1st Day Back to School

by Ancient Greek ArtEducationLesson PlansPowerpointsStudent ActivitiesWorksheets
School Lesson, Attic red-figure Kylix from Cerveteri by the painter Duris, around 480 BC, 11.5×28.5 cm, . Altes Museum, Pergamonmuseum

“Let us remember: One book, one pen, one child and one teacher can change the world.” Said young Malala Yousafzai and I couldn’t agree more! Today, September 14, 2020, is the 1st Day Back to School for all students in Greece and I want to celebrate it with a new Lesson Plan. https://www.shutterfly.com/ideas/school-quotes/

Have you ever thought about how the 1st Day Back to School was during ancient Greek time? We can only guess by examining an amazing ancient Greek Kylix in the Altes Museum, in Berlin by the Duris Painter. Using it as an example, I will introduce my students to school reality in Greece – 2.500 years ago!   

“Every student has a teacher, every teacher teaches a different discipline; the picture unites what actually took place in different rooms. One side of the shell begins on the left with lessons in the lyre game, teacher and student play in unison. A particularly worthy teacher follows in a comfortable armchair; for the viewer of the picture he has opened the scroll with the beginning of the heroic song, which the pupil standing there in a cloak has to recite by heart. On the right a strange spectator, half belonging, half excluded. He sits there with his legs crossed in a casual, ignoble style: we have to see him as the pedagogue (‘boys’ leader’), the servant who accompanies the distinguished boy to school and back home. – On the opposite side, on the left, a young teacher is playing the melody with the double flute, to which the schoolboy sings. The fourth teacher corrects a work of his pupil on the blackboard. The scene ends again with a pedagogue.”     http://www.smb-digital.de/eMuseumPlus?service=direct/1/ResultLightboxView/result.t1.collection_lightbox.$TspTitleImageLink.link&sp=10&sp=Scollection&sp=SfilterDefinition&sp=0&sp=2&sp=1&sp=Slightbox_3x4&sp=12&sp=Sdetail&sp=0&sp=F&sp=T&sp=15   

1st Day back to School Lesson Plan

Essential Question: Compared to antiquity, how similar or how different is Education and subsequently, School Classrooms, today?

Goals: Help students understand the importance of Education in the development of Mankind – Assist students to connect the past with the present – Help students learn about Education through works of art

Enduring Understanding: Education is the process of helping students acquire knowledge, skills, values, beliefs, and habits.

8 Steps to Success

Introduction to the Lesson -Essential Question: Compared to antiquity, how similar or how different is Education, and subsequently School Classrooms, today?

Visual Learning – Part 1, “My Classroom … then”: Show students what PP “teachercurator” has prepared, please… Click HERE!

Be Inquisitive – Questions and Answers: Discuss each picture and then ask students the questions “teachercurator” prepared for you … Q&A click HERE!

Goals: To help students understand the importance of education – Assisting students to connect the past with the present- To help students learn about education from works of art.

Visual Learning – Part 2, “Classrooms … now”: Show students the “33 Eye-Opening Pictures Of Classrooms Around The World” so you can discuss it.     https://www.buzzfeednews.com/article/gabrielsanchez/this-is-what-going-to-school-looks-like-around-the-world

Be Inquisitive: Guide students to Comparisons between the past and the present. Compare pictures to their own classroom. Furthermore, discuss with students what they like/dislike in each picture and what they would like to have in their own classroom. Be creative!!!

Enduring Understanding: Education is the process of helping students acquire knowledge, skills, values, beliefs, and habits.

Assessment Activity: For a “Writing across the Curriculum” Activity, please… check HERE!

OR… Music was a very important component of Ancient Greek Education and students were expected to learn how to play musical instruments. Inspired by the 2nd and 3rd Slides, have students do the Getty Museum “Classy Cardboard Lyre” Art Activity because it is easy, exciting, creative, fun, and educational! https://www.getty.edu/education/teachers/classroom_resources/tips_tools/downloads/aa_cardboard_lyre.pdf

Rosa Bonheur

by 19th century ArtArtStudent ActivitiesWorksheets
Rosa Bonheur, 1822 – 1899
The Horse Fair, 1835–-55, oil on canvas, 244.5 cm × 506.7 cm, the MET, NY

“Ah! If nations could only agree to employ their resources to perfect agriculture and improve transportation, and to bring all their girl children a good education, what an explosion of happiness there would be on earth!” Rosa Bonheur said and I couldn’t agree more… She was a formidable lady and I like her!     https://www.quotetab.com/quote/by-rosa-bonheur/ah-if-nations-could-only-agree-to-employ-their-resources-to-perfect-agriculture

Anna Klumpke, 1856–1942
Rosa Bonheur, 1898, oil on canvas, 117.2 x 98.1 cm, the MET, NY

Rosa Bonheur was a lucky, talented lady! Her progressive painter father, Oscar-Raymond Bonheur, trained her to become a commercially successful painter and a spirited woman of staunch belief in women’s equality. “To my father’s doctrines, I owe my great and glorious ambition for the sex to which I proudly belong and whose independence I will defend until my dying day.” She was the oldest of four children, two girls and two boys, born to a pianist mother, who patiently and ingeniously taught her reluctant daughter how to read and write. Sophie Bonheur, Rosa’s mother noticed how reluctant her spirited daughter was to do her homework and how enthusiastic she was to draw. As the artist recalled ‘…One day she had a bright idea…She told me to draw an ass opposite the A and a cow opposite the C and so on…’ Rosa not only learnt how to read and write but, but inspired by her mother’s teaching method, she developed a lasting love and deep understanding of animals.   https://www.theartstory.org/artist/bonheur-rosa/life-and-legacy/

Rosa’s formal education started at a boarding school run by Mme. Gilbert, but “…The Gilberts refused to harbour… such a noisy creature as I and sent me back home in disgrace…my tomboy manners had an unfortunate influence on my companions, who soon grew turbulent… ” Her father decided to take charge. She was 13 years old when Rosa started working at her father’s Studio first training to do pencil drawings of plaster casts and engravings, later still life paintings working from nature, landscapes, animals, and birds. Finally, she was sent to study painting and sculpture at the Louvre, the youngest of all students as she was only 14 years old.

Rosa Bonheur, 1822 – 1899
Ploughing in Nevers, 1849, oil on canvas, 1,340×2,600 mm, Musée d’Orsay, Paris

In 1841 Bonheur exhibited at the Paris Salon for the first time. By 1843 she was successful and selling her paintings regularly so much so that she was able to travel the country for inspiration and more paintings of French landscapes and animal studies. At the 1848 Salon Rosa Bonheur was awarded a gold medal, and the French government commissioned her to paint Ploughing in Nevers, exhibited at the 1849 Salon, to honour the age-old tradition of field ploughing by animal power.     https://www.khanacademy.org/humanities/becoming-modern/avant-garde-france/realism/v/rosa-bonheur-plowing-in-the-nivernais-1849     and     https://www.musee-orsay.fr/en/collections/works-in-focus/painting/commentaire_id/ploughing-in-nevers-2040.html?tx_commentaire_pi1%5BpidLi%5D=509&tx_commentaire_pi1%5Bfrom%5D=841&cHash=60f905d6af

Rosa Bonheur, 1822 – 1899
The Horse Fair, 1855, reduced version, 120 cm × 254.6 cm, National Gallery, London

Bonheur’s most famous painting was accomplished in 1855. Titled The Horse Fair, it is monumental in size and shows the famous horse market in Paris, on the tree-lined Boulevard de l’Hôpital, near the asylum of Salpêtrière, where Rosa Bonheur, dressed as a man by special police permission, sketched, preparing the painting, twice a week, from the summer of 1850 to the end of 1851. Rosalia Shriver writes that “When (the painting) was finally finished and exhibited at the Salon of 1853, its creator was only 31 years old. Yet no other woman had ever achieved a work of such force and brilliance, and no other animal painter had produced a work of such size.” Bonheur herself said that when she paints horses her “…dream is to show the fire which comes out of the horses’ nostrils; the dust which rises from their hooves. I want this to be an infernal waltz.” https://www.metmuseum.org/art/collection/search/435702      and     Rosalia Shriver, Rosa Bonheur: With a Checklist of Works in American Collections, Art Alliance Press, Philadelphia 1982

Rosa Bonheur, 1822 – 1899
The Horse Fair, ca. 1852, oil on canvas, 26.67 x 63.5 cm, Albright-Knox Art Gallery

The original version of the The Horse Fair is part of the collection, and proudly exhibited, in the Metropolitan Museum of Art in New York along with two small studies of the painting on paper. The Albright-Knox Art Gallery has also a small oil on canvas study. Finally, a reduced version of the painting, dating in 1855, is exhibited in the London National Gallery of the United Kingdom, where Bonheur was highly successful , more so than in France. Interestingly, Bonheur’s fame and popularity in Britain led to a meeting with the Queen of England who, along with many of her countrymen appreciated Bonheur’s sentimental approach to landscape and rendering of animals.     https://mymodernmet.com/rosa-bonheur-facts/

Rosa Bonheur, 1822 – 1899
The Horse Fair, 1840–99, black chalk and graphite, 18.4 x 41.1 cm, the MET, NY
The Horse Fair, 19th century, black chalk, grey wash, heightened with white, 13.7 x 33.7 cm, the MET, NY

For a RWAP (RWAP stands for Research-Writing-Art-Project) student Activity, please… check HERE!

“Art is a tyrant. It demands heart, brain, soul, body. The entireness of the votary. Nothing less will win its highest favor. I wed art. It is my husband, my world, my life dream, the air I breathe. I know nothing else, feel nothing else, think nothing else.”     https://www.quotetab.com/quotes/by-rosa-bonheur

The Archangel Gabriel of Hagia Sophia

by with No Comment ArtByzantiumStudent ActivitiesWorksheets
Archangel Gabriel, 9th century, south side of the Bema of the Holy Apse, entire figure seen through scaffolds, photographed in 1938, MS.BZ.004-03-01-02-016-029, The Byzantine Institute, Dumbarton Oaks Fieldwork Records and Papers, ca. the late 1920s-2000s, Image Collections and Fieldwork Archives at Dumbarton Oaks, Trustees for Harvard University, Washington, D.C.

“Whittemore is now working on a huge archangel, on the S. face of the arch in front of the E. semi-dome. On the same scale as the Virgin, he was one of her two guards. Whether his colleague, on the N. face, is preserved or not Whittemore doesn’t yet know. But the one on the S. face is very well preserved indeed: enough tests have been made to establish that. And he may be of the early Macedonian period: X or even IX—after 842, when images were finally restored. You may imagine with what thirst I await the revelation.” This is an excerpt from a letter Royall Tyler wrote to Mildred Barnes Bliss, back on October 11, 1936 about the Uncovering of the Mosaics of Hagia Sophia and The Archangel Gabriel of Hagia Sophia in particular.     https://www.doaks.org/research/library-archives/dumbarton-oaks-archives/historical-records/bliss-tyler-correspondence-excerpts#uncovering-of-the-mosaics-of-hagia-sophia–constantinople–october-1936

Archangel Gabriel, Mosaic on the Southside of the Bema of the Holy Apse, 9th century, Hagia Sophia of Constantinople

The 1902 to 1953 correspondence between Mildred and Robert Woods Bliss, the founders of Dumbarton Oaks, and their close friend and art adviser, Royall Tyler, and his wife, Elisina, are important primary sources and document the formation of the Blisses’ art collection. They also discuss contemporary history, literature and poetry, music, politics, and expatriate life… https://www.doaks.org/research/library-archives/dumbarton-oaks-archives/historical-records/bliss-tyler-correspondence-excerpts

Two monumental mosaic Archangels, Michael and Gabriel, over 10 meters in height, stood guard flanking Mary with Christ Child on her lap at the Great Church of the Holy Wisdom of God in Constantinople. Dating from the 9th century, they were epic in size, towering over the Bema Soffit of the Holy Apse, massive and solid, yet… wherever you were standing and however you were looking at them, they seemed majestic, imposing and ethereal as they levitated on the golden mosaic bed of divine light. Archangels Michael and Gabriel stood regal and imposing, members of a celestial court of honour for Christ and his mother, splendidly dressed in white and gold just like the members of the Imperial Court stood next to the Emperor.

Today, the presentation of Archangel Michael on the north side of the Bema soffit is regretfully almost totally missing. Gabriel, however, is still well preserved, helping us understand the magnificence of Hagia Sophia’s Holy Apse composition. My fascination stands with Gabriel’s face and the amazing ability of the Byzantine mosaicist to use hundreds of different-size tesserae and countless different coloured stones or glass to create a face of spirituality and transcendentalism on such a grand scale, with facial contours and a sense of three-dimensionality that astounds the viewer.

To quote Bob Atchison “The flesh tones used in the face and neck are fine-grained white marble, Proconnesian white marble, Proconnesian grey, cream marble (used very sparingly), and two or three tones of pink marble. Extensive use is made, furthermore, of off-white milky glass which has sometimes a bluish, sometimes a purplish tinge; this forms the right outline of the face, the left outline of the forehead, the pockets under the eyes, the area of light shadow to the left of the nose, etc. Olive glass is used for strong shadows to the left of the nose, round the eyes, the dimple under the nose, and for the shadow under the mouth, where it is mixed with lighter shades of glass and with pink marble. The tip of the nose and parting of the mouth are in deep red glass. Vermilion glass is used in the lips (in the lower lip it is mixed with pink marble) and one line of it forms the end of the chin. The nostrils are in black glass. No green or yellow-green occurs in the archangel’s face.”     https://www.pallasweb.com/deesis/angel-bema-hagia-sophia.html

“It seems too good to be true that there is such a mass of the noblest mosaics ever created, waiting there to be revealed… And I needn’t say that in the whole field of art, there’s nothing that seems to me to touch this work, for importance, and for the unutterable joy these things give when they are uncovered.”     https://www.doaks.org/resources/bliss-tyler-correspondence/letters/11oct1936

For a Student Activity, please… check HERE!

Workers tracing the lower part of Archangel Gabriel, the south Angel, in the Bema soffit of Hagia Sophia, 1939. From the collection: The Byzantine Institute, Dumbarton Oaks Fieldwork Records and Papers, ca. the late 1920s-2000s. Image Collections and Fieldwork Archives.

Parallel Stories of Byzantine Imperial Portraits

by with No Comment ArtByzantiumStudent ActivitiesWorksheets
Roundel with Emperor John II Komnenos, ca. 1110 – 1118, marble, 90 x 90 x 7.5 cm, Byzantine Collection, Dumbarton Oaks Museum
Angaran Roundel, marble, d. 100 cm,Campiello de Ca’Angaran, Dorsoduro in Venice

Parallel Stories of Byzantine Imperial Portraits is about our fascination with the ‘image’ of the Byzantine Emperor… “The Emperor had to conform to idealized standards of deportment. He had to be seen as fixed, stable, and unmovable, a ruler whose character and judgement were unswayed by emotional excess. Such a demeanor was described by the eleventh century courtier and orator Michael Psellos in a speech addressed to Isaac I Komnenos…  You are straight, true, stiff… steadfast, firmly fixed, lofty… an impartial judge, unwavering in justice… a secure counselor, noble, unshaken in stormy waves. Psellos stressed the ruler’s lack of emotions: Where is there any anger in you, where are there streams of laughter, where are there traces of rage, and where is the babbling of speech? Where is there boasting, or violence and a willing mind? Where is there a knitting of the brows or an angry expression? For there are no unseemly qualities in you, neither easily excited emotions… nor delight, nor any graces, nor much laughter.” Writes Henry Maguire on IMAGES OF THE COURT in The Glory of Byzantium: Art and Culture of the Middle Byzantine Era, A.D. 843–1261, page 186     https://www.metmuseum.org/art/metpublications/The_Glory_of_Byzantium_Art_and_Culture_of_the_Middle_Byzantine_Era_AD_843_1261    

Two Byzantine Emperors – Two Parallel Lives

Roundel with Emperor John II Komnenos, ca. 1110 – 1118, marble, 90 x 90 x 7.5 cm, Byzantine Collection, Dumbarton Oaks Museum
Silver Aspron Trachy of John II Komnenos, 1118-1143 AD, Thessalonica mint, 3.69 grams, 29/27 mm, (Iω/ΔЄC/ΠΟT/Tω/ΠOP – ΦV/PO/ΓЄ/NH/T, the Emperor standing facing, wearing divitision and loros, holding labarum and akakia), private collection     Copyright © 1998-2020, VHobbies.com
John II Comnenos, 1118, Komnenos Mosaic (John II Komnenos, Virgin Mary and Jesus Christ, Irene of Hungary), mosaic, Hagia Sophia Museum

Standing on a decorated suppedion, the Emperor of Byzantium at Dumbarton Oaks faces us in all his glory! He wears his ceremonial attire with poise and distinction: “a sagion (cape), bound at the right shoulder with a simple fibula, over a divitesion (tunic) and a loros (the gemmed scarf wrapped around the emperor’s torso.” Crowned and bejewelled, the Emperor stands in front of a vividly decorated background of cloverleaf arranged in a radiant design, holding the imperial insignia: “in his right hand he holds a labarum, a staff with a square finial” and in his left hand “an ornate globus cruciger with, in this instance, a leaved patriarchal cross.”

Who is the impressive Emperor depicted in this Byzantine relief sculpture Roundel exhibited today at the Dumbarton Oaks Museum of Byzantine Art? Is this a unique example of Byzantine imperial portraiture? The answer is NO! There is a second, matching Roundel in Venice, known as the  Angaran Roundel, embedded on the exterior wall of a Venetian house in the Dorsoduro district, equally rare in Byzantine imperial representation. “It has been suggested that these two emperors are Alexios I and John II Komnenos, father and son, who reigned jointly between 1092 and 1118.”

Both Roundels, made of marble, date from the 12th century. For their creation, the unknown artist used a “marble piece of a horizontal slab that was cut from the top of a column shaft of unusually large diameter. The roundels therefore are reused architectural elements of an ancient monument of considerable size.”     http://museum.doaks.org/OBJ27169.htm

Angaran Roundel, marble, d. 100 cm,Campiello de Ca’Angaran, Dorsoduro in Venice

The Angaran Roundel is almost identical to the one exhibited at the Dumbarton Oaks. Both depict Byzantine Emperors looking straight, true, stiff… steadfast, firmly fixed, lofty… holding the symbols of their power, gazing at us with majestic authority… but detached. Created by a great Constantinopolitan artist as an Imperial Ensemble, we can imagine, if this is a correct supposition,  a third roundel with Christ in the middle. The Imperial Portraits somehow ended up in the Veneto area, most probably as the 4th Crusade loot. They were still in the Veneto until 1937 when Robert Woods Bliss acquired the one depicting Emperor John II, through Royall Tyler, who writes to Bliss “I went to Lugano yesterday, & saw the Emperor, who is magnificent… There’s no change in the amount (33,000). H.F. prefers to receive it direct… Volbach was wrong about the material of the Emperor. He is marble (not limestone): I should say he was of exactly the same light grey marble, not shiny, as the Campiello Angaran roundel, & he’s exactly the same in style & in every respect except a few details of costume (the loros is different), & details of the footstool… The chances are they came from Constantinople, as one doesn’t see why the Venetians should have representations of the Byz. Emperor made, when they had not long before shaken off his overlordship… I’m simply delighted that you’ve got this superb carving, the like of which is most unlikely to turn up again…”     https://www.doaks.org/resources/bliss-tyler-correspondence/letters/25jul1937

On the 3rd of July, Ismail Safa Yalbaz, member of the Late Antique and Byzantine Studies Group, shared a POST on the Angaran Roundel that got me thinking… how many times have I been to Venice and missed visiting the Campiello de Ca’Angaran in Venice’s Dorsoduro district? I promised myself… next time in Venice, my respects to the Emperor will be the first thing to do!

For a Student Activity on the two Roundels, please… check HERE!

Ariadne on Naxos

by with No Comment ArtRoman ArtStudent ActivitiesWorksheets
Dionysos and Ariadne, 1st century AD, Pompeii, from the House of Capitelli Colorati, now in the National Archaeological Museum of Naples

Ariadne on Naxos… what an inspiration… “Eros  /  The archipelago  /  And the prow of his seafoam  /  And the seagulls of his dreams  /  In his highest mast, the sailor flutters  /  A song” the Archipelago Song by Odysseas Elytis, 1979, Nobel Prize in Literature.     https://www.nobelprize.org/prizes/literature/1979/elytis/biographical/     and     https://www.greeklyrics.gr/stixoi/to-tragoudi-tou-arxipelagous/

The Islet of Palatia in Naxos, where today, since the 6th century BC, stands “Portatra,” the entrance to the Temple of Apollo, Naxos’s most recognized monument.

Naxos is one of the most interesting destinations in Greece! In the center of the Aegean Sea, the biggest and greenest Cycladic island, with a glorious ancient Greek past and the strong influences of the Venetians and the Franks, Naxos is not simply beautiful… it breathes history …and Mythology I would like to add! Naxos was the playground of the Olympian gods, the place where virtuous or naughty, entangled with beautiful women and brave men, gods created a scenery of love and adventure, reality and imagination. The story I like most involves the god Dionysus, the Minoan princess Ariadne and the Islet of Palatia, where today, since the 6th century BC, stands “Portara,” the entrance to the Temple of Apollo, Naxos’s most recognized monument. https://www.greeka.com/cyclades/naxos/

Imagine the scene… Theseus and Ariadne flee Crete in a hurry. With the help of Ariadne, Theseus had just killed the horrible Minotaur in the depths of Knossos’s palace maze. Their first stop to rest on their way to Athens is the island of Naxos… where the story unfolds dramatically and excitingly. God Dionysus, in love with Ariadne, appears to Theseus in his sleep and convinces him to abandon Ariadne at Naxos and continue his trip alone. Ariadne, unaware of divine intervention, disembarks at Naxos, enchanted by the beauty of the island, happily explores it, and tired falls asleep on the beautiful islet of Palatia. When she wakes up… god Dionysus, the son of Zeus and Dione, looks at her adoringly and a new love-affair is in the making. A glorious wedding follows and an eternal gift is still with us to admire… the constellation known as Corona Borealis is said to be Dionysus’s wedding gift to Ariadne, a special ornament to adorn her beautiful head.

In Pompeii, the House of the Coloured Capitals is one of the oldest excavated, back in 1822, again in 1832/33 and 1846. It is one of the largest houses in Pompeii as well, with more than 40 rooms on the ground floor alone, beautifully decorated with frescoes and floor mosaics, combining architecturally, Samnite and Roman features.  The name of the house comes from the brightly coloured capitals of the columns of the central peristyle.

You enter the House through a rectangular Atrium (area marked b) with a central Impluvium and proceed to a porticoed Peristyle (area marked f). One of the bigger rooms opening to the peristyle (area marked h), the oecus, is beautifully decorated with frescoes in the 4th Pompeiian Style on a yellow ground. Dilapidated today and neglected since it was initially excavated in 1822, the house’ oecus featured central panels on each wall with a mythological scene. The single panel, faded yet still holding its original charm, character portrays Dionysus and the sleeping Ariadne on the island of Naxos. Dionysus, holding a thyrsus, standing tall in the center of the composition, gazes in wonderment at Ariadne, still sleeping at the knees of god Hypnos. A naughty cupid reveals Ariadne’s covered beauty to Dionysus while an old Silenus, in need of support, and an entourage of satyrs and maenads seem to follow the young god of revelry. https://sites.google.com/site/ad79eruption/pompeii/regio-vii/reg-vii-ins-4/house-of-the-coloured-capitals

The fresco depicting Dionysus discovering the sleeping Ariadne was luckily removed and can now be seen in the National Archaeological Museum in Naples. The scenes left in situ, however, have all but faded away…

For a student RWAP (RWAP stands for Research-Writing-Art-Project), please… check HERE!

Oecus is the Latinized form of Greek Oikos (House), used by Vitruvius for the principal hall or salon in a Roman house, which was used occasionally as a triclinium for banquets.     https://en.wikipedia.org/wiki/Oecus

Bernardo Bembo and La Bencina

by with No Comment ArtRenaissanceStudent ActivitiesWorksheets
Hans Memling, 1433 –1494
Man with a Roman Coin (Bernardo Bembo), ca. 1471-1474, oil on panel, 31 x 23,3 cm, Koninklijk Museum voor Schone Kunsten Antwerpen
Leonardo da Vinci, 1452-1519
Ginevra de’ Benci, 1474-78, oil on wood, 38,8 x 36,7 cm, National Gallery of Art, Washington DC – On the reverse side of the portrait of Ginevra: juniper, laurel, palm branches: VIRTUTEM FORMA DECORAT (Beauty adorns Virtue)     https://www.nga.gov/collection/art-object-page.50724.html     and     https://www.nga.gov/collection/highlights/da-vinci-ginevra-de-benci.html and https://www.facebook.com/mauritshuis/posts/allow-us-to-introduce-bernardo-bembovarious-details-reveal-that-this-man-is-the-/1438404546228025/

“Therefore we will sing of the chaste love of Bembo, so that Bencia may rise up, made known by my verses. O lovely Bencia, Bembo marvels at your beauty, with which you could surpass the goddesses of heaven. Great Mars would wish to prefer this to his love for Venus, and Jupiter himself would abandon Europa and desire it. But Bembo in astonishment marvels more at you ancient virtue, you chaste heart and hands with the skill of Pallas…” writes Cristoforo Landino for the LOVE of Bernardo Bembo and La Bencina.    http://www.italianrenaissanceresources.com/units/unit-2/sub-page-03/poems-about-ginevra-and-bembo/?fbclid=IwAR34DOVq8MMQgt7ZBJ651Bd2l-HGxjM6gTJFNNx0CHHsp2hZVi26XyAkHkM

The Venetian Ambassador to Florence, the intellectual Bernardo Bembo, first saw Ginevra on the 28th of January 1475, during the splendid Giostra Giuliano de Medici staged in Piazza Santa Croce in Florence. Ginevra de’ Benci, the daughter of Amerigo de’ Benci, director of the Medici Bank in Geneva and the second wealthiest man in Florence, seventeen years old, witty, enchanting and rich, married to Luigi di Bernardo Niccolini, a Florentine cloth-trader of importance, was present, dazzling with her charm, the elite of Florence. “In all the city you will not find a more beautiful girl, nor any more modest” wrote the poet Alessandro Braccesi. Suave Bernardo Bembo, a man in his early forties, married with children, with a mistress and a love-child, took little time in becoming La Bencina’s cavaliere servente. Among them, Leonardo da Vinci, young and amazingly talented, ready to immortalize an interesting story that still “haunts” us with its beauty and secrets, created one of his earliest masterpieces.    https://books.google.gr/books?id=KWCNItrBe6oC&pg=PT163&lpg=PT163&dq=Florence+1475+Giostra&source=bl&ots=jY6VGoEF7e&sig=ACfU3U3t2D0MaOTr2VF5cHfdBamVl8s_Zg&hl=el&sa=X&ved=2ahUKEwio79a81YHqAhXBw8QBHb37B5AQ6AEwEHoECAUQAQ#v=onepage&q=Florence%201475%20Giostra&f=false

Leonardo’s painting of La Bencina, characterized as “the earliest of all psychological portraits” and depicting “a new sense of mystery and uniqueness of the human personality” is for me an alluring mystery behind rich foilage and an “alabaster” façade. The surviving poems, however, of her beauty and character is another story…

The reverse side of Leonardo’s painting of Ginevra de’ Benci

“I beg for mercy; I am a wild tiger” LaBencina wrote in one of her poems, the only verse that survives of her entire oeuvre. We can only wonder about her response to Bembo’s “Courtly Love.”

“…Therefore, lovely Bencia, imitating such arts as these, you come as an example to Tuscan ladies. Well known, I confess, is the love of Paris and the frenzy of the Spartan woman, but it is known for its base adultery. You, Bencia, are more beautiful than Leda’s child and are known to all peoples for your rare chastity…” by Cristoforo Landino

“Ginevra shed tears as you go, Bembo./ May she desire long delays and / Beseech the Gods above that / Every difficulty may hinder your journey. / And may she wish that the kindly stars / With adverse winds and heavy storms / Prevent your departure” by Alessandro Bracessi

Lorenzo de’ Medici, on the other hand, addressed two poems to her praising her decision to “leave the passion and evil of the city and to devote herself to prayer in the country… never looking back!” https://books.google.gr/books?id=fMDoImNWqHQC&pg=PA302&lpg=PA302&dq=Lorenzo+de+Medici+sonnets+Ginevra&source=bl&ots=DFGL8O9riU&sig=ACfU3U1FKJK0wSGfLjtePymRgLwoRWYOPg&hl=el&sa=X&ved=2ahUKEwi7jdXxvIPqAhUFNOwKHTZ3BIgQ6AEwAnoECAYQAQ#v=onepage&q=Lorenzo%20de%20Medici%20sonnets%20Ginevra&f=false    and    http://www.italianrenaissanceresources.com/units/unit-2/sub-page-03/poems-about-ginevra-and-bembo/?fbclid=IwAR34DOVq8MMQgt7ZBJ651Bd2l-HGxjM6gTJFNNx0CHHsp2hZVi26XyAkHkM

For a RWAP dedicated to Ginevra de’ Benci (RWAP stands for Research-Writing-Art-Project) please… Check HERE!

For student work on a RWAP dedicated to Ginevra de’ Benci, please… Check HERE!

Student work

Matisse Cut-Outs

by with No Comment 20th century ArtArtLesson PlansPowerpointsStudent ActivitiesWorksheets
Henri Matisse, 1869-1954
Polynésie, la mer, 1946, paper cut-outs painted in gouache glued on paper on canvas, 196 x 314 cm, Musée National d’Art Moderne, Centre Georges Pompidou, Paris

Henri Matisse once said… “There is no interruption between my older paintings and my Cut-Outs. Just that with an increasing sense of the absolute, and more abstraction, I have achieved a form that is simplified to its essence.” My students love Matisse Cut-Outs!

It all started back in the late 1940s when scissors assisted Matisse in turning almost exclusively to cut paper as his primary creative medium and thus… initiate his unique and famous Cut-Outs. There is something magical about Matisse’s Cut-Outs… they offer us such pure, candid, unreserved joy, our life, just by looking at them, becomes gratifying and amusing!

‘It was like drawing, but with scissors… there was sensuality in the cutting’
Henri Matisse on the Cut-Outs
Matisse working at the Hôtel Régina, Nice, c. 1952 on The Parakeet and the Mermaid
© Hélène Adant – Centre Pompidou – Mnam – Bibliothèque Kandinsky – Hélène Adant
https://www.tate.org.uk/tate-etc/issue-31-summer-2014/it-was-drawing-scissors-there-was-sensuality-cutting

“Matisse would cut painted sheets into forms of varying shapes and sizes—from the vegetal to the abstract—which he then arranged into lively compositions, striking for their play with colour and contrast, their exploitation of decorative strategies, and their economy of means. Initially, these compositions were of modest size but, over time, their scale grew along with Matisse’s ambitions for them, expanding into a mural or room-size works. A brilliant final chapter in Matisse’s long career, the cut-outs reflect both a renewed commitment to form and colour and an inventiveness directed to the status of the work of art, whether as a unique object, environment, ornament, or a hybrid of all of these.”    https://www.moma.org/calendar/exhibitions/1429?locale=en

Henri Matisse, 1869-1954
Large Decoration with Masks, 1953, Gouache on paper, cut and pasted, and ink on canvas, 35360 x 9964 mm, National Gallery of Art, Washington
https://www.tate.org.uk/tate-etc/issue-30-spring-2014/his-brilliant-final-chapter

Matisse is a favourite artist among my students and I always enjoy teaching a Unit on his life achievements, culminating with his amazing Cut-Outs!  Whether I teach Grade 1 Mythology, Grade 4 Cultural Geography, or High School Art History, Matisse’s Cut-Outs are always there to enrich my curriculum in the most remarkable way. Getting a taste of their fascinating stories, my students “read” them, in ways, appropriate to their level, they are always 100% engaged … and my teaching gets to be more than gratifying!

Student Work on a Matisse Cut-Outs RWAP (by Haylee M.)

Matisse Cut-Outs Lesson Plan

Essential Questions: What conditions, attitudes, and behaviours encouraged Matisse to take creative risks?

Goals: Facilitate students to understand and connect Matisse’s use of Colour from Fauvism to the Cut-Outs.

Enduring Understanding: Henri Matisse was a French painter in the early 20th century, known as one of the founders of Fauvism, an art movement that is identified with the emotional and bold use of colour,  and the creator of the Cut-Outs technique.

Steps to Success  

At first, I Introduce the Lesson to my students and present the Essential Questions we will work on. Then, I show a Youtube Video on Matisse’s Cut-Outs (Here is my favourite    https://www.youtube.com/watch?v=rLgSd8ka0Gs) and Being Inquisitive I initiate a conversation. The Lesson continues with my PowerPoint, more discussion follows and the Unit on Matisse’s Cut-Outs culminates with students achieving an Enduring Understanding of our Lesson and performing an Assessment Activity.

For my Matisse PowerPoint, please… Check HERE!

The student RWAP (RWAP stands for Research-Writing-Art-Project) is… HERE!

Student Work on Matisse Cut-Out RWAP, please… Check HERE!

Student Work on a Matisse Cut-Outs RWAP (by Kalypso I.)

Alexandrian Mischievous Dog

by with No Comment Ancient Greek ArtArtStudent ActivitiesWorksheets
Mosaic of a Mischievous Dog, Ptolemaic period, 2nd century BC, Length 3.25 m; width: 3.25 m, Museum of Antiquities – Bibliotheca Alexandrina     

There was once a Dog, according to Aesop, who was so ill-natured and mischievous that his Master had to fasten a heavy wooden clog about his neck to keep him from annoying visitors and neighbours. But the Dog seemed to be very proud of the clog and dragged it about noisily as if he wished to attract everybody’s attention. He was not able to impress anyone. You would be wiser, said an old acquaintance, to keep quietly out of sight with that clog. Do you want everybody to know what a disgraceful and ill-natured Dog you are? This is definitely not the case for the Alexandrian Mischievous Dog depicted in the most adorable Mosaic!    https://www.youtube.com/watch?v=gQDRKs8tfag    and    https://fablesofaesop.com/the-mischievous-dog.html

If you are a dog lover this Alexandrian Mosaic will become your favourite! It is about a kind but mischievous dog, that looks at you with big, guilty eyes because he has just dropped a pitcher down and spilt perfectly good wine… The Alexandrian Mosaic of this mischievous but remorseful Dog makes your heart leap and your hands open up for a big embrace!   

This wonderful 2nd century BC composition once decorated a floor in the royal quarter of Alexandria in Egypt. It is an astounding floor mosaic executed using the tiniest cubes in the Opus Vermiculatum (“worm-like work”) technique. Developed in Greece during the Hellenistic period, the “Opus Vermiculatum is a method of laying mosaic tesserae to emphasise an outline around a subject.”  This mosaic method allowed very fine details, imitating the illusionistic approach of Hellenistic painting. “It was generally used for emblēmata, or central figural panels, which were surrounded by geometrical or floral designs in opus tessellatum, a coarser mosaic technique with larger tesserae; occasionally opus vermiculatum was used only for faces and other details in an opus tessellatum mosaic.” https://en.wikipedia.org/wiki/Opus_vermiculatum    and    https://www.britannica.com/art/opus-vermiculatum

We will never know if the Mischievous Dog Mosaic depicts a scene from a popular Hellenistic literary work performed in Alexandria. The mosaic itself gives no clues. The mosaicist created a circular composition, stark and minimal, with the Dog mosaic as a precious emblēma in its center. Quoting the Library of Alexandria Museum site where the mosaic is exhibited “the mosaic illustrates a dog sitting next to an inverted Greek vase. The details of the scene highlight the artist’s ability to make a realistic portrait of the dog so as to express the strength and vitality of the animal. Thus, the dog’s coat, spotted with black, is finely depicted, as well as the red collar that surrounds its neck. The central stage includes several colours, including black, white and yellow. The artist was able to accentuate the shadow-light contrasts by representing the dog from the angle of 3/4; the front part reflects the light while the rest of the body is in the shade. The same is true for the bronze vase, the gradation of its colours shows the reflection of light on the central part, while the sides are more and more shaded. The artist, using these rigid and inanimate materials, has indeed managed to give depth to the scene presented. This piece testifies to the virtuosity of the mosaic design workshops in Alexandria.” http://antiquities.bibalex.org/Collection/Detail.aspx?lang=fr&a=859

For a Student Activity, please…Check HERE!

A view of the Bibliotheca Alexandrina in Alexandria, Egypt

Early Christian Funerary Paintings

by with No Comment ArtByzantiumExhibitionsMuseumsStudent ActivitiesTravelWorksheets
Tomb Painting of a Bird (Lark?), early 5th century, fresco painting,  Museum for Byzantine Culture, Thessaloniki (Photo: Makis Skiatharesis, ΜΒΠ archive)

“A Work of Art which did not begin in Emotion is not Art” Paul Cezanne said… and I think of him every time I visit Room 3, “From the Elysian Fields to the Christian Paradise” in the Museum of Byzantine Culture in Thessaloniki, to admire the exhibited Early Christian Funerary Paintings.    http://mbp.gr/en/room-3-elysian-fields-christian-paradise

Museum of Byzantine Culture in Thessaloniki

Visiting the Thessaloniki Museum of Byzantine Culture is a true cultural experience. For years now, I have visited it with my Pinewood students, trying to instil upon them the fine essence of Byzantine art and culture. The actual Museum building comes to my assistance… every time!  In 1989, the Museum’s architect, Kyriakos Krokos, wrote: I wanted a space within which movement would create a feeling of freedom, stirring up the senses, and where the exhibit would be a surprise within the movement. Walking through the Museum with my students, one surprise surpasses the other. The floor and wall mosaics in the first Early Christian Period Room, attract everybody’s attention, the Byzantine tunics with their fine embroideries are eye-catching, the icons and the intricately illuminated manuscript in the Middle Byzantine Period Room are definitely noticed. Finally, as we are about to leave, one last surprise: a beautiful Post-Byzantine golden eikonostaasi, one last startling work of art to ponder. After each visit, my students, pencils, notebooks and cameras, in hand, surprised and dazzled, come one step closer to understanding our Byzantine heritage! What more can I ask…    

Grade 6 students eploring the Museum of Byzantine Culture in Thessaloniki, photographed by Kostas Papantoniou

When I visit the Museum of Byzantine Culture alone and am in a mood, I cannot fully describe, my steps take me directly to Room 3: “From the Elysian Fields to the Christian Paradise.” Dimly lit, usually very quiet, full of elusive treasures to discover, this is my place, the Room, I love…

Room 3: “From the Elysian Fields to the Christian Paradise” was the first Exhibition Room in the Museum to open, back on the 29th of March 1997. It was the result of an EU funded Research Program,  titled “The Transformation of the Roman World AD 400-900.” As the title of the Exhibition Room connotates, this is an area dedicated to afterlife during Late Antiquity. All exhibited items come from tombs in cemeteries excavated outside the Walls of Thessaloniki. They consist of funerary gifts, inscriptions, and items of worship of the dead. According to the Museum experts “The exhibit is complete with a series of extremely rare and unique funerary paintings. These illustrate in an exceptional way the transition from the Late Antiquity concept of the afterlife into a heavenly place of material prosperity, along with the shift from the funerary customs and decoration of Antiquity that still survives to the final triumph of the Cross with the emergence of the New Religion and the establishment of the belief for the Last Judgment and the Resurrection of the Dead.” http://mbp.gr/en/room-3-elysian-fields-christian-paradise

View of Room 3: “From the Elysian Fields to the Christian Paradise” in the Museum of Byzantine Culture in Thessaloniki (Photo: ΜΒΠ archive)

It is these unique funerary paintings I seek out every time I visit my favourite Museum in Thessaloniki. They carry Hellenistic Naturalism and Roman Verism, traditional Late Antique or novel Christian subject matter, higher or poorer quality craftsmanship… all together, these amazing frescoes transfer me to an exciting world of unwavering changes and exciting cultural developments… the world of the Early Christian period and the artistic milieu of Thessaloniki, a city worth visiting!

Articles you might find interesting about Early Christian Funerary Paintings in Thessaloniki:    https://www.academia.edu/24852527/Iconographic_Programs_of_the_Early_Christian_Tombs_of_Thessaloniki_in_the_Context_of_the_Contemporary_Traditions_of_the_Funerary_Art_English_translation_     and    https://bookonlime.ru/lecture/8-early-christian-funerary-painting-thessaloniki-macedonian-and-roman-traditions    and    https://www.didaktorika.gr/eadd/handle/10442/13516

For a Student Activity on Early Christian Funerary Painting, please… Click HERE!

Small Arch of Galerius

by with No Comment ArtPowerpointsRoman ArtSocial StudiesStudent ActivitiesTravelWorksheets
Small Arch of Galerius, early 4th century AD, carved from a single block of marble, Archaeological Museum of Thessaloniki

“The Galerian Complex, the most important monumental group in Thessaloniki, was built at the turning-point of two worlds, the Roman and Byzantine. Its erection began in the late 3rd century-early 4th century AD when the Caesar Galerius Valerianus Maximianus (293-311 AD) chose Thessaloniki as the seat of the eastern part of the Roman Empire.”  The Small Arch of Galerius found in the Octagon area of the Complex, valued and cherished, is exhibited today in the Archaeological Museum of Thessaloniki. http://galeriuspalace.culture.gr/en/

One of the most important buildings within the Galerian Complex, the Octagon is a significant and luxurious structure worth exploring. It was the first important building that visitors arriving at the Palace by sea would enter and be dazzled. Facing the glorious Thermaic Golf of Thessaloniki, the Octagon is massive and opulent. All Palace buildings were meant to impress the visitor and set the tone… the Octagon area did an excellent job!

Excavation of this amazing structure started in 1950 and continued up until 1981, bringing to light all that survives today.  A splendid conservation and restoration program continued and in 2008, the archaeological site of the Palace of Galerius in Thessaloniki was awarded a EUROPA NOSTRA medal by the European Union. Today, the Galerian Complex, right in the heart of the city, is one of the most popular archaeological sites in Thessaloniki.

The Galerian Complex and the Octagon Area

… Agathoniki was on an official visit to the Court of Emperor Galerius in Thessaloniki… powerful and rich, she was treated with respect for her age and the loyal services extended to the Emperor…  She was modestly dressed but her gifts to the Emperor were valuable and exotic, coming all the way from Seres, the mythical lands of the East. She was guided to enter the Palace Complex through the grand, South Peristyle Court, its Porticos adorned with magnificent floor mosaics and a beautiful garden in the center. It was her first visit to Thessaloniki and she enjoyed every single thing she saw… she was, however, on a mission, so she briskly walked through a triple arch, a Tribelon with two columns, to enter an impressive Vestibule with two semi-circular niches on its narrow ends. She stopped for a minute to compose herself, reflect on her mission, and confidently entered the grandest room of the Palace… the domed Octagon! The room was magnificent! Its walls were covered with multicoloured marble revetments and square panels intricately worked in the opus sectile technique. The floor, featuring marble geometric motifs, created simple yet elegant chromatic oppositions… and there were four different Emblemata, right where she was standing, worthy of a great master! What a wonderful Audience Hall this is, she thought, as the entrance of the Emperor brought her to her knees…

Agathoniki, the imaginary visitor of our story, saw many more wonderful rooms and artefacts in the Palace of Galerius… My favourite artefact, still surviving today, is a small, marble Arch. Discovered at the north end of the eastern portico of the South Peristyle Court, the Small Marble Arch crowned a horseshoe-shaped niche framed by pilasters. This Arch, known by the conventional name “The Small Arch of Galerius”, is on display in the Archaeological Museum of Thessaloniki. Could this small, luxuriously adorned, niche be a Palace Temple?

This Arch, known today as “The Small Arch of Galerius”, is on display in the Archaeological Museum of Thessaloniki. According to Thessaloniki Museum experts, “The arch, a work of high artistic quality, is the product of a local workshop in Thessaloniki. The rich relief decorations occupy three sides of the arch. The main side depicts two men from the East, possibly Persians, raising two circular medallions with their hands. The right medallion depicts Gaius Galerius Valerius Maximianus, while the left one initially depicted his wife, Galeria Valeria. During a later intervention, after Galerius’ death, a mural crown was added to the female portrait. This alteration transformed the female bust into the depiction of a deity, most probably the “Tyche (fortune) of Thessaloniki”, who accompanied Galerius, the deified ruler of the city. Two winged Eros figures holding a garland fill the space between the medallions. Another medallion with a bust of Dionysos is located at the inner part of the arch, surrounded by vine branches. The right side of the arch depicts the hooved god Pan playing a pipe and holding a lagobolon (stick for hunting hares). The left side depicts a maenad.”    http://galeriuspalace.culture.gr/en/monuments/oktagono/    and    https://www.amth.gr/en/exhibitions/highlights

Along with my Grade 6 students, we study the history of Thessaloniki, visit the Archaeological Site of the Galerian Complex and prepare a RWAP (Research-Writing-Art-Project) that they thoroughly enjoy…

For a PowerPoint on the Galerian Complex Octagon Hall, please click HERE!

For a student RWAP on the Small Arch of Galerius, please click HERE!

For examples of Student RWAP Work, please click HERE!

Grade 6 student RWAP
RWAP stands for Research – Writing – Art – Project