Thinking
Through Art: Investigating an allegorical painting by Agnolo Bronzino
Ian
Patience
Wansbeck Thinking for Learning Support Teacher
Introduction
The Renaissance artist Agnolo Bronzino painted one of the world's
most enigmatic paintings. It depicts figures, animals and objects
clearly organised to tell a tale, but just what that story is, is
hard to say. Pupils are challenged to build an answer to this key
question, 'What story do you think Bronzino's picture tells?' Even
experts disagree about the answer to this question an knowing this,
pupils are free to investigate the picture and create their own
reasoned explanation about what is going on and what it all means.
To
make this possible, they make a close analysis within Bronzino's
painting, attending to its rich detail, identifying participants
in the 'drama', and exploring the possible relationships between
them, as well as making comparisons between this painting and other
works of art. I have used the website with Y8 mixed classes in the
context of PSHE lessons and as part of Art modules relating to symbolism.
In the course of its development, some pupils asked for set questions
and a record sheet that would help them organise their investigations,
whilst other pupils found one or both of these things unhelpful.
Consequently, two versions are presented on the CD, one with supporting
questions and 'online notebook', and one without.
Managing the Activity
Lesson 1
An approach based loosely on a 'community of enquiry' model works
well. A plenary, focussed on an A2 print of the painting, provides
a good start to the investigation. But don't hurry this part of
the investigation! Invite first reactions and ask for clarification
and explanation.
What are your first impressions? Why is this so?
Next ask for observations.
What can you see? What feelings are associated with this?
"My
first impression was shock. After I got over the shock I began to
notice lots of other things in the picture. This made me want to
find out what the symbols mean and are."
Katie
"My
first impression of the painting was it is very rude. This painting
is not what I was expecting and I felt embarrassed.
I find this painting okay now. It is not that bad. I would like
it at my house."
Samantha
Collect
and record pupils' questions about the picture. Explain that the
activity aims to develop skills in 'close looking' (analysis) and
in 'making sense of things' (synthesis). Connect the planned learning
outcomes of this activity with both the present understanding of
the pupils, Remember how we found out that advertisers use symbols
to help sell their products… and with your plans for the future,
This work will help you to use symbols in your "This Life"
painting.
Introduce
the pupils to the website focussing attention on:
Demonstrate
how the pointer is used to explore the images. After this initial
introduction, most pupils will be keen to 'click around' to find
out what's there. Allow pairs to get on with it, visiting them at
their workstations and engaging them in talk about their methods
and ideas. There is always much talk between groups as discoveries
and theories are shared. Allow some time for this, but then bring
everyone back for a second plenary that might bring the first lesson
to a close.
Encourage
the class to share findings, and to describe their different approaches.
The teacher's role in all of this is to ask questions, seek clarification
and require evidence in support of claims. A table recording the
various symbols seen in the painting along with suggestions for
their meanings and feelings can support the enquiry. It is important
that the teacher refrains from explaining all. Disagreements on
matters of taste or understanding require those involved to support
their arguments with evidence and reasons. Return to the key question
reminding pupils that we are not looking for the 'right answer'
only 'better' answers.
Lesson
2
An initial whole class discussion focussing on the table of
findings and the print of the painting will provide pupils with
the opportunity to recall the previous lesson and the key question.
This also provides the teacher with the opportunity to clarify what
is expected by way of a response to the key question. Pupils can
then continue their investigation of the painting. After 10-15 minutes,
call another whole class discussion. Additions to the table will
help keep everybody on task, supporting pairs who are struggling
to make sense of their findings, and challenging those who are forming
explanations to provide clear, well-reasoned arguments. Remind pupils
of the expected outcome and provide time for each group to make
preparations. The lesson concludes with the pupils presenting their
answers to the key question.
"I
think that everybody in the picture is hiding something, like the
truth, and the picture is trying to show both sides like: Love and
hate, the truth and lies, kind and selfish, pain and no pain. That's
my idea of the painting, it's trying to teach you a lesson."
Amy
