Crossing Borders/Breaking Boundaries
The Arts of India, 1556-1658
June 23 - July 1, 2008
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Unit Title:                   Mughal Muraqqa’s

Discipline:                  Art 1 (integrated:  Fitness for Life, Algebra and Geometry, Environmental Science, Horticulture, Language Arts, Modern World History)
Grade Level:              9th – 12th Grades

Author:                      Jay Grebe

County:                      Frederick County, MD

Time Period:              Fourteen 90-minute periods

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Unit Abstract:

Students will become immersed in the culture of the Mughal empire, exploring the history, literature, religion, art, science, and style of its people.  Students will further their studies through hands-on exploration of art, poetry, and yoga techniques of the Mughal traditions.  By exploring a variety of different subjects students will complete a Mughal inspired Muraqqa.

Background:

This unit plan was developed as a result of the University of Maryland’s Crossing Borders, Breaking Boundaries teacher Institute.  The institute, designed to promote interdisciplinary studies and arts integrated curriculum focused on the Arts of India, between the years of 1556 and 1668.  The institute created a multidisciplinary immersion experience for teacher, presenting traditional dance, art, music, poetry, and history of the Mughal Empire.
           
Before undertaking these lessons students should have a basic knowledge of the European Renaissance related to art and style, with a specific focus on the European interest in developing naturalism, and “the world as seen”.  A visual familiarity with “Madonna paintings” would also be helpful but is not essential to a successful outcome.  A pre-unit explanation of the Islamic and Hindu cultures would also be beneficial.    
           
The teacher will need to understand the historical timeline of the Mughal empire, ranging from the initial conquest of Babur through the reign of Aurangzeb.  A basic understanding of the British invasion and early colonialism would be valuable.  The teacher must be familiar with the stylistic and production choices of the Mughal ateliers.   Also, a rudimentary understanding of the Hindu and Islamic cultures will aid in lesson plan implementation.  In addition to Indian principles, the teacher should have a clear understanding of the European Renaissance’s Ideal of Beauty. 

Unit Resources:

The Baburnama:  Memoirs of Babur, Prince and Emperor, translated and edited by Wheeler M Thackston (Modern Library, 2002), pp. 32-55

"Curriculum and Instruction Resources." FCPSteach. 2008. Frederick County Public Schools. 28 June 2008 <http://www.fcpsteach.org/visualart/sec/default.cfm>.

Diamond, Debra. "World-Views: the Imperial Album of Jahangir and Shah Jahan." The Center for Renaissance and Baroque Studies. Crossing Borders/Breaking Boundaries: a Multi-Disciplinary Summer Institute for Art Educators. University of Maryland Conference Center, Adelphi, Maryland. 23 June 2008. Na.

Petrie, Ian C. “An Empire in Miniature: Understanding Mughal History through Art and Architecture.” The Center for Renaissance and Baroque Studies. Crossing Borders/Breaking Boundaries: a Multi-Disciplinary Summer Institute for Art Educators. University of Maryland Conference Center, Adelphi, Maryland. 23 June 2008. Na.

Wright, Elaine. Muraqqa': Imperial Mughal Albums. Alexandria: Art Services International, 2008.

Lesson 1 (Day 1)

Lesson Title: Introduction to the Arts, Culture and History of Mughal Empire

Length of Time: 90 minutes

Subject Areas:  Art 1 (integrated: fitness for life, Modern World History, Language Arts)

Abstract:

Students will become familiar with the IOB (ideal of Beauty) for the Mughal empire and how it developed.  Its development will be traced through the earliest accomplishments of the empire through its flourishing and peak, and eventual demise, creating a context for the works and culture.  Students will also be exposed to the indigenous culture of India, including the native styles of the Hindu people.  The development of the Mughal culture will be paralleled to the European Renaissance, and connections drawn between style and techniques

Materials:

Power Point Presentation, Data Projector, Pencils, Reading Resource, Time-Line Sheets, Blank Graphic Organizer, Sketch paper, Yoga Mats, Pillows, Blankets, Drawing Boards

Standards:

Introduction to Modern World History – Renaissance and Reformation
This unit examines the causes and consequences of the renaissance and the reformation. It analyzes the various changes in thinking and behavior that moved Europe out of the Middle Ages and toward the modern world.
SS.MWH.05.01          Renaissance/ReformationAnalyze the role of travel and trade, Italian city-states, and the contributions of classical and Islamic civilizations to the Renaissance.  (CS 3.9.12.1*) WH 2.1.1*, WH 1.1.1*) ETM
SS.MWH.05.02          Renaissance/Reformation — Describe the scientific, aesthetic, and cultural significance of major changes in painting, sculpture, literature, and architecture.  (CS 3.9.12.2*, WH 2.1.1*)
SS.MWH.10               The Age of Exploration
This section will introduce students to the reasons for, nature of, and effects of the wave of European exploration which swept the world between the fifteenth and the seventeenth centuries. It will examine the consequences of the exploration, and the subsequent exploitation, on both the European nations and the cultures they explored.
SS.MWH.10.02          Analyze the impact of exploration and expansion on the peoples of Sub-Saharan African, Asia, Europe, and the Americans.  (CS 3.10.12.2*, WH 1.1.3*, WH 2.2.1*, WH 2.2.2*) ETM

Visual Arts: Art I Essential Curriculum

AR.AR1.25 Select and analyze works of various artists which record, preserve, highlight, and symbolize cultural ideas.
AR.AR1.30 Determine how specific societies are reflected in and changed by works of art.
AR.AR1.35 Recognize the relationship between the choices an artist makes and the society or context in which he/she works.
AR.AR1.50 Apply knowledge acquired in a variety of contexts to the creation of visual images.
Ar.AR1.50.01 Identify and practice the production skills and techniques used in the development of a specific art work.
AR.AR1.55. Apply specific design concepts to solve problems of composition.
AR.AR1.55.01 Identify design concepts used in a work of art.
AR.AR1.55.02 Examine the design concepts that are used in the composition of a work of art.
AR.AR1.55.03 Examine works of art whose compositions address specific design concepts.
AR.AR1.65 Evaluate a variety of visual forms through analysis and discussion in order to make judgments.
            AR.AR1.65.02 Identify criteria used for aesthetic judgment
AR.AR1.70 Apply aesthetic criteria in critiquing selected artwork.
AR.AR1.70.01 Examine the effect of different styles and techniques on individual artistic expression.
AR.AR1.70.02 Identify the criteria used for the selection of work of art within an exhibition.

Fitness for Life

PE.900.10. Exercise Physiology—Students will demonstrate an ability to use scientific principles to design and participate in a regular, moderate to vigorous physical activity program that contributes to personal health and enhances cognitive and physical performance on a variety of academic, recreational and life tasks.
PE.900.30. Social Psychological Principles—Students will demonstrate skills essential for developing self-efficacy, fostering a sense of community, and working effectively with other in physical activity settings.
PE.900.30.01 Identify problems and create an action plan to work productively with others to achieve and maintain a peaceful, healthy environment PE 3.12.4 
PE.900.10.02 Evaluate and improve level of physical fitness PE 1.12.2
PE.900.10.02.a Assess and improve levels of flexibility, cardiovascular fitness, muscular strength and endurance, and body composition PE 1.12.2 PE 5.12.1
PE.900.10.02.h Discuss the benefits of participating in a regular fitness program PE 1.12.5
PE.900.50. Physical Activity—Students will participate in a regular, personalized, purposeful program of physical activity to gain health and cognitive/academic benefits. They will learn and utilize principles of exercise physiology, social psychology and biomechanics to design a safe and effective program consistent with their health, performance and fitness goals.
PE.900.50.01 Participate in a variety of dynamic activities which will help improve physical fitness level
PE.900.50.03 Compare the relationship between exercise and stress reduction
PE.900.50.03.d Participate in relaxation techniques to reduce Stress
PE.900.50.04 Implement safety practices associated with physical fitness
PE.900.50.04.a Describe and demonstrate safety factors to be considered when engaging in flexibility exercises
PE.900.60. Skillfullness—Students will enhance their ability to perform a variety of skills and applications by developing fundamental movement skills, creating original skill combinations, combining skills effectively in skill themes, and applying skills to a variety of recreational and daily life experiences.

Language Arts

LA.E09.10.01 The student will use pre-reading strategies appropriate to both the text and purpose for reading by surveying the text, accessing prior knowledge, formulating questions, setting purpose(s), and making predictions. ∗
LA.E09.10.02 The student will use during reading strategies appropriate to both the text and purpose for reading by visualizing, making connections, reading orally, and using fix-up strategies such as rereading, questioning, and summarizing. ∗
LA.E09.10.03 The student will use after reading strategies appropriate to both the text and purpose for reading by summarizing, comparing, contrasting, synthesizing, drawing conclusions, and validating the purpose for reading. ∗ ETM
LA.E09.10.05 The student will extend or further develop meaning by explaining the implications of the text for the reader or contemporary society. ∗ ETM

Objectives:

  • Students will become familiar with the establishment, rise, and fall of the Mughal empire
  • Students will understand the Ideal of Beauty for the Mughal Empire and the parallel cultural developments of the European Renaissance.
  • Students will participate in Yoga centering activities
  • Students will recognize and imitate the style of the Mughal Ateliers.
  • Students will make connections between Mughal and European contemporary styles

Key terms/vocab:

Mughal, Renaissance, Atelier, Empire, Babur, Humyan, Akbar, Jahangir, Shah Jahan, Aurangzeb, Bahadur Shah, Farrukhsiyar, Muhammad Shah, Colonialism, Yoga, Hinduism, Islam, Muslim, Jesuit, trade, India review: Ideal of Beauty

Motivation (Anticipatory Set):

Students will move all the furniture to the sides of the room and place yoga mats, blankets, cushions, etc around the room creating an atelier workshop.  Students will participate in a brief (10 minute) yoga centering activity.  Students will discuss Yoga, its origins and modern applications.

Scope and Sequence:

Anticipatory Set:  Reading activity: In small groups, students will read a brief history of the Mughal empire and create a time-line of the empires establishment, rise, and fall. 

Teacher Guided:  Lecture accompanied by power point presentation of visual aids and graphic organizers over viewing Mughal empire, IOB, and contemporary cultures. 

Guided Practice:  As each emperor is discussed the class will pause and fill in the graphic organizers together

Independent Practice:  Students will complete time-lines from the beginning of class to create a “guide” to the Mughal Empire.

Assessment:  Informal assessment through discussion and participation

Closure/Reflection:  Students will copy project expectations and discuss their relationship to the Mughal IOB.  Students will create sketches of their project that meet the project expectations, thusly encompassing the IOB of the Mughal culture.

Lesson 2 (Days 2-3)

Lesson Title: Patterns and polygons as design elements and cultural indicators

Length of Time: Two 90-minute periods

Subject Areas:  Art 1 (integrated: Algebra and Geometry, Fitness for Life )

Abstract: 

The Islamic culture in its strictest forms prohibits the production of representational art, and throughout its history people had an advanced understanding of math and geometry with a specialized focus on polygons, tessellations, and patterns.  Students will develop decorative patterns that show their understanding of similar concepts, and embody the IOB of the culture. 

Materials: 

Power point of Visual Aids, Prisma-colors, graph paper, pencils, yoga mats, pillows, Blankets. Drawing Boards, Sketch paper, polygon note-pages, sketches from day 1. Glue, Scissors

Standards: 

Fitness for Life

PE.900.10. Exercise Physiology—Students will demonstrate an ability to use scientific principles to design and participate in a regular, moderate to vigorous physical activity program that contributes to personal health and enhances cognitive and physical performance on a variety of academic, recreational and life tasks.
PE.900.30. Social Psychological Principles—Students will demonstrate skills essential for developing self-efficacy, fostering a sense of community, and working effectively with other in physical activity settings.
PE.900.30.01 Identify problems and create an action plan to work productively with others to achieve and maintain a peaceful, healthy environment PE 3.12.4 
PE.900.10.02 Evaluate and improve level of physical fitness PE 1.12.2
PE.900.10.02.a Assess and improve levels of flexibility, cardiovascular fitness, muscular strength and endurance, and body composition PE 1.12.2 PE 5.12.1
PE.900.10.02.h Discuss the benefits of participating in a regular fitness program PE 1.12.5
PE.900.50. Physical Activity—Students will participate in a regular, personalized, purposeful program of physical activity to gain health and cognitive/academic benefits. They will learn and utilize principles of exercise physiology, social psychology and biomechanics to design a safe and effective program consistent with their health, performance and fitness goals.
PE.900.50.01 Participate in a variety of dynamic activities which will help improve physical fitness level
PE.900.50.03 Compare the relationship between exercise and stress reduction
PE.900.50.03.d Participate in relaxation techniques to reduce Stress
PE.900.50.04 Implement safety practices associated with physical fitness
PE.900.50.04.a Describe and demonstrate safety factors to be considered when engaging in flexibility exercises
PE.900.60. Skillfullness—Students will enhance their ability to perform a variety of skills and applications by developing fundamental movement skills, creating original skill combinations, combining skills effectively in skill themes, and applying skills to a variety of recreational and daily life experiences.

Introduction to Modern World History – Renaissance and Reformation

This unit examines the causes and consequences of the renaissance and the reformation. It analyzes the various changes in thinking and behavior that moved Europe out of the Middle Ages and toward the modern world.

SS.MWH.05.01          Renaissance/ReformationAnalyze the role of travel and trade, Italian city-states, and the contributions of classical and Islamic civilizations to the Renaissance.  (CS 3.9.12.1*) WH 2.1.1*, WH 1.1.1*) ETM
SS.MWH.05.02          Renaissance/Reformation — Describe the scientific, aesthetic, and cultural significance of major changes in painting, sculpture, literature, and architecture.  (CS 3.9.12.2*, WH 2.1.1*)
SS.MWH.10   The Age of Exploration
This section will introduce students to the reasons for, nature of, and effects of the wave of European exploration which swept the world between the fifteenth and the seventeenth centuries. It will examine the consequences of the exploration, and the subsequent exploitation, on both the European nations and the cultures they explored.
SS.MWH.10.02          Analyze the impact of exploration and expansion on the peoples of Sub-Saharan African, Asia, Europe, and the Americans.  (CS 3.10.12.2*, WH 1.1.3*, WH 2.2.1*, WH 2.2.2*) ETM

Applied Algebra and Geometry

STANDARD: MA.AAG.05 Represent situations involving algebra and geometry Indicators
MA.AAG.05.05 Represent situations with abstract expressions including order of operations, distributive property and exponents MA.1.8.6 MA.AAG.05.10
Apply properties and relationships of polygons MA.2.8.1a*, MA.2.8.1b* MA.AAG.05.15
Extend and interpolate algebraic and geometric patterns MA.2.12.1c, MA.6.8.1a*, MA.6.12.1a*, MA.6.12.1e*

Visual Arts- Art I essential Curriculum
CRITICAL
AR.AR1.10. Compare aspects of natural and human-made visual forms and other phenomena.

HISTORICAL/CULTURAL
AR.AR1.25 Select and analyze works of various artists which record, preserve, highlight, and symbolize cultural ideas.
AR.AR1.30 Determine how specific societies are reflected in and changed by works of art.
AR.AR1.35 Recognize the relationship between the choices an artist makes and the society or context in which he/she works.
AR.AR1.40. Recognize the influences of art on technology and technology on the arts.

PRODUCTION
AR.AR1.45 Use a variety of art tools, materials, and techniques to solve specific art problems
AR.AR1.50 Apply knowledge acquired in a variety of contexts to the creation of visual images.
AR.AR1.55. Apply specific design concepts to solve problems of composition.
AR.AR1.60 Develop a responsible attitude toward oneself and others through continuing compliance with health and safety rules.

AESTHETICS
AR.AR1.65 Evaluate a variety of visual forms through analysis and discussion in order to make judgments.

Objectives: 

  • Students will gain a basic understanding of geometric shapes and patterns
  • Students will create basic patterns utilizing shapes and color
  • Students will learn and apply skills in a new medium: prisma colors
  • Students will make connections between cultural aesthetic ideals and cultural/religious rites and law
  • Students will practice elements of health and wellness through the practice of traditional yoga
  • Students will deepen their understanding of the Mughal IOB by examining colors and patterns presented in traditional images.
  • Students will add patterns to their own traditional Muraqqa’s. 

Key terms/Vocab: 

Islam, Qur’an, Representational, Stylized, Abstract, Geometric, Polygon, Tessellation, Prisma, Jewel-tone, Burnishing

Motivation (Anticipatory Set):
Students will move all the furniture to the sides of the room and place yoga mats, blankets, cushions, etc around the room creating an atelier workshop.  Students will participate in a brief (10 minute) yoga centering activity.  Students will discuss Yoga, its origins and modern applications.

Scope and Sequence:
Anticipatory Set:  Students will examine several images of traditional Islamic Art- including mosques, tapestries, carpets, mosaics.  Students will be asked to determine what the images have in common, and make guesses as to what led to this particular commonality.
Teacher Guided:  Students will view a powerpoint presentation accompanied by direct lecture and discussion around the basic tenets of Islam and the Islamic aesthetic IOB.  Student will also discuss the foundation math skills that are utilized in several Islamic works
Guided Practice:  After reviewing the basics of geometry the class will complete the polygon note pages (practicing creating and naming each basic shape).  Students will discuss how these shapes can be used to create a pattern and tessellation.  Teacher will model the use of prismas.
Independent Practice:  Students will use graph paper to create their own patterns with patterns and colors.  Skills with prisma colors will be employed to replicate the rich jewel tones of Mughal works.  Students must create at least 6 pattern plates, each no smaller than 8 by 8”.  Students will cut the patterns apart using x-acto knives and glue them onto their sketches from day 1 to emulate the works of traditional Mughal atelier’s. 

Assessment:   Students will be graded informally through discussion and participation.
Students will submit pattern grids for formal assessment.  Pattern grids will be assessed based on student’s ability to create a geometric pattern using graph paper.
                        Exit cards will be graded for understanding.

Closure/Reflection:  Exit Card: Students will view images of Mughal Muraqqa’s and will be asked to identify the similarities between the traditional Islamic images and the Muraqqa’s.  They will be asked to make critical connections between the IOB’s. 

Lesson 3 (Days 5-7)

Lesson Title:  Naturalism in Mughal Painting and Profile Portraiture
                                                                                                              
Length of Time:  3- 90 minute- periods

Subject Areas:  Art 1  (Integrated:  Fitness for Life )

Abstract: 

Students will examine the change in IOB from symbolic to natural portraiture in the Mughal-culture.  Through comparison of past works from both the Timurid, Mongol, and Hindu traditions students will see the progression from one style to an emerging interest in naturalistic portraiture and rendering.  Students will also compare the Mughal Portraits to those of the European Renaissance and recognize possible influences.  Students will spend some of the unit time learning the basics of proportion and anatomy to further their understanding of naturalism.  Students will use this information to add to their own Muraqqa’s. 

Materials:  Pencils, Paper, Glue, Scissors, Sketches from Day 1

Standards:

Fitness for Life

PE.900.10. Exercise Physiology—Students will demonstrate an ability to use scientific principles to design and participate in a regular, moderate to vigorous physical activity program that contributes to personal health and enhances cognitive and physical performance on a variety of academic, recreational and life tasks.
PE.900.30. Social Psychological Principles—Students will demonstrate skills essential for developing self-efficacy, fostering a sense of community, and working effectively with other in physical activity settings.
PE.900.30.01 Identify problems and create an action plan to work productively with others to achieve and maintain a peaceful, healthy environment PE 3.12.4 
PE.900.10.02 Evaluate and improve level of physical fitness PE 1.12.2
PE.900.10.02.a Assess and improve levels of flexibility, cardiovascular fitness, muscular strength and endurance, and body composition PE 1.12.2 PE 5.12.1
PE.900.10.02.h Discuss the benefits of participating in a regular fitness program PE 1.12.5
PE.900.50. Physical Activity—Students will participate in a regular, personalized, purposeful program of physical activity to gain health and cognitive/academic benefits. They will learn and utilize principles of exercise physiology, social psychology and biomechanics to design a safe and effective program consistent with their health, performance and fitness goals.
PE.900.50.01 Participate in a variety of dynamic activities which will help improve physical fitness level
PE.900.50.03 Compare the relationship between exercise and stress reduction
PE.900.50.03.d Participate in relaxation techniques to reduce Stress
PE.900.50.04 Implement safety practices associated with physical fitness
PE.900.50.04.a Describe and demonstrate safety factors to be considered when engaging in flexibility exercises
PE.900.60. Skillfullness—Students will enhance their ability to perform a variety of skills and applications by developing fundamental movement skills, creating original skill combinations, combining skills effectively in skill themes, and applying skills to a variety of recreational and daily life experiences.

Visual Arts- Art I Essential Curriculum

CRITICAL
AR.AR1.10. Compare aspects of natural and human-made visual forms and other phenomena.
AR.AR1.20 Interpret and analyze design concepts perceived in art and nature

HISTORICAL/CULTURAL
AR.AR1.30 Determine how specific societies are reflected in and changed by works of art.
AR.AR1.35 Recognize the relationship between the choices an artist makes and the society or context in which he/she works.

PRODUCTION
AR.AR1.45 Use a variety of art tools, materials, and techniques to solve specific art problems
AR.AR1.50 Apply knowledge acquired in a variety of contexts to the creation of visual images.
AR.AR1.55. Apply specific design concepts to solve problems of composition.
AR.AR1.60 Develop a responsible attitude toward oneself and others through continuing compliance with health and safety rules.

AESTHETICS
AR.AR1.65 Evaluate a variety of visual forms through analysis and discussion in order to make judgments.
AR.AR1.70 Apply aesthetic criteria in critiquing selected artwork.
AR.AR1.75 Assess one’s aesthetic framework and modify one’s work accordingly.

Objectives: 

  • Students will examine the changing IOB of Hindu-Islamic Culture
  • Students will recognize the difference between representational and Naturalist works
  • Students will make connections between the styles of European and Mughal Artists.
  • Students will learn the basic of human facial anatomy and proportions
  • Students will create their own naturalist portraits of classmates
  • Students will apply these skills to continue developing their Muraqqa’s by adding naturalistic portraits to the works
  • Students will practice elements of health and wellness through the practice of traditional yoga

Key Terms/Vocabulary:  Proportion, Naturalism, Representational, Drapery,

Motivation (Anticipatory Set): Students will move all the furniture to the sides of the room and place yoga mats, blankets, cushions, etc around the room creating an atelier workshop.  Students will participate in a brief (10 minute) yoga centering activity.  Students will discuss Yoga, its origins and modern applications.

Scope and Sequence:
Anticipatory Set:  Students will examine the change in aesthetic choices that led artist away from representational works into naturalistic works through visual aids.
            Teacher Guided:  Demonstrate basic skills related to profile portrait drawing
Guided Practice:  Create generic graphics of human profiles that display standard human proportions and facial structures
Independent Practice:  Students will get into groups of four, sitting in squares, each students will draw the profile of the person sitting to their right.
           
Assessment:  Students will be assessed through informal discussion and participation
            Exit Card:  Students will be asked to replicate the proportion map and submit
Students will write one concern about naturalistic profile drawings on the card

Closure/Reflection:  Students will use these skills to add naturalist profile portraits to their Muraqqa’s.  Students will be asked to review project expectations to ensure compliance with rubric.

Lesson 4 (Days 8-10)

Lesson Title:  Drawing From Life, Interest in the World around us.

Length of Time:  3- 90 minute-periods

Subject Areas: Art I (integrated: Environmental Science )

Abstract: 

One important IOB for the Mughal empire was an unending interest in the world as seen.  Mughal artists spent a great deal of time observing animals and environment and creating renderings used both for education and decoration.  In this unit students will take walking field trips into the surrounding areas of campus to examine the natural state of wildlife and the environment and the impact the construction and inhabitation of the school has had.  Students will use this information, and life observation to create a scene to complete the background information in their sketches using pen and ink techniques.

Materials:  sketch pads, pencils, pen and ink,

Standards:
Environmental Science
SC.ENS.50     Students will demonstrate an understanding of ecological principles.
SC.ENS.50.04            Identify and describe ecosystems and biomes; and the habitats and niches within them. (CS 6.12.2, CS 6.12.1, CS 6.1.2, CLG 6.2.4)
SC.ENS.50.09            Identify and describe examples of relationships between organisms (symbiosis, interspecific and intraspecific competition, predation). (CS 6.12.2, CS 6.5.3, CS 6.2.1, CS 6.2.4, CLG 6.2.2)
SC.ENS.70     Students will understand the relationships between human population growth and the degradation of the environment.
SC.ENS.95     Students will construct meaning about the people and events that have shaped the nature of science.
SC.ENS.95.03            Students will describe how various cultures from ancient times to the present have made contributions that led to current scientific ideas and technological inventions (CS1.12.27*) T

Visual Arts:  Art I Essential Curriculum
HISTORICAL/CULTURAL
AR.AR1.25 Select and analyze works of various artists which record, preserve, highlight, and symbolize cultural ideas.
AR.AR1.30 Determine how specific societies are reflected in and changed by works of art.
AR.AR1.35 Recognize the relationship between the choices an artist makes and the society or context in which he/she works.
AR.AR1.40. Recognize the influences of art on technology and technology on the arts.

PRODUCTION
AR.AR1.45 Use a variety of art tools, materials, and techniques to solve specific art problems
AR.AR1.50 Apply knowledge acquired in a variety of contexts to the creation of visual images.
AR.AR1.55. Apply specific design concepts to solve problems of composition.
AR.AR1.60 Develop a responsible attitude toward oneself and others through continuing compliance with health and safety rules.

Objectives:

  • Students will understand basic information relating to eco-systems and their structures
  • Students will make connections between human development and the changes in natural eco-systems
  • Students will identify eco-systems through first hand observation
  • Students will make records of their findings through sketches
  • Students will apply their findings to create backgrounds for their Muraqqa’s referencing the Mughal interest in the World as seen.
  • Students will learn and utilize pen and ink techniques
  • Students will recognize the Mughal interest in the world as seen and its contributions to both art and science

Key Terms/Vocabulary:  Environment, nature, development, habitation, hatching, cross-hatching, stippling, pen and ink, eco-system

Motivation (Anticipatory Set): Students will take a field trip into the surrounding areas of campus to explore and identify eco-systems and how they are impacted.  Students will make sketches of their findings.

Scope and Sequence: 
Teacher Directed:  The teacher will discuss the Mughal interest in “the world as seen” and its connections to science and art.  The teacher will demonstrate the basic skills related to pen and ink drawings, showing students how to turn sketches into fully developed images.
Guided Practice:  Students will practice basic pen and ink techniques as each is demonstrated
Independent Practice:  Students will use sketches and new skills to fully develop the “records” they made

Assessment:  Students will be assessed through informal discussion and participation

Closure/Reflection:  Students will create backgrounds for their Muraqqa’s using their records and pen and ink skills to develop a sensible eco-system surrounding their subjects, that is sensitive to the environmental implications of human development.

Lesson 5 (Days 11-12)

Lesson Title: Botany as a design element?  Incorporating Scientific Drawings into Art

Length of Time:  Two 90-minute periods

Subject Areas:  Art 1 (integrated: Horticulture, Fitness for Life)

Abstract: 

Mughals had a deep interest in the world in which they lived including a European influenced interest in scientific renderings of plants.  Through closely observing plants and their anatomy in order to create detailed scientific sketches, students will learn the different forms and functions of plants.  At the conclusion of the lesson students will use their sketches to create a border around their Murraqa’s.

Materials:  plants, sketch paper, pencil, sketches from day 1, glue, scissors,

Standards:

AE.HO1 Horticulture I
AE.HO1.20 Identify the parts of plants and their functions 3.2.1
AE.HO1.20.01 Identify the parts of a plant 3.2.1

Visual Arts:  Art I Essential Curriculum

HISTORICAL/CULTURAL
AR.AR1.25 Select and analyze works of various artists which record, preserve, highlight, and symbolize cultural ideas.
AR.AR1.30 Determine how specific societies are reflected in and changed by works of art.
AR.AR1.35 Recognize the relationship between the choices an artist makes and the society or context in which he/she works.
AR.AR1.40. Recognize the influences of art on technology and technology on the arts.

PRODUCTION
AR.AR1.45 Use a variety of art tools, materials, and techniques to solve specific art problems
AR.AR1.50 Apply knowledge acquired in a variety of contexts to the creation of visual images.
AR.AR1.55. Apply specific design concepts to solve problems of composition.
AR.AR1.60 Develop a responsible attitude toward oneself and others through continuing compliance with health and safety rules

Fitness for Life

PE.900.10. Exercise Physiology—Students will demonstrate an ability to use scientific principles to design and participate in a regular, moderate to vigorous physical activity program that contributes to personal health and enhances cognitive and physical performance on a variety of academic, recreational and life tasks.
PE.900.30. Social Psychological Principles—Students will demonstrate skills essential for developing self-efficacy, fostering a sense of community, and working effectively with other in physical activity settings.
PE.900.30.01 Identify problems and create an action plan to work productively with others to achieve and maintain a peaceful, healthy environment PE 3.12.4 
PE.900.10.02 Evaluate and improve level of physical fitness PE 1.12.2
PE.900.10.02.a Assess and improve levels of flexibility, cardiovascular fitness, muscular strength and endurance, and body composition PE 1.12.2 PE 5.12.1
PE.900.10.02.h Discuss the benefits of participating in a regular fitness program PE 1.12.5
PE.900.50. Physical Activity—Students will participate in a regular, personalized, purposeful program of physical activity to gain health and cognitive/academic benefits. They will learn and utilize principles of exercise physiology, social psychology and biomechanics to design a safe and effective program consistent with their health, performance and fitness goals.
PE.900.50.01 Participate in a variety of dynamic activities which will help improve physical fitness level
PE.900.50.03 Compare the relationship between exercise and stress reduction
PE.900.50.03.d Participate in relaxation techniques to reduce Stress
PE.900.50.04 Implement safety practices associated with physical fitness
PE.900.50.04.a Describe and demonstrate safety factors to be considered when engaging in flexibility exercises
PE.900.60. Skillfullness—Students will enhance their ability to perform a variety of skills and applications by developing fundamental movement skills, creating original skill combinations, combining skills effectively in skill themes, and applying skills to a variety of recreational and daily life experiences.

Objectives:

  • Students will be able to identify the basic anatomy of flowering plants
  • Students will complete study charts identifying plant anatomy
  • Students will make sketches from life observation of the flowers
  • Students will make sketches in the Euro-Mughal style
  • Students will deepen their understanding of the Mughal IOB
  • Students will practice elements of health and wellness through the practice of traditional yoga

Key Terms/Vocabulary:  Pistil, Stamina, Ovary, Style, Anther, Stamen, Filament, Petal, Sepal, Ovule, Stem, Shoot, Root, primary and lateral roots, root hair, root cap, node, internodes,  leaf, flower, fruit, seed, shoot tip

Motivation (Anticipatory Set): Students will move all the furniture to the sides of the room and place yoga mats, blankets, cushions, etc around the room creating an atelier workshop.  Students will participate in a brief (10 minute) yoga centering activity.  Students will discuss Yoga, its origins and modern applications.
Students will use live plants as references.

Scope and Sequence:

Teacher Directed:  Teacher will discuss the European influenced style of rendering plants so that all aspects can be displayed in one aesthetically pleasing drawing. 
Guided Practice:  Students will fill in 2 charts displaying the basic anatomy of a flower
Independent Practice: Students will spend time observing and creating scientific sketches of three plants. Students will use their sketches to create a decorative border around their Muraqqa’s keeping in the style of the Mughal artisans.

Assessment:  Fill-in-the-blank Charts will be collected and graded for accuracy

Closure/Reflection:  Students will answer the following questions:  What is significant about a scientific drawing of a plant?  Why not create several separate drawings?  Why do you think Mughal’s incorporated the drawings into their “fine art”?

Lesson 6 (Day 13)

Lesson Title:  Poetry, Narratives and the Art of Writing

Subject Areas: Art 1 (Language Arts, Fitness for Life)

Abstract: 

The Mughal Empire had a strong interest and background in the written word, both in the content and presentation.  Mughal writers created incredible narratives and poems, and using finely practiced calligraphy saved them for posterity in beautifully illustrated manuscripts.  In this lesson, students will review Mughal writings, create their own written compositions, and prepare them for final presentation by learning the art of English calligraphy. 
Students will read examples of Mughal manuscript writing.

Materials:  Calligraphy Pens, Practice Paper, Paper, Sketches from Day 1, Composition paper, pencil/pen,

Standards:

LA.E09.20 The student will demonstrate the ability to compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose. SL
LA.E09.20.02 The student will compose to describe, using prose and/or poetic forms. SL
LA.E09.20.03 The student will compose to express personal ideas, using prose and/or poetic forms. SL
LA.E09.20.05 The student will use a variety of prewriting strategies to generate and develop ideas.

Visual Arts: Art 1 Essential Curriculum
HISTORICAL/CULTURAL
AR.AR1.25 Select and analyze works of various artists which record, preserve, highlight, and symbolize cultural ideas.

PRODUCTION
AR.AR1.45 Use a variety of art tools, materials, and techniques to solve specific art problems
AR.AR1.50 Apply knowledge acquired in a variety of contexts to the creation of visual images.
AR.AR1.55. Apply specific design concepts to solve problems of composition.
AR.AR1.60 Develop a responsible attitude toward oneself and others through continuing compliance with health and safety rules.

Fitness for Life

PE.900.10. Exercise Physiology—Students will demonstrate an ability to use scientific principles to design and participate in a regular, moderate to vigorous physical activity program that contributes to personal health and enhances cognitive and physical performance on a variety of academic, recreational and life tasks.
PE.900.30. Social Psychological Principles—Students will demonstrate skills essential for developing self-efficacy, fostering a sense of community, and working effectively with other in physical activity settings.
PE.900.30.01 Identify problems and create an action plan to work productively with others to achieve and maintain a peaceful, healthy environment PE 3.12.4 
PE.900.10.02 Evaluate and improve level of physical fitness PE 1.12.2
PE.900.10.02.a Assess and improve levels of flexibility, cardiovascular fitness, muscular strength and endurance, and body composition PE 1.12.2 PE 5.12.1
PE.900.10.02.h Discuss the benefits of participating in a regular fitness program PE 1.12.5
PE.900.50. Physical Activity—Students will participate in a regular, personalized, purposeful program of physical activity to gain health and cognitive/academic benefits. They will learn and utilize principles of exercise physiology, social psychology and biomechanics to design a safe and effective program consistent with their health, performance and fitness goals.
PE.900.50.01 Participate in a variety of dynamic activities which will help improve physical fitness level
PE.900.50.03 Compare the relationship between exercise and stress reduction
PE.900.50.03.d Participate in relaxation techniques to reduce Stress
PE.900.50.04 Implement safety practices associated with physical fitness
PE.900.50.04.a Describe and demonstrate safety factors to be considered when engaging in flexibility exercises
PE.900.60. Skillfullness—Students will enhance their ability to perform a variety of skills and applications by developing fundamental movement skills, creating original skill combinations, combining skills effectively in skill themes, and applying skills to a variety of recreational and daily life experiences.

Objectives

Students will review literature from Mughal poets and writers
Students will learn basic poem structure, and narrative building
Students will compose their own poems or narratives to be included with their finished Muraqqa
Students will learn the basics of calligraphy, and write out their final compositions in the “artful hand”

Key Terms/Vocabulary:  Tense, Structure, Calligraphy, Format, Pattern, Repetition, Narrative,

Motivation (Anticipatory Set): Students will move all the furniture to the sides of the room and place yoga mats, blankets, cushions, etc around the room creating an atelier workshop.  Students will participate in a brief (10 minute) yoga centering activity.  Students will discuss Yoga, its origins and modern applications.

Scope and Sequence:

Day 1  Teacher Directed:  Define Narrative and Poem.  Discuss basic poem structure.
Guided Practice:  Students will write simple ABAB limericks or poems to practice rhyming, rhythm and prose skills
Independent Practice:  Students will write a narrative or poem to be included in their Muraqqa
Day 2  Teacher Directed:  Teacher will demonstrate the calligraphic alphabet
Guided Practice:  Students will write out the calligraphic alphabet in upper and lower case.
Independent Practice:  Students will write their poems or narratives in calligraphy

Assessment:  Students will be assessed through informal discussion and participation

Closure/Reflection:  Students will complete their Muraqqa’s by adding the narratives or poems and completing any finishing touches.

Lesson 8 (Day 14)

Lesson Title:  Critique and Analysis

Length of Time:  1- 90 minute- period

Subject Areas:  Art 1

Abstract: 

Students will critique their finished Muraqqa’s, critiquing aesthetic value of the finished works, determining strengths and weaknesses, and relating the works back to their historical context.  Students will also be asked to assess the benefits and drawbacks of interdisciplinary learning.

Materials:  pens, pencils, paper, finished images

Standards:

Visual Arts: Art 1 Essential Curriculum
AESTHETICS
AR.AR1.65 Evaluate a variety of visual forms through analysis and discussion in order to make judgments.
AR.AR1.70 Apply aesthetic criteria in critiquing selected artwork.
AR.AR1.75 Assess one’s aesthetic framework and modify one’s work accordingly.

HISTORICAL/CULTURAL
AR.AR1.25 Select and analyze works of various artists which record, preserve, highlight, and symbolize cultural ideas.

CRITICAL
AR.AR1.20 Interpret and analyze design concepts perceived in art and nature

Fitness for Life

PE.900.10. Exercise Physiology—Students will demonstrate an ability to use scientific principles to design and participate in a regular, moderate to vigorous physical activity program that contributes to personal health and enhances cognitive and physical performance on a variety of academic, recreational and life tasks.
PE.900.30. Social Psychological Principles—Students will demonstrate skills essential for developing self-efficacy, fostering a sense of community, and working effectively with other in physical activity settings.
PE.900.30.01 Identify problems and create an action plan to work productively with others to achieve and maintain a peaceful, healthy environment PE 3.12.4 
PE.900.10.02 Evaluate and improve level of physical fitness PE 1.12.2
PE.900.10.02.a Assess and improve levels of flexibility, cardiovascular fitness, muscular strength and endurance, and body composition PE 1.12.2 PE 5.12.1
PE.900.10.02.h Discuss the benefits of participating in a regular fitness program PE 1.12.5
PE.900.50. Physical Activity—Students will participate in a regular, personalized, purposeful program of physical activity to gain health and cognitive/academic benefits. They will learn and utilize principles of exercise physiology, social psychology and biomechanics to design a safe and effective program consistent with their health, performance and fitness goals.
PE.900.50.01 Participate in a variety of dynamic activities which will help improve physical fitness level
PE.900.50.03 Compare the relationship between exercise and stress reduction
PE.900.50.03.d Participate in relaxation techniques to reduce Stress
PE.900.50.04 Implement safety practices associated with physical fitness
PE.900.50.04.a Describe and demonstrate safety factors to be considered when engaging in flexibility exercises
PE.900.60. Skillfullness—Students will enhance their ability to perform a variety of skills and applications by developing fundamental movement skills, creating original skill combinations, combining skills effectively in skill themes, and applying skills to a variety of recreational and daily life experiences.

Objectives: 

  • Students will identify strengths and weaknesses in their own and their peers work
  • Students will relate works back to historical context from which it developed
  • Students will self assess their learning in other content areas
  • Students will complete a quiz to assess their over all comprehension of ideas presented during the unit

Key Terms/Vocabulary:  Interdisciplinary Learning Strategy

Motivation (Anticipatory Set): Students will move all the furniture to the sides of the room and place yoga mats, blankets, cushions, etc around the room creating an atelier workshop.  Students will participate in a brief (10 minute) yoga centering activity.  Students will discuss Yoga, its origins and modern applications.
Students will be asked to list the best ways to find areas of improvement and strengths in their work.

Scope and Sequence:
           

Teacher Directed:  The teacher will explain the critique process            

Guided Practice:  Students will critique the demo project as a class

Independent Practice:  Students will critique their peers’ work, leaving positive and constructive feedback for the artist’s to review.  Students will then review their comments and complete a self-critique of their work.

Assessment:  Students will complete a brief quiz to assess their understanding of the information presented over the course of the unit.
Students will submit their final composition.  The work will be graded based upon a rubric- structured after the expectations presented in the beginning of the unit.

Closure/Reflection:  Students will discuss their feelings about the interdisciplinary unit of study that they have just engaged in.  They will be asked to reflect on the benefits and drawbacks of the assignments and structure.

 

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Sponsored by
the Center for Renaissance & Baroque Studies
and the Maryland State Department of Education