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Understanding Byzantines Better By Making Mosaics
Upper School World History Teacher Abby Bielski shares how her World History class used mosaics to better understand the Byzantine era—and gives us all a little history lesson too.
9th grade Ancient World History explored the reign of Justinian and the Byzantine Empire by studying the preeminent art form of the period—mosaics. Created by arranging small glass tiles (tesserae) into a larger image, mosaics were both decorative and instructive. With literacy rates plunging and the power of the church expanding, mosaics often functioned as important liturgy teaching aids and propaganda tools. When Justinian came to power in 527 CE, he underscored his legitimacy by leveraging both the artistic and political power of mosaics. Justinian’s authority over the government, senate, and church are clearly conveyed through a series of mosaics in Ravenna, Italy. In class, we used these mosaics to help understand Byzantine theocratic rule as well as the underlying institutional tensions therein. Take a close look at Emperor Justinian and the cleric to his left (photo #1): Justinian is clearly the central figure yet one can’t help but notice the two figures jockeying for space, boxing each other out for center stage. Although Justinian is closer to the top register (sacred space), the cleric is closer to us (the viewer), thus revealing internal challenges to Justinian’s power.
Interestingly, Justinian’s wife (Empress Theodora) is featured in a mosaic of her own in Ravenna (photo #2). Theodora reigned with her husband as co-emperor, exerting tremendous political and military influence. Her special status is communicated to the viewer in a stunning mosaic replete with a separate and lavish retinue. Vibrant colors and luxurious clothing hint at her ‘colorful’ background—Theodora was the daughter of a circus bear-tamer and met Justinian while starring in a burlesque show. Apparently captivated, Justinian modified imperial law to marry someone of her social standing and Theodora went on to become the most powerful women in Byzantium. But despite this unique role, the attendant to our left gives us a clue to lingering inequity. Though many explanations have been offered for the curtain’s meaning, the idea of seclusion, separation, and ‘othering’ cannot be ignored.
Throughout the year, students have enjoyed exploring history through art using examples such as the Ravenna mosaics. For this final project, in addition to analyzing the art, students created their own Byzantine-inspired mosaics. A special word of thanks is in order for Art Teacher Sean Lynch, who coordinated and supervised this cross-curricular project.
St. Luke’s School is a secular (non-religious), private school in New Canaan, CT for grades 5 through 12 serving over 40 towns in Connecticut and New York. Our exceptional academics and diverse co-educational community foster students’ intellectual and ethical development and prepare them for top colleges. St. Luke’s Leading with Humanity curriculum builds the commitment to serve and the confidence to lead.
