Harn Museum of Art Educator Resources Johann Theodor de

Harn Museum Of Art Educator Resources Johann Theodor De-Free PDF

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In other instances more reliable clues about Timucuan culture are apparent For example in Plate XVIII. The Chief Applied to by Women Whose Husbands Have Died in the War or by Disease the Timucua. chief is shown with numerous tattoos Because Europeans were unfamiliar with tattooing for decorative. purposes it is unlikely that de Bry made up Timucuan body art Later research confirms that tattooing. was common among the southeastern Indians, Regardless of authenticity the images by de Bry are the earliest known visual representations of Florida. and its indigenous people and the illustrations helped to shape the European perception of Native. American cultures and the land they inhabited,http www flpublicarchaeology org nerc timucuan. http www floridamemory com collections debry, http nationalhumanitiescenter org pds amerbegin exploration text4 text4read htm. http www museumoffloridahistory com, All transcriptions in the following are taken from. Discovering the New World Based on the Works of Theodore de Bry edited by Michael Alexander New. York Harper Row 1976,Viewing and Discussion Guide, x Have students in small groups look at the images and talk about what they see.
x After they have made some observations and possibly formed some questions or assumptions. about the image have students read the transcribed text on the back and then answer the. discussion questions provided,x Discussion Questions. o After reading the text what parts of the picture do you understand better. o What parts of the written description do you see illustrated in the picture. o What parts of the written description are left out. o What is happening in the picture,o How does the image make you feel. o Which parts of the picture seem most realistic, o Do any parts seem unrealistic If so describe what makes them seem this way. o How would you describe the Native Americans pictured. o How do you think a Timucua Indian might have responded to seeing this image. o Imagine that this image is not from history but is instead from current times and shows a. newly discovered land and its people What would you think about the people and customs. described in the text and image, x To distinguish the prints as illustrations of an historical account rather than realistic. documentation, x To understand the purpose of the prints during the time of publication.
x To reflect on the attitudes about Native Floridians evident in the prints. x To consider the effect of the prints on the European public during the time of publication. x To realize the interpretive and artistic choices inherent within the prints. Plate XIIII, Order of March Observed by Outina on a Military Expedition. Transcription of text, When King Satourioua left for war his soldiers advanced in no particular order scattered on all sides On the other. hand his enemy Olata Outina of whom I have already spoken and who is considered the king of kings superior to. all others in his number of subjects and his riches marches with his troops in military formation He goes alone in. the middle of his ranks painted red The wings of the army in the order of march are composed of young men. the fittest of whom also painted red are used as runners and scouts to reconnoiter the enemy troops Like dogs. after wild beasts they hunt the enemy by scent and when they find traces of them they run back to their army to. report In the same way that our soldiers pass orders by trumpets and drums they use heralds who have certain. cries for when to halt or to advance or to attack or make some other maneuver They stop at sunset and never. fight at night When they set up camp they divide up into squads of ten the bravest apart The king chooses a. place in the fields or in the forest to pass the night and after he has eaten and gone to rest the masters of the. camp place ten squads of the bravest men in a circle around him About ten yards away some twenty other squads. form another circle around the first Twenty yards further away there is another circle of forty and this formation. continues enlarging according to the size of the army. The Mourning Widows,Transcription of text, After arriving at their husbands burial place in memory of these brave men they cut their hair below. their ears and scatter it on the graves where they have already thrown their husbands shell drinking. cups and weapons Then they return home but are forbidden to remarry until their hair has regrown. long enough to cover their shoulders They also let their toe and finger nails grow filing the sides to. make them pointed But it is above all the men who practice this custom Whenever they can grab hold. of an enemy they sink their nails deep into his forehead and tear the skin leaving him blinded and. Hunting Deer,Transcription of text, Nowhere have we seen stag hunting as the Indians do it They put themselves inside the skins of the. largest stags they have been able to kill so that their heads are in those of the animals As with a mask. they see out through the holes of the eyes Thus dressed they can approach the deer closely without. frightening them Beforehand they find out the time when the animals come to the river to drink Bow. and arrow to hand it is easy for them to aim especially since stags are numerous in this country. Experience has taught them to protect their left arm with a piece of bark to avoid being hurt by the. string of the bow They know how to prepare the skins in a wonderful way without iron instruments. using shells In my opinion no one in Europe could rival their skill. Plate XXXV, Solemnities at Consecrating the Skin of a Stag to the Sun.
Transcription of text, Every year a little before spring that is to say at the end of February King Outina s subjects take the. skin of the largest stag they have been able to capture Leaving on its antlers they stuff this skin full of. the most delicate plants which grow there and sew it up At the antlers the neck and the stomach they. hang the best of their fruit made into wreaths or garlands Thus decorated this effigy is carried to the. sound of flutes and harmonious songs to a special place large and level Here it is put on a high tree. with its head and breast facing the rising sun Then the Indians say prayers to the sun so that it will give. them again good fruit similar to the ones offered to it The king and his sorcerer stand near the tree. singing chants to which the people standing apart make the responses Then the king and all his retinue. salute the sun and depart leaving the deer s hide where it is until the following year They repeat this. ceremony annually,Ceremonies at the Death of a Chief or of Priests. Transcription of text, When a chief from that country dies he is buried with great solemnity The cup from which he used to. drink is placed on his tomb which is surrounded by arrows stuck in the ground His subjects mourn him. for three days and three nights without eating or drinking All his friends do the same and in testimony. of the affection they held for the deceased both men and women cut off more than half their hair. During the next six moons women specially chosen for the task lament the death of their king at dawn. midday and twilight with great howls The king s personal property is carried to his house where it is. burnt They do the same thing for priests, Suggested Lesson Illustrating a story or historical account. Choose an actual account or a historical work of fiction that relates to your teaching topics Have. students read and analyze it then create an illustration that depicts important elements. Students will,x Read or listen to an historical account.
x View and discuss a variety of illustrations from different books publications. x Discuss how illustrations support the story, x Brainstorm ideas for creating their own illustration. x Create their own illustration of the selected text. x Share their illustration with others and explain their choices. x To further develop students understanding of illustration versus documentation especially as it. relates to the de Bry prints,x To read and analyze selected text. x To interpret text through a visual medium, x To explain and support one s interpretation and artistic choices. x Teacher selected illustrated books,x Teacher selected text to be illustrated. x Drawing Paper,x Pencils Colored Pencils Crayons,x Optional Markers Paints Brushes.
Related Texts, Costabel Eva D and Tania Garcia The Early People of Florida New York Atheneum 1993. Print 34 pages nonfiction ages 9 to 12, Currently out of print but owned by many Florida libraries. This brightly illustrated book describes the prehistory and colonial history of Florida with chapters. focusing on first contact early explorers and early settlements. Knotts Bob Florida Native Peoples Chicago Heinemann Library 2003. Print 48 pages nonfiction ages 9 to 12, This is a comprehensive book about Native Americans in Florida It begins with Florida s first. people and continues to the present The history of native populations is placed in context with. maps and illustrations, Weitzel Kelley G Journeys with Florida s Indians Gainesville University Press of Florida 2002. Print 228 pages fiction nonfiction ages 9 and up, Following the story of a Timucuan boy Tenerife as he travels across Florida this book describes.
the daily life of Indians in Florida Along his journey Tenerife meets members of the Calusa and. Apalachee tribes The fictionalized account is interwoven with factual chapters that include maps. and archaeological evidence about native tribes and glossary words in bold. Lesson Making an Intaglio Print, Students will learn about the printmaking process by choosing an image possibly one of their own. drawings creating a printing plate from it and then printing multiple copies of it. Students will,x Select an image or create one of their own. x Transfer the image to a suitable printing medium. x Apply ink to the finished printing plate,x Print multiple images from the plate. x To understand the artistic and technical processes used to create the de Bry prints. x To design plan and create a reproducible printed image. x Selected image or drawing paper to create one,x Pencils with blunt point. x Styrofoam produce trays trimmed into flat sheets. x Acrylic paint,x Squeegee or old credit cards or mat board.
x Rubber brayers, x Absorbent paper for printing such as newsprint manila or construction paper. Step by step instructions for creating an engraved intaglio print effect. 1 Use a blunt pencil to inscribe a design into a styrofoam plate. 2 Apply a generous amount of acrylic paint to the styrofoam plate. 3 Use a squeegee to spread paint across the foam plate Make sure the paint is pushed down into. the incised lines while the surface is wiped as clean as possible. 4 Remove surface paint by pulling a relief print To do this quickly cover the plate with a piece. of paper and rub with even pressure across the entire plate Pull the print. 5 To make the intaglio print flip the styrofoam plate onto the printing paper paint side down. Roll over the back of the plate with a clean brayer The paint in the grooves will transfer to the. 6 Remove the foam plate and allow the print to dry. 7 Compare the two different prints from the same design and printing plate. Supported Sunshine State Standards, This resource unit is designed for 4th grade classrooms studying Florida history and native peoples. Viewing and Discussing the Prints,Language Arts Sunshine State Standards. Strand Reading Standards for Informational Text,Key Ideas and Details LAFS 4 RI 1 1 LAFS 4 RI 1 3. Craft and Structure LAFS 4 RI 2 4 LAFS 4 RI 2 6, Integration of Knowledge and Ideas LAFS 4 RI 3 7 LAFS 4 RI 3 9.
Strand Standards for Speaking and Listening, Comprehension and Collaboration LAFS 4 SL 1 1 LAFS 4 SL 1 3. Presentation of Knowledge and Ideas LAFS 4 SL 2 4 LAFS 4 SL 2 5. Visual Arts Sunshine State Standards,Critical Thinking and Reflection VA 4 C 1 2. Historical and Global Connection VA 4 H 1 1,Social Studies Sunshine State Standards. Historical Inquiry and Analysis SS 4 A 1 1 SS 4 A 1 2. Pre Columbian Florida SS 4 A 2 1, Exploration and Settlement of Florida SS 4 A 3 1 SS 4 A 3 2. Standards Supported by Suggested Lessons,in addition to those listed above.
Visual Arts Sunshine State Standards, Critical Thinking and Reflection VA 4 C 1 1 VA 4 C 1 2 VA 4 C 2 2 VA 4 C 2 3 VA 4 C 3 3. Historical and Global Connections VA 4 H 1 1,Skills Techniques and Processes VA 4 S 1 3. Harn Museum of Art Educator Resources A guide for using ART to support classroom teaching and Florida Sunshine State Standards in Language Arts Visual Arts and Social Studies Grade Level 4th Grade Johann Theodor de Bry Engravings from A Brief Narration of Europeans in Florida 1591 Historical Background We live in a visual age where media saturation makes images more compelling than the

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