A Triumphant Message

Lesson Plan

Lesson

Students will examine the sequencing of events in the paintings and create a six-part story of sequential “triumphs” that ends with an important message.

Intended Age Group

Elementary (grades K-5)

Length of Lesson

One 50 minute lesson

Standards Area

Language Arts

Objectives

Students will be able to:

  • examine the artistic characteristics of The Triumphs of Love, Chastity, and Death and The Triumphs of Fame, Time, and Divinity;
  • understand what it means to “triumph;” and
  • create a six-part story that includes a series of “triumphs” and ends with an important message.

Lesson

  1. Read or play the song “The Old Lady Who Swallowed a Fly” to the students and have them pay attention to the sequencing of triumphs in the tale.
  2. Ask students what they noticed about the story. What continued to happen throughout the story? Who ended up winning or triumphing in the end?
  3. Display The Triumphs of Love, Chastity, and Death and The Triumphs of Fame, Time, and Divinity to the class. Share with students that these paintings are attributed to Girolamo da Cremona, a follower of Andrea Mantegna in Italy in the 1460s, during the period in history known as the Italian Renaissance.
  4. Explain to the students that these paintings can be read like comic strips, from left to right. The paintings use pictures to guide the story, which is similar to the sequence of “The Old Lady Who Swallowed a Fly.” Talk about the stories told in each of the panels. In the first panel of the second painting, Fame wins out over Death. Time, in the next panel, destroys Fame. Refer to the About the Art section for more information.
  5. Invite the students to look carefully at the panels and share what they observe. Prompt students to look at/for: carts, buildings, figures, animals pulling carts. What similarities and differences do they notice between the different panels? What symbols are used to illustrate the theme of each panel? What do the students notice about the carts? Are they all going in the same direction? How do these pictures tell the story of triumphs?
  6. Invite the students to create a story that has three to six major steps or parts to it, in which each new part “triumphs” over the previous one. Students should create a storyboard of their steps to help plan. Encourage students to include symbolic images, just as we have seen in the paintings.
  7. During a following writing time, provide students time to transfer their storyboard into writing.
  8. When students have finished creating their written pieces, invite volunteers to share their work and display all the students’ pieces in a prominent place in the classroom.

Materials

  • Lined paper and pen/pencil for each student
  • Copy or recording of the song "The Old Lady Who Swallowed a Fly"
  • About the Art section on The Triumphs of Love, Chastity, and Death and The Triumphs of Fame, Time, and Divinity
  • One color copy of the paintings for every four students, or the ability to project the image onto a wall or screen

Standards

CO Standards

  • Social Studies
    • History
      • Understand chronological order of events
      • Ask questions, share information and discuss ideas about the past and present
      • Analyze historical sources using tools of a historian
    • Geography
      • Become familiar with World geography
  • Visual Arts
    • Observe and Learn to Comprehend
    • Relate and Connect to Transfer
  • Language Arts
    • Oral Expression and Listening
    • Research and Reasoning
    • Writing and Composition

21st Century Skills

  • Critical Thinking & Reasoning
  • Information Literacy
  • Invention
  • Self-Direction

About the Art

The Triumphs of Love, Chastity, and Death and the Triumphs of Fame, Time, and Divinity

The Triumphs of Love, Chastity, and Death and the Triumphs of Fame, Time, and Divinity

c. 1460s

Attributed to Girolamo da Cremona, Italian Artist: 1451-1483

Who Made It?

In Italy in the 1400s, art was a business like any other. People commissioned paintings from workshops, which were headed by master painters like Andrea Mantegna [mahn-TEN-ya] (1430–1506). Though it can be difficult to attribute paintings made in the workshop system to one artist, these paintings are attributed to Girolamo da Cremona.

We haven’t determined with certainty the original use of these panels, but one suggestion is that they adorned a piece of wedding furniture. The bride’s father or another male relative would have commissioned the paintings to decorate a cassone [kass-SO-nay], an elaborate chest for seating and storage of clothing, cloth, and jewelry. Cassoni (plural) often stood in bedrooms, where guests would be received, and fancy cassoni were intended to impress visitors with the family’s wealth. Paintings that were based on literary subjects, like these panels, were entertaining and also spoke well of the family’s education. Along with the message the paintings sent to visitors, they also reminded those who acquired such works how to live a Christian life. Other possibilities are that the panels decorated the sides of a bed platform, or that they might have adorned the walls of a Humanist’s studiolo (a scholar’s study or library).

What Inspired It?

Since wealthy patrons in the 1400s wanted paintings that would show off their aristocratic tastes, they liked to hire artists who were familiar with subjects inspired by ancient Greek and Roman literature and classical art of the past. The artist who painted these panels based them on a group of poems called “The Triumphs.” Though written by Italian poet Francesco Petrarch [fran-CHESS-co pet-TRARK] a century and a half earlier, his poems were still widely popular when these paintings were made. The poems allude to triumphal processions that passed through the Roman forum on their way to the Capitoline Hill, where the most sacred Roman temples were located. The processions consisted of marching men and prominent figures atop chariots pulled by four horses. The subject may have a dual significance in this case, as weddings of two powerful Renaissance families were also proclaimed “triumphs.”

These paintings can be read like comic strips, from left to right. They are not taken necessarily for face value, but rather for the allegorical meanings associated with their imagery. In the left-hand panel of the first painting, for example, Love rules over everyone—until in the second panel Chastity takes him prisoner. Chastity takes away Love’s bow and arrows and puts him in chains (see Cupid chained to the front of Chastity’s chariot in the middle panel). In the third panel, Death crushes everyone else under his wheels. But in the first panel of the second painting, Fame wins out over Death. Time, in the next panel, destroys Fame. And finally, Divinity triumphs over all. God sits on top of the last chariot. The underlying moral of the paintings is that, in the end, the only true hope for salvation is faith in God.

Details

Triumph of Love
Triumph of Love

Love’s chariot is surrounded by the captives of love, among them the Roman gods Jupiter, god of light and sky, and Mercury, god of trade, profit, merchants, and travelers. Behind the chariot are classic poets of love, Virgil and Dante among them. Love, hence, conquers all.

Triumph of Chastity
Triumph of Chastity

Chastity wears a white dress and carries a palm for victory. Unicorns pulling the chariot symbolize innocence. Cupid is now defeated and bound. Below Cupid are the virtues of Honesty, Shame, Reason, Modesty, Perseverance, and Glory.

Triumph of Death
Triumph of Death

Death crushes all beneath his wheels. The landscape is barren. Someone’s crown has rolled into the foreground showing that even the powerful are not spared.

Triumph of Fame
Triumph of Fame

Fame holds the book of history. Around the chariot are heroes of Roman history. Also present is Judith, a biblical hero, holding the head of Holofernes [hall-oh-FAIR-knees], whom she killed to save Israel. Behind the chariot is a group of ancient philosophers led by Plato, Aristotle, and Pythagoras.

Triumph of Time
Triumph of Time

Father Time, who walks with the aid of a stick, is holding a “tau-cross” or “T” cross, alluding to the first letter of Theta, the word for God. He’s surrounded by old men in an arid landscape with the light of a setting sun.

Triumph of Divinity
Triumph of Divinity

God is surrounded by symbols of the four evangelists (Matthew = man/ angel, Mark = lion, Luke = ox, John = eagle). Red seraphim (the highest order of angels and fiery caretakers of God’s throne) flutter all around him, probably signaling divine inspiration. Around him are the apostles.

Comparisons Across the Panels
Comparisons Across the Panels

In each panel, compare the different beasts pulling the chariots, what each figure atop the chariot is holding, shapes and patterns on the chariots, trees and background scenery, and scene-framing rocks. Also note that God is the only seated figure.

Two Families’ Coats of Arms
Two Families’ Coats of Arms

To reinforce that these paintings mark the coming together of two powerful families, the artist included each family’s coat of arms. One probably belongs to the Gonzaga family, who at the time ruled the Duchy of Mantua where Mantegna’s workshop was based. Each coat of arms appears on a tower in the background—one in The Triumph of Chastity and one in The Triumph of Fame.

Changing Landscape
Changing Landscape

The landscape in the Chastity panel is very lush, green, and fertile looking, as opposed to the rocky barrenness in the neighboring Death panel. The variety of landscapes and the narrative detail within them helps set the tone in each scene. Deep landscape vistas also presented the opportunity for artists to demonstrate recent developments in conveying depth through perspective.

Funding for lesson plans provided by a grant from the Morgridge Family Foundation. Additional funding provided by the William Randolph Hearst Endowment for Education Programs, and Xcel Energy Foundation. We thank our colleagues at the University of Denver Morgridge College of Education.