Essential Curriculum

(Reference St. Mary’s County School System’s Essential Curriculum)

• Outcome I – Perceiving and Responding Aesthetic Education – Expectation A
• Outcome II – Historical, Cultural and social context – Expectation A, Expectation B, Expectation C, Expectation D
• Outcome III – Creative Expression and Production – Expectation A, Expectation B, Expectation C
• Outcome IV – Aesthetics and Criticism – Expectation A

Enduring Understanding

What enduring understandings are addressed?

The development of linear perspective by Brunelleschi during the Renaissance transformed the picture plane and gave artists the ability to create a three dimensional extension of the real world.

Essential Questions

What essential questions will be considered?

How did the development of linear perspective affect the picture making in the renaissance?

Key Content Knowledge and Skills

What key content knowledge, skills, and processes will students acquire as a result of this lesson?

Students will be familiar with the works of renaissance architects and artists as they relate to linear perspective.

Stage 2: Determine Acceptable Evidence

Assessment

What will students do to develop the desired knowledge/proficiencies?

• Students will create a drawing of an ideal city, using the principles of linear perspective in addition to ideas and drawings from previous lessons.
• Students will reflect on success/failures and attempt to diagnose any failures.

Stage 3: Plan Learning Experiences and Instruction

Lesson Components

(May include Anticipatory Set, review, Presentation of New Concepts, Guided Practice, Independent Practice, and Closure as appropriate.)

• Opening Day 1: Look at the Prints: (Raphael: School of Athens, Middle Ages religious print) - How would you classify the space?)
• Opening Day 2: What is an orthogonal?
• Opening Day 3: Why is precision import to the 3-d illusion?
• Presentation of New Concept - Lead discussion of steps in the development of 3-d picture plane.
• Demonstrate the Brunelleschi experiment and discuss his quantifying of perspective.
• Recall the ideas of patronage, humanism and the Ideal City. Recall the classical elements that were reintroduced in the Renaissance. Show prints by various artists on Ideal City Plan, actual architecture and paintings.
• Demonstration - Guided Practice: Distribute instruction for Checkerboard and lead class through the activity.
• Independent Practice: Students complete ideal city, by drawing buildings, and including reduction of ideal façade as a centerpiece for their city. Black and white drawing - pen and ink. Photocopy of previous design.
• Closing - Written Reflection, Group critique.