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Field Armor Poster P
Field Armor Poster P
Field Armor Poster P
Field Armor Poster P
Field Armor Poster P
Field Armor Poster P
Field Armor Poster P
Field Armor Poster P
Field Armor Poster P
Field Armor Poster P
Field Armor Poster P
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Field Armor Poster P

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  • 1. Three-Quarter Field Armor from a Garniture 1570–80 Poster Packet Department of Museum Education Division of Student and Teacher Programs The Elizabeth Stone Robson Teacher Resource Center
  • 2. Three-Quarter Field Armor from a Garniture 1570–80 Milan, Italy, Etched and gilded steel, iron, brass, leather, velvet with gold lace, 5 ft. 10 in. George F. Harding Collection, 1982.2102 a-t Background The Art Institute’s George F. Harding collection of fiefdoms, city-states, and eventually nations. The strongest armor is one of the largest in America. The items date warriors became feudal lords. The strongest lords became from the Middle Ages (c. 500-1400) to the Renaissance kings. The people whom a medieval lord or king protected, (c. 1400-1600) and range from arms and armor for the loyal followers, were called vassals. They served in his combat, ceremonies, and tournaments to armor and army, paid him taxes, and helped build his domain, which equipment for the horse. was centered around a castle with walls. Medieval armor varied in materials and style. Armor from The king’s core army was a highly trained and disciplined the early Middle Ages consisted of leather, padded textiles group of men called knights. To earn the right to or mail. Mail was made of interlocking iron rings either knighthood was not easy. To become a knight, a boy had as knee-length shirts (called hauberks) or as breeches. to be of noble birth (born to a family of lords and ladies). Mail was very flexible, but this meant it was effective only At approximately 6 years of age, boys would be selected to against stabbing and cutting weapons such as swords and help the ladies or lords of the castle as pages. Between ages spears. It could be easily rolled up for storage. When the 14 and 20, a page became a squire in service to a knight, knight was fully armored, complete with helmet, it was where he would learn skills for competition and battle and hard to tell who he was. A coat of arms worn over his the code of chivalry (see below). Only after proving his armor became his identification. It was often embroidered loyalty and good service to the court could a squire on a cloth tunic, or surcoat, or painted on his wooden become a knight. shield. The coat of arms indicated pictorially what family he came from, and therefore what side he was on. As weapons changed, armor changed as well. When warriors began to use crushing weapons such as the war hammer and axes, better armor was needed. A blow with an ax could cut right through the mail. Plate armor was devised to cover virtually the entire body. A knight in armor would use a number of weapons. To crush the armor of the enemy, he could use a mace, battle ax or flail. His most important weapon when fighting from horseback was a long, heavy spear called a lance. A lance was used to pierce an opponent’s armor, or dislodge him from his horse. Special lances were also used in jousting tournaments. He also had a broadsword and dagger worn on a waistbelt. From the 1500s on, armored horsemen began to carry pistols, weapons whose development helped make battlefield armor impractical. The study of European armor from the fourteenth through the sixteenth century is, essentially, a study of history of medieval and early Renaissance Europe. The evolution of this functional art form parallels the emergence of Europe from an era of social disorder into the structured order of
  • 3. The Code of Chivalry A medieval knight was expected to be both gentleman and Milan encouraged its industrious artisans to design and warrior. His status was dependent upon allegiance to a perfect new, complicated constructions for body defense. superior who granted privileges and limited power in return for special payments and most importantly, military service. The Art Institute owns nineteen matching pieces (although Medieval knighthood was shaped by a highly ritualized there were probably more) to this suit of armor, probably system of ideals and practices known as chivalry. This made for a prince of the Spanish court. (See below for included standards for religious, military, and societal facets a diagram of the armor and a separate list of terms.) A of life, such as defending one’s religion, protecting those collection of matching pieces that make up an “armor in need, and fighting well and fairly. Symbolic attributes wardrobe” is known as a garniture. This suit is set up were often applied to elements of the knightly arsenal. for use in battle. By mixing the various pieces that came Armor protected the wearer’s physical being just as he was with the garniture, the owner could use the suit for war, expected to defend his faith. tournaments, or ceremonial parades. All pieces would have been decorated with similar etched bands filled with gold. His war horse sought his equestrian guidance yet supported (Etching, the art of cutting a design into metal with acid, him as did the common people. At its best, knighthood and evolved later into a major medium of fine printing. On this chivalry provided a basic system of order and government; suit, a paste of gold and mercury was applied to the etched at the base extreme it imposed on lesser society a clique steel and then heat-fused into place.) The organization of powerful, armed individuals who often gave little of the decoration into vertical bands and ornamental thought to anyone other than themselves. By the fifteenth patterns resembles men’s costume in late sixteenth-century century the increasing use of professional foot soldiers and Europe, where jackets were adorned with gold-and-silver handguns meant that the mounted knight was no longer the embroidered stripes. Allegorical figures appear on the all-powerful force on the battlefield. Warfare took on an shoulder defenses, or pauldrons, representing the knightly even more brutal nature, and knighthood acquired a largely virtues of faith, prudence, fortitude, and justice. ceremonial, nostalgic quality. The pieces of armor assembled here weigh nearly forty- three pounds. Imagine how it would feel to wear this combination. How is the tasset (hip and upper thigh protection) attached to the breastlplate that protects the Armor for a Prince chest? Look at the helmet. Notice the three-layered visor covering the face. Find the metal buttons on the right side that could be pressed to lower the layers one at a time. Armor is a symbol of the knight’s diverse functions and significance in medieval and early Renaissance society. What do you see on the front of the visor to help the It represents, on one hand, the violence and harsh social knight breathe when it is closed? Find a large hook on conditions that existed; on the other, it is evidence of the the breastplate. This is a lance rest, which acts as a shock- effort to stabilize society and develop strong moral values absorber for the long, pointed lance used in battle or around the Church. In the case of the Three-Quarter Field in a tournament. Armor from a Garniture, it also represents the manual skill of Renaissance artisans and their ability to interpret the What colors do you see on this suit of armor? Bands of highly developed tastes of the nobility. decoration on the surface have been etched into the silvery steel and then have been filled with gold. Look closely at This suit of armor is from part of a group of intricately the gold decoration. Find tiny pictures of parts of a suit of etched and gilded pieces made in the northern Italian city armor, portraits of people, shields, and helmets. Find the of Milan, 1570-80. During the Middle Ages, Milan became roped borders around the edges of the armor. This helped to one of Europe’s major centers of armor-making. It played strengthen the edge and to turn away blows from a sword a leading role in the development of steel armor because or lance aimed at the wearer of the armor. of its good access to rich resources of iron, charcoal, water power, and highly skilled craftsmen. The city’s intensive production of wapons and armor was without rival in Europe during the fifteenth century. In the sixteenth century, in response to competition from other European cities,
  • 4. Common Questions About Armor Q. How much does armor weigh? A. The weight is dependent upon the armor’s function. Ceremonial armor is the lightest because it is primarily for show. Tournament armor is the heaviest because the knight needs maximum protection and minimum mobility. (The knight is on horseback and charges toward a set target or an opponent with the goal of unseating him.) Armor for battle is moderate in weight; it offers protection and mobility. The average weight for such armor is forty to fifty pounds, equivalent to what a fully-equipped soldier carries today. Remember, though, that the weight of the armor is distributed over the body. This suit of Renaissance armor weighs nearly forty-three pounds. Q. What is the hook on the front of the breastplate? A. It is a lance rest. After tucking the lance under his arm, a knight rested the weight of the lance on top of this hook with a ring mounted on the lance pressing against the front. This served as a shock absorber and gave better balance and support. Q. How did a knight get dressed? A. With assistance! One of the duties of the squire was to help his knight with the dressing process. The first layer was an undergarment whose style varied with costume fashion. It was often a durable shirt and pants with padded areas. With this arming doublet in place, the knight and squire attached the armor piece by piece, starting with the feet and working up the body. Helmet and gauntlets (armored gloves) were not worn until the moment they were needed. Q. Could knights move well in armor? A. Yes! Keep in mind that they needed mobility to perform most of their tasks. The most uncomfortable thing about wearing a suit of armor was the heat generated by the sun. Knights often wore tunics over mail, and sometimes over plate armor, but they offered little relief. Q. Did any women wear armor? A. At least one—Joan of Arc. In 1429-1431, she dressed herself as a knight to help France defeat England in the Hundred Years’ War.
  • 5. Diagram Key A Helmet: a defense for the head B Gorget: a component that protected the throat and upper torso, covering the gap between the top of the torso armor and the base of the helmet. C Breastplate: plate armor for the torso, reaching to just below the waist. D Lance rest: a shock-absorbing bracket used in conjunction with the wooden spear called a lance, and fastened to the right side of the breastplate, below the arm. E Pauldrons: defenses for the shoulder and uppermost part of the arms. F Vambrace: armor for the upper and lower arm, linked together by a cowter (elbow armor) at the elbow. G Tassets: defenses of iron or steel plates attached to the bottom edge of the torso armor, to protect the front of the hips and upper thighs. H Gauntlets: glove-like defenses for the hands. I Cuisses: thigh armor. J Poleyns: usually worn attached to the cuisses, these protect the knees.
  • 6. Questions for Discussion Language Arts Certain words and phrases derive from the era of knights and chivalry. Examples include: A chink in one’s armor = 1. This suit or garniture of armor was created in sections. the most vulnerable area. Crestfallen = in a tournament one How many can you find? What are the reasons for the sec- tried to knock off an other’s helmet crest with a blunt sword tions? How does their design relate to their function? (The or club. Freelance = A knight who did not owe allegiance to sections must fit the wearer’s body exactly and they must a particular lord, and was free to use his lance to fight for correspond to how the body moves.) whomever hired him. Up in arms = To be attired and ready for battle. Handshake = The offering of the hand was a way of showing someone that you were unarmed and 2. Some animals have natural armor as a means of protec- meant no harm. tion. How many can you think of? The skirt on this suit of armor may be a hint! (The flexible skirt is similar to the shell of a lobster or armadillo; other animals with “armor” Think about words and phrases in our lives today that re- are turtles, snails, porcupines.) flect contemporary technology such as computers, or space exploration. As a class have students brainstorm a list of words such as: input, crash, surf the net, takeoff, and space 3. As a sign of status and wealth, armor was elaborately station. Using words from the list, have students write a decorated. Often, symbols of virtues such as faith, pru- story about a futuristic “knight.” dence, and justice were etched in the metal to signify the vir- tues of the knight wearing the armor. If you were designing a suit of armor for yourself, which virtues would represent you and how would you symbolize them? 4. What sports require protective gear today? What jobs? Which part of the body is most often protected? While most of us no longer have coats-of-arms, logos are prevalent in our society, especially in the arena of commercial products. What are some of the symbols you can think of? Why are these symbols used? What do messages on T-shirts say about the wearer? 5. This armor garniture was made in Milan, Italy. (Locate Milan on a map, and point out its central location along the Crusade routes, taken by the Crusaders from Europe to the Middle East.) Even today, Milan is one of the major cities for fashion design in Europe. Do you suppose anyone in Milan today designs armor? Why or why not? Suggested Classroom Activities Social Science In the Middle Ages, a knight often wore a heraldic symbol on his shield or on some part of his body. Sometimes the symbol would have only one feature, such as a picture of a lion, or sometimes the picture would be divided into smaller units, each containing a different image. Have students investigate what the heraldic symbols meant. (See bibliog- raphy for reference ideas.) Have students design a shield with symbols to represent their family. Symbols can include animals, objects, words or letters.
  • 7. Lesson Plan Unit Goal Social Studies In the classroom: Lesson Objectives • Have students design their own symbols for a coat of Students will be able to: arms. Have them make a shield using emblems. Embellish with border designs, plumes, helmets, crossed swords. • explain the function and meaning of coat of arms (see Notes) • Have students look at contemporary design elements in • translate concept of coat of arms into their own lives sporting uniforms and equipment for ideas. • design a symbolic coat of arms for a shield • What are some of their hobbies and interests? What pictures could symbolize some of these things? • A knight was meant to be brave, honest and fair. What Materials symbols could you use to represent these ideas? See following activity worksheet for shield making materials. Follow Up • Have students make tunics or banners, using Lesson Preparation coats of arms. •This suit as shown has interchangeable pieces that come • Design a coat of arms for school or family apart so that pieces could be added or removed. This set of armor weighs nearly 43 pounds • Research coats of arms of famous ruling families. • What colors do you see on this armor? Bands of Notes decoration have been etched in the silvery steel and have • Coat of arms: Knights wore simple cloth tunics over been filled with gold. Look closely at the gold decoration. their armor largely as decoration and to carry identifying Find tiny pictures of parts of a suit of armor, portraits of symbols. From the latter practice comes the term “coat of people, shields, and helmets. arms,” this probably being a corruption of the term “coat armor,” a period name for the textile covering itself. • See glossary of terms in this packet. Lesson Content and Activities In the galleries: • See armor diagram and key in this packet. • Visit examples of arms and armor in the Art Institute’s • Refer to: “Heraldry” in encyclopedias. galleries. Look for coats of arms and note styles of helmets and armaments that might be included in the crest. Evaluation Can students explain meaning and function of a coat of • View Saint George Killing the Dragon by Martorell. Look arms and create their own? carefully at the knight. If all knights wore armor, how could they be recognized as friends or enemies? Discuss horse coverings, plumes, tunics over armor, and banners.
  • 8. Activity: Make a Shield Knights often carried shields as protection, particularly when fighting on foot. The decoration was often a family coat of arms. Make a shield and design your own family coat of arms. • a group of symbols that are important to you and your family. What are some of your hobbies and interests? What is the name of your street? How many brothers and sister do you have? What pictures could symbolize some of these things? What does your name mean? For example, Baker or Rivers or Wolf. • Knights were reputed to be brave, honest, and fair in battle. What pictures could you use to symbolize these ideas? You may want to include some of them on your family coat of arms, too. You will need: Materials: posterboard – large piece to make the shield posterboard strip – small piece to make the handle Tools: pencil, scissors, markers, masking tape Directions: • Trace a shield shape onto a large piece of posterboard. You may use the attached pattern or create your own shield shape. Cut out the shield. • Design a family crest to decorate your shield. Draw it and color it in with markers. • Make a handle on the back of the shield. Take a small strip of posterboard and bend it slightly so that your hand can fit underneath it. • Tape each end of the strip securely to the back of the shield, leaving enough room for your hand to fit around the handle.
  • 9. Glossary Broadsword Page A large sword whose broad blade allowed for cutting. Son of a noble family assigned at a very early age to the household of a lord or to the king’s court to learn how to behave and how to ride horseback. Coat Armor A surcoat embroidered with armorial bearings (“coat of arms”) which enabled a knight to be identified by symbols. Plate Armor Metal plates worn over the body for protection. Crusades Military expeditions made by Christians in the eleventh, Squire twelve, and thirteenth centuries to take over the Holy Land A male youth of about fourteen apprenticing to a knight, from the Muslims. usually after serving as a page. He was taught how to handle weapons, to look after his master’s armor and horses; he even went into battle with the knight, helping Garniture him to put on his armor and assisting him if he was hurt or An armor with a customized set of supplementary and unhorsed. interchangeable elements to allow for multiple field and sporting uses. Tassets Defenses for the front of the hips and upper thighs, attached Gilded to the lower edge of a breastplate. To decorate with a thin covering of gold. Tournament Hauberk A generic name for sporting combats between teams of A long tunic made of mail reaching below the knees. participants, who could either be on horseback or on foot. Heraldry The system which enabled a knight to be identified by symbols on his shield. Joust A sporting combat on horseback between two individuals armed with lances or swords. Lance A long, spearlike staff weapon of horsemen, with an iron or steel head. Lance Rest A shock-absorbing bracket attached to the right side of the breastplate.
  • 10. Bibliography Barber, Richard. The Knight and Chivalry. New York: Harper Colophon Books, 1974. Edge, David and Paddock, John Niles. Arms and Armor of the Medieval Knight: An Illustrated History of Weaponry in the Middle Ages. Greenwich, CT: Crescent Books, 1988. Karcheski, Walter J. Jr. Arms and Armor in The Art Insti- tute of Chicago. Boston: Bulfinch Press, 1995. Norman, A.V.B. and Pottinger, Don. English Weapons and Warfare: 1440-1660. Englewood, N.J.: Prentice Hall, Inc., 1979. Norman, Vesey. Arms and Armour. London: Octopus Books Ltd., 1972. O’Connell, Robert L. Of Arms and Men: A History of War and Aggression. New York: Oxford University Press, 1989. Pfaffenbichler, Matthias. Medieval Craftsmen: Armourers. Toronto: University of Toronto Press, 1992. Tarassuk, Leonid. Italian Armor for Princely Courts. Chi- cago: The Art Institute of Chicago, 1989. Bibliography for Students Byam, Michele. Arms and Armor. Eyewitness Books. New York: Alfred A. Knopf, 1988. Three-Quarter Field Armor from a Garniture 1570–80 Clare, John D. Knights in Armor: Living History Series. New York: Gulliver Books, 1992. Produced by the Department of Museum Education The Art Institute of Chicago Gibson, Michael. The Knights. New York: Arco Publishers, 1979. Robert W. Eskridge, Woman’s Board Endowed Executive Director Glubok, Shirley. Knights in Armor. Designed by Gerard Nook. New York: Harper & Row, 1969. Technical Review by Walter J. Karcheski, Jr. Gravett, Chistopher. Knight. Eyewitness Books. New York: Contributions by Mary Erbach, David Parker, Alfred A. Knopf, 1993. and Jeanne Poole Edited by Jane H. Clarke and Margaret F. Farr Copyright 1998 by The Art Institute of Chicago

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