![]() ![]() Students write or dictate two to three short sentences about the part of the story they illustrated with their letter. Students draw their decorated letter in pencil, then illustrate or "illuminate" it with crayons or paint, using images and motifs related to that part of their story.ĩ. Students identify the most important part of their story and select a letter of the alphabet to represent that part.Ĩ. Students tell personal stories to the class and draw pictures illustrating these stories.ħ. Read Marguerite Makes a Book to explain the process of bookmaking during the Middle Ages and Renaissance.Ħ. Students can try to find and name the alphabetic letters in the pictures as an "I Spy" activity.ĥ. Show students some of the more stylized decorated letters in which the letter is hard to distinguish from the decoration around it. Does anything you see happening in this work of art remind you of your life story, or of another story you know?Ĥ. If you see a story, who or what do you think is the most important figure, shape, or object? What makes you think so? Is there a story in this work of art? How do the colors help to tell this story? Do you see movement in this work of art or does it seem still? Do the colors, lines, and shapes make it seem that way? How? (For example, "I see a thin curving line.") Take turns describing the lines and shapes that you see in this work of art. Which one did you see first? Was color the first thing that you noticed? What else caught your eye? Look at the colors in this work of art. Ask students questions that guide them to look at visual elements in the images of illuminated letters.** Introduce students to art vocabulary (elements of art and principles of design such as line, color, shape, pattern, etc.).ģ. You can find more images on the Getty Web site by searching for the terms "decorated," "initial," and "inhabited."Ģ. Display and discuss examples of illuminated letters from the Getty Museum's collection. ![]()
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