This activity prepares students for the Guided Lesson at the Getty Center, Mythology in European Art. Students look closely at a reproduction of a Rembrandt painting, which represents the mythological story of the abduction of Europa. They will consider how the artist interpreted and represented the setting, characters, and action in his own way. |
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Overview: Explain to your students that their gallery lesson in the Museum at the Getty Center will be Mythology in European Art.
This activity will help them to start thinking about how artists are often inspired to create works of art based
on written words or stories. During the lesson, it will be important for the students to slow down, look carefully,
and describe what they see.
Step 1: Before displaying the reproduction, discuss as a group how writers can influence artists.
When we read a book or story, what does the writer do to create a picture of the action, setting and characters in
our minds? Ask your students if they have ever read a book and, afterwards, seen the movie? Which was better: the
written word or the visual image? Why? What are some mythological stories they know? What are they about? Which
would they choose if they had to translate one of these stories into an image on a billboard? What moment would
they choose to show? Why? How would they show the Greek or Roman gods and goddesses, and how could they distinguish
them from ordinary humans?
Step 2: Tell your students that they are going to look at the way an atist interpreted a mythological
story. Display the reproduction of Rembrandt's The Abduction of Europa for your students. Ask your students to spend a quiet minute just looking closely
at the image. Before you begin the activity you may want to explain to your students that they are looking at a reproduction of a painting (i.e., a reproduction of a work of art in the Getty Museum collection).
After a long minute, tell your students that this work of art tells a story and that you are going to discuss it together.
Step 3: Depending on the grade level of your students, discuss some or all of the following with the image:
Study the composition. When you looked at this image where did you eye go first? Why do you think that is the first
thing you noticed? Who or what do you think is the most important figure, shape, or object? What makes you think so? Describe
the composition. What do you see in each area of the painting? Describe the placement of the figures. Examine the use
of color and light. What colors did the artist use? What are the lightest and darkest areas of the painting, and what is going
on in those areas? How has the artist used light to focus your attention? What is the mood of the painting?
Consider the setting. What is the setting? What is behind the figures and in the background of the painting? Can you
tell what time of day it is, or what the weather is like? Why or why not? Describe the characters and action. What are
the characters wearing? What are the characters doing? If each person could speak, what would he or she say? Why? How does the
artist use body language to give you a clue as to what the characters are thinking or feeling? Do you see movement in this picture?
Are things moving quickly or slowly? How can you tell? What do you think will happen next?
Come up with a title for this picture. Based on your observations, what title would you give this picture?
Share your ideas as a group. Now take a look at the actual title. Does knowing it change your understanding of this work of art?
How? Should works of art have titles? Why or why not?
Step 4: Tell your students that this story is over 2,000 years old. Depending on the grade level of your students, either
1. Recite the story, which is summarized below.
2. Read an excerpt from a book about ancient myths.
3. Read an excerpt from Ovid's Metamorphoses (Book II, sections 852-875).
4. Refer to the information on this Web site for more information about the artist and the work of art.
The Abduction of Europa
A princess named Europa and her friends were playing on the seashore one day. A god named Zeus (also known as Jupiter) saw the
princess and fell in love with her. He turned himself into a white bull so he could meet her. The bull approached the women on
the shore. At first they were frightened, but gradually they lost their fear and began to play with him. Europa patted the bull
and eventually climbed on his back when suddenly he started to whisk her away through the water. She was frightened, grasped his
horn, and took a final look back at her companions on the shore. Zeus took Europa to a land that would eventually bear her name.
Step 5: Ask your students to look at the reproduction a second time. Is looking now at the work of art different
than before, when they didn't know the story? How? Why? How does knowing the story enhance their understanding of the work of art?
Discuss as a class. Wrap up by telling your students that artists have been inspired to create works of art based on stories for centuries. Usually, they will choose to represent an important or dramatic moment from the story in order to capture our attention
and imagination. Artists can speak to us through their art; by looking closely at the clues that they have left behind, we can
understand now what they were trying to say a long time ago—over 300 years later in the case of Rembrandt. |
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| The Abduction of Europa, Rembrandt Harmensz. van Rijn, 1632 |
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The following content standards will be covered in your Guided Lesson at the Getty Center.
Visual Arts Content Standards for California Public Schools
Artistic Perception
1.0 Processing, Analyzing, and Responding to Sensory Information through the Language and Skills Unique to the Visual Arts
Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations.
Historical and Cultural Context
3.0 Understanding the Historical Contributions and Cultural Dimensions to the Visuals Arts
Students analyze the role and development of the visuals arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.
Aesthetic Valuing
4.0 Responding to, Analyzing, and Making Judgments about Works in the Visual Arts
Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities.
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