AP Art History The Renaissance
- What
- AP Art History The Renaissance
- When
- 12/12/2023
Teacher : Robert Smith
Course/ Subject: AP Art History The Renaissance
Date of Instruction: 12/12/23
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.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 will choose from a range of materials and methods of traditional and contemporary artistic practices to plan and create 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
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 balance
I chose from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art.
I recognize and examine the role of art in historical events and through the prisms of time and culture
Introduction/Connection:
Review the following terms
The Renaissance
Renaissance – A revival or rebirth of cultural awareness and learning that took place during the fourteenth and fifteenth centuries, particularly in Italy.
Aerial Perspective – aerial or atmospheric perspective is achieved by using bluer, lighter, and duller hues for distant objects.
Linear Perspective – a graphic system that showed artists how to create the illusion of depth and volume on a flat surface. The lines of buildings and other objects in a picture are slanted, making them appear to extend back into space
Foreshortening – a method of drawing or painting an object or person that is not parallel to the picture plane so that it seems to recede in space, giving the illusion of three dimensions. Parts get smaller as they recede in space.
Chiaroscuro – the arrangement of dramatic light and shadow
Sfumato – a slight blurring of the edges of figures and objects in a painting, creating a hazy feeling and aerial perspective.
Mannerism – European art style developed between 1520 and 1600. It was a style that rejected the calm balance of the High Renaissance in favor of emotion and distortion.
Painterly – a painting technique in which forms are created with patches of color rather than with hard, precise edges.
Tondo – a round-shaped painting
Genre – The representation of people, subjects, and scenes from everyday life.
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 the principles in visual design.
The teacher will provide a range of materials and methods of traditional and contemporary artistic practices to plan and create 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.
A range of materials and methods of traditional and contemporary artistic practices will be provided to plan and create works of art.
INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:
Students will create a composition that illuminates the use of the principles 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
The student will choose from a range of materials and methods of traditional and contemporary artistic practices to plan and create 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:
Informal evaluations of the use of a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art.