Materials and methods of the painter

How materials, tools and techniques help solve a design challenge (D1.4)

Lesson 3 of 5 5 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 use a variety of materials, tools, techniques and technologies to find solutions to design challenges. The museum links two records on how Persian painters prepared colours and copied shapes; the making stays with your class. The colours in the first record are historical materials, not for use in class. 1

Curriculum expectations, with their official codes

  • D1.4 use a variety of materials, tools, techniques, and technologies to determine solutions to increasingly complex design challenges […]

The lesson

What does the material allow, and what does it forbid?

Look at the expectation: it asks you to match materials and methods to a challenge. Take one challenge, such as repeating a shape or making a colour last, and ask which material or technique in the records would help and what its cost is.

Go deeper

Here is how a Persian painter copied a design, as the record on pouncing gives it from Norah Titley. Transparent deerskin was laid over the original and its outline traced. The line was closely pricked with a fine needle, the pricked skin was laid on the paper, and charcoal was dabbed on it from a mesh bag 2. Copies were also made by pricking round groups of figures in a manuscript painting itself. In the Tabriz Shahnama of 1536 the bystanders, not the main characters, were pricked 3. Mughal artists used pouncing too, and stencils were widely used for border designs in Iran, India and Turkey 3.

Often misunderstood

A black pool in a Persian painting can look like a deliberate choice of colour. The record on pigments gives Titley's explanation: silver, used in Persian painting for armour, weapons and water, almost always blackened by oxidation, hence the many black pools and streams in Persian miniatures 4.

Think about it

Titley notes that compositions could be assembled from pounced details and figures taken from various manuscripts at the copier's whim, so that styles of different schools and periods may occur in one late sixteenth-century manuscript 2. Is a copied figure evidence of the copier's own style or of the first painter's style, and what would you look for to decide?

Into the museum

Try this

Read Persian painting: pigments and gold and Pouncing in Persian painting. Choose one technique and write the steps you would follow to try it with materials from your classroom.

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.

Yes. That is the one from this lesson.

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

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

Compare with the card

Colours ground from minerals. Pigments in Persian painting were mostly mineral: the mineral was 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, lightened with ceruse white. Copper green, verdigris, is for Titley a conservationist's nightmare, because the paper becomes brittle and drops out leaving a hole. These are historical materials, not for use in class. How did the painter's choice of material shape the page?

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

Compare with the card

Copying with a pricked outline. Pouncing was a way of copying part of a composition: deerskin was laid over the original and its outline traced, the line pricked with a fine needle, then the pricked skin laid on the paper and charcoal dabbed on it from a mesh bag, leaving a guiding outline. Titley notes that styles of different schools and periods may occur in one late sixteenth-century manuscript. Which technique would you borrow to repeat a shape?

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. 215
  3. 3. 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. 217
  4. 4. 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. 245
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