Teacher Page
Art Teaching Support.
Model how to create a portrait to the class and provide examples of other children's work, this should inspire the children. When discussing portraits these should be used as examples. Here are some questions to ask the children.
Henry VIII • What age do you think Henry is here? (Early fifties) • In what ways does this portrait show his age? (His weight, lined and puffy face, using stick for support, balding) • When younger he was described as handsome – is he still? • How does he want you to feel about him? (Impressed, in awe, rather frightened, obedient) • How does the portrait show his wealth? (Rich clothes, jewellery and elaborate staff, also his bulk) • How many different layers of his clothing can you see? (At least four - there is an open sleeveless black surcoat worn over the fur-lined embroidered surcoat) • How are his clothes designed to show different layers? (Cloth of gold sleeves slashed and linen shirt pulled through them, four different sleeve lengths) • Why might this be a useful way to show wealth? (By revealing different layers of expensive fabrics, not just the final rich top garment) • How does he show his authority and power? (Pose, stern expression, eye contact and body language, particularly the strong grip on staff) • How does the portrait maximise this sense of authority? (Very little background – Henry fills the whole picture, almost bursting out of it) • Do the proportions of his face in this portrait conform to usual human facial measurements? Look in particular at the positioning of the eyes in the head, the distance between the eyes, the distances between the nose, mouth and chin. (Not really – the eyes are very high and wide, and his mouth is far nearer to his nose than it is to his chin.) • Other portraits by Holbein show similar placing of the features. Does this reflect the sitter’s appearance or the artist’s style, do you think? (These almost certainly reflect the artist’s style, despite Holbein's reputation for capturing a likeness, rather than sitter’s actual appearance) Queen Elizabeth I – the ‘Armada’ portrait • What can you see in the background of the picture? Look carefully. (Sea, ships) • How is the left side of the background different from the right side? (Ships sailing on left; sunk on right – this is very hard to see) • What important event in Elizabeth’s reign does this refer to? (Spanish Armada) • Why did Elizabeth have this portrait painted, do you think? (To celebrate England’s victory) • Was she really standing by the Channel while the battle took place? (No, definitely not: it is an imaginary picture of the battle) • Look carefully around the edges of the painting – was the portrait actually this size when it was first made? Give your reasons. (No – no artist would have cut through Elizabeth’s arms and hands like this.) • Why do you think it might have been cut down? (Given the inelegant composition which resulted, it probably was to save the picture from an attack of woodworm or rot, cutting away the infected parts to preserve the middle.) • This painting has lost a lot on both sides – what would you have put into these missing parts if you had been the artist? (Anything suitable to the theme of the Armada – Sir Francis Drake etc. The picture actually showed her with the crown beside her and her hand on the globe) • What are Elizabeth’s favourite colours? (Black and white, also red and gold) • What is her favourite type of jewel? (Pearls) • Explain how her favourite colours and jewel tell us that she was sometimes called the ‘Moon Goddess’. (Black for night, white for the moon; a pearl is like a miniature full moon) • Are there any other references to astronomy in this picture? (Yes, gold suns on her dress) • Are there any references to the weather in the picture? (Yes, the Spanish ships have been struck by a storm. The picture hints at the idea that Elizabeth controls the weather, a theme also found in other paintings of her.) • Where is her largest pearl? (At the bottom of the painting, over her genitals) • What is the message of this? (Her greatest pearl is her chastity; this links with the idea of the moon goddess who was renowned for her chastity) |
National Curricular Links:
History KS2: Knowledge, skills and understanding Chronological understanding a. place events, people and changes into correct periods of time b. use dates and vocabulary relating to the passing of time, including ancient, modern, BC, AD, century and decade. Knowledge and understanding of events, people and changes in the past 2. Pupils should be taught: a. about characteristic features of the periods and societies studied, including the ideas, beliefs, attitudes and experiences of men, women and children in the past c. to identify and describe reasons for, and results of, historical events, situations, and changes in the periods studied d. to describe and make links between the main events, situations and changes within and across the different periods and societies studied. Historical enquiry 4. Pupils should be taught: a. how to find out about the events, people and changes studied from an appropriate range of sources of information, including ICT-based sources (for example, documents, printed sources, CD-ROMS, databases, pictures and photographs, music, artefacts, historic buildings and visits to museums, galleries and sites) b. to ask and answer questions, and to select and record information relevant to the focus of the enquiry. Organisation and communication 5. Pupils should be taught to: a. recall, select and organise historical information b. use dates and historical vocabulary to describe the periods studied c. communicate their knowledge and understanding of history in a variety of ways (for example, drawing, writing, by using ICT). Britain and the wider world in Tudor times 10. A study of some significant events and individuals, including Tudor monarchs, who shaped this period and of the everyday lives of men, women and children from different sections of society. Art KS2: Knowledge, skills and understanding Exploring and developing ideas 1. Pupils should be taught to: a. record from experience and imagination, to select and record from first-hand observation and to explore ideas for different purposes b. question and make thoughtful observations about starting points and select ideas to use in their work c. collect visual and other information [for example, images, materials] to help them develop their ideas, including using a sketchbook. Investigating and making art, craft and design 2. b. apply their experience of materials and processes, including drawing, developing their control of tools and techniques Knowledge and understanding 4. Pupils should be taught about: a. visual and tactile elements, including colour, pattern and texture, line and tone, shape, form and space, and how these elements can be combined and organised for different purposes c. the roles and purposes of artists, craftspeople and designers working in different times and cultures Cross Curricular Links: ICT: Create a powerpoint or animoto video of the portraits the class made. Or take pictures of the steps and stages when completing the portraits and make a video of the progress. Design Technology: Create a wooden frame for portraits or create portrait on canvas made with fabric and wood. Making a 3d building out of card. Citizenship/History Compare the images of Henry VIII with those of a modern or recent politician, noting similarities and differences. How far do these images reflect the political structures within which these images were created? Possible politicians might include: Margaret Thatcher, Baroness Thatcherwww.npg.org.uk/collections/search/person.php?sText=Margaret+Thatcher&submitSearchTerm%5Fx=7&submitSearchTerm%5Fy=10&search=ss&OConly=true&firstRun=true&LinkID=mp05827 Sir Edward Heathwww.npg.org.uk/collections/search/person.php?sText=Edward+Heath&submitSearchTerm_x=9&submitSearchTerm_y=7&search=ss&OConly=true&firstRun=true&LinkID=mp05396&wPage=0 Tony Bennwww.npg.org.uk/collections/search/person.php?sText=Tony+Benn&submitSearchTerm%5Fx=10&submitSearchTerm%5Fy=9&search=ss&OConly=true&firstRun=true&LinkID=mp05074 Michael Footwww.npg.org.uk/collections/search/person.php?search=ss&firstRun=true&sText=Michael+Foot&LinkID=mp01621 |