Art Comp Skinny The Renaissance

Teacher :  Robert Smith

Course/ Subject: Art Comp The Renaissance

Date of Instruction:  10/11/23

Opening (I Do)

An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson.

TKES 1, 2, 3,4,5, 8,10

Standard/s: 

VAHSVA.CR.4 Incorporate formal and informal components to create works of art. 

a. Use principles of design to organize elements of art to create unified compositions. 

VAHSVA.CR.3 Engage in an array of processes, media, techniques, and technology through experimentation, practice, and persistence. 

a. Demonstrate a variety of skills and techniques for two-dimensional and three dimensional works of art.

b. Demonstrate quality craftsmanship through proper care and use of tools, materials, and equipment. c. Utilize and care for materials, tools, and equipment in a safe and appropriate manner. 

VAHSVA.CN.1 Develop personal artistic voice through connecting uses of art within a variety of cultural, historical, and contemporary contexts. 

a. Discuss the intent of works of art in context to historical events. 

b. Examine universal themes that appear in works of art throughout various times and cultures. 

c. Analyze the ways in which personal experience affects the understanding and appreciation of works of art. 

d. Investigate the role of works of art as visual record keeper. 

e. Identify specific knowledge and skills from other disciplines that inform the planning and execution of works of art. 

Learning Target:

I can identify the principles of design in the environment and in works of art

I incorporate formal and informal components in works of art

I recognize the role of art in the context of historical events

I can examine universal themes that appear in works of art throughout time and  diverse cultures

I can through experimentation, practice, and persistence demonstrate a variety of skills and techniques for two-dimensional and three dimensional works of art.

Success Criteria:

I  identified the principles of design  in the environment and in works of art with an emphasis on the role of good design

I incorporated by formal and informal components in works of art through the use of the elements and principles

I recognize and examine the role of art in historical events and through the prisms of time and culture

I I can examine universal themes that appear in works of art throughout time and diverse cultures

I can through experimentation, practice, and persistence demonstrate a variety of skills and techniques for two-dimensional and three dimensional works of art.

Introduction/Connection: 

Review the following terms

The Renaissance

Altarpiece - a painted panel or sculpture set on the altar of a church

Chiaroscuro - gradual transition from light to dark in a painting

Humanism - a philosophical movement during the Renaissance that emphasized the secular alongside the religious

Renaissance - rebirth of classical Greek and Roman ideas related to art and architecture

Sfumato - a smoky-light or hazy effect that distances the viewer from the subject of a painting

Tempera - type of painting employing egg yolk as the binder. Known for its quick drying and opaque colors

DIRECT INSTRUCTION:

The teacher will identify  examples of the formal design principles in the environment

The teacher will identify the role of art in the context of historical events

The teacher will identify universal themes that appear in works of art throughout time and  diverse cultures

The teacher will identify examples of the use of principle in visual design in organizing the elements of design.

The teacher will I can examine universal themes that appear in works of art throughout time and  diverse cultures

The teacher will demonstrate experimentation, practice, and persistence through a variety of skills and techniques for two-dimensional and three dimensional works of art.

(See the video link on the below  for an overview of the lesson)

Work Period  (We Do, You Do)

Students learning by doing/demonstrating learning expectations.  Describe the instructional process that will be used to engage the students in the work period.

TKES 1, 2, 3, 4, 5, 7. 8,10

GUIDED PRACTICE:  

Egyptian Art Project 

The student will complete a composition that organizes the elements of design through guidelines provided by the principles of design.

These elements and principles of design will be incorporated into a work that incorporates historical themes and techniques of prehistoric art. 

I can examine universal themes that appear in works of art throughout time and  diverse cultures

The student will create a work through experimentation, practice, and persistence demonstrate a variety of skills and techniques for two-dimensional and three dimensional works of art.

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:

Students will create a composition that illuminates the use of the principles of design in organizing the elements of design.

Students will use the principles of design to organize the elements of design in a composition

The works subject matter will incorporate universal themes identified in historical works 

Students can examine universal themes that appear in works of art throughout time and  diverse cultures

The student can through experimentation, practice, and persistence demonstrate a variety of skills and techniques for two-dimensional and three dimensional works of art.

Closing  (We Check)

Describe the instructional process that will be used to close the lesson and check for student understanding .

TKES : 1,2,3, 4,5,6,7,8

SUMMARIZE/CHECK FOR UNDERSTANDING:

Begin a composition that recognizes and applies  the principles and elements of design in the surrounding environment and  historical works of art 

Formal evaluations of the principle of designs compositions

Formal evaluations of the use of universal themes that appear in works of art throughout time and  diverse cultures

Critiques of experimentation, practice, and persistence demonstrated a variety of skills and techniques for two-dimensional and three dimensional works of art.