9 sessions; 45 minutes per session

1. SWBAT understand the history of medieval illumination.
2. SWBAT plan a composition for a single letter.
3. SWBAT choose a font that will enhance their idea for their chosen letter.
4. SWBAT create patterns and designs to embellish their letter.
5. SWBAT show care for paint brushes.

1. Pencil
2. Newsprint
3. 12x18 White Paper
4. Colored Pencils
5. Thick and Thin Black Sharpies
6. Detailing Paintbrushes
7. Gold Paint

Need these materials? Visit Blick!

1. Divide students into 5 groups and assign reading from arts.mia.org. Have groups be ready to present the answer to each question to the class. Have students record questions and answers into Cornell notes. (45 minutes)
2. Review Cornell notes and summarize what illumination is. View powerpoint on illumination and look at prior student samples. Have students view different fonts such as Old English, Script, Gothic, etc. to determine which style they prefer. (I provide a two sided sheet with various alphabet for visuals and a small packet of sample illuminations printed with various letter examples) I provide the scale and rubric for the lesson and have students review which samples are the best according to the rubric given. Students can also evaluate where they are at on the scale. (45 minutes)
3. Have students begin sketching their letters on newsprint letter. They choose the orientation (horizontal or vertical) that best suits their design. Once they are happy with the composition, they can add details. I give examples of things that would show something old or weathered that would be typical of medieval art. I use examples such as: crumbling/chipped/worn columns, architecture that is from the time period i.e. castles, vines that are wrapped around and overgrown, dated style of dress, coat of arms, mythological creatures, etc. I stress to them not let them spend too much time with drawing the details as they are still on the rough draft newsprint paper and will begin final copy on the next class day. (45 minutes)
4. All students are given white paper for final copy and begin the process of doing a light sketch focusing with the letter and adding details after. (45 minutes)
5. Students finish details and begin coloring with pencil. (45 minutes)
6. Continue with colored pencil (45 minutes)
7. Continue with colored pencil (45 minutes)
8. Finish Colored Pencil. Outline areas with bold or thin Sharpie markers. Demonstrate care of brushes and show application to embellish the illumination. The goal is to not use too much paint, but just enough to see some sparkle or highlighted areas. Begin using gold paint to embellish the details of the project if finished early. (45 minutes)
9. Apply paint to fill no more than 25% of the paper. Final evaluation of work includes circling where student is at on the scale and rubric and submitting with their project. (45 minutes) If finished early, I have students review their Cornell notes.

Scale and Rubric turned in with project.

http://new.artsmia.org/teaching-the-arts/medieval-illuminated-manuscripts/

My students have really enjoyed this project. I have used various types of paint from acrylic paint that covers more to a washable sheer paint that enhances the color of the colored pencils. I have used gold, silver, bronze, and pearl paint over the years depending on what I had available at the time all with successful results. This is one project that the kids want to show off and they do not leave me many samples to share.
Contact me if you have any questions.

[5-8] Students select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices

[5-8] Students employ organizational structures and analyze what makes them effective or not effective in the communication of ideas

[5-8] Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks

[5-8] Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks

[5-8] Students analyze, describe, and demonstrate how factors of time and place (such as climate, resources, ideas, and technology) influence visual characteristics that give meaning and value to a work of art

[5-8] Students describe and place a variety of art objects in historical and cultural contexts

[5-8] Students know and compare the characteristics of artworks in various eras and cultures

[5-8] Students analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry

[5-8] Students compare multiple purposes for creating works of art

[5-8] Students compare the characteristics of works in two or more art forms that share similar subject matter, historical periods, or cultural context

IlluminationRubric-1.pdf
IlluminationScale.docx
Medieval Illumination (1).pptx