Crossing Borders/Breaking Boundaries The Portuguese Empire in the Sixteenth and Seventeenth Centuries July 16-24, 2007 |
I. Unit of Study: Drawing and Calligraphy/ Illuminated Manuscript II. Lesson Title/Length of Time: Illuminated Maps and Manuscripts Drawing and Calligraphy
III. Author/County: Rebecca L. Williams
IV. Grade Level/Subject Area(s): 7th Grade Art ________________________________________________________________________ V. Abstract This lesson will give the students a view of life as a Portuguese explorer. They will understand the idea of exploration and the importance of mapping. Background will be given on the Portuguese Empire, their travel route, various illuminated maps and manuscripts and other information pertinent to the lesson. A webquest will be completed that discusses various explorers, their tools and how they mapped their way. They will use the knowledge of exploration to then explore their own world, their neighborhood. Just as the Portuguese explorers found their way along the coasts of various lands, the students will revisit how they found their way around their neighborhood by car, bike, skateboard, foot, etc. They will use technology to help them with this task. They will map their neighborhood as part of a 2-page illuminated manuscript. They will understand the importance of symbolism in the maps and the manuscripts due to literacy issues. This map will be on one page of the manuscript and will take the place of a "miniature" or small painting. On the other page they will illuminate the border with various symbols and designs that are important to them and their neighborhood. Then within the middle space on the second page, they will write, in calligraphy, a collaborative poem that relates to their neighborhood. VI. Background They will need knowledge of the Portuguese travel route, cartography and various maps, illuminated manuscripts and symbolism used within them, calligraphy and shading. VII. Materials
VIII. Standards/Learner Outcomes: These are the standards that will be covered (taken from www.fcpsteach.org):
AR.700.25 Identify factors which influence artists in specific historical eras and places.
AR.700.35 Recognize how visual art reflects social, political, and ethical issues of individuals and society.
AR.700.55 Apply the elements of art to plan and execute a visual composition
IX. Objectives/Skills:
X. Keywords/Vocabulary
XI. Motivation: A webquest that I found will be used to get students motivated to learn about the history of exploration: http://coe.west.asu.edu/students/dschoettlin/webquest2/explorers.htm This webquest will help them to see the process explorers have to go through, the reasons for exploration, navigational tools, etc. This will give students some background knowledge and give more meaning to the lesson. They will complete an Explorer Information Sheet, which will help them to see what explorers were looking for and what they had to go through, and who they were exploring for. This will not be quite as time-consuming as doing the whole webquest. Once the students understand the exploration idea, they will become the explorers. They will head home and ask parents for help with creating a preliminary map of their neighborhood. After viewing various map samples, they will use symbolism and drawing skills to create a map. XII. Scope and Sequence Step 1: Students will learn about maritime exploration in the classroom, the reasons for exploration, the time periods and what was found as a result of exploration. They will go to the computer lab and use a website that has been set up on a hot list. They will complete an Explorer Information Sheet to get more detailed information about a specific explorer. Relate this to how students explore their world, specifically their neighborhood. How did they explore it? (Bike, foot, skateboard etc.) Make the connection that they are explorers in their own right. Step 2: Students will become explorers at home by asking parents to help them map out their neighborhood. This will be a small rough draft map. Step 3: Discuss the importance of mapping a route for the Portuguese and how valuable the maps became. Tell story about the smuggling of maps and the extent they went to to keep them secret. Discuss the symbolism used in maps to make them readable for those who cannot read. Discuss the aesthetic beauty of the maps. Use planisphere visual and current maps created in this style. Step 4: View various maps, current ones and a visual of the planisphere and discuss the amount of symbolism in the maps and the aesthetic beauty. Compare them to current maps that have road routes and words, not as many symbols. Discuss reasons for this change. Step 5: Students will create a map of their neighborhood using symbolism. They will not be allowed to use many words in their map. They will start with their home in the center of the map and work their way out from there, adding in anything they can remember about the exploration of their neighborhood. After trying to create the map on their own, students will bring what they have to the computer lab and go onto http://www.communitywalk.com. This site will allow them to see their neighborhood from an aerial view. Students will then complete a final drawing of their map on 8 ½ x11 paper. Step 6: Discuss the parts of an illuminated manuscript. This can be found in the book, Art Across the Curriculum by Christine Broyles (Torrance: Frank Schaffer Publications, 1994), which may be copied for classroom use. Use visuals of illuminated manuscripts with and without maps, including those photographed when we visited the library, and review the parts and discuss the aesthetic beauty and the symbolism throughout. Relate this to the maps. Step 7: Students will fold a piece of 12x18 manila paper in half and open it. On the left side (page), their map will be traced from their first draft and color will be added with color pencils, outlining will be done with ultra fine sharpies. Step 8: As reviewed in the illuminated manuscript parts, students will create a unified border around the map (if there is space) and around the outer edge of the right side (page). In this border, they will use symbolism and decorations to reflect their neighborhood or family. They will add color and outlining. At the end, they can add gold paint to resemble gold leaf. This will be done sparingly. Step 9: On the right side of the manuscript, students will leave an open space that will then be cut out with an x-acto knife to create a window. Step 10: Students will be separated by neighborhoods and create a collaborative poem about their neighborhood. They will use the Renga poem format. They will create a brainstormed list of words that describe their neighborhood. Students will pass a labeled paper and write a 5.7.5, 7.7 syllable poem about their neighborhood. All students from that neighborhood will use the same poem. However, if a student feels strongly about changing a line, they may. Each student will make a final copy of the poem that is checked by the teacher for grammar. Step 11: Students will learn about the art of calligraphy. They will practice using pen and ink and create alphabets in various styles, using a packet. They will practice writing parts of their poem in calligraphy. Step 12: Students will trace the window that they cut out five times on separate sheets of white copy paper to create a guideline for their lettering (five times so they have extra if they need it, and they will J). Students will tape straight guidelines on the back so they can be seen through to the front. They will write their poem in calligraphy, being sure to stay in the window guideline on the white paper. Step 13: Students will tape the white copy paper into the window of their second page and have a completed project. Step 14: Students will complete a self-evaluation using art terms to describe, analyze, and judge their work. XIII. Assessment Criteria to be assessed:
XIV. Closure/Reflection Students will do a directed critique of each others work in pairs. Students will share their manuscripts with the class. As a class, we will discuss the importance of maps and why their accuracy is so important. Students will take the maps home and discuss with parents their accuracy and how that might affect the next person reading the map. |
{back to top} |
Sponsored by
the Center for Renaissance & Baroque Studies
and the Maryland State
Department of Education