in the Middle Ages. Tell students that illuminated manuscripts are books written by hand and illustrated with rich and vibrant colors (often with gold leaf). Share some background information about illuminated manuscripts and bestiaries. What details do you notice about the creature?Ĥ.Then guide a class discussion by asking the following questions: Have students look silently at the work of art for thirty seconds. Show students the reproduction of A Dragon by an unknown illuminator.
MINIATURES FANTASTICAL BEAST JAPANESE ARTIST FEEBEE FULL
Also, people did not travel far from their village or town, and many imagined the outside world was full of unknown creatures-monsters, dragons, and wild beasts.Ģ. Explain to the class that all sorts of animals were integrated into medieval life, from farm animals and wild animals for hunting to animals representing family or religious figures and animals as astrological signs. Lead a discussion comparing life in the Middle Ages to the present day, emphasizing how people believed that illness and disease were punishments, and that evil spirits, demons, and beasts were real and ever present. Part 1: Fantastical Beasts and the Middle Agesġ. Color wheel (see The Metropolitan Museum of Art's web page Learn about Color) Beasts: Factual and Fantastic, book by Elizabeth Morrison, Los Angeles: The J. Reproduction of A Crocodile and a Hydrus, unknown illuminator Reproduction of A Siren and a Centaur, unknown illuminator Reproduction of A Dragon, unknown illuminator
describe and identify complementary colors in manuscript illuminations.They will create their own fantastical creature using complementary colors and write a paragraph describing it. Students will learn about medieval manuscripts and artistic representations of fantastical creatures.
The lesson plan and downloadable materials on this page are licensed under a Creative Commons Attribution 4.0 International License. Kennedy Elementary School, Los Angeles Unified School District
Subjects: Visual Arts, English–Language ArtsĪuthor: Leticia Lopez, Fourth Grade Teacher
0 kommentar(er)
