World History Reissance Lesson Plan Renaissance Art Lesson Plan High School
A unit in World Cultures, Art, and/or Earth History
Adjustable for Grades vi - ten
Objectives
Students will
- be able to draw characteristics of the Renaissance
- analyze Renaissance art
- describe conclusions about the role of art in any society
Introduction
Earlier outset this unit of measurement, students should already take a basic understanding of the Classical Period and the Middle Ages. Also, teachers should have introduced basics of the Renaissance prior to this activity.
It has been said that art imitates life. Assuming this is true, we should be able to await at the art of any order, at any point in history, and meet a representation of its people'due south values. Just as the sounds and lyrics of American pop music in the '60s represented an attitude of protestation and rebellion in its young listeners, so too the art of the Renaissance reflects European club's attitudes during that fourth dimension.
Information technology is this "mental attitude" that largely defines the Renaissance, a time when people placed increased importance on the arts, the individual, and non-religious pursuits.
This unit of measurement will have students through a procedure in which they will not only experience masterpieces from the Renaissance, but will also learn to clarify fine art, draw conclusions, and, at the advanced level, utilise lessons from the art to their own lives. In doing so, students will gain an understanding of the characteristics that ascertain the Renaissance.
This lesson was developed to be used by a wide range of ages and abilities (grades 6-10). It can be altered for different ability levels. TeachersFirst editors have included options for more than educatee-centered, project-based activities using applied science throughout this mini-unit. You tin can arrange the time requirements depending on which activities you decide to exercise.
Things you need to decide in accelerate:
- which activities you will practise in traditional format and which in student-centered format
- what electronic tools for sharing yous will use, if any (wiki? other?)
- what bibliography format you will require if doing educatee-centered enquiry and projects
- what you will use for cess
- how to assign student tasks then students without dwelling Internat admission have ample time to complete them
| Choose the activity "path" for your students: | |
|---|---|
| Path: Traditional, teacher-centered activities | Path: Student-centered, projection-based activities |
| Procedure for "Art imitates life" class discussion with student reflection at end | Process for "Art imitates life" activity writing about their own selected images on a class wiki or affiche/collage |
| Procedure for "Characteristics of Renaissance" lecture/discussion, creating class graphic organizer after viewing the interactive Characteristics spider web page. | Procedure for "Characteristics of Renaissance" found past students via spider web or other resources. Shared in grade discussion or online collaboration tool to create class graphic organizer |
| Procedure for class give-and-take/written response applying characteristics of Renaissance to a unmarried piece of work of art ( School of Athens by Raphael) | (Teacher-led discussion and modeling using Raphael's painting tin phase them into independent piece of work, if necessary). Procedure for student awarding of Renaissance characteristics to Raphael'south painting and other works of art their grouping selects, adding written explanations of the characteristics in these art works to form wiki or poster/collage |
| Online "Renaissance or not?" quiz to bank check educatee understanding. Assign to students, then revisit and discuss as a grade. | Online "Renaissance or non?" quiz for educatee self-check |
| Reflection and Conclusion: Students revisit characteristics from the graphic organizer. Students reflect on areas of confusion, visit examples found by others, and add together their ain additional examples to the class wiki or poster/collages to eliminate confusion. | |
| Assessment: Teacher-created assessment activity: quiz, exam, other. | Assessment: Teacher-created rubric |
| Student start point for this path: http://www.teachersfirst.com/lessons/art-ren/stu1.cfm Have them offset from the link above, not this page. Otherwise, they'll read the answers in the teacher section! | Pupil starting time indicate for this path: http://www.teachersfirst.com/lessons/art-ren/stu1sc.cfm Accept them commencement from the link above, not this page. Otherwise, they'll read the answers in the teacher department! |
Source: https://www.teachersfirst.com/lessons/art-ren/
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