Visual Art Outcome II:

Historical, Cultural, and Social Context
The student will demonstrate understandings of visual art as a basic aspect of history and human experience.

Expectation:

The student will determine factors that influenced the creation of art in specific historical eras and places by studying artworks and other sources of information.

Indicators of Learning:

Critical Response
By studying selected art works, the student will examine information from a variety of source(s) and propose factors that influenced artists and inspired artworks.

Creative Expression
Inspired by diverse cultural values and beliefs, stylistic trends, and technical innovations that have influenced artistic choices, the student will create an artwork that connects art history with personal values or contemporary issues.

Overview:

Students will focus on the theme, love from the Shakespeare’s play, “Twelfth Night” - Act 2, Scene 4. This scene takes place in Duke Orsino’s home, his longing for the Countess Olivia. His servant, Cesario, whom is a woman (Viola) disguised as a man falls in love with Duke Orsino. A jester to heal Orsino of his lovesick heart for Olivia plays a song. Viola expresses her love for Orsino by telling him a story about Cesario’s sister.

Time Allotment:

Day One (90 minutes)

Materials:

Handouts
Drawing Paper
Color Pencils
Ruler

Objective(s):

Students will learn to write a sonnet and create a sketch of a letter in order to understand the art of text of the Renaissance era in England through William Shakespeare’s play, “Twelfth Night.”

Warm Up:

Journal Entry Activity

1. Write down the name of the person or object you love.
2. Write down ten descriptions of why you love this person or object.

Guided Practice:

• Discuss students’ responses to warm up.
• Introduce the story line of Act Four, Scene Two.
• Divide students into groups to discuss one to two verses given by teacher.
• Teacher writes down meaning of song on paper viewed by class.
• Define sonnet to students.
• Teacher reads personal sample of sonnet and shows a finished piece of artwork.
• Ask students to write a sonnet

Independent Activity:

• Students write sonnet (30 minutes).
• Teacher asks students to share their writings.

Guided Practice:

• Introduction of Illuminated Letter.
• Teacher shows samples and discusses the elements and principles involved with students.

Independent Activity:

• Students create a rough draft that includes symbols around first letter of their sonnet (plants, flowers, animals, etc.) and label colors on drawing paper.

Assessment:

Teacher asks students to define vocabulary words – sonnet and illuminated letter.

Closure:

Students will continue to work on the illuminated letter next class period with pen/ink and tempera paints on parchment paper.