The world behind the text

This painting is part of a very longstanding tradition in Christian Iconography. Painted in the 17th Century, it depicts Christ as Pantocrator (Lord of All). Beginning in the sixth and seventh century, the image of Crist Pantocrator was used in mosaics and encaustic panels. Encaustic painting is a painting technique in which coloured pigments are mixed with hot liquid wax. Although this style of representation was most popular in the Byzantine era, it continues in popularity in Orthodox and Eastern Catholic churches today.

Suggested activity:
Search of other pieces of Christian iconography from this period and note down the things that they have in common. You might observe similarities in the materials used, the techniques applied, or the style in which the images were made. Based on your research, what factors do you think influenced the development of the Christian artwork of the time?

The world within the text

This iconic depiction always shows Christ in half-length, holding a bible in one hand and performing a blessing with the other. These images often portray Christ as somewhat stern, with an emphasis on God’s all-encompassing power and might. In this image, Christ holds the text ‘Come to me, you chosen by my Father’ (Mt 25:34). Matthew’s text invites followers and those curious to listen to the voice of God and to be nurtured by Christ.

Questions for students:

• How do you think this artwork was used by the people who made it? What was its function?
• What are the values and beliefs of the culture in which this artwork was made?

The world in front of the text
Encourage students to consider their own personal response to the painting.

Questions for students:

• What does can this artwork teach us about the past?
• Compare this painting to a contemporary work of art depicting Christ as Lord of All. What can the similarities and the differences you find teach about the time and place in which we live now?

The world behind the text

Before the Renaissance, a lot of Christian art depicted the Virgin Mary in a stylised, formal way. She was usually shown with a stoic or serene expression, placed in front of heavenly or abstract backgrounds and posed to emphasise her divinity.

During the Renaissance (the period just before when this painting was made), artists were shifting the ways in which they represented biblical figures. As part of cultural shift historians call the the ‘humanist turn’, painters began to focus on biblical studies that emphasised the character’s humanity and relatability.

This was particularly true of the Virgin Mary. During this period, Mary was often placed into natural or realistic settings, with an emphasis on her facial features and emotional connection with Jesus. Paintings such as this thus transformed the depiction of Mary from a distant, divine icon to a relatable, human figure.

Questions for students:

• How has the artist depicted Mary as a human figure?
• How has this approach been applied to the depiction of Jesus?
• How do you think seeing Mary and Jesus, rendered with such human characteristics, might have influenced the viewer’s understanding and interpretation of Mary and Jesus at the time this painting was made?

The world within the text

Begin by identifying the three figures in the artwork with your students: Jesus, as an infant, Mary and Joseph. It may be helpful to re-familiarise your students with the nativity story.

Questions for students:

• Consider the way the artist has painted the figures. How can we tell this is a painting of the Holy Family? Why might the artist want to depict the family in this way?
• Look closely at how the artist has shown the divinity of Mary and Jesus and the mere mortal nature of Joseph (Hint: Look for the very fine gold line suggestive of a halo above the heads of Mary and Jesus). How might this choice reflect the culture of the Catholic church at the time the painting was made?

The world in front of the text

Encourage students to pay close attention to their personal response to the work.

Questions for students:

• This is a historic work of art, made hundreds of years ago to appeal to and reflect the societal and artistic values at the time. What features of this painting do you think are still relevant today?
• Can you think of a way you might make an artwork depicting the Holy Family even more relatable to viewers living in your current time and place? Discuss your ideas with your class.

The world behind the text

The Master of the Legend of Saint Catherine is quite a mouthful, isn’t it? This kind of title is a ‘notname’ for the painter of this artwork, whose original name and identity has been lost to time. We do know that the artist was living and working in the Netherlands in the late 15th century and received this title after a painting with Scenes from the Legend of Saint Catherine, now kept in the Royal Museums of Fine Arts of Belgium. It is speculated that the artist was actively painting between c.1470 and c.1500 and contributed to a large number of paintings that depicted religious subject matter. It is likely that he had a large workshop, with many artists working together on some of the paintings they produced, such as this one. Many paintings from this place and time in history, such as Triptych with the miracles of Christ (1491-1495) formed sections of elaborate altarpieces, which were used as decorative backdrops for religious services.

Consider the context in which this artwork was originally displayed, embedded in a decorative altar piece that draw the attention of the congregation to the celebration of Mass. You might like to conduct an image search of altarpieces made between 1400-1500 to see more examples. Think about the role that paintings like this played in teaching and learning in Church communities at the time.

Questions for students:

• How do you think the placement and location of these paintings might have helped the congregation connect with the themes celebrated during Mass?
• How might have artworks like this served and supported the community?

The world within the text

This three-panel triptych depicts a number of the miracles performed by Christ: The wedding at Cana (John 2:1-11) the multiplication of the Loaves and Fishes (John 6:1-21) and the Raising of Lazarus (John 11:1-44). Originally, it would likely have served as a backdrop in a Flemish Church or Altar.

Before starting discussion, give all students some time observe the detail and stories in this artwork. Encourage them to take note of where their eyes are drawn, and what feelings or ideas it brings up in them. It may also be helpful to review the scripture passages these works reference in more detail.

Questions for students:

• Can you tell which panel depicts each of the miracles listed in the description? What evidence can you find within each panel to support your ideas?
• What symbols do you notice in the artwork?
• Which area of the artwork do you think is most important? Why?

The world in front of the text

Encourage students to think about other Biblical stories that they’re familiar with. They might be miracles, parables, references to Jesus’ life, death and resurrection, or stories from the Old Testament.

Questions for students

• Choose three biblical stories that could be grouped to form a triptych.
• Why have you chosen them? Have they been grouped by a particular theme? If so, describe your theme.
• What individual message does each story convey, and how is the meaning of each story enhanced when positioned in a group of three?

The world behind the text

Edwin Long (1829-1891) was a British painter who specialised in portraits, history painting, scenes of everyday life and paintings of Biblical narratives. After visiting Egypt, Israel and Jordan in 1874, Long was inspired to infuse his paintings with Middle Eastern imagery. Interestingly, Long wasn’t the only Western painter to develop a fascination with Middle Eastern aesthetics. He was one of many artists involved in the nineteenth-century Orientalist movement, in which Middle Eastern subjects were studied and represented from Western perspectives. Artists such as Long captivated audiences by including painstaking reproductions of wall friezes, artefacts and figures in their paintings that were largely foreign and even considered exotic to the viewers admiring the details in the artwork. Make sure you allow students time to look closely at the very fine details in the painting before moving on to discussion.

Questions for students

• Which area of the painting they think was likely to have been the most painstaking to produce?
• Imagine being in Edwin Long’s shoes; how do you think he went about researching and learning about the details he included in the painting?
• What resources do you think he had available at the time to assist him?

The world within the text

Many people are familiar with the book of Esther, whose story serves as a powerful example of courage, faith and divine providence. This painting depicts Esther and two handmaidens in the king’s Palace. The artist, Edwin Long, has not depicted many of the key characters in the story nor any key moments from the narrative. Instead, he has focused solely on Esther, which makes it a great example to consider what we can tell about her from the world within the text. Before analysing this painting with students, it may be helpful to review the book of Esther with them.

Questions for students:

• In the story, Esther hides her identity from the king. What clues can you spot in the painting that she may be hiding something?
• Based on this painting, what impression do you have of Esther? How is she feeling, and what makes you say that?
• Why do you think the artist chose not to represent other key figures in the story, such as the King, his advisor Haman or Esther’s brother Mordecai?

The world in front of the Text

In this story, Esther demonstrates a deep commitment to serving and supporting others despite a real and immediate threat to her own life. She also exhibits a great deal of faith and confidence in God, trusting that her life would be spared.

Questions for students:

• Can you think of a time when you or someone you know displayed courage, bravery or strength? What was the outcome of your/their efforts?
• Think about the way Esther is preparing for her audience with the king in this painting. What do you do when you need to prepare for something important? Create a list of your top five preparation techniques and tips. Share your list with a friend and discuss how one another’s suggestions might work for you.
• With Esther’s endeavours in mind, brainstorm a list of high-profile figures and celebrities such as pop cultural icons, social media influencers, sports stars, academics, humanitarians and politicians who have demonstrated commitment to helping others. Document what each figure did and who their efforts supported. How did each person use their influence, power or privilege to help others in need? What positive characteristics did they display? What were the immediate and more long-term benefits of their actions?