Friday, 10 May 2024

PD Blog Post #2 - Learn to use a new tool. For emerging technologies.

For my second activity I chose to learn a new tool under the topic of emerging technologies. I covered off two tasks for this subject by using Canva (2024) to create the marketing materials for assessment two.

Figure 1: Canva logo. (Canva, 2024)
Having been a long-time user of Microsoft software for all my creative needs, I thought I would never need anything else. However, I learnt that there are new technologies out there, that are easy to use and will create fantastic material that I currently do not have the skills to do. Canva has some terrific templates for users to build from, as well as creating from scratch. I was able to add animation, music and other effects to material to create interesting promotional material.

 

Figure 2: Term 2 Events (Curran, 2024, April)

Learning to use this new tool is relevant to my practice of working with young people as I was able to create material that was engaging and could be shared digitally; this is where and how you find young people looking for information and services. Offering classes to teach this type of technology to young people is service that a library could offer. Many young people have variable access to technology and learning to use technology, see table below for an example. Libraries can fill this gap in their education by offering access to technology and by providing staff who are well-versed in the technological learning needs of 21st century young people (Nelson & Braafladt, 2012, p. x). Even though I consider myself very computer literate, there is a gap in my knowledge of this type of advanced creative technology. I’ve also never used social media as a means to engage with library users, Canva has the functionality to assist me to do this.

Figure 3: 2022 Survey of 1033 families - Children who lack access to devices for education (Walsh, 2022, December).

There are many myths surrounding children, technology and their development, many being that technology can only have a negative effect on children, for example that technology hinders social interaction. However, a study by Lydia Plowman and Joanna McPake found that with adult help children can learn to use technology to create, then share materials with long-distance family via technology; therefore, enhancing their social interaction skills at an earlier age (Plowman & McPake, 2013, technology hinders social interaction section). 

Many people also believe children are born as “digital natives”, knowing more about technology because they have only known life with technology (Plowman & McPake, 2013, young children are digital natives section). However, Lydia Plowman and Joanna McPake’s study showed that children can be just as overwhelmed with using technology at first as any other “digital immigrant”. They require instruction and good modelling by adults in order to become proficient and to use technology for its best purposes (2013, young children are digital natives section).

 

Figure 4: Parent assisting child with online studying (EduWW, n.d.)

Furthermore, another theory of children and technology is that children need to become tech savvy as early as possible to be successful in their futures lives. Technology is all around us, in every part of our lives now and technology can expand the range of opportunities for children to learn about the world around them. It can assist them to develop their communication skills and help them to “learn to learn” (Plowman & McPake, 2013, children need to be tech savvy for their future section) . Organisations such as libraries can support this need by providing services and access to technology and knowledgeable library staff.

During this activity, I discovered that I need to make more effort look at emerging technologies in order to be able to provide support to young people on their developmental journey when planning library services.

References

Canva. (2024a). Canva. https://www.canva.com/about/

Canva. (2024b). Canva. [logo image]. https://www.canva.com/about/

Curran, S. (2024, April). Term 2 library events calendar [video]. YouTube. https://youtube.com/shorts/gbPQRpoR-5c?feature=share

EduWW. (n.d.). [Photograph of parent assisting child with online studying]. https://eduww.net/online-learning-tips/how-can-parents-help-in-their-childs-online-education/

Nelson, J., & Braafladt, K. (2012). Technology and literacy : 21st century library programming for children and teens. American Library Association. https://portal.igpublish.com/iglibrary/search/ALAB0000268.html

Plowman, L., & McPake, J. (2013). Seven myths about young children and technology. Childhood Education, 89(1), 27-33. https://ezproxy.csu.edu.au/login?url=https://www.proquest.com/scholarly-journals/seven-myths-about-young-children-technology/docview/1492204496/se-2?accountid=10344

https://primo.csu.edu.au/discovery/openurl?institution=61CSU_INST&vid=61CSU_INST:61CSU&aufirst=Lydia&aulast=Plowman&atitle=Seven+Myths+About+Young+Children+and+Technology&title=Seven+Myths+About+Young+Children+and+Technology&volume=89&date=Jan%2FFeb+2013&spage=27&issn=00094056

Walsh, S. (2022, December). The digital divide: 49% of kids lack access to tech for school. Finder. https://www.finder.com.au/news/digital-divide-49-percent-of-kids-lack-tech-access

Tuesday, 19 March 2024

PD Blog Post #1 Book review of CBCA Honours Winning Picture Story Book of the Year 2020, "Three" written and illustrated by Stephen Michael King.

For my first blog post, I chose to write a book review of the Children’s Book Council of Australia  (CBCA) Honours Award winning picture story book “Three”, written and illustrated by Stephen Michael King (2024). As I did not have access to a physical copy of the book I had chosen, I used my Story Box Library membership to see the book (2024).

Figure 1

(Stephen Michael King, 2020)

During this activity, I learnt that I need to read a book multiple times to grasp more of the themes the author is trying to convey. Picture story books contain multiple layers of meaning that is not always obvious in a single read and it is important to understand these layers in order to pass on this knowledge during library programs. Added to, by the illustrations, it can mean that a short picture story book can be illuminating on multiple themes.

Figure 2

(Slide Share, 2014)

By knowing Vygotsky’s Zone of Proximal Development Theory, of using scaffolding to help assist children’s development (Sprouts, 2020, February 28) and understanding what messages the books are conveying; I can design programs to provide scaffolding for young children to enhance their development. Including, basic educational needs of literacy and reading, but in reference to “Three” (Stephan Michael King, 2020) it can help provide children with their social development by providing programs to teach self-acceptance, gratitude and diversity.

I find that I do a lot of things instinctively, without theory to support the programs and resources I choose for the library. By completing this activity and relating it to a developmental theory, I am beginning to fill those knowledge gaps to better understand why I make certain decisions and make better choices. It will also allow me to extend my planning beyond what I might have in the past to provide richer experiences for patrons. The Queens (New York’s) Library Child Development Table  (Cerny et al., 2006, pp. 6-9), provides a fantastic framework of the developmental stages of children and young adults as well as their potential library needs; I intend to include this into my programme planning and collection development, from now on.

Figure 3: sample of Child Development Table

(Cerny et al., 2006, p. 7)

The CBCA annual book awards aim to “promote quality literature for young Australians by Australians” (2024, about the book of the year awards section). Therefore, I chose to focus on a book that received one of the CBCA’s highest awards, highlighting the fact that having book awards assists librarians in choosing new books, that not only engage readers but also help to support their development. However, during research I discovered an article that suggests that prizing books has become an alternative form of censorship; in that instead of banning “bad” books, books that are considered “good” by the judging committing are promoted (Kidd, 2009, pp. 200-201). Reminding me that as well as using some book awards to guide some of my selections, I should also be discriminating about relying solely on them in order to avoid accidental censorship and allowing me to provide a well-rounded collection and library programme to my young patrons.

Figure 4: Stephen Michael King in his studio.

 (CBCA, 2020, July 14)

References

Cerny, R., Markey, P., & Williams, A. (2006). Outstanding library service to children putting the core competencies to work. Association for Library Service to Children, American Library Association.

Children's Book Council of Australia [CBCA]. (2020, July 14). Stephen Michael King on 'three'. [video] YouTube. https://www.youtube.com/watch?v=wp_2YY1yJ50

Children's Book Council of Australia [CBCA]. (2024). About the CBCA Book of the Year Awards. Retrieved 16 March 2024 from https://www.cbca.org.au/about-the-awards

Kidd, K. (2009). “Not censorship but selection”: Censorship and/as prizing. Children's literature in education, 40(3), 197-216. https://doi.org/10.1007/s10583-008-9078-4

King, S. M. (2020). Three. Scholastic Australia.

King, S. M. (2020). Three [book cover]. https://www.stephenmichaelking.com/books/three/

King, S. M. (2024). Three. Story Box Library.

Slide Share. (2014). English literature reading skills: Layers of meaning - lord of the flies example. [Image]. Retrieved 24 May 2024 from https://www.slideshare.net/slideshow/layers-of-meaning-lord-of-the-flies-example/34873641

Sprouts. (2020, February 28). Vygotsky's cognitive development through social relationships [video], YouTube. https://www.youtube.com/watch?v=8I2hrSRbmHE

Saturday, 2 March 2024

Welcome to my Proffessional Development blog

Welcome to the new section of my blog: my Library Services for Children and Young Adults Professional Development Blog.

I had created a previous blog, 12 years ago, when doing my Diploma. My intention was initially, as others had done, to continue using this one. Why not, I thought? I like the idea of keeping all my blogs in one place.

My first issue: what was that blog called again? "Sam's blog", "Sam's Library Blog"? I had no recollection on what topic had been, and I was certain it was in the title. After fluffing around for about an hour, searching online, attempting to search old paperwork, I gave up. I will have to start a new one. 

Let's try WordPress I thought, that's popular, no, that seems a little complicated. I'll try Blogger, searching for INF330 blogs to have a squiz at what others had produced in the past, I saw many people using it. Low and behold, when I login with my Google account, first thing I see is my old blog, job done.

So, I look forward to producing four new posts for you. Covering my experiences of completing four activities that address the topics of diversity, censorship, young peoples book awards and emerging technologies.

Pic of person at desk with setting cog and light bulb.

Professional Development Free Icon by Karyative


References





Tuesday, 22 May 2012

Medieval Illuminated Manuscripts Report


Medieval Illuminated Manuscripts Report

Introduction

Throughout the course of this report I will be presenting the findings of my research on Medieval Illuminated Manuscripts.  I will be expanding on the information that I have presented in my blog, Sam’s Illuminated Manuscripts.  During my research I focused on the questions I listed in my first blog post, titled: “Research Brief”, all of these have been addressed and will be answered in the following report.  Throughout this report I have inserted a series (broken into three parts), from the BBC about illuminated manuscripts, it was created for a exhibition held at Fitzwilliam Museum in Cambridge, but it goes through the history of illuminated manuscripts, as I have below.

Summary

Medieval Illuminated Manuscripts were an art that was highly popular in the Middle Ages.  Initially the domain of religious groups, the art became popular with lay people, and artisans began appearing.  The manuscripts took on many forms, beginning with Bible and other Liturgical books, moving eventually into books for specialist and literature.  Many well-known codex still survive today, either in parts or whole.  The process is quite long and difficult, and generally completed by more than one person.  Throughout the centuries, many events have effected the survival of many books, from wars, to fires and theft.  But none as much as a certain invention.

 

What, when, where & why?

Book illumination is the art of embellishing books with painted pictures, ornamental letters and other intricate designs and decorations.  For a codex or picture to be truly illuminated, it must include gold or silver foil and bright colours.  The art of decorating documents can be traced back to the Egyptians in the 20th century BC, but, illuminated manuscripts originated in the early Middle Ages, around the 6th century, in the Western Roman Empire.  They were at their peak from 11th century to the mid-15th century.

Illuminated manuscripts also were produced in other parts of Europe and in parts of the Arabic world.  Generally illuminated manuscripts were of a religious nature, for use during ceremonies etc, and contained decorations and miniatures of religious scenes.  However, Eastern and Islamic illuminated manuscripts did not.  Islam forbids idolatry, and therefore illuminated manuscripts generally contained only ornamental page decorations, or non religious images.

I believe the true purpose of illuminated manuscripts was the same for any book: simply, to preserve the written word.  The high levels of decoration simply served to enhance the esteem in which they were/are held.  The monetary value of the books ensured that they were protected and preserved for as long as can be.  The purpose of each individual book varied, for the most part manuscripts were used for religious purposes, i.e. liturgical book, prayer books and Holy Scriptures (bibles), but there were a portion of books produced that were for secular use, i.e. chronicles, books for specialists etc.

 

Types of illuminated manuscripts

Bibles

These are complete versions of the Old and New Testaments.

Liturgical books

Elements taken from full version of the bible, and used by the clergy during different types of services, including: Psalters, Evangeliary, Evangelistary, Sacramentary and Missals, Temporal, Breviary, Gradual and antiphony, Books of Hours, Apocalypses.

Books for specialists

There were less important religious books, some of these were: homiliares (collections of sermons); martyrologies’ (reports of martyrs); collections of legends and others.  There were also many secular books, some topics were: astronomical works; medical knowledge; art of warfare; architecture; plants; zoological, there were even collections put together as encyclopaedia.

Narrative literature, history and travel

Stories such as the Fall of Troy or King Arthur and his knights, these are generally written as allegories.  We can also include some other types of texts, such as: law documents; text books etc.

 

Society, production & patrons

The type of book determined the role its played in society.  Early on manuscripts were for the exclusive use of religious communities, both for private devotions and for use during services.  Around the 12th century orders for books were coming from individuals, for private use and collection.  And the use of manuscripts changed, from use just for devotions to use for self-education.  Still generally of religious nature in the beginning, changing to books for specialists or literature and history; books for scholarly use.  The rise of universities in the 13th century, prompted this change.

In the early Middle Ages, manuscripts were produced in Monasteries, by Monks, in rooms set aside for this purpose, called scriptorium's.  As illuminated manuscripts penetrated into secular parts of society, there was a rise in lay craftsman.  Who opened their own workshops and worked as professional artists, producing illuminated manuscripts for profit.  At times these craftsman were even called to monasteries, to complete works.  The production of one illuminated manuscript was usually completed by more than one artist, these could be: the parchment maker; the scribe; the miniaturist/illuminator; and the book-binder.  Occasionally one person would produce an entire codex.  These lay craftsman formed guilds; i.e. The Guild of Painters, or various others belonging to the book trades.  Some of these artists produced both miniatures for manuscripts, and larger scale paintings.  Until, around the late Medieval period, illuminators and other artists generally remained anonymous.  Then as the status of the artisans began to rise, we began to see signed works.

When illuminated manuscripts were produced in the beginning, only people of highest secular and ecclesiastical rank possessed them.  By the late Middle Ages, illuminated manuscripts were appreciated for their aesthetics as well as their contents, and collections began appearing for this reason, they were added to treasuries along with other art items.  It was these collectors who ensured the survival of many ancient illuminated manuscripts.  They were kept safe, restored and repaired when necessary, and later bequeathed to libraries of monasteries, and eventually even universities. 


Important, significant or well-known illuminated manuscripts of the Middle Ages


5th Century - Ambrosian Iliad - The Iliad is an epic poem written by Homer in the 7th or 8th century BC, about the Trojan War.  This is the oldest surviving illuminated manuscripts, although most of it's pictures were cut out and pasted onto sheets of vellum, meaning that much of the text was lost.


6th Century - St Augustine's Gospels - A book of gospels sent to Cambridge for use by St Augustine.  Although it is missing some pages and miniatures, it is still in use today, particularly for the swearing of the oath for the enthronement of the new Bishops of Canterbury.  The Gospels is the oldest surviving Latin illustrated gospel book.

7th century - The Naples Dioscorides - a Greek herbal, it contains descriptions of plants and their medicinal uses, the text is arranged alphabetically.  This codex was stolen from Naples in 1718, and finally returned after the conclusion of WW1, in 1919.

8th Century - Book of Kells - c.a. 800 or earlier.  A gospel book in Latin.  It is thought to be Ireland's best national treasure, an insular book that is more extravagant and complex than many others.

9th Century - Book of Nunnaminster -   an Anglo-Saxon prayer book.  It contains the passion narratives of the four gospels, and a collection of prayers.

10th Century - Gospels of Otto III - an evangeliary that is may be the most valuable book in the world, with gold binding set with jewels and ivory panel.  It was made for the Holy Roman Emperor Otto III.

11th Century - Bambery Apocalypse - contains the Book of Revelation of St John and a Gospel Lectionary.  Another one belonging to the Ottonian book design.

12th Century - Winchester Bible - an ornate bible, used for readings at mealtimes.

13th Century - al-Jazari: Kitab fi Ma'rifat al-Hijal al-Handasiysa - "The Book of Machines".  The function and methods of construction of various mechanical devises, i.e. the water clock.

14th Century - The Golden Haggadah - texts that contain prayers and readings to accompany the Passover 'seder', mainly dealing with the Israelites exodus from Egypt.

15th Century - The Hours of Catherine of Cleaves - contains prayers for private use during daily devotions.  It is one of the most lavishly illustrated manuscripts of the 15th century, created c.a. 1430, at the time of the marriage of Catherine and Arnold, the Duke of Guilders.


 

Process of illumination, production of manuscripts

When producing manuscripts there were fairly rigid steps to the process:
  1. The parchment is produced and prepared.
  2. The text was written first, with space or spaces left for decoration.
  3. Process of decoration/illumination:
    1. drawing of the design,
    2. transferring the design to the parchment, via pricking or tracing,
    3. application and polishing/burnishing of the gilt,
    4. application of the colours,
    5. black outlines and white highlights added.
  4. Binding:
    1. pages gathered, and stitched together,
    2. gatherings laced onto wood boards, (the covers of the book),
    3. the boards then covered with leather,
    4. a clasp was added to keep the pages flat,
  5. The manuscript could then be decorated, with: leather (tooled or stamped); velvets or silks; sculptured decoration made with precious metals or jewels. 

Events that effected illuminated manuscripts

Many collections were decimated or completely destroyed in the course of wars, or fires.  An example of accidental destruction by fire was during the Great Fire of London.  In 1666, 80% of greater London was destroyed, including: 87 parish churches, St Paul's Cathedral and 44 company halls, all of which may have had significant collections.  The losses from events such as this, could be devastating.

But of course, there is also the deliberate and malicious destruction of books too.  This has happened many times over the centuries, either because the content was considered blasphemous, by one religion of another, or because one culture wished to silence, censor, control or even destroy another culture.  Some examples of this are:
  • during the Reformation, Roman Catholic manuscripts were destroyed,
  • all libraries in Baghdad were destroyed during a Mongol invasion in 1258, luckily about 400,000 manuscripts were rescued and moved to Iran before the siege.
  • probably one of the major acts of destruction we think of in modern times were book burnings by the Nazis during WWII, anything that was un-German was destroyed.
Theft is another way illuminated manuscripts have been lost or destroyed throughout history.  They are very valuable and highly prized for both their actual and intrinsic value.  Some examples of theft are:
  • the Vikings took the manuscripts of the Irish monasteries in the 9th and 10th centuries, during invasions, the covers of many had been made with solid metals.
  • even in modern times, when a American University professor, having been granted special access, used scissors and a razor to steal dozens of pages from illuminated manuscripts, stored at the Vatican Apostolic Library in Rome.

A feature of many illuminated manuscripts produced in Medieval Times, were curses threatening damnation for thieves who dared to steal them.  A great threat, obviously.

The end for illuminated manuscripts
With the west's movement into the Orient came new cheaper materials, paper and inks.  The plague also had an impact on production, it killed many of the artisans skilled in this art, especially in monasteries, where Monks lived in very cramped, close communities.

But, simply, it was the invention of the Gutenberg Printing Press, in c.a. 1452.  Books could be mass produced and information was able to be spread quickly, and accurately.  Creating a great need for knowledge and information, the form it took didn't need to be beautiful, just cheap and accessible.  The invention of the printing press also affected many other parts of society, i.e.: the break-up of Europe's unity during the Reformation; the up-rising of the peasant classes, with access to accurate information that could be spread quickly and widely, leading to a more literate society.  Science was the greatest recipient of this technology, advancements were able to occur much more rapidly, with the rapid spread of accurate information and knowledge.  But, all those are for another time, what concerns us is that the printing press took books and the production of books, out of the hands of the highest classes control and placed it into the hands of the lower classes.  And, unfortunately, bringing about the beginning of the end of a beautiful craft.  Production still continued past this time, but it was much slower and considerable less codex were produced.


Conclusion 

What I discovered during my reading, was that Medieval Illuminated Manuscripts were for the top classes of society, mostly for religious purposes.  That is, until other parts of high society began collecting and ordering manuscripts of their own.  Production was initially the domain of religious groups, until it began to be profitable, and then lay craftsman became involved. Production was a delicate, expensive and time-consuming process, which was reflected in the cost of manuscripts.  Like all valuable artefact's, manuscripts were the target of many who wished to either possess them, or destroy them.  After all my research I now think of the Middle Ages, as the Golden Age of the Book.  In no other time in history were they so beautiful, and probably so highly prized, because of their value.  Production grew and grew, they became more intricate and more decorated, until something cheaper and easier to produce came along, how many times have we heard that story?  But without the invention of the Gutenberg Printing Press, society wouldn't be what it is today, and even though I might hanker after such beautiful art to read, I enjoy what we have now.

Link to my complete Bibliographical page.

Thursday, 17 May 2012

Blogpost 6

Well, I've finally come to the end of the research part of this task, it's been very interesting, and fascinating.  But, I have enjoyed it, although at times I've struggled with different parts.  In the beginning it was hard finding a range of sources I was hoping to, I like to have a significant number of sources so I can check facts and information.  Particularly when using the Internet, as we all know, anyone can put information up there, but it's not always authoritative, but sometimes it's a good place to start, small crumbs can be turned into whole slices and they can be turned into whole loaves of reliable information.  Hopefully, I've achieved this satisfactorily.  I've found this week that I left some of the easiest questions to answer: the process of illumination, and what happened to halt the production of illuminated manuscripts.  I'd already begun to consider the process question, through my Youtube videos that I've been uploading, but also, artists are still out there re-creating this art and sharing the knowledge.    The event that mainly halted the production of illuminated manuscripts wasn't difficult to discover either, all the sites I have been using as my sources finish off with this, whilst not completely the end of illuminated manuscripts, it was still a defining time for this art.  I did find a couple of new sources for this part of my research.  The video I've including in this week's post is one that shows the production of a manuscript from start, (the making of the parchment), to the end, (the bound codex).

 

The process of illumination is a very long process, however, it is essentially only a few steps.  These are:
Polishing Gold Leaf
  1. The copying of the design onto the parchment, there are different methods I found, they could be pricking or drawing with light inks.
  2. The gilt, either gold or silver, is applied next.  The reason this is done first is that it could adhere to the coloured inks used for colouring the image.  The metal is fixed to the parchment with either gesso, or gum.  It is then polished with agate.
  3. The colours were then added.
  4. Finally the outlines were painted over with black and white highlights were added to the image. 
There were other steps involved in the entire production of an illuminated manuscript, but I have not listed them in this post, I will cover them in my final report.

Gutenberg Printing Press

So, the end to this topic is, what happened to halt the production of illuminated manuscripts?  A few things led to this end, the Black Death contributed, many monks were killed by this disease, the West's movement into the East, and discovering their cheaper paper and inks.  But, mostly, it was the invention of the printing press, specifically the Gutenberg Printing press.  There had been others since approximately the 13th century, but they were not efficient enough.  Johannes Gutenberg "created a durable and interchangeable metal type that allowed him to print many different pages, using the same letters over and over again in different combinations", Chris Butler (2007).  This allowed for the dissemination of information in a method that was quick and accurate, therefore creating a need for knowledge and information that didn't need to be beautiful, just cheap and readily accessible.  Invention of the printing press didn't stop production of illuminated manuscripts completely, they were still produced in the following centuries, but considerably less codex were produced.


Bibliography

Link to my complete Bibliographical page. 



Tuesday, 15 May 2012

Blogpost 5

Temple of Artemis and Book Burning at Ephesus
In this second last week of research, I have been looking at what has happened to illuminated manuscripts over the years, i.e. how they might have been destroyed or lost.  The loss of many illuminated manuscripts can be put down to wars, either from deliberate destruction from invading forces and then subsequent fires etc.  Or even to deliberate destruction by the invaders in order to control the invaded peoples, or destruction because beliefs differed.  Another way, is accidental damage in fires, for example the Great Fire of London in 1666 80% of the city was destroyed, including 87 parish churches, 44 company halls and even St Pauls Cathedral, the real figure for loss of illuminated manuscripts may not be known, but you could imagine what it could be.  Of course, theft is always a major problem for valuable and beautiful items.  Over the centuries many thousands of whole books were stolen, to increase the collections of invading forces.  Theft continues into modern times, where most often books have parts stolen, especially the very precious illuminations themselves, either as images or whole pages.

Book of Kells, Christ enthroned
I have also been compiling a list of known illuminated manuscripts, trying to pick one from each century, from 5th century, up to the 15th century.  These are: the 'Ambrosian Iliad' from the 5th century; 'St Augustine's Gospels' from the 6th century; the 'Naples Dioscorides' from the 7th century; the 'Book of Kells' in the 8th century; the 'Book of Nunnaminster' of the 9th century; the 'Gospels of Otto III" from the 10th century; 'Bamberg Apocalypse' from the 11th century; the 'Winchester Bible' of the 12th century; the Ashmole 'Bestiary' from the 13th century; 'The Golden Haggadah' of the 14th century and 'The Hours of Catherine of Cleves' from the 15th century.


My processes this week have taken a really long time, especially in compiling my list of known illuminated manuscripts, I mainly used the Masterpieces of Illumination book, which has the sub-heading of: "the world's most beautiful illuminated manuscripts from 400 to 1600", almost exactly what I was looking for.  But another useful source was Wikipedia's List of Illuminated Manuscripts, which listed hundreds for me to look at.  Unfortunately, because of Wikipedia's reputation of not always being accurate, I preferred to use this as a base to jump from, and find more reputable sources for more information, or at least to try to confirm what I was reading on the Wiki.  This was difficult, because not all the sources I have been using have information on all the Illuminated Manuscripts, so there was a lot of searching, and toing and froing between sites and books.  But I finally got there.  Another web source I have found most useful was The History of Information.  My picture this week include a drawing of book burning at an Ancient Greek city, Ephesus, a page from the Book of Kells, one of my known illuminated manuscripts and what I think is a very beautiful and detailed illumination, and my two instalments from the series: Medieval Manuscript Reproduction, 5b being the final one.

 

 

Bibliography

Link to my complete Bibliographical page. 



Thursday, 3 May 2012

Blogpost 4

This week I have moved onto the questions of what role illuminated manuscripts played in society, who produced them.  I've added another question to my list after doing some more research, and that is Who were the patrons of this art, i.e. who was ordering the making of these manuscripts and possessing them?  My processes have still mostly been reading through the sources I have previously found, especially the book: "Masterpieces of Illumination", this book is written in easy to understand language, with headings that make it easy to find the information I'm after.  I have also found one new source, the headings and information make it feel like it was written just for this project, I found the link for this source in one of the others I found in the first couple of weeks.

I think at this stage of the project, finding new information on a large scale is not necessary, four weeks in it should be a matter of reading, reading and more reading, with searching for new sources to be limited to use for validating some questions that come along.  The videos I am embedding in my blog have also been pre-planned now, so unless I find something new and fantastic, I know what I will be showing there.  I am trying to find new and interesting images each week, something that is relevant to the parts of the report I am answering.  Below is the fourth part of the series on Manuscript reproduction.  An image from the Arthurian Romances, a page from a manuscript about the mythical tales of King Arthur and Camelot, an example of a secular manuscript.  And finally another example of another ecclesiastical illumination, from a bible in the early 15th century.


 

Page from the Arthurian Romances.
The role each manuscript in society was determined by it's type and intended use, especially in the beginning.  Manuscripts were initially produced by and for the religious community, for use in private devotions and also for use during services.  Around the 12th century, this started to change, orders for these manuscripts were coming from individuals, still mostly for use during devotions, but also to use for self-education.  Sometimes these wealthy 'donors' would request their own image be included in the donor miniature, they would often appear as a tiny figure somewhere.  Eventually, in the 13th century, we start to see the production of manuscripts for other uses; i.e. books for specialists (law, medicine etc), literature and even history, these manuscripts are intended for scholarly use, especially with the rise of universities.

In the early Middle Ages, manuscripts were produced in monasteries, by monks, in rooms called scriptorium's.  As illuminated manuscripts penetrated into the secular parts of society, this saw the rise of lay craftsman.  These craftsman opened their own workshops and worked as professional artists, producing manuscripts for profit.  At times these craftsman were even called into monasteries to complete works for the monks.


Early 15th century illumination from a Bible.

Bibliography

Link to my complete Bibliographical page.