THE SHEDULE OF THE GARGOYLE UNIT
Session One:
1. Post this quotation where everyone can see it: “The purpose of art is to represent not the outward appearance of things, but their inward significance.” - Aristotle.
2. Discuss this quotation and the various purposes of art such as functional, decorative or symbolic.
3. Display prints or examples of different art forms created for different purposes such as ceramic masks, clay vessels, paintings, sculptures and weavings.
4. In small groups, have students decide and explain the purpose of each selected work.
5. Have each group explain its decisions to the whole class.
Analyzing and Responding
Benchmark B
Explain how form, subject matter and context contribute to meanings in works of art.
Indicator 3
Research and describe the work of an artist on the basis of how the artist’s choice of media and style contribute to the meaning of work.
Historical, Cultural and Social Contexts
Benchmark A
Explain how and why visual art forms develop in the contexts (e.g., cultural, social, historical and political) in which they were made.
Indicator 2
Explain the relationship of a selected work of art to the time period in which it was created.
Session Two:
6. Have students use the Internet and reference books to conduct research and gather information for completing worksheets. They will refer to this information in future sessions.
Historical, Cultural and Social Contexts
Benchmark A
Explain how and why visual art forms develop in the contexts (e.g., cultural, social, historical and political) in which they were made.
Indicator 2
Explain the relationship of a selected work of art to the time period in which it was created.
Analyzing and Responding
Benchmark B
Explain how form, subject matter and context contribute to meanings in works of art.
Indicator 3
Research and describe the work of an artist on the basis of how the artist’s choice of media and style contribute to the meaning of work.
Session Three
6. Divide students into several small groups.
7. Distribute prints of gargoyles obtained from the Internet. Choose gargoyles found on European cathedrals built during the medieval period and on buildings in the United States such as the Washington National Cathedral, St. John the Divine Cathedral in New York City or Princeton University. Give each group two prints, one from the medieval period and one from the United States.
8. Remind students to use their worksheets as resources for this session
9. Ask students to compare the two prints using the following questions:
- Are there any recurring themes listed on the worksheets for either gargoyle?
- Is either of the gargoyles a chimera?
- Is either of the gargoyles a griffin?
- Is either of the gargoyles a green man?
- What are the visual differences between the styles of the two gargoyles?
- Is either of the gargoyles a grotesque?
- Are there differences in the media used to make the two gargoyles?
- From what you have learned about why gargoyles were created, what do you think is the difference between the purposes of the two gargoyles?
Groups take turns sharing responses to these questions with the whole class.
Instructional Tip:
Tell students that gargoyles are still used on modern buildings even though there is no longer a practical need for them as waterspouts. They still serve symbolic, spiritual, religious, whimsical and decorative purposes.
Analyzing and Responding
Benchmark B
Explain how form, subject matter and context contribute to meanings in works of art.
Indicator 3
Research and describe the work of an artist on the basis of how the artist’s choice of media and style contribute to the meaning of work.
Historical, Cultural and Social Contexts
Benchmark A
Explain how and why visual art forms develop in the contexts (e.g., cultural, social, historical and political) in which they were made.
Indicator 2
Explain the relationship of a selected work of art to the time period in which it was created.
Session Four:
10. Distribute a copy of a poem to each student group or post it in the room for everyone to see.
11. Have students read the poem and use their worksheets as resources to discuss how the poem relates to the purposes of gargoyles.
12. List responses on the chalkboard or chart paper.
13. Have groups discuss the question, “What do you think was the most important purpose of a gargoyle; to act as a waterspout, to tell a story or to decorate the cathedral?”
14. Each group lists its answers on the chalkboard or chart paper.
Analyzing and Responding
Benchmark B
Explain how form, subject matter and context contribute to meanings in works of art.
Indicator 3
Research and describe the work of an artist on the basis of how the artist’s choice of media and style contribute to the meaning of work.
Historical, Cultural and Social Contexts
Benchmark A
Explain how and why visual art forms develop in the contexts (e.g., cultural, social, historical and political) in which they were made.
Indicator 2
Explain the relationship of a selected work of art to the time period in which it was created.
Session Five
15. Distribute drawing paper, one sheet for every three students in a group.
16. Tell each student to design a medieval gargoyle using the information from his or her worksheet about the animal he or she selected from the bestiary. Have students work in groups of three to combine their individual animals into one gargoyle that has symbolic significance to the group.
17. Have students share their gargoyles with the entire class, explaining the features and symbolism.
Creative Expression and Communication
Benchmark B
Create expressive artworks that demonstrate a sense of purpose and understanding of the relationship among form, materials, techniques and subject matter.
Indicator 3
Make informed choices in the selection of materials, subject matter and techniques to achieve certain visual effects.
Analyzing and Responding
Benchmark B
Explain how form, subject matter and context contribute to meanings in works of art.
Indicator 3
Research and describe the work of an artist on the basis of how the artist’s choice of media and style contribute to the meaning of work.
Session Six
18. In small groups, have students share information from their worksheets about where to find gargoyles in contemporary society. Have students note the sculptors of these works. Display prints of the sculptors’ works from students’ Internet searches. Ask what other occupations students associate with gargoyles.
19. Give students the following guidelines for the final project and share Scoring Rubric for the Gargoyle.
a. Create a gargoyle for a specific place that you choose. Some examples include: the hood of your family car, on a building in the community, in your room, on the football field or in a garden.
b. Include a practical feature and a symbolic feature.
c. Include at least one feature from traditional gargoyles such as a green man with foliage.
d. Complete the two-dimensional drawing in pen and ink.
e. Use existing gargoyles to generate ideas, but your final design should be original.
20. Conduct a brainstorming activity to help students generate ideas for their designs. Some suggestions include:
a. Study images collected from research of gargoyles of the past and present;
b. Think about the characteristics of a functional gargoyle such as to embellish, tell a story or help drain water;
c. Distort an image on the computer for a reference;
d. Look at your own facial distortion in a mirror;
e. Think about a particular emotion;
- Think about a lesson to teach;
- Distribute drawing paper and instruct students to create three thumbnail drawings for their designs. Have students share their designs in a group critique. After the critiques, have each student select his or her best design to complete as a final drawing.
Analyzing and Responding
Benchmark B
Explain how form, subject matter and context contribute to meanings in works of art.
Indicator 3
Research and describe the work of an artist on the basis of how the artist’s choice of media and style contribute to the meaning of work.
Creative Expression and Communication
Benchmark B
Create expressive artworks that demonstrate a sense of purpose and understanding of the relationship among form, materials, techniques and subject matter.
Indicator 3
Make informed choices in the selection of materials, subject matter and techniques to achieve certain visual effects.
Historical, Cultural and Social Contexts
Benchmark A
Explain how and why visual art forms develop in the contexts (e.g., cultural, social, historical and political) in which they were made.
Indicator 2
Explain the relationship of a selected work of art to the time period in which it was created.
Session Seven
h. Demonstrate basic pen-and-ink techniques such as hatching, crosshatching, stippling.
i. Distribute drawing paper.
j. Have students begin their drawings in pencil from their selected thumbnail sketches.
k. After they complete the pencil drawings, have students finish the drawings using the pen-and-ink techniques demonstrated.
l. As students work on their drawings, assess each student’s progress. Discuss his or her pen stroke choices, designs and where he or she plans to place the gargoyle. Ask the student if there was a particular culture or gargoyle that influenced his or her choice, and, if so, how could he or she invent a variation of it instead of copying it.
Creative Expression and Communication
Benchmark B
Create expressive artworks that demonstrate a sense of purpose and understanding of the relationship among form, materials, techniques and subject matter.
Indicator 3
Make informed choices in the selection of materials, subject matter and techniques to achieve certain visual effects
Analyzing and Responding
Benchmark B
Explain how form, subject matter and context contribute to meanings in works of art.
Indicator 3
Research and describe the work of an artist on the basis of how the artist’s choice of media and style contribute to the meaning of work.
.
Session Eight
m. Display student gargoyle designs where everyone can see them. Lead a class critique focusing on one work at a time. Have each student introduce his or her design explaining how the idea addresses project guidelines and the central meaning of the design. Have students also discuss what materials they would suggest if their designs were completed in three-dimensional forms. Ask them to share tips and ideas for various materials, noting the strengths and weaknesses of each.
n. Following the critique, have students make final adjustments to their gargoyle designs.
o. Encourage them to use descriptive language including adjectives and adverbs when responding to questions about their work and processes.
p. As a final discussion, encourage students to think about and explain ways they use art outside of class. Have them generate a list of art and arts-related careers related to this art form and others.
Connections, Relationships and Applications
Benchmark C
List and explain opportunities for lifelong involvement in the visual arts.
Indicator 5
Investigate opportunities for lifelong involvement in the arts and artist-related careers.
Analyzing and Responding
Benchmark B
Explain how form, subject matter and context contribute to meanings in works of art.
Indicator 3
Research and describe the work of an artist on the basis of how the artist’s choice of media and style contribute to the meaning of work.