BIG IDEA: Why we put monsters in art.
Artists depict monsters, creatures and mythical beasts in
their art for a variety of reasons ranging from the personal, to the cultural,
to the social and all manners of reasons in between these. This text set
explores why we put monsters in our art. Please note: I intentionally placed
focus on both classic works of art along with contemporary art and graphic
works because I thought it created a proper balance. Along with that I also
included some non-profession, emerging, and therapeutic art to show more facets
and applications. This project would be aimed at a class of ninth grade student
who are working on a unit about symbolism, representations and depictions.
After a lesson about self-portrait with deeper meanings, we would move on to a
lesson about monsters.
TEXT SET:
• The Top Ten Monsters In Art (PHOTO ESSAY):
The Guardian
Jonathan Jones
Thursday, May 14, 2015
SUMMARY: Rounding down the most important, legendary
monsters from historically significant art is no easy task, but this list of
ten works of art offers a rather compelling compilation of works, along with
strong defense as to why they have been included.
ANALYSIS:
Qualitative – The language of this text is not overly
academic and should fall well into the realm of understanding and comprehension
of your typical secondary student. The purpose of the text is to provide brief,
informative summaries of various works of art featuring monsters. A background
knowledge of art history, the function of art in society and some understanding
of monsters and myths would be beneficial.
Quantitative – Putting portions of the text of this essay through the Story
Toolz readability analysis revealed it is written at an 8th grade
level (Laesbarhedsindex
(LIX) Formula ). The sentences
are well constructed and to the point. At no moment do the word choices seem
like they will be outside of the audience appropriateness of 9th
grade students. No comprehension issues should be presenting themselves.
PURPOSE: I saw a need to focus on an international,
multi-era spanning overview of depictions of monsters in art as a good starting
point for a lesson, or unit on this topic. This is a great way for students to
see art of all sorts of styles and time periods showcasing all sorts of beasts
and creatures. Students initially may think that monsters are often relegated
to movies, cartoons and video games, but this Guardian article will give them a
solid look into how much monsters have shaped cultures all around the globe.
QUESTIONS: Do you think modern artists depict monsters in
their art for reasons similar to those of artist from a long time ago? What
themes have stayed similar? What themes have changed as society has become more
educated and aware?
VOCABULARY: Mythical, Cryptozoology, Chimera, Folk Tale, Old
Masters, Contemporary, Surreal, Depiction
• How drawing monsters helps kids cope with scary feelings (ARTICLE):
https://www.commercialappeal.com/story/news/2017/10/13/monster-art-le-bonheur-childrens-hospital/754015001/
COMMERCIAL APPEAL (USA TODAY NETWORK)
John Beifuss
October 13, 2017
SUMMARY: An article about how children facing illness and hospital life use depictions of monsters to cope and understand the lives they live now. This is a rather heavy, emotionally gripping avenue of therapeutic monster art to explore, but I think it I quite worth it. The video featured in the article is also quite good.
ANALYSIS:
Qualitative – The language this article chooses to use is fairly basic with
no especially challenging word selections. The purpose of this article is to shed light upon the therapeutic
idea of using monsters as a mechanism to cope with serious illnesses. The tone
is uplifting and engaging. Students would want to have a background in the many
ways and reasons cultures might depict monsters in art and that not all reasons
are negative, or scary.
Quantitative – The Laesbarhedsindex
(LIX) Formula on the Story Toolz readability analysis places this text at a
10th grade reading level, though I see a 9th grader
struggling with any part of it. The themes and word choices of the article
should make sufficient sense to a student with average reading skills and a
background knowledge art functioning as a therapy. No words see too complex for
their understanding.
PURPOSE: Monsters are so often linked with evil, or negative
emotions and because of that, I decided it was important to seek out ways
artists have used monsters with good intentions aiming at positive growth.
Again, secondary students will likely think of monsters as scary things in
movies, or antagonists in video games. This article will likely help change
their thinking. And the fact that it focuses on school age amateur art makers
will also help many students connect to the material.
QUESTIONS: Have you ever used monsters, tall tales, or
imaginary friends to help you cope with problem you have faced? Please sketch an imaginary monster you
can think of, and write a brief synopsis of why this monster meant something to
you.
VOCABULARY: Coping Mechanism, Projection, Manifestation,
Imagineering, Biographical, Catharsis, Self-Healing, Symbolism
• My Favorite Thing Is Monsters (ARTICLE):
My Favorite Thing Is Monsters (Graphic Novel)
Emil Ferris
Fantagraphics Books
February 28, 2017
SUMMARY: An overview of the 2017 graphic novel life of a
partially paralyzed, gay, ex-illustrator who after a life threatening illness,
rediscovered her love for art via comics. One her artistic journey, she created
the sequential art biography of a fictional character, dwelling on her attachment
to monsters as they inform and help structure her struggle-filled existence.
Art from the graphic novel is prominently featured in the article (and I
absolutely adore all of it). I would love to give students access to this
graphic novel, or key pages from it.
ANALYSIS:
Qualitative – The language in the article is not too complex and any
secondary student should have no issue comprehending what it written. Some of
the themes covered in the reviewed graphic novel might be a bit too mature, or
abstract for your average teen to grasp, but this can be left to the discretion
of the teacher. The purpose of this article is to give a good synopsis of
reviewed graphic novel, with my hope that it will convince my secondary
students that they would like to read the novel. An understanding of
biographies, sequential art and comic books would be very helpful.
Quantitative – Putting the article through the Story Toolz
readability text analysis was a bit inconclusive , but I do not see secondary
students struggling with the main idea of the text, but maybe lacking an
understanding of some of the events and other things referenced. The graphic
novel seems perfect for 9th grade teens. The sentence are not overly
long and most of the word choices shouldn’t likely go over their heads. Also,
the illustrations will further aid in their comprehension.
PURPOSE: This is a very skillful and heartfelt glimpse into
how an artist and creator can figure out how to live again after life changing
experiences. Much like the article I also chose about young art makers using monsters
to aid in the healing process, this book (and its summation in the linked
article,) give a very potent look into how an artist can use their craft to
make sense of life (albeit of a fictional character,) and end up with a
compelling, publishable journey into healing.
QUESTIONS: What do you think the function of monsters and
ghouls were for this author/illustrator?
VOCABULARY: Coping Mechanism, Projection, Personification,
Imagineering, Biographical, Catharsis, Fiction
• Was Hieronymus Bosch On Drugs? (VIDEO):
https://www.youtube.com/watch?v=YSeLB1Bf9YM
YouTube
HowStuffWorks (YouTube Channel)
June 16, 2015
SUMMARY: This is a fascinating exploration into the most surreal, monster filled art of classic artist Hieronymus Bosch. While little is known about this artist, or his motives as an artist, this mini documentary offers a compelling look at what might have motivated his monster filled art.
ANALYSIS:
Qualitative – Some of the themes of this video are a little
complicated, but I think the creators make sure the language never gets too
difficult to manage for secondary students. The purpose of this video is to
make an attempt to shed light upon a very important art figure with a foggy
back-story. What little is known about his life is fleshed out with interesting
hypothesis and theorizing. Some needed background learning would be coverage of
master painters, and what life was like in the 1400’s.
Quantitative – How Stuff Works videos are at once a bit dry,
yet rather entertaining. I would not put them in the category of
‘infotainment’, I would instead call their work ‘short format documentaries’.
The language choices they make might be a bit complicated and academic, but I
cannot see most secondary students struggling to understand their work.
PURPOSE: This video presents students with a rather curious
theory about why classic artist Hieronymus Bosch may have made such strange,
monster filled art. A good glimpse into the beliefs and problems people faced a
long time ago is presented and how it might have informed artistic thinking of
they day.
QUESTION: What sort of effect do you think our mental state
can have on the pieces of art we create? Do you think Hieronymus Bosch would
have created such strange art if he was not troubled in some way?
VOCABULARY: Old Master, Surreal, Nightmarish, Dystopian, Macabre,
Chimera, Fantastical, Allegory
• THE 5 MOST COMMON PHOBIAS [& Designing Monsters From Them!] (VIDEO)
YouTube
LavenderTowne (aka: Haley Mewsome, YouTube content creator)
October 13, 2017
SUMMARY: Famous comic illustrator and social media
personality LavenderTowne shares some depictions of what she thinks some of our
most culturally relevant phobias would look like if they came to life as
monsters. She describes the rationale behind each of her creations and gives
her viewers a glimpse into how she makes her digital artwork.
ANALYSIS:
Qualatative – The purpose of this text is to engage younger
viewers in engage in abstract ideas in a way they can understand. The language
choice is that of a sophisticated teen, or adult in their twenties. Background
knowledge would be the concept of basic phobias, with a potentially familiarity
of particular phobias. The content creator does a good job of explaining each
phobia.
Quantitative – Haley Mewsome (aka: LavenderTowne) has an
audience constructed mainly of teens and young adults. Her videos are narrated
in a fashion much like a typical secondary student speaks. I would see students
between grades 7 and 10 facing no struggle in comprehending and connecting to
her productions.
PURPOSE: Teens are very interested in sequential art,
YouTube video creator and Japanese Manga. Featuring a video by LavenderTowne is
a good way to tic all those interest boxes in one go. The main purpose of
including this video is to show yet another way the concept of monsters can be
applied to yet another subject, this time: phobias. Also, this video is a very
nice way for art students to see ways in which a digital illustrator renders
their work , therefore it acts as something of a tutorial.
QUESTIONS: Can you think of interesting ways in which you
might be able to illustrate some other phobias? What sort of monsters do you
think you might make?
VOCABULARY: Phobias, Paranoia, Psychology, Id, Manga, Art
Therapy
• REAL MONSTERS, art series by Toby Allen (VISUALS WITH TEXT):
https://www.zestydoesthings.com/realmonsters#_=_
Toby Allen
UK Based Children’s Book and Commercial Illustrator
September 2013 to present
The artist has made this entire series available in hi resolution PDF format to teachers and therapists at: https://gumroad.com/zestydoesthings
SUMMARY: This is a large collection of art created by a modern artist to depict mental health issues that plague people, but in the form of made up monsters. This creative spin upon how artists can depict the delicate problems many people face is at once inspiring and likely shockingly accurate for many viewers. Each monster drawing comes with an intricately written story.
ANALYSIS:
Qualitative – The
text portion of this art collection is aimed at teens, while it may be a bit
sophisticated (owing in part to its origins in the UK,) it does not stray far
from the understanding of a secondary student. The purpose of this text is to
familiarize secondary students with mental disorders in a clever way they
should find easy to connect to. Background knowledge would be the concept of
mental disorders, with a potentially familiarity of particular disorder. The
content creator does a good job of explaining each disorder.
Quantitative – The author/illustrator constructed his pieces
with the expressed purpose of presenting them for younger people and
professionals who work with them. I would judge the text to be tailored for 7th
to 10th grade students. No sentence is overly long and no word
choice is too complex. I see no potential comprehension issues.
PURPOSE: Many teens struggle with issues and emotions they
might not be willing to admit to, or face head on. This featured artist uses
dark, or misunderstood issues, disorders and concepts in clever ways that
demystify them a bit and offer secondary students a new way to connect to, or
think about their struggles. Seeing difficult topics tackled in such a way
might help to inform interesting, monster-theme art explorations into
self-identity, or modern teen struggles.
QUESTIONS: What do you see the function of this art as? Do
you see it as a helpful look at things people struggle with? Do you see her
transformation of these concepts into monsters as a comment on their ugly,
scary nature?
VOCABULARY: Recontextualization, Anthropomorphic,
Representational, Field Study, Cryptozoology, Transmogrify
• The Mythical Creature Bible, by Brenda Rosen (BOOK):
https://www.goodreads.com/book/show/3365940-the-mythical-creatures-bible
STERLING PUBLISHING
Brenda Rosen (author)
March 3, 2009
SUMMARY: This compendium of all sorts of modern and classic monsters shows their popular depictions in art then gives symbolic and cultural reasons why these beasts scare people and get featured in art. A book like this would allow students to research particular monster curiosities and learn more.
ANALYSIS:
Qualitative – The purpose of this book is to present the
reader with helpful, well presented knowledge of mythical beasts. The language
used is a bit academic, but never trays too far outside of the understanding of
your typical secondary student. Basic background knowledge necessary would be
an at least vague understanding of what a monster is, combined with some
familiarity with mythology and folklore.
Quantitative – Running a portion of this book through Story Toolz
readability text analysis and sticking with the Laesbarhedsindex
(LIX) Formula revealed that the text is written at the 8th grade
level whish I would find sufficient for my students. They may struggle with
some monster names, but that’s about it.
PURPOSE: This book would be my resource for those students
with incredibly curious, fact hungry minds. Often, being presented with a
concise, well-constructed compendium is a great way for students struggling to
hone their art ideas into a final piece of art by soothing their mind with
facts and factoids. Because of still popular publications such as Ripley’s
Believe It Or Not, and Guinness Book collections, secondary students are
accustomed to the ‘BIG BOOK OF’ concept, and I thought it would be great to
offer the a ‘big book of monsters’ to study, enjoy and get inspiration for art
from.
QUESTIONS: What sorts of monsters seem popular from culture
to culture, or time period to time period? Can you group monsters into certain
categories based on functions, traits, or descriptions? What are the common
themes?
VOCABULARY: Mythical, Crypotozoology, Chimera, Folklore,
Depiction, Boogey Man, Compendium
