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An important part of historical inquiry is understanding the culture that existed during the era being studied. Art historians have long argued that artists and the art they create are as much a reflection of the times as any political, economic, or intellectual movement or development. The following series of lectures and activities is designed to give some cultural depth and breadth to the high school World History curriculum. Where appropriate, references to the 10th Grade California Social Science Standards in World History have been included. Note: these lessons do not cover all artistic styles or movements throughout history. 1. Title:
Introduction to Art; Classical, Medieval, and
Renaissance Overview Components:
Intro PowerPoint, Classical and Medieval
PowerPoint, Renaissance PowerPoint, Review
PowerPoint, Testing PowerPoint, Art Viewing Guide
Handout, Art Characteristics Handout, Comparison
Handout Time:
2-4 periods CA
Social Science Standard 10.1 (Students relate the
moral and ethical principles in ancient Greek and
Roman philosophy, in Judaism, and in Christianity
to the development of Western political
thought): While the California State Standards
for 10th Grade World History do not include
specific reference to the Middle Ages or the
Renaissance, I include a short unit on both in my
curriculum (in addition to the social and political
legacies of ancient Greece and Rome) to help
students understand the source of the ideas (e.g.
reason, individualism, equality, etc.) by which we
judge ourselves as a society today. See the
course
overview
for a unit by unit look at this project. Description:
This is the first art lesson of the school year. It
is designed to introduce students to the process of
analyzing art in addition to providing an overview
to the Classical, Medieval, and Renaissance art
styles. The emphasis of this lesson is on comparing
Medieval and Renaissance art
characteristics. 2. Title:
Baroque Art Components:
Baroque Art PowerPoint, Baroque Art
MindMap Time:
1 period CA
Social Science Standard 10.2 (Students compare and
contrast the Glorious Revolution of England, the
American Revolution, and the French Revolution and
their enduring effects worldwide on the political
expectations for self-government and individual
liberty): Again, the state standards do not
include specific reference to the Renaissance or
Baroque movements, however these artistic
revolutions do reflect the philosophy of natural
rights, natural law, and the evolving tradition of
democratic ideals that led to the political
revolutions in England, France, and the United
States. Description:
In this one-day lesson students study the elements
of and view artistic images that characterize the
shift from the Renaissance to the
Baroque. 3. Title:
Neoclassical, Romantic, Impressionism, and
Post-Impressionism Components:
PowerPoint, Art Characteristics Grid, Art
Identification Handout Time:
2-3 periods CA
Social Science Standard 10.3 (Students analyze the
effects of the Industrial Revolution in England,
France, Germany, Japan, and the United States):
By studying the Neoclassical, Romantic,
Impressionist, and Post-Impressionist art
movements, students are able to study through art
the differing reactions to the momentous changes
that the mechanization of production wrought in
Europe's economy, politics, and society by the
Industrial Revolution. Description:
An overview and comparison of the concurrent styles
of Neoclassicism and Romanticism. Plus a look at
the Impressionist and Post-Impressionist movements
that followed. At the end of the PowerPoint,
students attempt to identify which movement a
series of images belong to and why. 4. Title:
Artistic Reaction to War and the Modern
World Components:
None available. Activity taken from "Western Europe
in the Modern World" Curriculum Unit created by
Teacher's
Curriculum
Institute. Time:
1 period CA
Social Science Standards 10.6 (Students analyze the
effects of the First World War) and 10.9 (Students
analyze the international developments in the
post-World War II world): In this activity,
students are asked to use their analytical skills
developed over the course of the year to interpret
several artist's works produced in reaction to the
political, economic, and social changes that
occurred during the 20th century. Description:
A moving survey of different artistic reactions
to war and life in the modern world. 5. Title:
History
Through Art WebQuest Components:
History Through Art WebQuest Time:
1-2 weeks CA
Social Science Standard (None): The WebQuest
and student project are a culminating activity
assigned at the end of the school year. Description:
Is
art a reflection of society? Throughout history,
artists have created works that have been
influenced by the social, economic, and political
environment of the time. In some instances the art
movement was so influential that it defined the
era. In this culminating acitivity, students are
asked to select one of nine artistic movements that
span the last four hundred years and investigate
the art movement, an artist of that period, and the
historic influences on both. Finally, students
create an original or copy an exhisting work of art
typical of the movement studied. written by dan mcdowell and scott berry, last updated 06/20/01 |