Materials, tools and techniques of Islamic artists

What materials, tools and techniques artists used, and how a student could explore and adapt them (A3.1).

Lesson 1 of 2 1 of 7 in the course

Course map

Draft: this lesson was written with AI help and has not yet been read by a human editor.

What your class asks

This lesson asks you to explore traditional and current materials, tools and techniques of visual artists and to adapt them in your own work. The museum offers only three examples from Islamic art, below; the materials in your studio and the current technologies come from your class. 1

Curriculum expectations, with their official codes

  • A3.1 explore a range of techniques, tools, materials/ media, and technologies, including alternative media and current technologies, and apply them to create and present a variety of art works […]

Before you start

A thought to carry into the lesson.

The lesson

What does a material ask of the maker?

Look at how each record prepares its material before the art begins: grinding, pounding, cutting, inlaying. Note the steps and the order in which they come, and what each step protects or makes possible.

What could you adapt, and what would you change?

Choose one step and ask which current material or tool could do the same work. Say what would be gained and what would be lost.

Go deeper

Some colours harmed the page. In the pigments record Norah Titley calls copper green, verdigris, made by treating copper with vinegar, "a conservationist's nightmare" 2. The paper becomes brittle and drops out leaving a hole, and the pigment eats through and stains neighbouring pages brown 2. The blue came from lapis lazuli, lightened with ceruse white; vermilion came from cinnabar and yellow from antimony 2.

How do we know?

The record on inlaid metalwork rests on the Nuhad Es-Said collection booklet (Riyadh 1985) 3. It names the metals: brass and bronze inlaid with gold, silver and copper 4. It names Herat pieces of four-metal alloy or high-tin bronze inlaid with silver, copper and a black compound 5 6. It names a steel kashkul overlaid with gold of 1015 AH 7. It does not say how the inlay was cut or fixed, so the record answers which metals and where, not how.

Think about it

The green made from copper makes the paper brittle, so that it drops out and leaves a hole 2. Take a position and answer the strongest objection to it: should a maker be judged by what a material does to a work centuries later?

Into the museum

Try this

Read the record on pigments and gold in Persian painting and the one on inlaid metalwork. Draw the steps of one of them as a short sequence, and mark the step you would try first in your studio.

Carry it further

Where this lesson leads in the museum.

Check yourself

Nothing here is marked or sent anywhere. It is for you.

Which of these did you meet in this lesson?

Not in this lesson. Look again at the cards above.

Not in this lesson. Look again at the cards above.

Yes. That is the one from this lesson.

In your own words: what does Pigments and gold in Persian painting have to do with this lesson?

Compare with the card

Pigments and gold leaf. In Persian painting the pigments were mostly mineral: ground to a soft powder on a hard stone, sifted, washed and mixed with egg-white, glue or gum arabic, as Norah Titley describes. Blue came from lapis lazuli. Gold leaf was made by pounding gold thin between layers of deerskin, then brushed on and burnished with agate. Which of these materials or steps could you test, and how would you adapt it?

In your own words: what does Calligrapher (khattat) have to do with this lesson?

Compare with the card

The reed pen, the ink and the gold. The calligrapher writes the hand with a reed pen and black soot ink. The entry gives a rough nib width: about 1 mm for naskh and about 2 to 2.5 mm for thuluth. Gold is applied as gold ink, or as gold leaf fixed with an adhesive made from seed oil and then burnished with a stone called zermuhre. How would a different tool change the line you draw?

I can now

Notes

  1. 1. Ontario Ministry of Education, The Ontario Curriculum: The Arts
  2. 2. Norah M. Titley, Persian Miniature Painting and its Influence on the Art of Turkey and India: The British Library Collections (London: British Library, 1983), p. 244
  3. 3. The Nuhad Es-Said Collection: Islamic Metalwork, Riyadh: King Faisal Center for Research and Islamic Studies, 1405/1985, p. 2
  4. 4. The Nuhad Es-Said Collection: Islamic Metalwork, Riyadh: King Faisal Center for Research and Islamic Studies, 1405/1985, p. 3
  5. 5. The Nuhad Es-Said Collection: Islamic Metalwork, Riyadh: King Faisal Center for Research and Islamic Studies, 1405/1985, p. 5
  6. 6. The Nuhad Es-Said Collection: Islamic Metalwork, Riyadh: King Faisal Center for Research and Islamic Studies, 1405/1985, p. 7
  7. 7. The Nuhad Es-Said Collection: Islamic Metalwork, Riyadh: King Faisal Center for Research and Islamic Studies, 1405/1985, p. 31
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