Unit Plan: The High Renaissance and the Beginnings of Mannerism teacher: Chloe Harland Keywords



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Unit Plan: The High Renaissance and the Beginnings of Mannerism

TEACHER: Chloe Harland

Keywords:16th century art, Neoplatonism, Classicism


YEAR
13

LEVEL
7- 8

DURATION
11 weeks




Achievement Objectives Being Assessed

Learning Outcomes

LEARNING INTENTIONS

Thinking: Over the course of this unit, students will be..

- Identifying different styles of thinking in different artists, movements, contexts
- Remembering facts/dates and information
- Comparing - Discerning (Looking, understanding and clarifying similarities and differences)
- Making broad links and connections between art and its contexts
- Examining/Analysing the different ways that artists communicate ideas, meaning, themes, concepts, narrative, stories, allegory, theories metaphor in art works
- Examining/Analysing and understanding abstract ideas, concepts and theories
- Examining and discussing links between art and its purpose and function

Using Symbols Language and Text: Over the course of this unit, students will be..

- Interpreting visual language, motifs and symbols used to convey ideas and meaning
- Developing a vocabulary of terminology to discuss art with style and meanings
- Translating from visual to written language
- Communicating research findings
- Communicate to group in discussion

Relating to Others: Over the course of this unit, students will be..

- Considering difference and change as it is produced by class, history, culture, social circumstances through art
- Relating to peers through class discussion and group work in class
- Relating to teacher through teaching and learning in class and through written communication
- Listening actively.
- Accepting different viewpoints and interpretations about art.

Participating and Contributing: Over the course of this unit, students will be..

NB: In Art History this is done within the classroom. All formal assessment so far in Art History is done at an individual level.

- Participating in class discussions relating to ideas and concepts of artists
- Engaging with Internet discussions- students will contribute to a growing/changing discussion (on Scholaris)
- Contributing to group/class analysis exercises , brainstorms, style analysis, meaning analysis, analysis of readings.

Managing Self: Over the course of this unit, students will be..

- Managing their own research process
- Meeting deadlines
- Managing their time effectively

KEY COMPETENCIES

Thinking
Using language, symbols, and texts
Managing self
Relating to others
Participating and contributing

FOCUSING QUESTIONS

1) What factors contributed to the High Renaissance style?
2) What impact did the art of antiquity have on High Renaissance art?
3) How did secular and Papal patronage affect the art of the period?
4) What was Neo-Platonism? Who encouraged the style?
5) What contextual factors contributed to the end of the High Renaissance style and the beginning of Mannerism?
6) What are the stylistic features of Mannerism?

LEARNING SEQUENCE


Teaching and Learning Experiences

Ongoing Assessment Approaches

Week 1: This week is in 2 parts.

a) Introduction to the High Reniassance:

FQ (a) : What social, artistic and philosphical contextual factors impacted on the art of the period?

1) Social Context- Impact of history, ideals and legacy of Ancient Rome and Patronage,
2) Artistic Context- The excavation of Classical sculpture and its effect on art,.
3) Philosophical Context- Humanism, Neo- Platonism and Christianity.

b) Introduction to the Influence of Antiquity

FQ (b) : Why did artists want to recreate and ultimately surpass the achievements of ancient Roman art?

1) Characteristics of antique art.
2) Intention of High Renaissance artists,

- Group discussion (KC: P&C)
- Filling in workbooks (KC: S,L&T)
- Group and class annotation of works (KC: P&C, S,L&T)
- Essay task: High Renaissance Context.

Weeks 2 & 3:

Introduction to the High Renaissance cont.

FQ: How were the works of Michelangelo and Raphael influenced by the art of antiquity?

1) Rapahel- The Vatican Stanze
2) Michelangelo- Pair analysis task.
3) Pair presentations- Michelangelo

- Group discussion (KC: P&C)
- Filling in workbooks (KC: S,L&T)
- Group and class annotation of works (KC: P&C, S,L&T)
- Pair Presentation Task (KC: PC, RO) - Analysing the works of Michelangelo.

Weeks 4 & 5:

Portraiture:

FQ: What stylistic differences exist between Raphael and Michelangelo's portraits?

1) Leonardo- The Independent Autonomous portrait.
2) Raphael- Accessories to reveal the 'motions of the mind'.

- Group discussion (KC: P&C)
- Filling in workbooks (KC: S,L&T)
- Group and class annotation of works (KC: P&C, S,L&T)
- Essay Task: Compare/Contrast the portraits of Leonardo and Raphael..

Weeks 6 & 7:

Patronage

FQ: What impact did patronage have on the art of the High Renaissance?

1) Why did patrons comission art works?- prestige, power and propaganda.
2) Michelangelo- the significance of patronage on his oeuvre.
3) Raphael- the impact of papal patronage (Julius II)

- Group discussion (KC: P&C)
- Filling in workbooks (KC: S,L&T)
- Group and class annotation of works (KC: P&C, S,L&T)
- Essay Task: Context- the impact of patronage on High Renaissance art.

Weeks 8 & 9:

Mannerism

FQ: Why did the High Renaissance style end? What were the stylistic features of Mannerism?

1) The contextual factors that caused the end of the High Renaissance- The Reformation.
2) Mannerist tendencies in the work of Michelangelo and Raphael.
3) Pontormo and Parmagiano- Mannerist painters.

- Group discussion (KC: P&C)
- Filling in workbooks (KC: S,L&T)
- Group and class annotation of works (KC: P&C, S,L&T)
- Essay Task: Context- Why did the High Reniassance end?

Weeks 10-11

Achievement Standard

Over the course of this week Achievement Standard 3.5 will be given out and worked through in class.

ACHIEVEMENT STANDARD: 3.5 given out (due Week 2 Term 3- 12 August)



ASSESSMENT

RESOURCES

Electronic

Print

· Italian Renaissance Art- Frederick Hartt

· School Textbook


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