Chalice Arts UK Limited

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1 1 Chalice Arts UK Limited Unit 13 Humility by Stephen Bruce Stephen Bruce 2015

2 General Introduction This unit forms part of a scheme of work for art designed to support schools wanting to develop art lessons based on the National Societies 15 Christian values that many Church

2 2 General Introduction This unit forms part of a scheme of work for art designed to support schools wanting to develop art lessons based on the National Societies 15 Christian values that many Church of England Schools have adopted. The units in this scheme have been written by Stephen Bruce of Chalice Arts UK. Stephen is a art educational consultant and former head teacher. This scheme of work provides an opportunity for pupils to engage in making art and at the same time reinforcing the core Christian values in a visual way. Schools can adapt the unit for different year groups as they see fit. It could be used as a whole school unit or given to a particular year group or varied year to year in rotation. Chalice Arts UK provides a variety of art projects for schools. More information about the author and his work can be found at:

3 3 Displaying pupils artwork linked to the core values is a very powerful way for schools to ensure they are prominent and in constant focus. More information about the National Societies' values for schools can be found at the following website:

4 4 Humility This unit provides an art lesson to reinforce the Christian Value of humility using the example set by Saint Martin of Tours. The National Society School Values website reminds us of the following: Throughout his teaching, Jesus uses a series of images and examples to encourage his disciples to take the lower place, or to wash each other s feet. The words humility and humanity are directly linked, both being derived from humus - the earth. God made us from the earth and in being humble we earth our view of ourselves in reality. When compared to God we are nothing but that nothing is infinitely valuable to God who shared human nature.

5 5 Saint Martin of Tours Saint Martin was born in 316 or 336 AD and died in 397 AD. He was the Bishop of Tours in France. He has become one of the most familiar and recognisable Christian Saints. He was born in Hungary, spent much of his childhood in Pavia, Italy, and lived most of his adult life in France. He is considered a spiritual bridge across Europe. He is best known for the account of him using his military sword to cut his cloak in two, to give half to a beggar clad only in rags in the depth of winter. Conscripted as a soldier into the Roman army, Martin found the duties of a soldier incompatible with his Christian faith and became an early conscientious objector.

6 6 The Legend of Saint Martin s Cloak While Martin was a young soldier in the Roman army and stationed in Gaul (modern-day France), he experienced a vision, which became the most-repeated story about his life. One day as he was approaching the gates of the city of Amiens, where he met a beggar wearing only rags and shivering with cold. He felt humble and sorrow for the poor beggar. He took hold of his cloak, cut it in two and gave half to the man. That night, Martin dreamed of Jesus wearing the half-cloak he had given away. He heard Jesus say to the angels: "Martin clothed me with this robe. In another vision, when Martin woke, he found his cloak restored to wholeness. The dream confirmed Martin s belief in Jesus, and he was baptised at the age of 18. The part of the cloak kept by Saint Martin became the famous relic preserved at the Marmoutier Abbey near Tours. During the Middle Ages, the relic of Saint Martin s miraculous cloak, was carried by the king even into battle, and used as a holy relic upon which oaths were sworn.

7 7 The priest who cared for the cloak was called a cappellanu, and ultimately all priests who served the military were called cappellani. The French translation is chapelains, from which the English word chaplain is derived. A similar linguistic development took place for the term referring to the small temporary churches built for the relic. People called them a "capella", the word for a little cloak. Eventually, such small churches lost their association with the cloak, and all small churches began to be referred to as "chapels". Saint Martin was a humble man. He demonstrated humility by helping a poor beggar who he recognised as a valuable human being worth helping.

8 8 Saint Martin divides his cloak and gives half to a shivering beggar. (Cathédrale de Chartres) Many other examples of stained glass windows depicting the story can be found on the internet

9 9 Art Lesson Still-Life Example Learning Objectives To understand the term still-life and to draw from observation, developing accuracy of composition and use of line. To paint using acrylics or other water based paint, to understand it s properties and to mix tones of various colours. To improve brush control skills. Resources A still-life of objects e.g. Roman helmet, sword, red cloth, candle, cross, poppy flowers etc. and a photograph of the still-life photocopied for reference for the children to use. Background information about Saint Martin. Photocopy of a Van Gogh still-life showing interesting brush strokes on cloth or background walls etc. Water colour paper, acrylic paints, size 4 brushes (size 10 for filling in large areas), palettes, water pots, table coverings, art aprons, pencils.

10 10 Key Point from the Teaching Sequence Introduce the theme of humility. Discuss the meaning of this value. Tell the story of Saint Martin. Discuss the term Still-Life and look at the example set up in the classroom. Discuss the symbolism of the objects and their relationship to the story. Discuss the composition and model on a sheet of paper how to compose the still-life (this does not require much drawing just make a few marks to show where the objects should be placed). A large cut out window (e.g. from a sheet of sugar paper) placed over the still-life so that it is framed will help children compose their work. Show the photograph and how to use it to help compose their drawing. Discuss each quartile and what it contains. Children then make a drawing on water colour paper. Teach/ model the use of acrylic paint, its properties and discuss colour mixing. Teach about the safe use of this paint washing brushes, wearing art aprons and taking care not to get paint on sleeves etc. Paint the still-life using the acrylic paints or other water based paints.

11 11 If you are using poster or powder paint then teach/ model the use of these. Use frequent reminders about holding paint brushes in pencil grip on the metal part of the brush handle to help improve control. Occasionally stop the class to share children s work and demonstrate key skills e.g. a child s work with good composition or good use of colour mixing etc. Remind the children to use a variety of marks and visible brush strokes in their backgrounds - referring to the Van Gogh examples.

12 Still Life Objects Symbolising Saint Martin and reminding us of his story. The still life contains: A replica Roman helmet as Saint Martin was an soldier in the Roman Army.

12 12 Still Life Objects Symbolising Saint Martin and reminding us of his story. The still life contains: A replica Roman helmet as Saint Martin was an soldier in the Roman Army. A replica Roman sword to remind us of the sword Saint Martin used to cut his cloak in half. A candle and cross to show Saint Martin was a Christian. A red cloth representing Saint Martin s cloak. Poppies as the sign of remembering. Saint Martin s Day is the 11 th November so the theme of Remembering has particular significance.

13 13 As this still-life is challenging for young children to draw I also recommend photographing the still-life and marking a cross shape on the photograph to help the children compose the objects on their paper and to help with the proportions of the objects. The children s paper should be in the same proportion A3 for example. This is an extremely helpful resource especially for those children who find the task particularly challenging.

14 14 In order to make the plain cloth background look more interesting the children can be shown some still-life examples of cloth by Van Gogh. This helps the children to develop brush strokes, marks and textures in their backgrounds, making them more interesting.

15 15 Examples of Children s work from Year 5 at Bishop Winnington Ingram CE Primary School Hillingdon.

16 16 Examples of Children s work from Year 5 at Bishop Winnington Ingram CE Primary School Hillingdon.

17 17 Examples of Children s work from Year 5 at Bishop Winnington Ingram CE Primary School Hillingdon.

Chalice Arts UK Limited

1 Chalice Arts UK Limited Unit 2 Friendship Inspired by the Story of the Selfish Giant by Oscar Wilde by Stephen Bruce Stephen Bruce 2015 2 General Introduction This unit forms part of a scheme of work