ERIC ED391770: Memorials: Art for Remembering.

17 Pages·1995·0.49 MB·English

by  ERIC

DOCUMENT RESUME
SO 026 094
ED 391 770
Memorials: Art for Remembering.
TITLE
Smithsonian Institution, Washington, DC. Office of
INSTITUTION
Elementary and Secondary Education.
PUB DATE
95
NOTE
17p.
Smithsonian Office of Elementary and Secondary
AVAILABLE FROM
Education, Arts and Industries Building 1163, MRC
402, Washington, DC 20560.
Classroom
Guides
Serials (022)
Collected Works
PUB TYPE
Teaching Guides (For Teacher) (052)
Use
Art to Zoo: Teaching With the Power of Objects;
JOURNAL CIT
Jan-Feb 1995
MFOI/PC01 Plus Postage.
EDRS PRICE
*Art; Art Activities; *Art Education; Art History;
DESCRIPTORS
Elementary Secondary Education; Foreign Countries;
Sculpture; World War I
Benin; Chinese Art; Grave Markers; *Memorials
IDENTIFIERS
ABSTRACT
Throughout history, in all parts of the world, people
have struggled with the problem of loss. Moving words have been
written and beautiful objects created to preserve the memory of
people and their achievements. This theme issue explores the
different ways that people have been praised and remembered in works
of art. An introduction suggests a variety of memorial types and
discusses aspects of durability and selectivity. Four memorials are
presented: (1) "A Memorial to a King: Head of an Oba"; (2) "A
Memorial to a Soldier: 'Pain,ing No 47, Berlin'" (Marsden Hartley);
t,..) an Athlete: 'Ritual Road Serving Vessel'" (Jing
(3) "A Memorial
Gui); and (4) "A Memorial to a Family Member: 'Adams Memorial'"
(Augustus Saint-Gaudens). A lesson plan section gives suggested
activities that correlate with the memorials described. A student
worksheet and take home page in English and Spanish are given. The
issue concludes with a list of resources. (MM)
***********************************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
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1 /
TEACHING WITH THE POWER OF OBJECTS
Smithsonian Institution
January/February 1995
)
:,14A441:liar.alt
e'r
Lesson Plan
7,
Take-Home Page
"PERMISSION TO REPRODUCE THIS
f;
MATERIAL HAS BEEN GRANTED BY
in English/Spanish
t.e'La
..Yrticr"A.
rtr
TO THE EDUCATIONAL RESOURCES
Art
INFORMATION CENTER (ERIC)."
*1
U S DEPARTMENT OF EDUCATION
Office el Edocatwal Research and Improvement
Language Arts
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
X.,
This document has been reproduced as
received from the person or organization
Social Studies
originating it.
0 Minor changes have been made to
..
"4.
improve reproduction quality
d'44
Points of view or opinions stated in this
document do not necessarily represent
official OERI position or pohcy
4-8
Publication of Art to
Zoo is made possible
through the generous
support of the Pacific
Mutual Foundation.
2
mirials: Art for Renleulthel
BEST COPY AVAILABLE
Introduction 3
A Memorial ro a King 5
A Memorial to a Soldier 6
A Memorial to an Athlete 7
A Mernorial to a Family Member 8
Take'-Horne Page in Spanish 14
'Resources 15
tOZoo's purpose-is:to help teachers bringlinto
their Classrooms the educational poNier of puseums
and...other comMunityirespuyces:
.
.
.4rt. to Zoc draV on' the'Smithsonian's hundreds
.:..orCxhibitions and programsfrom art, history; and
.sele»ce to aviation and fOlklifeto.create classivom- .
.
s ready. mater ials. for geades four through eight.
Each of the:four anrMal issues c&plores a 'Single
,
topic thi ough an interdisciplfnary, multicUltural
app`roach.,
The.Smithsonian invites:teachers to duplicate
Art lo ZoO. materials for educational use,
Losing something like a bike or a watch is hard, especially
if we never get it back again. Losing a friend or a grand-
parent or a pet is even harder. Sometimes we lose people
because we have to move far away from them. We fear
they will forget us or that we will never see them again.
Sometimes a friend or a pet or a family member dies, and
that is the hardest loss of all.
When people slip out of our lives, we try as hard as we
can to remember everything about them. We listen to their
favorite songs or eat special foods that they liked to cook.
We revisit a place where we had once been together or carry
on a ritual that we had both enjoyed. As long as we keep
people in our memory, we have not lost them completely. As
time passes, however, we know that even the most precious
memories fade.
Throughout history, in all parts of the world, people have
struggled with the problem of loss. Many moving words
have been written and many beautiful objects have been
created to preserve the memory of people who are gone
and to keep a record of their achievements. As one of
Shakespeare's characters pointed out, "Praising what is lost
to Zoo
dear."* This issue of Art
makes the remembrance
explores the different ways that people have been praised
and remembered in works of art.
* All's We II 'That Ends VeIl. V. di. 19
',
1'111;1'
Tt
1,
memorials discussed in this
representing three
A memorial can be as
Art
to Zoo,
different continents and
fleeting as a concert in
stretching across thirty cen-
someone's honor, or as long-
turies. are made of bronze.
lasting as a bronze plaque
attached to a strong wall. A
memorial can be as private as
A memorial cannot evoke
a tree planted in a garden or
everything about a person. At
as public as a donation of
best, its maker has narrowed
fine drawings given to a
its focus to the most telling
museum in memory of a
aspect of the person, in
friend.
hopes that he or she will
The most common way to
somehow live on in the
hold someone in our memo-
bronze or stone, in the paint
ry, however, is to try to pre-
on a canvas, the words on a
serve some aspect of the
paper. or the musical tones
actual, physical person. We
issuing from an orchestra.
take photos find preserve the
The artists who made the
person on paper. We record
Art to
works of art in this
the voice on tape. We make a
Zoo have created images of
video so that we can always
four very different people.
see the person moving about
The details the artists chose
on film. We write poems or
to emphasize determine how
essays or books to try to
these tbur people will be
reconstruct the person in
remembered:
words. We make paintings
and drawings and sculptures
memorial to a King.
A
to try to give the body form
emphasizing symbols of
again.
myalty and power
memorial to a Soldier,
A
emphasizing the splendor
If a memorial is created
of the uniform
to keep a memory alive, the
memorial itself must be
A memorial that an
durable. For that reason,
Athlete has had made to
bronze has always been a
commemorate his own
favorite medium. Bronze can
achievement in archery
be battered without breaking.
A nwmorial to a Family
It can survive strong sun-
Member emplutsizing
light, rain, snow, heat, and
the mystety of death and
cold. It cannot be ripped or
lass
the Am-row of
cut. It is hard to scratch or
dent. Three of the four
Januory/tebmarr 1995
Memorialv Art tor Remembering
Art to Zoo
A MEMORIAL TO A KIK:
Oba
eff
beings, but they do not show
"Oba" means "king" to
individual details. Physical
the people of Benin, a
likeness was not important.
kingdom in the part
The crucial idea was to dis-
ot Africa we now
play the proper symbols of
call Nigeria.
Since the year
royalty.
Coral beads were the most
1300, thirty-
important sign of royalty in
eight obas
the kingdom of Benin
have
because the people of Benin
ruled the
believed that anyone who
kingdom
wore coral spoke with divine
of Benin.
Head of an Ma,
authority. In
When an oba
coral beads are represented
died, his son
in the high collar around the
became the new
oba's neck, the netted cap,
oba and imme-
and the strands of beads on
diately commis-
each side of his face. Coral,
sioned a bronze
which was brought into
head cast in
Benin by foreign traders,
honor of his
was an exceedingly precious
deceased father.
commodity. The Om had a
This bronze
monopoly on all coral and
"commemora-
displayed more coral beads
tive head" was
in his attire than anyone else
placed on an
in his kingdom. Other mem-
altar in the
bers of the royal court wore
royal palace,
coral only with the oba's
ensuring that
permission.
the god-like
Like coral, copper alloys
authority of the
reflect a red color that was
old oba would
considered beautiful by the
be transmitted
Benin people. These alloys,
to the new oba
such as bronze or brass, are
and that his
strong and permanentthe
spirit would
ideal material for symbolizing
bring good
the never-ending authority of
health and
the long dynasty of obas.
prosperity to
Only the obi' and the oba's
the people of
mother were entitled to have
Benin.
these metal heads placed on
Otitis look like
their altars after they had died.
human
6
Memorials: Art for kementhering January/February /995
Art to Zoo
BEST COPY AVAILABLE
A MEMORIAL TO
Pr-,)
Painting No. 41 Beff/h-
by Marsden Hart;le.!,'
AP/
reds, yellows, blues, and
ground tells us that he loved
on the t niform into an epi-
Marsden Hartley was an
greens in this memorial por-
taph fo the soldier. The
to play chess.
American painter living in
trait tells LIF as much about
During the time when
"K.v.F on the pocket tells us
Berlin between 1914 and
his own delight with the
Hartley met Karl von
that the soldier's name was
1915 who befriended a
pageantry of the military as
Freyhurg, his imagination was
Karl von Freyburg. The "24-
young German who served
about the life of his fallen
stirred by daily parades of
on the vertical band tells us
as a soldier during World
friend. While he was stunned
soldiers and horsemen, outfit-
that he was twenty-four years
War I. After the soldier was
by his friend's death and
ted in elaborate uniforms. "I
old when he was killed in
killed in action. Hartley
deeply mourned his loss, he
am seeing eight-pointed stars
action. The "4- reminds us
painted this portrait in his
continued to be moved by
here by the thousands,- he
that he was a member of the
memory. Hartley was dazfled
the spectacle of war. The
said, "on the helnwts of the
4th Regiment, and the black
by the splendor of the
splashy colors of the uniform
thousands of soldiers.- He
cross tells us that he was
German military and chose
are superimposed on the
was especially impressed by
given the Iron Cross award
to remember his friend in
blackest of backgrounds that
the feathered helinet of the
on the day before his death.
uniform. In fact, he depicts
evokes a somber mood of
Kaiser's Royal Guards.
The black and white checker-
his friend as a uniform.
Hartley's use of brilliant
remembrance.
board pattern in the back-
Hartley made the insignia
7
f; Art to Zoo Memoriak. Alt lot Reinemberiny January/1Tb, uan 19g
A MEMORIAL TO AN ATHLETE:
Ritual Food Serving Vessel
(Mg Gui)
exceptional accomplishments.
was found at a burial site.
dants of the King. After an
Victors in athletic competi-
The inscription, which
Thirty centuries later,
archery' contest in which he
tion are often awarded silver
appears on the cover of this
Jing's gui still speaks for him.
was victorious, the King saw
bowls inscribed with words of
Art to Zoo, consists of ninety
The fact that it is made of
fit to honor Jing for his suc-
praise lo keep their moment
ancient Chinese "characters."
bronze tells us that Jing had
cess by presenting him with
of glory alive. The Jing gui
These characters are unlike
considerable wealth, because
an archer's armguard. Jing
(pronounced "gway") is a
the letters that produce
in China bronze was available
was so prOud to be honored
bronze bowl made about three
English words. Each charac-
only to the ruling classes and
by the King that he ordered
thousand years ago in China
ter represents an entire
was considered more precious
the casting of a bronze bowl
for the same purpose. It hon-
object or idea. It is possihle
than gold. The gui also tells
to preserve his moment of
ors the achievement of a
to identify the character for
us that Jing was a man of
glory forever. He dedicated
young man who excelled at
"archery" (a bow and arrow)
good taste. He had the bowl
the memorial bowl to his
archery. The inscription inside
three times in 'he inscription
decorated with stylized
mother. The inscription states
the bowl tells us about a royal
(hint: the character appears
images of birds with long
that he hoped that "sons and
officer named Jing who
on the fifth, sixth, and eighth
tails, as was the fashion, and
arandsons (would) use it for
taught archery to the nobility.
t.
rows from the top).
inscribed with the story of his
ten thousand years." The gui
the officials, and the atten-
641
g
,
January/t.ebruary /Y95
Zoo Memorials: Art for Remembering
Art tO
ro
n
'AMILY MEM
(Ili
A
ific;
days, and its climbing one
person in this life. The
afternoon, to find that there
Adams Memorial, however,
were hills still farther away,
presents a figure who has
was my first feeling of the
already passed into a world
ever-mysterious beyond."'
of silence. The figure has no
It is this sense of mystery
name, nor dates of birth or
that emanates from the
death. No message is
Adams Memorial.
inscribed, and the figure
The Adams Memorial has
betrays no emotion.
had an impact on countless
The grave over which the
people. Eleanor Roosevelt
figure sits is the grave of
found that a visit to this
Clover Adams, the wife of
monument strengthened and
Henry Adams, a prominent
renewed her spirit. Mark
historian, philosopher, and
Twain thought, "All human
direct descendant of two
grief is shown in this sad
U.S. presidents. It is said
figure." English novelist
that Adams never spoke his
John Galsworthy described
wife's name after her death.
its strength in The Forsyte
which was a suicide. He did,
Saga. His character, Soames
however, commission the
Forsyte, speaks of a trip to
sculptor Augustus Saint-
America and a visit to the
Gaudens to create a figure
cemetery. He feels at home
for her grave. Mrs. Adams
with the memorial and likes
was a photographer, writer,
it better than "all the water
and socialite, a woman who
he had seen at Niagara, and
was "small and sharp and
those skyscrapers in New
funny and by no means a
York." '
goddess."' This figure bears
no outward resemblance
to her.
When a person's life
Rock Creek Church Cemetery
Quotations noted on this
The hooded figure does,
in Washington, D.C. It is an
comes to an end, a grave
page are from Uncommon
however, reveal something
image of a mysterious figure,
marker in a cemetery is a
Clay, (1) p. 228, (2) p. 10,
about the sculptor and his
seated on a rock, wearing a
common form of memorial.
(3) p. 240.
own views of life and death.
cloak that falls in heavy folds.
Some grave markers are sim-
Once when Saint-Gaudens
The face, in deep shadow
ple and some are elaborate,
was a boy he climbed a hill
under a hood, seems beyond
but most do not linger in
in front of the house where
our reach. This is a solid, tan-
one's memory very long. The
he had been staying. He later
gible presence, but not entire-
Adams Metnorial is different.
Going to that hill was
said,
ly of this world.
The Adams Memorial in
a thing looked forward to for
The othcr memorials
the National Museum of
described in this issue of Art
American Art is a casting of a
to Zoo focus on the regalia,
bronze sculpture that stands in
the uniform. and the athletic
skills tt.at distinguished the
9
Att to Zoo Memorials: Art for Remembering January/February 1995
BEST COPY AVAILABLE
LESSON PLAN
Identify which of the
ize him or her as clearly as
memorials are permanent.
possible in their mind.
3. As students fill out their
Materials
worksheets, prod their mem-
Paper and pencils or
ories by asking questions
markers.
such as. How long was your
Identify a person or a pet
Cameras and film
person's hair'? What color
who is no longer part of your
(optional).
was it? Did your person
life.
stand up straight or bend
Visualize the person or pet
Subiects
over? Did the person like to
and draw a picture.
L2 Social studies
get dressed up or did he/she
Make notes about the
prefer to wear everyday
person or pet.
Procedure
clothes'? Did he/she like to
I. Search your school for
play games. cook, work in
memorials. If your school is
the garden. play an instru-
Copies of "Whom Do You
named after a person. find
ment, watch TV, read the
Remember?" worksheet.
out what he/she did to
newspaper, play a sport.
page 12.
deserve the honor. If there
polish a car, clean the house.
are paintings or sculptures of
exercise, go fishing. sit on
people in the front hall, find
the porch, take a nap, play
Language arts, art
out whom they represent.
video games. go shopping.
Ask your school librarian if
eat ice cream? Encourage
any books were given in
the students to remember as
I. Ask each student to
someone's memory.
many specifics about their
think of a relative, friend, or
(Bookplates inside the front
person as possible.
pet who used to be a signifi-
cover should tell you.) Ask
Students who are remem-
cant part of their life. As a
your principal if any trees or
bering a pet could also think
class, make a list of the rea-
flower beds around your
about the pet's appearance.
zts are
sons these people or
school were planted as a
favorite foods, games, sleep-
no longer nearby (e.g. mov-
memorial to a former student
ing places. and tricks.
ing away, going to a different
or teacher.
4. Ask students to draw a
school, getting new owners,
2. Encourage students to
picture of the people or pets
or dying). Discuss why we
visit important town build-
they like to remember, just as
like to have some way of
ings such as the library, the
they see them in their minds.
remembering the people and
court house, and the city hall.
pets from our past.
either by themselves or with
2. Give each student a
a parent. Ask whether any of
'1
copy of the "Whom Do You
mi
the buildings or meeting
Remember?" worksheet. Ask
I N
t
I
F
rooms are dedicated to the
each student to write down
memory of a local citizen.
the name of the person or pet
Visit the hospital and ask
they would most like to
whether any pieces of
[1 Establish that memorials
remember and then to visual-
sophisticated equipment were
can take a voriely of forms.
donated in memory of a
f-fil Identify memorials of dif-
ferent types in your school
and community.
10
i,iI;
or Renteinhoing Janua/Oebrmin /gV5
.\tI
!I
Art to Zoo Ntemoi