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

What enduring understandings are desired?

Because of social and economic changes in society at the end of the middle ages, a period of great artistic development occurred in Europe from about 1400-1600. The Renaissance is important because its effects are still felt in modern culture.

What essential questions will guide this unit and focus the teaching and learning?

• What are the causes of the huge advances in the arts during the Renaissance?
• How can I recognize the Arts from the Renaissance?
• Why is the Renaissance important and how does it relate to the development of Western culture?

What key content knowledge will students acquire as a result of this unit?
What will students know?

• Students will be familiar with the historical and social context of the Renaissance.
• Students will be familiar with the style of Renaissance Art, Architecture, Music and Dance, and Literature.
• Students will recognize the names and styles of various important Renaissance artists, musicians, writers and leading families.

What key skills and processes will students acquire as a result of this unit?
What will students be able to do?

• Students will use linear perspective proficiently.
• Students will continue to observe and translate objects from life to paper.

Stage 2: Determine Acceptable Evidence

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

Instructional Activities

Through what performance tasks/projects will students demonstrate understanding? Include the rubric(s).

• Students will produce a design for a Renaissance façade.
• Students will use linear perspective to produce an Ideal Renaissance landscape.
• Students will produce a Renaissance self-portrait using observation and symbolism.

Through what other evidence, such as quizzes, tests, and constructed responses, will students demonstrate achievement of the desired results?

• Students will complete a web quest (Containing extended responses) to develop an understanding of the historical context.
• Students will be tested on their knowledge of the Renaissance

How will students reflect upon and assess their own learning?

• Students will complete a written reflection with each project.
• Students will conduct oral group critiques of projects.
• Students will complete unit with an extended written reflection.

Stage 3: Plan Learning Experiences and Instruction

Describe the instructional activities, such as Content Reading and Writing Strategies, Graphic Organizers, Cooperative Learning, and Technology, which will be used to help students reach the desired results.

• Activating prior knowledge
• Reading for Information
• Reading to perform a task
• Guided practice
• Independent practice
• Web Quest
• Demonstration
• Lecture discussion
• Self evaluation
• Problem solving
• Organizing information into big Ideas

Unit Timeline

Day one - Lecture and Web Quest to develop historical context -The Question: What made the Renaissance the Renaissance? Introduction of general concepts of development, vocabulary and “The cast of characters - Artists, Musicians, Writers, Famous families, Religious and Political Leaders”
(To be developed)

Day two, three - Introduce The Merchant of Venice - The Question why would Shakespeare write about merchants? Review the plot of play and discuss the Renaissance in England (and how it differed from the continent, Reformation and royalty)
Read the 100 lines. Introduce the concept of classical allusion, celestial harmony and how it influences topics such as art, architecture, dance and music. Emphasize the references to music and play some Renaissance example. Demonstrate simple Renaissance dance.

Day four - Show me the money. Talk about humanism and the development of the merchant, middle class. Talk about the city-states of Italy and the powerful families. The concepts of humanism, and gaining ones own immortality through patronage, civic duty and artistic creation. (Include Shakespeare’s 18th sonnet, Ideal city and portraiture. SSR – “Brunelleschi Dome”
(To be developed)

Day five, six - Architecture Discuss Alberti, Bramante and Brunelleschi. Review ideas of celestial perfection and classical influence rediscovered. Introduce ideal building project. Renaissance man.

Day seven, eight, nine - Revisit Brunelleschi and perspective - introduce ideal city project.

Day ten, eleven, and twelve and thirteen - Immortality - Introduce portrait (symbolic images and Shakespeare and classical reference, complete in tempera. Why do we still know who the deMedici are?

Day thirteen - Critiques and reflection and test - What makes the Renaissance the Renaissance, why is it still important? Group critique and written reflection, test on unit, answer the essential question.
(To be developed)