Crossing Borders/Breaking Boundaries IV:
The Impact of Islamic Culture on the Arts of the Renaissance
July 19-26, 2004
Lesson Title: The Role of the Islamic Culture on Manuscript Illustration and its interaction with other art forms in Renaissance Europe.
Name: Maria Barbella and Anne Brinsmade-DeFelice
School: Friendly High School, Prince George’s County Public Schools
Lesson plan appropriate: Grades 7-12
Discipline taught: High School Spanish, English and Business
Discipline- lesson plan appropriate: Spanish, Art, Social Studies and Language Arts
Approximate length of time for the lesson: 180 minutes- 2 days/ AB schedule
Big idea: Re-Mix of the Islamic Renaissance border art used in text illustration
Essential Learner Outcome: The student will examine the role of cultures in shaping regional and global art
Objective: The student will be able to identify, write
and draw the four Islamic symbols used in illustration of calligraphy
Abstract: The students will read and identify the vocabulary from the story Aladdin and the Magic Lamp by Antoine Galland, an eighteenth-century French fraud that was inserted into the 1001 Nights. Students will then place this fictional episode in relation to the culture of the Silk Road and employ Islamic vocabulary to describe both.
a.) Warm-up: The students will read for 20 minutes the story of Aladdin… over the course of two days, (A/B schedule). Teacher: “Where do you think the story originated?” Antoine Galland,an eighteenth-century writer created a work of literature in the oriental tradition, which became very popular. He claimed it was translated from Arabic, but when the Arabic manuscript was read, the syntax was very much in the French style and his fraud was uncovered.
b.)Modeling: The teacher will display prints and other visuals in order to illustrate the lesson.
c.) Guided Practice: The students will research from a web selection
several examples of illuminated borders, to be used for the next class
meeting. The students will write definitions of teacher supplied vocabulary
words for each of the disciplines mentioned: ie: dome, column, gold inlay,
etc. Patterns see Objective # 9.
d.) Assessment: The students will have a vocabulary quiz of the symbols
used to illustrate the borders
e.) Closure/Summary: The students will display their drawing sheets and take turns reading their letters aloud.
b.) Student worksheets.
c.) Objects: Realia, prints, paints, colors and colored papers.
Plans for Lesson Assessment: Continued classroom activities will include and refer to the vocabulary and designs.
Keywords/Lesson plans: Manuscript illustration/ illumination/ borders in the Islamic/ Renaissance tradition.
the Center for Renaissance & Baroque Studies
and the Maryland State Department of Education