Example: Mary Henrietta Kingsley Explorer in Africa.

Originally, students had to do a research project on a Renaissance person in social studies. My unit fell at the time they were studying the Age of Discovery - Renaissance Explorers. So I made it a suggestion that they do their art project on an explorer (any kind/time) or a Renaissance person (I gave extra credit for those who chose a Renaissance artist - or any artist). Students has to create a "narrative" piece that also showed "change" - some kind of result of exploration.

NOTE: The main reason I selected Mary Henrietta Kingsley was because my instructor for my African History and Culture class at Bluffton College was Judith Kingsley (a Mennonite). Dr. Kingsley spent much time in Tanzania and other parts of Africa in her studies of the people (anthropologist). She has an adopted African son. My triptych is displayed year round in my family as a back drop for my carved wood nativity from Tanzania (purchased from Etcetera Shop in Bluffton - shop run by the Mennonite Church). 

• Explore how societies express values, beliefs- Distinguish commonalties/characteristics
• Integrate technology. Use the Internet as a source of images (learn how to save images and resize images)- copyright will be discussed. Use a variety of sources for ideas.
• Alter digital images with traditional media
• Create a narrative work of art - Develop personal ideas, issues, themes to create art - Express personal beliefs and values - Produce art using established criteria
• Work with multi-media- collage primarily - Develop skills in painting and collage - Develop skills in using principles of design
• Appreciation of Renaissance art.
• Create a triptych "shrine" for a personal hero - work within a theme - Exhibit craftsmanship- with focus on presentation (other options you might want to try - personal self portrait, family, artist you admire/artist's research)
• Critique and evaluate works of art

Vocabulary:

Triptych; Unity; Mixed Media; Glazing;         Center of Interest; Icon; Collage; Theme

Photocopies or photographs of "hero" - a person who has made a positive impact on the world

Masonite (cut in choice of three styles - pointed, Gothic arch, Romanesque arch. Corrugated cardboard can be used - see note), wallpaper, magazines (especially travel magazines, National Geographic and Smithsonian), digital images (Internet, scanned from books, taken with digital camera), Photo editing software, floppy disks, Mod-Podge, brushes (we used cheap foam brushes for the Mod Podge), Acrylic paint, colored pencils, paint markers, puff paints, tooling foil (optional), gold foil paper, scrap mat board, black masking tape. Hot glue guns/glue sticks. Gems, beads, sequins (optional) - tacky glue. Additional items/materials brought in by students (some used leather, fabric, laces, fabric trims) For hinges - we used ribbon, scrap cardboard, scrap tooling foil (whatever worked with the piece - My example has ribbon). Second year I bought small hinges and used Epoxy to adhere. 12 x 18 newsprint, pencils. newspapers.

Internet, PC, digital camera, scanner, color printer, photo software (PhotoDeluxe). Word, 

The inspiration: The Things We Worship by Annalee Davis.

Numerous resources - students used school library and local library, Internet, Encarta, National Geographic CD-Rom, National Geographic Magazines, Encyclopedias 

Renaissance examples of triptychs and alter pieces (I had many books on Renaissance art) - several were found on the Internet (Here is one by Bosch; St. Andrew; One by Bellini, Nardo di Cione, Agnolo Gaddi, Puccio di Simone - many images available by searching Google). Example of triptych from a Caribbean artist (my inspiration for the project). Book on maps from time of Columbus.

Explorers and Renaissance Art - Heroes Lesson (project was revised to shadow box)
http://www.princetonol.com/groups/iad/lessons/middle/ageof.htm http://www.princetonol.com/groups/iad/lessons/middle/heroes.htm

Contemporary Artist: Cynthia Korzekwa  http://members.xoom.virgilio.it/cynthiak/INDEX.htm - http://members.xoom.virgilio.it/cynthiak/thumbnails.htm Select images for your students to see - many mature themes. Also see her Retablos

Videos:

Students had already seen Renaissance videos in previous units - but for this one, I showed a video that introduced them to many Renaissance/Age of Discovery explorers (sorry, I do not have the title). They also viewed parts of a video about Leonardo da Vinci - and a CD on a Codex of Leonardo da Vinci's. Several students chose Leonardo da Vinci as their hero. One student focused on the re-creation of Leonardo da Vinci's horse - among other art (I had lots of pictures from the Smithsonian) - he even glued a 3-D horse (given a bronze patina) to the outside panel). Another had a focus on The Last Supper - and included Andy Warhol's Last Supper and other Andy Warhol work (Annunciation on outside panel). There was a lot of variety. Note: The first year prior to this unit, I did a printmaking unit focused on Renaissance art - We did Andy Warhol style lino cuts (using bold intense colors like his Annunciation series). The other years, Renaissance Parody preceded this unit.

Students: Select a person (or persons) who has made a positive influence over the world. Remember there can also be a negative impact. What might that be?

You must be able to document how the person has made a positive impact on the world.  Rap music celebrities and wrestlers will not be accepted (Sports figures/musicians were only accepted if the Social Studies would also accept them).  Collect collage materials that could be used as backgrounds (landscapes, photocopies, magazine cut outs).  The center - or focal point of your triptych (the middle panel) will have a photograph or painting of your person.  The two side panels should represent their contributions in some way  (or other people associated with them).  This will involve some out of class work to find materials.  The teacher may enlarge small photographs using the photocopier (photocopies can be enhanced with acrylic paint, colored pencils then "glazed" to have the look of a painting). Extra credit will be given for choosing an explorer, a scientist, or an artist. I can visualize someone doing an AWESOME Frida Kahlo project using some foil tooling to frame the photo/portrait. In art class - you may do your family - but you will be responsible for finding all materials (I had one student want to do her grandmother - this worked out quite nicely for her)

Motivation:

1. Video short -- Explorers- The Age of Discovery (from Northwest Technology Center)

2. Slides of Renaissance triptychs - showing themes and framing details (many images were found in books and on Internet)

3. Demonstrations of each step (I made a project right along with the kids - they saw my thought processes. Each night I would look for more images and then share how I might use them. A variety of techniques were demonstrated on my own work - and other techniques demo'd on scrap card board.

Students were given choice of three styles of triptych shapes (four styles the first year - as they could also choose the double rounded side panels shown in my example) - a rounded arch, a Gothic arch, and a pointed style. The second year - all new pieces were cut with the pointed style - there were a few remaining pieces with the Gothic and rounded arch. I used 1/4 plywood the second year since it was less expensive to buy. The first year, I cut up old masonite drawing boards.  

They were given newsprint to plan their triptych - traced the shapes onto the 12 x 18 paper (front and back)- and used this as they searched the Internet. One class day was spent just looking through wall paper books and magazines for ideas - papers - images. Two class periods were spent searching the Internet- one day for research finding sites and info - the next day for saving images to disk. Another class period was spent in the lab later to insert images into a Word document to make it quicker to print off. They were shown how to re-size images if necessary using PhotoDeluxe Software. All printing of color image was done in the classroom. Black and white could be done in computer lab. 

Yes, this project took a lot of my own time as I helped search for images in magazines and the Internet. I set up envelopes of images that I added to each year. I took a trip to Etcetera Shop in Bluffton and picked up extra copies of National Geographic. I printed off images from my own National Geographic CD-Rom at home. I had fun helping students learn about their "heroes". When students couldn't get images printed off during class time- I stayed after school to print them off so they would have them the next day - again, time I enjoyed giving my students (the first two years we only had one color printer). For students who researched scientists - I went to the library and got books (at Bluffton and local library - they knew in advance that I was going to do this - so several did choose to learn about a scientist. I also brought in books for the artists). I had already prepared a notebook of Explorers for the first year - using Encarta - so that was available as well (had pictures and biographies of all Explorers found in Encarta - throughout time).

1.      Paint or collage background for central panel.  This could be a landscape to relate to your explorer, crowds of people to relate to the sports hero, inventions of your inventor… Anything that would relate to your person in some way. (Wall paper must relate "aesthetically")

2.      Paint or collage the photograph of your selected person in central panel (resize digital image using PhotoDeluxe).  You may use an actual photograph if you have one the correct size. Some students collaged the photograph onto cardboard so it would be slightly 3-D.

3.      You will try some glazing techniques (similar to the Renaissance artists) by applying paint that has been thinned with gloss medium over your collage work to make it appear like a painting. Colored pencils may also be used prior to collage.

4.      Collage or paint - or a combination of both - images that would relate to your individual on both side panels of the triptych. The side panels could be things contributed to the rest of the world from the country explored (if doing an explorer)-- inventions of greatest importance if doing an inventor.

5.      Build up a frame around all three panels using cardboard (optional - although this was necessary if using ribbon for hinges - hot glue ribbon - then hot glue card board strips over ribbon).  Paint frame with acrylic paint (I had metallic paints) and accent with puffy paints. Many used wall paper trim (my example had wall paper trims)

6.      Decorate the backside of the two side panels (this will be the front when triptych is closed - so they should relate in some way to one another). Framing on these panels is optional, but it would add to the appearance if you made a matching frame. You may collage the backside of the center panel, if you wish. Students doing explorers may collage a large map on back (Maps were scanned in from an atlas of maps from time of Columbus). Many collaged biographies onto back of center panel. Several Renaissance borders were available to frame biographies and panels (scanned in from a book on ornamentation)

7.  Optional - Foil tooling strips were cut for students wishing to finish edges in gold, copper or silver. Glue was applied and foil folded over the edges (this was a tedious task). Gold foil paper was cut into strips also - this was glued all around edges (a bit easier to apply than tooling foil). Another option to finish edges was black masking tape - carefully folded around edges of all pieced. Black scrap cardboard made easy hinges for these works (hot glue worked and could easily be re-glued if it came loose). Other hinge options include foil tooling scraps (epoxy was the only glue that would last). Ribbon could be used but that had to be planned in the construction process (since ends had to be hidden to look better "aesthetically"). The second year I did this project, I bought metal hinges which saved a lot of time in figuring out what to do tot hinge the pieces. Small tack didn't hold the hinged as anticipated so we used Epoxy (yes, Mrs. Decker helped with the epoxy).  SEE STUDENT WORK

Students had to write a short essay about their project (just the big ideas about their hero - the research project was written in social studies). They had to "tell the story" about their triptych. They told what they did well and what they felt they could have improved upon (I told them things I wish I had done differently with my own). They also drew some comparisons between their work and that of the Renaissance masters. 

1. Does triptych tell a "story"? Is there a representation of images from a number of different sources? Did students use technology - digital images? (part of the requirement)
2. Is the piece "aesthetically" pleasing - unity? Use of design principles?
3. Did the student exhibit craftsmanship in collage and painting?
4. Students were also evaluated on effort they put into finding their own images.

Example by Judy Decker

Front: Vasco da Gama on left, Henry the Navigator on right (digital images from Internet - accented with puffy paint and paint marker - some glazing). Ancestor sun masks (modern from Spiegel catalog) "rising" over African sunset - paint marker accents. I talked a little about the positive impact (for Europe) and the negative impact (for Africa) from the explorations of these two people. Cross represents "Exploration in the name of Christianity" - and justification for exploration.

Back: (top) Faces of Africa -"beauty" (National Geographic images) - African sunset. (bottom) Renaissance map of Africa (scanned in from Atlas of antique maps), Lion head (Sundiata the Lion King - Mali), D'jenne terracotta (African body image), Dragon (talked about the good and bad symbolism - image found in Smithsonian catalog), ship (model from Discovery catalog), people of Africa, "idealized" African warrior, Zulu woman.


 
Inside: Symbolizes changes in Africa, Contrasts of "western" views with African views (particularly the concept of beauty. Children symbolize "hope" and "despair" for the future of Africa. Center panel - Contrast of "westernized" city with African landscape (honestly, the landscape pictures are not Africa -and I told kids that too - they were allowed to "fudge" too - come from National Geographic). Columns represent classical architecture and are cardboard relief (wallpaper border and digital images). Wall paper border trims glued to cardboard. I don't recall the city at the top - but I am assuming it is in western Africa somewhere. African figures are the "idealized" image of Africa from Victorian postcards (National Geographic). Frame around Mary was scanned in from an art supply catalog - then enhanced with puffy paints (I wish now I had done it more 3-D). Mary Henrietta Kingsley - from Internet - photo enlarged - painted with acrylics (glazing) and some colored pencils. Left panel: (images all from National Geographic except Chiwara - Wallpaper border on cardboard relief) - Corn brought by European - now suffering from droughts (due to change in jet stream as a result of deforestation in South America - I did not research to see if this was true). "Westernized" African advertising - contrast with Wodaabe. Child face of "hope" - male Chiwara (image from my summer research project - represents ancestral image who taught the people how to farm) -Bamana people of Mali - represents the sun and planting seeds of the earth. Right panel: Voices of Traditional Africa contrasted with sounds of the city - children singing using traditional percussion instruments. Traditional Africa religions (this contrasts with front panel). Elephant - important animal to Africans -much needed for their existence (plus I have an elephant collection). Child face of despair. Female Chiwara - symbol of the earth - male Chiwara on back -symbol of mankind (one of my personal symbolism for my son Matthew - my ancestors were farmers). 

Alternate lesson: Retablos

1. Follow same research procedures.
2. Make cardboard box with pointed peak - back of the box about 9" x 12" as largest dimensions. Add sides to the box shape about 2" deep. Tape all around. Cut doors the same size as back - slit in center - tape onto box with wide masking tape along front and back side of doors. 
3. Collage the box in much the same way as triptych. Collage biography around the outside of box. Paper mache and paint doors. See examples of Retablos online.

Artist for reference:

Nicario Jinénez - Art of the Andes - Contemporary artist - maker of Retablos - sophisticated art in the form of portable boxes filled with brightly colored figurines arranged into intricate narrative scenes.  Nicario now lives in Florida.

Retablos links:

History of the Retablos:
http://www.thefolkartgallery.com/retablo.htm
Peruvian Retablos:
http://www.thefolkartgallery.com/peru.htm

Nativity retablo image:
http://www.ccimports.com/1retn20.htm
More Nativity images:
http://www.ccimports.com/Retablo.htm

Hat shop image:
http://peruhandicraft.nstemp.com/retablos/retablo%204.jpg
some more images:
http://peruhandicraft.nstemp.com/retablos.htm

More on Histroy of Retablos:
http://www.folkart-crafts.org/chapter_3.htm
2 examples:
http://www.folkart-crafts.org/retablos.htm

Colonial Retablo image:
http://exchanges.state.gov/culprop/peru/colonial/fi/0000000b.htm

Image of Retable:
http://www.novica.com/itemdetail/index.cfm?pid=61310
Four pages of images:
http://www.novica.com/region/andes/retablos/index.cfm?rID=4&scid=472

North Texas Institute for Educators of Visula Arts Lesson:
http://www.art.unt.edu/offlinentieva/artcurr/latino/retablo.htm
From:
http://www.art.unt.edu/offlinentieva/artcurr/latino/

Alternate Lesson Idea: Printmaking

Students will select a hero to research. They will create two printing plates. The central print will focus on a portrait of the hero. The second plate will be divided down the center for the two side panels. Finished prints will be mounted on poster board (hinged with paper hinges). The back side of the side panels may be decorated with paint markers, collage, puffy paints etc. These triptychs will use religious icons for inspiration as well as this print by Stephan Alcorn - Jeff Buckley (musician). Stephen Alcorn print is copyrighted and used here with permission. See musician portraits on more on Stephen Alcorn's Web site. (Click print to see larger image)

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