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Introduction:
In
this lesson, the students will be creating a screen for
the school. The students will first study the folding
screen from the exhibition. They will work as a
group to create a screen using various scenes from the
school. Once they have finished their project, they
will be able to better understand why the artist chose
to use the scenes from his time period.
Work
of Art: Folding Screen
Subject
Area: Art
Time
Frame: Five to Ten Classes (45 minute periods each)
Lesson
Objectives:
The
students will be able to:
- describe
this work of art and the function it served in viceregal
Mexico.
- describe
how works of art from Japan came to Mexico during the
viceregal period and influenced art produced in Mexico.
- create
their own screen based on this form of art. As artists
in colonial Mexico depicted their world, students will
depict their school on their own screen.
Relevant
TEKS:
Knowledge
and skills. Complete TEKS
for 6th grade art.
1.
Perception: a. and b.
2. Creative expression/performance: a., b. and c.
3. Historical cultural heritage: a.
Materials:
- sketch
paper (12x36")
- paint,
paper and brushes
- 10
Styrofoam boards (12x36")
- tape
for hinges
Procedures:
1.
Introducing the Work of Art
This
remarkable ten-panel folding screen is decorated on one
side with a panoramic view of Mexico City and on the other
with episodes portraying the Spanish forces led by Hernan
Cortes. Folding screens were introduced to Mexico from
Japan around 1600. The Spanish and Mexican word for these
screens, biombo, derives from the Japanese word
byobu meaning windbreak. Placed in the parlor,
or salon de estrado, of wealthy homes, screens
like this served as the backdrop for social gatherings.
| Function |
This
screen could have served as a division in a room
to provide privacy for a meeting being held by officials
of the city or it may have been created for display
in various places. That screens can be folded into
narrow shapes makes them more portable.
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| Technique
or Process |
This
ten panel screen was created in separate panels
and then assembled. The canvas base for the paintings
allowed the artist to paint each panel separately
and then assemble the finished product by attaching
the canvas panels to the ten separate wooden frames.
Hinges were attached forming a flexible screen that
could stand upright and be moved whenever needed.
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| Cultural
Roots - See
map |
The
concept of screens came from the Japanese cultures.
It was one of the art forms that had been imported
into the Philippines. When the Philippines fell
under Spanish rule, the screens were imported from
there to Mexico on the Manila Galleon.
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2.
Link to image on exhibition web site - Folding
Screen
3.
Discuss screen:
- While
viewing a large image of the screen, both front and
back, discuss the function of a screen in decorating
and furnishing homes in viceregal Mexico.
- Why
would someone use a screen like this in their house?
- What
purposes would it serve?
- Where
did the idea of screens originate?
-
How did the screens make it to Mexico?
- Discuss
the importance of screen's size.
- Why
would it be important for the screen to be light-weight
and easily moved?
- Discuss
the scenes portrayed on each side of the screen.
- What
is the relationship of the scene of the conquest
and the view of Mexico City?
- Where
does the scene of the conquest begin?
- What
did this choice of scenes mean to people living
in viceregal Mexico?
- Discuss
the elements of art in the screen.
- Name
the colors, lines, shapes, and textures portrayed
in the work.
- Discuss
the use of value to create contrast in both sides
of the work.
- Find
examples of repetition, emphasis and balance.
- Although
the scenes are arranged out this screen out of order,
what has the artist done to create a visually cohesive
screen? (Consider use of semi-circular windows on
each panel, choice of color.)
Art
Activity
- Students
will create their own folding screen depicting their
school and people and activities around the school.
Have students make sketches of the school building,
people at the school and important school activities.
- As
a class review the sketches and determine which scenes
are about the outside of the school and which scenes
are about activities inside. Based on sketches prepared
by the students, divide the class into two groups, one
responsible for each side of the screen.
- Working
in two teams, students will plan each side of the screen.
Students will consider point of view in their compositions.
They will sketch their designs onto ten pieces of paper,
each 12 x 36 inches.
- Each
group will present its sketches to the entire class
for discussion and final approval before the painting
begins. Students will then paint their panels.
- Students
will construct a folding screen from Styrofoam sheets
cut into 12x36 inch pieces. Students will attach paintings
to the Styrofoam panels. When the panels are hinged
with tape, they will be light weight, able to be folded
and portable.
- The
students will compare their work of art with the folding
screen from the exhibition.
- What
was the relevance of the scenes you chose from your
school?
- What
influenced your decision?
- How
did you choose to represent these scenes?
- Why
did the artist choose to use the two scenes together
on one screen?
- What
do you think the artist was trying to accomplish?
- Does
your screen accomplish what you have intended it
to say?
Evaluation
Procedure:
- Students
will discuss their work of art and how they met the lesson
objectives. Students could also write about their work
of art and how it relates to the folding screen from viceregal
Mexico.
- The
successfully completed screen will show the students observations
of the school building and events and settings and people
within the school. All students will have made a contribution
to the finished screen and the entire design will be organized
to achieve unity of composition through choice of elements
of art: color, line, shape, texture, and value and principles
of art such movement, balance and symmetry.
- See
assessment
matrix.
Extension
Activities:
Math:
Learning to draw in scale
Language Arts: Writing descriptive paragraphs.
Social Studies, History: Researching the history
of the story depicted on the screen.
Social Studies, Geography: Find setting on map,
research names of rivers, lakes, mountains depicted on
the screen.
Science: Learn about the flora and fauna from this
area of Mexico and how it affected development in the
area (lumber and food sources).
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