4 Motivation 4 5

45

Citizen Soldiers

A Dutch poet of Rembrandt's day wrote, "When the

country is in danger, every citizen is a soldier."

That was the idea behind the militia, or civic

guard companies, which trained citizens how

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

clubs as military organizations.

Captain Frans Banning Cocq, out to impress

everyone, chose Rembrandt to paint his militia

company, with members of the company paying

the artist to have their portraits included in the paint-

ing. The huge canvas was to be hung in the new hall of the

militia headquarters, where it would be seen at receptions and 6 Critical Viewing

celebrations along with other militia paintings. By the mid-seventeenth century, there were more than one

hundred big militia paintings hanging in public halls in the important cities of the Netherlands. In all of these group por-

What details in this image reflect a different century? [Analyze]

traits, the men were evenly lined up so that each face got equal attention, just as they had been in traditional anatomy lesson paintings. Rembrandt did not like this way of presenting the scene. He had seen militia companies in action, and there were 7 always people milling about who were not militiamen but who

Richard M?hlberger Author's Insight I researched many books in which The

took part in their exercises and parades. To add realism to the piece, he decided to include some of these people, as well as a dog. There was room on the wall for a canvas about sixteen feet wide, large enough for Rembrandt to do what no other painter had ever done before. His idea was to show the exciting com-

Night Watch was discussed to find out that the painting was more than a lively group portrait.

motion before a parade began.

What Makes a Rembrandt a Rembrandt? I 359

Support for

Special Needs Students

Have students read the adapted version of "What Makes a Rembrandt a Rembrandt?" in the Reader's Notebook: Adapted Version. They may also listen to the adapted version on the Reader's Notebook: Adapted Version Audio CD.

Support for

Less Proficient Readers

Have students read "What Makes a Rembrandt a Rembrandt?" in the Reader's Notebook. After students finish the selection in the Reader's Notebook, have them complete the questions and activities in the Student Edition.

Support for

English Learners

Have students read "What Makes a Rembrandt a Rembrandt?" in the Reader's Notebook: English Learner's Version. English learners may also read the selection as they listen to the recorded version on the Listening to Literature Audio CD.

MODEL SELECTION

4 Motivation

? Ask students to share with a partner one observation they wrote in Connecting to the Literature and one thing that they can learn from studying art. Possible answers: Studying art helps us learn about the people and times in which the art was created. We can see how people dressed, how they lived, and what they did.

Concept Connector

Students will follow up on this activity after completing the story.

5 About the Selection

Richard M?hlberger is not merely describing the painting commonly known as The Night Watch. He brings the painting to life by describing the details in the painting, explaining the thoughts of the artist in his use of color, space, and light, and telling about the historical significance of the painting. M?hlberger not only describes the portrayal of the important militiamen in the foreground of the painting; he also describes the minor characters in the painting such as the drummer and the girls. The author also explains why the painting is mistakenly called The Night Watch when it is actually not at night and the militiamen are not on watch.

6 Critical Viewing

Answer: The way the men are dressed and how they wear their hair reflect a different century.

7 Author's Insight

? Have students read the Author's Insight and discuss how he discovered this was more than a usual group portrait.

? Ask why Rembrandt might have wanted to make a different kind of group portrait. Answer: He wanted a more realistic scene.

? Ask why M?hlburger would include this information. Answer: He wanted to explain why this is an unusual and important painting.

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.

Two Handsome Officers Everywhere in the painting, Rembrandt used sharp con-

trasts of dark and light. Everything that honors the citizen sol8 diers and their work is illuminated; everything else is in

shadow. Captain Frans Banning Cocq is the man dressed in

Richard M?hlberger Author's Insight Figures coming out of darkness into light show a day-to-day event dramatically.

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

Expressive Vocabulary

As students are discussing Rembrandt's painting, encourage them to use the expressive vocabulary presented earlier. You might encourage them with sentence starters like these:

1. Without the benefit of M?hlberger's study of this painting, I would...

2. One thing I discovered in the painting is... 3. If I ponder the painting long enough, I will... 4. Sometimes I can't discuss a painting until...

360

black with a red sash under his arm, striding for- 9 ward in the center. Standing next to him is the most brightly lighted man in the painting, Lieutenant Willem van Ruytenburgh, attired in a glorious gold and yellow uniform, silk sash, soft leather cavalry boots, and a high hat with white ostrich plumes. His lancelike weapon, called a partisan, and the steel gorget1 around his neck--a leftover from the days when soldiers wore full suits of 10 armor--are the only hints that he is a military man. Rembrandt links him to Banning Cocq by contrasting the colors of their clothing and by painting the shadow of Banning Cocq's hand on the front of van Ruytenburgh's coat. The captain is giving orders to his lieutenant for the militia company to march off.

Banning Cocq is dressed in a black suit against a dark background, yet he does not disappear. Rembrandt made him the most important person 11 in the composition. Van Ruytenburgh turns to listen to him, which shows his respect for his commander. Banning Cocq's face stands out above his bright red sash and white collar. How well Rembrandt knew that darkness makes faces shine! The captain's self-assured pace, the movement of the tassels at his knees, and the angle of his walking staff are proof of the energy and dignity of his stride.

Critical Viewing How has Rembrandt made the subject of this painting realistic? [Distinguish]

Richard M?hlberger Author's Insight I described the clothing of the leaders because I wanted to show that the Dutch value individuality. Except for Ruytenburgh's boots and gorget, nothing the militiamen wear resembles a uniform.

Nonfiction Supporting Paragraphs This paragraph develops the idea that Banning Cocq is a central figure in the painting.

Muskets and Mascots

On either side of these two handsome officers,

broad paths lead back into the painting.

Rembrandt knew that when the huge group

scene was placed above eye level on the wall of the

militia headquarters, these empty areas would be

the first to be seen. He wanted them to lead the

eyes of viewers to figures in the painting who did 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

powder into the barrel of his musket. Behind the captain, only Rembrandt use to

partially seen, another man shoots his gun into the air, and a third militiaman, to the right of van Ruytenburgh, blows on his

make the citizen soldiers stand out?

1. gorget (g?r? jit) n. a piece of armor for the throat.

What Makes a Rembrandt a Rembrandt? I 361

MODEL SELECTION

9 Critical Viewing

Answer: Rembrandt painted people in natural positions; he included bystanders in the scene, including a dog. (Guide students to the bottom of page 359.)

10 Author's Insight

? Have students read the Author's Insight note in the margin and discuss the author's observation that "the Dutch value individuality."

? Ask: What details in the painting reflect the idea that the Dutch value the individual? Answer: Every man is dressed differently and portrays a different personality. Even the minor characters are given individual characteristics different from the rest.

11 Nonfiction

Supporting Paragraphs

? Remind students that when analyzing support in literature, students need to be able to differentiate between fact and opinion.

? Ask: In the paragraph describing Banning Cocq, name one statement that is an opinion; then name one statement that is a fact. Answer: "Rembrandt made him the most important person in the composition" is an opinion because although there is support for this opinion, it is not verifiable. "Banning Cocq is dressed in a black suit against a dark background," is a fact that is verifiable by looking at the painting itself.

12 Reading Check

Answer: He painted broad paths that lead a viewer's eye back into the painting.

Enrichment for Advanced Readers Suggest that students read additional analytical articles by Richard M?hlberger, such as the following articles:

? What Makes a Van Gogh a Van Gogh?, an illustrated book about the work of the famous Dutch painter Vincent Van Gogh.

? What Makes a Degas a Degas?, an illustrated book about the work of the famous French painter Edgar Degas.

After they have read these or other articles by Richard M?hlberger, have students form discussion groups to compare and contrast the selections they have read. Suggest criteria for comparison, such as type of writing, support, and organization. To extend the activity, have volunteers present brief oral reports to the class on the selections they chose.

361

13 Critical Viewing

Answer: Students might notice the details of these portraits now that they are pulled out of the larger group picture. Details might include their facial expressions and the elaborateness of their clothes.

14 Critical Thinking

Support

Explain to students that while the author is stating his opinions about the painting, he is also supporting his opinions with a lot of details. For example, in the bracketed text, he is explaining that Rembrandt could highlight a person's rank in many different ways, not just by shining light on them as he does with the two main figures. As students read the bracketed text, ask them to find and list the details that support this idea. Answer: Visscher holds the highest rank after the two main figures; he waves a military flag; he is high on the stairs; his costume is elegant.

weapon to clean it. Loading, shooting, and cleaning were part of the standard drill for musketeers, and so they were included in the painting to demonstrate the men's mastery of their weapons.

Walking in a stream of bright light down the path on the left is a blond girl dressed in yellow with a dead chicken tied to her waist. She has a friend in blue behind her. In their public shows, the militia would choose two young girls to carry the emblems2 of their company, here the claws of a bird. The yellow and blue of the girls' costumes are the militia's colors. In the parade that is being organized, these mascots will take a prominent place, the fair-haired girl holding aloft the chicken's claws.

Many of the background figures stand on stairs so that their faces can be seen. The man above the girl in yellow is Jan Corneliszoon Visscher, after Banning Cocq and 13 van Ruytenburgh the highest-ranking person in the militia company. He waves a flag that combines the colors of the mili14 tia company with the three black crosses of Amsterdam. While Rembrandt did not pose him in bright light, he made him important by placing him high up on the stairs, by showing the sheen in his costume, and by giving him the large flag to unfurl.

Critical Viewing What do you notice about these portraits that you did not see on page 360? [Respond]

A Red Ribbon and Fine Old Clothes

In spite of his partial appearance, 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 discussing "What Makes a Rembrandt a Rembrandt?" have them take out their Vocabulary Knowledge Rating Chart for this selection. Read the words aloud once more and have students rate their knowledge of the words again in the After Reading column.

Clarify any words that are still problematic. Have students write their own definitions or examples in the appropriate column. Encourage students to use the words in further discussion and written work about this selection.

362

black hat outranks many of the others in the scene. His prestige is signaled in an unusual way: A red ribbon dangles over his head, tied to the lance of the man in armor behind van Ruytenburgh. Additional lances can be counted in the darkness, some leaning against the wall, others carried by militiamen. Their crisscross patterns add to the feeling of commotion that Rembrandt has captured everywhere on the huge canvas.

The costumes worn in this group portrait are much more ornate and colorful than what Dutchmen ordinarily wore every day. Some, like the breeches and helmet of the man shooting his musket behind Banning Cocq, go back a hundred 15 years to the beginnings of the militia company. In the eyes of many Dutchmen, clothing associated with a glorious past brought special dignity to the company. What an opportunity for Rembrandt, perhaps the greatest lover of old clothes in Amsterdam!

Nonfiction Writer's Style M?hlberger discusses the elaborate period costumes and adds his own enthusiasm for Rembrandt.

Not a Night Watch Night Watch is a mistaken title that was given to the painting

over a hundred years after Rembrandt died, but it has stuck, and is what the painting is almost universally called. Although the exaggerated chiaroscuro3 does give an impression of night time, there is daylight in the scene. It comes from the left, as the shadows under Banning Concq's feet prove. And it is clear that no one in the painting is on watch, alert to the approach of an enemy. The official title of the painting is Officers and Men of the Company of Captain Frans Banning Cocq and Lieutenant Willem van Ruytenburgh.

Rembrandt completed the painting in 1642, when he was thirty-six years old. He probably had no idea that it would be the most famous Dutch painting of all time. In 1678, one of his 16 former students wrote that it would "outlive all its rivals," and within another century the painting was considered one of the wonders of the world.

Nonfiction Organization The details in this paragraph are presented chronologically.

3. chiaroscuro (k? ?r? ? skoor? ?) n. a dramatic style of light and shade in a painting or drawing.

MODEL SELECTION

15 Nonfiction

Writer's Style

? Remind students that Dutch Art is the author's personal favorite.

? Ask: How does M?hlberger show his enthusiasm for Rembrandt at the end of this paragraph? Answer: He exclaims that painting the portrait was a great opportunity for Rembrandt because he loved old clothes. Many of Rembrandt's paintings show in detail the way the light falls on the folds in the fabric.

16 Nonfiction

Organization

? Remind students that chronological organization presents details in time order from first to last, or sometimes from last to first.

? Ask: Why is chronological order a natural organization for this paragraph? Answer: The dates point to a progression in the fame of the painting over time.

Concept Connector

Have students return to their ideas about what they can learn from studying art. Ask students if their understanding of how art is important has changed after reading "What Makes a Rembrandt a Rembrandt?"

What Makes a Rembrandt a Rembrandt? I 363

Enrichment for Gifted/Talented Students

After students have read the selection, lead a discussion about the author's analysis of the painting. Then, challenge each student to choose a painting they have seen and write an analytical article using the same techniques and style that the author uses. Have students bring in copies of their paintings to show the rest of the class.

Students can print copies from the Internet or bring in an art book displaying their paintings. Allow students time to show their paintings and to read their articles to the class. Then, hold a class discussion about the ways the students' articles capture the significance of the paintings.

363

17 Literature in Context

Fine Art Connection Rembrandt is famous for his use of chiaroscuro, lighting a feature he wants to emphasize against a dark background or dark shadows. Chiaro 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 techniques he used in each one.

? Ask the Connect to the Literature question. Answer: In The Night Watch, Rembrandt used most of the techniques 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 mascot's face with the dark background and dark clothing. The soldiers are not posed, but are chaotically gathering and preparing. In both paintings, the faces all differ from each other, showing 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.

Fine Art Connection

17 Techniques Rembrandt Used This annotated illustration appears in M?hlberger's

book, What Makes a Rembrandt a Rembrandt? Rembrandt used chiaroscuro (ke ?r skoor o), the intense contrast of light and dark, to create dramatic effects.

e

The Syndics of the Clothmakers' Guild

The men are posed informally.

The only bright color is red.

The faces are portraits 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 M?hlberger's Insights Into His Article

18 Q. Why are Rembrandt's paintings often so dark? A. My answer is just a guess. First, the interiors of houses were darker

then. Second, Rembrandt was often more interested in the sitter's personality than in his features. He brings this out by contrasts of light and dark. Finally, by contrasting ordinary light colors with dark ones, Rembrandt causes the light ones to take on greater brightness.

19 Q. What qualities make Rembrandt one of the most famous art-

ists of all time?

A. You can tell when Rembrandt thought one of his subjects was

dull, boring, or, perhaps, dumb. These portraits are not inspiring. But when he found a spark in his subject, he made a glorious likeness that captures the sitter's inner life as well as his or her physical appearance. This is a rare quality in portraits, and it makes Rembrandt stand out from most other artists.

20 Q. How was Rembrandt able to capture so much detail in the por-

traits? --Karlesse Clayton, Pasadena, California

A. Remember that a Rembrandt painting is far larger than the repro-

duction of it you see in the text. So he could include many details. Also, the page of a book is flat while Rembrandt's painted surfaces are full of textures. There are many flecks and small globs applied with brushes laden with paint. As you move away from them, they take on the appearance of familiar things--an eye, a mole, a button, or a glint of light, for instance.

How-to Essay For a how-to essay you may write, make a list of five everyday tasks. These tasks can be anything you do, from brushing your teeth to opening your locker. Save this Everyday List in your writing portfolio.

From the Author's Desk: Richard M?hlberger I 365

The following resources can be used to assess students' knowledge and skills. Unit 3 Resources:

Selection Test A, pages 8?10 Selection Test B, pages 11?13

Students may use the Self-test to prepare for Selection Test A or Selection Test B.

Richard M?hlberger's Insights

? Tell students that Richard M?hlberger is frequently asked questions like these about his work. His answers provide insight into decisions that a writer makes in order to create a memorable article.

? In his answers, Richard M?hlberger gives more information about Rembrandt and his paintings. Have students look back over the painting presented in the article and look for examples of the author's new comments about the artwork.

18 After students read this question and answer, ask them to explain how effective Rembrandts' use of light and dark is in the painting. Possible response: Rembrandt effectively uses dark paints and shadows to illuminate the people and objects that he wants to stand out. 19 In this answer, M?hlberger states that viewers can tell a difference in Rembrandt's paintings by whether or not the artist was inspired by his subject. Ask: What objects or people in the painting The Night Watch do you think inspired Rembrandt? Are there any objects or people that you think were not inspiring to him? Possible Response: The images in light were inspiring to Rembrandt and he paid special attention to them. Other images were added just to make the scene more realistic and natural. 20 After students read this question and answer, ask them to point out details that give the painting a lifelike feeling. Possible Response: Students should look back at the painting and 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.

Writing Workshop

Work in Progress

In the Work-in-Progress assignments through Part 1, students will complete activities that prepare them for the Writing Workshop on writing a how-to essay on p. 430. Work with students on this brief prewriting activity.

Have them save their work in their portfolios for later use.

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