MODEL SELECTION 4 Motivation • Ask students to share with a part- ner one observation they wrote in Connecting to the Literature and one thing that they can learn from 4 5 studying art. Possible answers: Studying art helps us learn about the people and times in which the art was created. We can see how Citizen Soldiers people dressed, how they lived, and what they did. A Dutch poet of ’s day wrote, “When the country is in danger, every citizen is a soldier.” Concept Connector That was the idea behind the militia, or civic Students will follow up on this activ- guard companies, which trained citizens how ity after completing the story. to fight and shoot in case their city was attacked. Each company drilled in archery, the crossbow, or the musket. By Rembrandt’s time, militia companies were as much social 5 About the Selection clubs as military organizations. Richard Mühlberger is not merely Captain Frans Banning Cocq, out to impress describing the painting commonly everyone, chose Rembrandt to paint his militia known as . He brings company, with members of the company paying the painting to life by describing the the artist to have their portraits included in the paint- details in the painting, explaining the ing. The huge canvas was to be hung in the new hall of the thoughts of the artist in his use of color, space, and light, and telling militia headquarters, where it would be seen at receptions and 6 Critical Viewing about the historical significance of celebrations along with other militia paintings. What details in this the painting. Mühlberger not only By the mid-seventeenth century, there were more than one image reflect a describes the portrayal of the impor- hundred big militia paintings hanging in public halls in the different century? [Analyze] tant militiamen in the foreground of important cities of the . In all of these group por- the painting; he also describes the traits, the men were evenly lined up so that each face got equal Richard minor characters in the painting such attention, just as they had been in traditional anatomy lesson Mühlberger as the drummer and the girls. The paintings. Rembrandt did not like this way of presenting the Author’s Insight author also explains why the painting scene. He had seen militia companies in action, and there were I researched many is mistakenly called The Night Watch 7 always people milling about who were not militiamen but who books in which The when it is actually not at night and took part in their exercises and parades. To add to the Night Watch was the militiamen are not on watch. piece, he decided to include some of these people, as well as a discussed to find out dog. There was room on the wall for a canvas about sixteen feet that the painting was 6 Critical Viewing more than a lively wide, large enough for Rembrandt to do what no other painter Answer: The way the men are group portrait. had ever done before. His idea was to show the exciting com- dressed and how they wear their hair motion before a parade began. reflect a different century.

7 Author’s Insight What Makes a Rembrandt a Rembrandt? I 359 • Have students read the Author’s Insight and discuss how he discov- ered this was more than a usual group portrait. • Ask why Rembrandt might have Support for Support for Support for wanted to make a different kind of Special Needs Students Less Proficient Readers English Learners group portrait. Have students read the Have students read “What Have students read “What Answer: He wanted a more realis- adapted version of “What Makes a Rembrandt a Makes a Rembrandt a tic scene. Makes a Rembrandt a Rembrandt?” in the Reader’s Rembrandt?” in the Reader’s • Ask why Mühlburger would Rembrandt?” in the Reader’s Notebook. After students fin- Notebook: English Learner’s Notebook: Adapted Version. ish the selection in the Version. English learners may include this information. They may also listen to the Reader’s Notebook, have also read the selection as they Answer: He wanted to explain adapted version on the them complete the questions listen to the recorded version why this is an unusual and impor- Reader’s Notebook: Adapted and activities in the Student on the Listening to Literature tant painting. Version Audio CD. Edition. Audio CD.

359 8 Author’s Insight • Call students’ attention to the Author’s Insight and have students point out lighter images in the painting and then the darker images in the painting. • Ask: How do the lighter images in the painting reflect a militia’s importance? Answer: The face of the highest ranking officer shining, the dress of the second officer reflecting brightly, and the girl acting as a mascot all contribute to the idea of a parade honoring the militia.

Richard Mühlberger Two Handsome Officers Author’s Insight Everywhere in the painting, Rembrandt used sharp con- Figures coming out trasts of dark and light. Everything that honors the citizen sol- of darkness into light 8 diers and their work is illuminated; everything else is in show a day-to-day shadow. Captain Frans Banning Cocq is the man dressed in event dramatically.

360 I Types of Nonfiction: Expository, Reflective, and Persuasive

Expressive Vocabulary As students are discussing Rembrandt’s paint- 1. Without the benefit of Mühlberger’s study of ing, encourage them to use the expressive this painting, I would… vocabulary presented earlier. You might encour- 2. One thing I discovered in the painting is… age them with sentence starters like these: 3. If I ponder the painting long enough, I will… 4. Sometimes I can’t discuss a painting until…

360 9 Critical Viewing

black with a red sash under his arm, striding for- 9 Critical Viewing Answer: Rembrandt painted people ward in the center. Standing next to him is the How has Rembrandt MODEL SELECTION in natural positions; he included bystanders in the scene, including a most brightly lighted man in the painting, Lieuten- made the subject of dog. (Guide students to the bottom ant Willem van Ruytenburgh, attired in a glorious this painting realistic? [Distinguish] of page 359.) gold and yellow uniform, silk sash, soft leather cav- alry boots, and a high hat with white ostrich 10 Author’s Insight plumes. His lancelike weapon, called a partisan, and the steel gorget1 around his neck—a leftover Richard • Have students read the Author’s from the days when soldiers wore full suits of Mühlberger Insight note in the margin and dis- 10 cuss the author’s observation that armor—are the only hints that he is a military Author’s Insight “the Dutch value individuality.” man. Rembrandt links him to Banning Cocq by I described the clothing of the contrasting the colors of their clothing and by • Ask: What details in the painting leaders because I painting the shadow of Banning Cocq’s hand on reflect the idea that the Dutch wanted to show that value the individual? the front of van Ruytenburgh’s coat. The captain is the Dutch value Answer: Every man is dressed dif- giving orders to his lieutenant for the militia com- individuality. Except ferently and portrays a different pany to march off. for Ruytenburgh’s personality. Even the minor charac- Banning Cocq is dressed in a black suit against boots and gorget, ters are given individual character- a dark background, yet he does not disappear. nothing the istics different from the rest. Rembrandt made him the most important person militiamen wear resembles a uniform. 11 in the composition. Van Ruytenburgh turns to lis- 11 Nonfiction ten to him, which shows his respect for his com- Supporting Paragraphs mander. Banning Cocq’s face stands out above his • Remind students that when analyz- Nonfiction bright red sash and white collar. How well Rem- ing support in literature, students Supporting brandt knew that darkness makes faces shine! The need to be able to differentiate Paragraphs This captain’s self-assured pace, the movement of the between fact and opinion. tassels at his knees, and the angle of his walking paragraph develops the idea that Banning • Ask: In the paragraph describing staff are proof of the energy and dignity of his Cocq is a central Banning Cocq, name one state- stride. figure in the painting. ment that is an opinion; then name one statement that is a fact. Muskets and Mascots Answer: “Rembrandt made him On either side of these two handsome officers, the most important person in the broad paths lead back into the painting. composition” is an opinion because Rembrandt knew that when the huge group although there is support for this scene was placed above eye level on the wall of the opinion, it is not verifiable. militia headquarters, these empty areas would be “Banning Cocq is dressed in a black the first to be seen. He wanted them to lead the suit against a dark background,” is a fact that is verifiable by looking at eyes of viewers to figures in the painting who did the painting itself. not have the advantage of being placed in the foreground. In 12 the middle of one of these paths is a man in red pouring gun- What technique did 12 powder into the barrel of his musket. Behind the captain, only Rembrandt use to Reading Check partially seen, another man shoots his gun into the air, and a make the citizen Answer: He painted broad paths third militiaman, to the right of van Ruytenburgh, blows on his soldiers stand out? that lead a viewer’s eye back into the painting. 1. gorget (gÔr« jit) n. a piece of armor for the throat. What Makes a Rembrandt a Rembrandt? I 361

Enrichment for Advanced Readers Suggest that students read additional analytical After they have read these or other articles by articles by Richard Mühlberger, such as the fol- Richard Mühlberger, have students form discus- lowing articles: sion groups to compare and contrast the selec- • What Makes a Van Gogh a Van Gogh?, an illus- tions they have read. Suggest criteria for trated book about the work of the famous comparison, such as type of writing, support, Dutch painter Vincent Van Gogh. and organization. To extend the activity, have • What Makes a Degas a Degas?, an illustrated volunteers present brief oral reports to the class book about the work of the famous French on the selections they chose. painter Edgar Degas.

361 13 Critical Viewing Answer: Students might notice the weapon to clean it. Loading, shooting, and cleaning details of these portraits now that were part of the standard drill for musketeers, and they are pulled out of the larger group picture. Details might include so they were included in the painting to demon- their facial expressions and the elabo- strate the men’s mastery of their weapons. rateness of their clothes. Walking in a stream of bright light down the path on the left is a blond girl dressed in yel- 14 Critical Thinking low with a dead chicken tied to her waist. She Support has a friend in blue behind her. In their pub- lic shows, the militia would choose two young Explain to students that while the 2 author is stating his opinions about girls to carry the emblems of their company, the painting, he is also supporting his here the claws of a bird. The yellow and blue opinions with a lot of details. For of the girls’ costumes are the militia’s colors. In example, in the bracketed text, he is the parade that is being organized, these mas- explaining that Rembrandt could cots will take a prominent place, the fair-haired highlight a person’s rank in many dif- girl holding aloft the chicken’s claws. ferent ways, not just by shining light Many of the background figures stand on stairs so on them as he does with the two that their faces can be seen. The man above the girl in main figures. As students read the yellow is Jan Corneliszoon Visscher, after Banning Cocq and 13 bracketed text, ask them to find and Critical Viewing van Ruytenburgh the highest-ranking person in the militia What do you notice list the details that support this idea. company. He waves a flag that combines the colors of the mili- about these Answer: Visscher holds the highest 14 tia company with the three black crosses of . While portraits that you rank after the two main figures; he Rembrandt did not pose him in bright light, he made him did not see on waves a military flag; he is high on important by placing him high up on the stairs, by showing the page 360? the stairs; his costume is elegant. [Respond] sheen in his costume, and by giving him the large flag to unfurl.

A Red Ribbon and Fine Old Clothes In spite of his partial appear- ance, the drummer on the right seems ready to come forward to lead a march with his staccato beat. The sound seems to bother the dusty dog below. Behind the drummer, two men appear to be figuring out their places in the formation. The one in the white collar and

2. emblems n. objects that stand for something else; symbols.

362 I Types of Nonfiction: Expository, Reflective, and Persuasive

Vocabulary Knowledge Rating When students have completed reading and Clarify any words that are still problematic. discussing “What Makes a Rembrandt a Have students write their own definitions or Rembrandt?” have them take out their examples in the appropriate column. Vocabulary Knowledge Rating Chart for this Encourage students to use the words in further selection. Read the words aloud once more and discussion and written work about this selec- have students rate their knowledge of the tion. words again in the After Reading column.

362 15 Nonfiction Writer’s Style black hat outranks many of the others in the scene. His pres- Nonfiction MODEL SELECTION • Remind students that is tige is signaled in an unusual way: A red ribbon dangles over Writer’s the author’s personal favorite. his head, tied to the lance of the man in armor behind van Style Mühlberger Ruytenburgh. Additional lances can be counted in the dark- discusses the • Ask: How does Mühlberger show elaborate period his enthusiasm for Rembrandt at ness, some leaning against the wall, others carried by militia- costumes and adds the end of this paragraph? men. Their crisscross patterns add to the feeling of commotion his own enthusiasm Answer: He exclaims that painting that Rembrandt has captured everywhere on the huge canvas. for Rembrandt. the portrait was a great opportu- The costumes worn in this group portrait are much more nity for Rembrandt because he ornate and colorful than what Dutchmen ordinarily wore loved old clothes. Many of every day. Some, like the breeches and helmet of the man Rembrandt’s paintings show in shooting his musket behind Banning Cocq, go back a hundred detail the way the light falls on the 15 years to the beginnings of the militia company. In the eyes of folds in the fabric. many Dutchmen, clothing associated with a glorious past brought special dignity to the company. What an opportunity 16 Nonfiction for Rembrandt, perhaps the greatest lover of old clothes in Organization Amsterdam! • Remind students that chronological organization presents details in Not a Night Watch time order from first to last, or Night Watch is a mistaken title that was given to the painting sometimes from last to first. over a hundred years after Rembrandt died, but it has stuck, • Ask: Why is chronological order a and is what the painting is almost universally called. Although natural organization for this para- the exaggerated chiaroscuro3 does give an impression of night graph? time, there is daylight in the scene. It comes from the left, as Answer: The dates point to a pro- the shadows under Banning Concq’s feet prove. And it is clear Nonfiction gression in the fame of the painting that no one in the painting is on watch, alert to the approach Organization The over time. Officers and Men details in this of an enemy. The official title of the painting is Concept Connector of the Company of Captain Frans Banning Cocq and Lieutenant paragraph are presented Willem van Ruytenburgh. Have students return to their ideas chronologically. about what they can learn from Rembrandt completed the painting in 1642, when he was studying art. Ask students if their thirty-six years old. He probably had no idea that it would be understanding of how art is impor- the most famous Dutch painting of all time. In 1678, one of his 16 tant has changed after reading former students wrote that it would “outlive all its rivals,” and “What Makes a Rembrandt a within another century the painting was considered one of the Rembrandt?” wonders of the world.

3. (kèär«ß skoor»ò) n. a dramatic style of light and shade in a painting or drawing.

What Makes a Rembrandt a Rembrandt? I 363

Enrichment for Gifted/Talented Students After students have read the selection, lead a Students can print copies from the Internet or discussion about the author’s analysis of the bring in an art book displaying their paintings. painting. Then, challenge each student to Allow students time to show their paintings and choose a painting they have seen and write an to read their articles to the class. Then, hold a analytical article using the same techniques and class discussion about the ways the students’ style that the author uses. Have students bring articles capture the significance of the paintings. in copies of their paintings to show the rest of the class.

363 17 Literature in Context Fine Art Connection Rembrandt is Fine Art Connection famous for his use of chiaroscuro, lighting a feature he wants to

Techniques Rembrandt Used This annotated illustration appears in Mühlberger's emphasize against a dark back- 17 e book, What Makes a Rembrandt a Rembrandt? Rembrandt used chiaroscuro (ke är skoor o), the intense ground or dark shadows. Chiaro contrast of light and dark, to create dramatic effects. means bright or light in Italian (from the Latin root clarus, meaning clear.) Oscuro means dark, from the Latin obscurus, meaning obscure, that is, hard to see. Connect to the Literature Have students look at both Rembrandt paintings and compare the tech- niques he used in each one. • Ask the Connect to the Literature question. Answer: In The Night Watch, Rembrandt used most of the tech- niques that he used in The Syndics of the Clothmakers’ Guild. He uses chiaroscuro, contrasting the light faces of the militia men, van Ruytenburgh’s coat, and the mas- cot’s face with the dark back- ground and dark clothing. The soldiers are not posed, but are chaotically gathering and prepar- ing. In both paintings, the faces all differ from each other, showing ̆ The Syndics of the Clothmakers’ Guild individuality and a variety of expressions. However, there is more focus on the individual faces in the “Guild” painting, and more emphasis on the crowd of people in the “Watch” painting Red is not the only bright color used, though it is front and center in Banning Cocq’s sash. But in The Night Watch, Rembrandt also uses gold, yellow, orange, and blue in addition to red. ̆ The men are posed ̆ The only bright color ̆ The faces are portraits informally. is red. of individuals.

Connect to the Literature Which of these techniques that Rembrandt used can you see in The Night Watch?

364 I Types of Nonfiction: Expository, Reflective, and Persuasive

364 Richard Mühlberger’s Insights Richard Mühlberger’s Insights Into His Article • Tell students that Richard Mühlberger is frequently asked questions like these about his work. 18 Q. Why are Rembrandt’s paintings often so dark? His answers provide insight into decisions that a writer makes in A. My answer is just a guess. First, the interiors of houses were darker order to create a memorable then. Second, Rembrandt was often more interested in the sit- article. ter’s personality than in his features. He brings this out by con- trasts of light and dark. Finally, by contrasting ordinary light • In his answers, Richard Mühlberger gives more information about colors with dark ones, Rembrandt causes the light ones to take on Rembrandt and his paintings. Have greater brightness. students look back over the paint- 19 Q. What qualities make Rembrandt one of the most famous art- ing presented in the article and ists of all time? look for examples of the author’s A. new comments about the artwork. You can tell when Rembrandt thought one of his subjects was 18 After students read this question dull, boring, or, perhaps, dumb. These portraits are not inspiring. and answer, ask them to explain But when he found a spark in his subject, he made a glorious like- how effective ’ use of ness that captures the sitter’s inner life as well as his or her phys- light and dark is in the painting. ical appearance. This is a rare quality in portraits, and it makes Possible response: Rembrandt Rembrandt stand out from most other artists. effectively uses dark paints and shad- ows to illuminate the people and objects that he wants to stand out. 19 20 Q. How was Rembrandt able to capture so much detail in the por- In this answer, Mühlberger states that viewers can tell a difference in traits? Rembrandt’s paintings by whether or —Karlesse Clayton, Pasadena, California not the artist was inspired by his sub- A. Remember that a Rembrandt painting is far larger than the repro- ject. Ask: What objects or people in duction of it you see in the text. So he could include many details. the painting The Night Watch do you Also, the page of a book is flat while Rembrandt’s painted surfaces think inspired Rembrandt? Are there are full of textures. There are many flecks and small globs applied any objects or people that you think with brushes laden with paint. As you move away from them, they were not inspiring to him? Possible Response: The images in take on the appearance of familiar things—an eye, a mole, a but- light were inspiring to Rembrandt ton, or a glint of light, for instance. and he paid special attention to them. Other images were added just to make the scene more realistic and How-to Essay natural. 20 After students read this question For a how-to essay you may write, make a list of five everyday tasks. and answer, ask them to point out These tasks can be anything you do, from brushing your teeth to details that give the painting a life- opening your locker. Save this Everyday List in your writing portfolio. like feeling. Possible Response: Students should look back at the painting and From the Author’s Desk: Richard Mühlberger I 365 list details that they find interesting and life-like; for example the men’s facial expressions, the actions of the men cleaning and loading their weapons.

The following resources can be used to Writing Workshop assess students’ knowledge and skills. Work in Progress Unit 3 Resources: In the Work-in-Progress assignments Selection Test A, pages 8–10 through Part 1, students will com- Selection Test B, pages 11–13 plete activities that prepare them for the Writing Workshop on writing a Students may use the Self-test to how-to essay on p. 430. Work with prepare for Selection Test A or students on this brief prewriting Selection Test B. activity. Have them save their work in their portfolios for later use. 365