Draft: this lesson was written with AI help and has not yet been read by a human editor.
1 What your class asks
This lesson asks you to explain, from research, how knowing the cultural and historical context of an art work has clarified its meaning, and how works respond to and reflect the society that made them. The museum offers three cases: glass, painting and tile. The research and the comparison with other works come from your class. 1
Curriculum expectations, with their official codes
- B1.3 communicate their understanding of the meanings of a variety of historical and contemporary art works, based on their interpretation of the works and an investigation of their historical and/or social context […]
- B2.2 identify and explain ways in which various art works are a response to and a reflection of the society in which they were created […]
2 Before you start
A thought to carry into the lesson.
3 The lesson
What did the maker have, and who paid?
List the materials, techniques and patrons each record names. Say which of them you think explains the work best, and what else you would need to find out to be sure.
How does the work reflect its society?
Choose one feature of a work and show what it tells you about the people who made or ordered it. Mark what the record says and what you are inferring.
Go deeper
Follow the glassworkers. Nadine Schibille ties the changes in the glass industry to new capitals. Umayyad Damascus imported large consignments of mosaic tesserae for the Great Umayyad Mosque and its palaces 2. At al-Raqqa, after it became the caliphal residence in 796, two plant-ash glass groups were produced side by side, probably by glassworkers brought from Mesopotamia 2 3. Al-Ya'qubi relates that al-Mu'tasim gathered craftsmen, glassworkers among them, from Basra and sent them to Samarra 4, where glass was used for prestigious decoration such as mosaics and glass inlays 5.
How do we know?
Two kinds of evidence meet here. The first is a written report: al-Ya'qubi's account of what al-Mu'tasim did 4. The second is Schibille's account of the glass groups made at al-Raqqa, where she says the workers were probably brought from Mesopotamia 3. Glass weights are among the most precisely dated witnesses to Egyptian glassmaking 6. The record does not say what the workers were paid or who ordered each building.
Think about it
The records say rulers brought glassworkers to new capitals. Give a reason, and answer the best argument against you: was it the ruler's order or the workers' skill that made a capital's glass?
Into the museum
- Glassmaking in the early Islamic world: the capitals, the workers and the scale of production.
- Gold-leaf glass tesserae: the mosaic cubes of the Great Umayyad Mosque and what a scholar found in their gold.
- Mughal painting: the painting studios, one of the other two cases of this lesson.
Try this
Read the records on glassmaking in the early Islamic world and Mughal painting. Write a paragraph that explains one work by its patron or its materials, and underline the sentence that comes from the record.
4 Carry it further
Where this lesson leads in the museum.
5 Check yourself
Nothing here is marked or sent anywhere. It is for you.
In your own words: what does Glassmaking in the early Islamic world have to do with this lesson?
Compare with the card
Glass, ash and capitals. By the tenth century the old glassmaking industry and its markets had been transformed: natron-type glass ceased in the traditional centres of the Levant and Egypt, and new recipes based on plant ash emerged. Nadine Schibille ties changes to new capitals; Umayyad Damascus, for one, imported large consignments of mosaic tesserae for the Great Umayyad Mosque and palaces. How can materials and patrons help explain what glassworkers made?
In your own words: what does Mughal painting have to do with this lesson?
Compare with the card
A style made in a royal studio. Milo Cleveland Beach writes that a recognisable Mughal style was formed under Akbar, who placed the Iranians Mir Sayyid Ali and Abd al-Samad in charge of the painting studios; what emerged mixed Hindu (Rajput) and Muslim Indian elements with those of Safavid Iran. European prints were the source of new techniques of shading. What can a painting's patron and studio tell you about its meaning?
I can now
Notes
- 1. Ontario Ministry of Education, The Ontario Curriculum: The Arts
- 2. Nadine Schibille, Islamic Glass in the Making: Chronological and Geographical Dimensions (Leuven University Press, 2022), p. 233
- 3. Nadine Schibille, Islamic Glass in the Making: Chronological and Geographical Dimensions (Leuven University Press, 2022), p. 234
- 4. Nadine Schibille, Islamic Glass in the Making: Chronological and Geographical Dimensions (Leuven University Press, 2022), p. 145
- 5. Nadine Schibille, Islamic Glass in the Making: Chronological and Geographical Dimensions (Leuven University Press, 2022), p. 20
- 6. Nadine Schibille, Islamic Glass in the Making: Chronological and Geographical Dimensions (Leuven University Press, 2022), p. 23