Medieval Mash-up
Unit Overview
Title
Religious Conviction: Early Medieval Art in Europe
Focus Questions
How religion can influence the art of a people.
What characterized art produced during the Middle Ages?
What are some characteristics of the interrelationship between Medieval art and architecture? How
do both relate to the prevalent religious beliefs of the time?
Is the art of the Early Middle Ages a step backward, as earlier scholars who referred to this era as
“the Dark Ages” believed it to be? Did the loss of technical skill create an inferior product?
Is it necessary to exhibit technical brilliance in order to make a successful work of art?
Unit Summary
In this art history unit students will study the social history, art, architecture, and religion of
Medieval Europe. Areas of focus include a general social history to serve as a context for
subsequent art historical study, mosaics, manuscripts and bestiaries, and architecture.
Accompanying studio projects will be introduced throughout the unit. Ideas for culminating
assignments and activities are included but can be used at one’s discretion.
Enrichment of the unit could include deeper consideration of Eastern influence in Medieval art, ie/
Islamic art and Northern Africa, and Eastern Asia. Similarly, one could include further reflection on
the influence of Northern nomadic art, ie/ Teutonic tribes.
Subject Area(s): Visual and Fine Art, Art History
Grade Level: 10 AVI20
Overall Expectations
Overall:
 Differentiate historical artworks by content, theme, style, technique, and materials;
 Explain the social and historical context and the chronology of distinctive artistic styles
 Use concepts of visual literacy in describing their art activities
Specific Expectations
Students will:
 Demonstrate an understanding of a mid-segment of the Western art history timeline (eg.,
the Middle Ages)
 Explain how they have incorporated into their studio assignments characteristic materials
and expressive qualities of artworks studied
 use research from various sources (e.g., books, databases, conversation with local artists)
as part of the creative process
 use appropriate visual arts vocabulary in describing materials and processes
 identify possible meanings of a work by referring to background information and specific
visual indicators
 demonstrate an understanding of the use of symbols in creative expression
 describe how a culture shapes its art with reference to historical and contemporary
examples (e.g., Byzantine icons)
Medieval Mash-up
Unit Scope and Sequence
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Early Medieval art – does not include Romanesque or Gothic periods (although this unit
could easily be expanded to also include these periods)
Social and cultural history of the time period to provide context for the unit
Architecture – study the different architectural styles that developed in response to the
need for more space to worship and consider the purpose and characteristics of gargoyles
Mosaics – look at the symbolism that developed in the Middle Ages and consider the
flattened space of mosaics. Consider why the exterior of basilicas was so plain compared to
the colourful glittering interiors.
Manuscripts and Bestiaries – explore the art of illuminated manuscripts and the
accompanying practice of pattern, design, and representing animals. Consider the purpose
and meaning of bestiaries.
Student Assessment
Throughout the unit students will complete a variety of handouts to complement power point
presentations and videos which can be assessed for completeness. Cooperative learning strategies
will be employed during the architecture lesson and students can be assessed accordingly.
Accompanying studio activities and assignments will have an obvious assessment component.
A test would be the most appropriate conclusion for this lesson. However, the teacher may choose
instead to assign a cumulative activity comprising of studio, research, and written elements or to
use the ongoing assessment completed throughout the unit as the basis for a final mark.
Unit Implementation
(Each segment of instruction includes research and practice options which can
be used in whole or in part dependent on time and interest.)
Instructional Strategies
Grouping Options
Scaffolds/
Introduce the unit
Begin with a whole class discussion of
preliminary impressions of the Middle
Ages in Europe and Medieval art.
Proceed with the introductory power
point presentation and accompanying
handout.
Whole group
Option for CL group
brainstorming of ideas
- Handout to be filled in during
lecture including maps,
timeline, etc.
Architecture
Using models and power presentation
study the sequential development of
structures and their uses: in particular,
the Christian use of the basilica and how
it later developed into cathedrals and
today’s directional worship spaces
Practice
- Students work together to properly
place the labels identifying the main
components of medieval basilicas
CL groups; either
base or informal to
explore the
architectural models
and properly label
them
- 3D models of different
architectural styles
- Terms and definitions
(ongoing collection developed
throughout the unit) to aid with
labeling
- Thumbnail sketch handout
Medieval Mash-up
Mosaics
Presentation on mosaics, heavy on
examples to inspire studio activity.
Option briefly introduce the work of MC
Escher in comparison to medieval
tessellations (often studied in gr. 7 or 8)
Research
Students research examples of
symbolism evident in medieval mosaics.
Practice
- Recycled tesserae mosaic studio
activity based on symbolism research
Individual work
- Thumbnail handout for
presentation
- add to ongoing collection of
terms
- research handout
Manuscripts and Bestiary
Fairly informal lesson on the creation
and use of manuscripts and bestiaries
and the intersection of the two. This
lesson can be telescoped or condensed
in the interest of time.
Research
Students will be assigned to a specific
Bestiary or to a specific animal and will
research accordingly. Information
gathered will influence studio work.
Practice
- Students will create one page from an
illuminated manuscript considering use
of colour, metallics, patterns,
“beasties”, and initials
- Students will create their own beast to
be included in a class-created Bestiary
Individual work.
- “life-size” posters of
illuminated manuscript pages
- 8 ½” x 11” examples of pages
from various bestiaries (more if
not including research option)
Research
Students research one aspect of
Medieval art examined in the unit. The
assignment is to consider the
importance and relevance of this
element to early Medieval art and the
influence it had on subsequent
movements and ideologies.
Individual work
CL groups may be
used depending on
assignment i.e.,
creating plans for a
new basilica
- Assignment handout
- Directed resource list
- Guiding questions for planning
process
Accommodation Options
ELL / IEP Students
Teacher provides modified handout sheet for lecture days with
important information filled in and highlighted
Teacher provides completed terms sheets with the necessary
vocabulary
Research components can be more goal specific or based more
completion of studio activities
Necessary time allowances
Teacher-student meetings to discuss process and progress of
research project
Medieval Mash-up
Highly-Capable Students
Research and studio activities can easily be telescoped to include
consideration of broader social contexts and implications for
subsequent art movements
Management/Organization Tips
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If using Co-operative Learning strategies it will be beneficial to organize groups beforehand
to ensure appropriate grouping of abilities
Approximate Time Needed
Approximately 3 weeks.
Prerequisite Skills
None
Materials and Resources Required for Unit
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Various handouts
Power point presentations, projector, screen
3D models for architecture lesson
Necessary materials for various studio activities
Laminated posters of illuminated manuscripts and examples from bestiaries
Overhead projector for terms
See Resource list
Enrichment
See Resource list (attached) for relevant videos to accompany lectures.
Consider a field trip to view local architecture where appropriate. There are many East Orthodox
churches in the area – particularly in the Toronto area. Check out
http://orthodoxwiki.org/List_of_parishes_in_Ontario_(Canada) for a full list of possibilities.
When on your trip have questions on religious symbolism prepared to ask clergymen or tour
guides.
Invite a member of the clergy into your classroom to speak about religious symbolism.
Technology – Hardware (Click boxes of all equipment needed.)
Computer(s)
VCR
Projection System
Printer
Video Camera
Camera
Digital Camera
Scanner (optional)
Video Conferencing