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?

Humanism and the quest for immortality beyond the divine led to the portrait. This image included not only a likeness, but a matrix of symbolism that spoke of the traits of the individual as well.

Essential Questions

What essential questions will be considered?

Why did the portrait become important in the Renaissance. What characteristics identify a portrait as 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 Renaissance profile portraits and the symbolism they contain.
• Students will continue to develop the ability to make images from observation.
• Students will continue to develop their ability to use light and shadow to create a 3 dimensional image.
• Students will continue to practice with the use of Tempera paint.

Stage 2: Determine Acceptable Evidence

Assessment

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

• Students will create an profile self portrait in the Renaissance Style including symbolism in tempera paint.
• Students will participate in an oral critique and produce a written reflection.

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: Why do you think portraits became an important genre in the Renaissance?
• Opening Day 2: How did portraits change over the duration of the Renaissance?
• Opening Day 3: Why is symbolism important in the Renaissance portrait?
• Presentation of New Concept - Lead discussion (Using prints and examples) on the nature of the Renaissance Portrait. Include Ideas of humanism and immortality. Talk about differences between royal, religious and merchant class portraits. Talk about the symbolism in the Renaissance Portrait. Include discussion on likeness, light and shadow and tempera techniques.
• Demonstration - Guided Practice: Have students brainstorm about themselves and come up with a list of attributes that describe them.
• Students will then consult the Renaissance symbol chart to develop a list of symbols to be included in portrait.
• Pair students, using light and paper, have students trace profile. Take picture of each student. Have students add details to image.
• Independent Practice: Students will complete Renaissance portrait in tempera using period costumes or modern dress, including their symbols.
• Closing - Written Reflection, Group critique.
  
  This lesson may extend depending on the time students take to complete image.