Educational Activities for Ovation documentary Raiders of the Lost Art: Leonardo

Grade Level – 9-12 Discipline - Visual Arts - Also included: Social Studies activity

Materials for teacher - Ovation’s Arts Ed Toolkit educational resources http://www.ovationtv.com/education/ - Programming clips for the Ovation documentary Raiders of the Lost Art: - Visual arts activities

Note: It is recommended that teachers view all program clips and related web links contained in these activities prior to using the resources in class.

Standards

National Core Arts Standards – Visual Arts High School Activities and resources contained in this document support the areas of: - Creating - Presenting - Responding - Connecting

National Visual Arts Standards

Grades 9-12

1. Content Standard:

Understanding and applying media, techniques, and processes

2. Content Standard:

Using knowledge of structures and functions

3. Content Standard:

Choosing and evaluating a range of subject matter, symbols, and ideas

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4. Content Standard:

Understanding the visual arts in relation to history and cultures

5. Content Standard:

Reflecting upon and assessing the characteristics and merits of their work and the work of others

Overview of Activities There are two parts to these activities Part I Students will explore the artistic style and creative process of Renaissance artist Leonardo da Vinci – focusing on themes, techniques and mediums used in three of his portrait paintings. They will view selected footage from a documentary about Da Vinci’s masterpiece, the , as well as other significant artworks of this artist. Students will gain an understanding of a 1911 robbery of the Mona Lisa painting, the search to solve the crime and recover the painting. Students will research information on the Internet about issues related to this historical event. They will research information about a renowned renaissance artist, several of his paintings and drawings. Part II Students will engage in two art-making activities. Students will analyze and evaluate the merits of their own work and the work of other students. In addition to activities for visual arts, a social studies activity is included.

Length of Activities – Eleven 45 minute class periods Part I – 2 days Part II – 9 days

Instructional Objectives Students will:

- Gain knowledge about the Renaissance artist Leonardo da Vinci, and understand the nature of his style, themes, compositions and mediums.

- Identify significant works of a renowned Renaissance artist.

- Gain knowledge about three portraits of females painted by or attributed to Leonardo da Vinci, and identify/compare/contrast distinctive elements of these works.

- Create art inspired by the style of Da Vinci.

- Research information about a significant artist through use of Internet websites.

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- Research information about the 1911 robbery of Da Vinci’s masterpiece painting, the Mona Lisa, through use of the Internet.

- Research and analyze details about the individual who committed the crime, a police search to recover the work, and the outcome of this crime.

Supplies: - Computers with Internet access - White Board, or laptop computer, screen and speakers - Journals in binder format (for each student) - Ovation documentary Raiders of the Lost Art: Leonardo da Vinci - Images of specific artwork - Journal or Blank writing paper for each student - Paper toweling - Materials for art-making exercises, including: o canvas or canvas board for each student (size TBD by teacher) o sketch paper for each student (size TBD by teacher) o thin tipped paint brushes o acrylic paint in colors: . white, black, bright blue, crimson, bright yellow, gold o lead pencils o color pencils  Subject Related Words The teacher will relate the following list of words and definitions to the students for use during class discussions and in their writing assignments. This information was selected, specifically for its correlation to words used in association with this lesson, from http://www.merriam-webster.com/. The students can obtain additional meanings for these words and usage from this website. aesthetic adjective :appreciative of, responsive to, or zealous about the beautiful; also, responsive to or appreciative of what is pleasurable to the senses chiaroscuro noun : 1 pictorial representation in terms of light and shade without regard to color : 2 a: the arrangement or treatment of light and dark parts in a pictorial work of art b: the interplay or contrast of dissimilar qualities (as of mood or character) : 5 the quality of be veiled or partly in shadow composition noun : the way in which something is put together or arranged : the combination of parts or elements that make up something design verb : to create, fashion, execute, or construct according to plan: to conceive and plan out in the mind

Page | 3 dimension noun : the quality of spatial extension : MAGNITUDE, SIZE c: a lifelike or realistic quality d: the range over which or the degree to which something extends : SCOPE —usually used in plural masterpiece noun :1 work done with extraordinary skill; especially: a supreme intellectual or artistic achievement : 2 a piece of work presented to a medieval guild as evidence of qualification for the rank of master motif noun :1 a: usually recurring salient thematic element (as in the arts); especially: a dominant idea or central theme fresco noun :1 the art of painting on freshly spread moist lime plaster with water- based pigments pigment noun : a substance that imparts black or white or a color to other materials; especially : a powdered substance that is mixed with a liquid in which it is relatively insoluble and used especially to impart color to coating materials (as paints) or to inks, plastics, and rubber process noun : a series of actions or operations conducing to an end; especially: a continuous operation or treatment especially in manufacture resonate verb : to relate harmoniously: strike a chord

Renaissance noun :1 a the transitional movement in Europe between medieval and modern times beginning in the 14th century in , lasting into the 17th century, and marked by humanistic revival of classical influence expressed in a flower of the arts and literature and by the beginnings of modern science symbolism noun :1 the art or practice of using symbols especially by investing things with a symbolic meaning or by expressing the invisible or intangible by means of visible or sensuous representations: as a: artistic imitation or invention that is a method of revealing or suggesting immaterial, ideal, or otherwise intangible truth or states

PART 1 Activity 1 Homework The teacher will ask students to research background information about the Renaissance artist Leonardo da Vinci, three of his portraits of females and selected drawings. Following are suggested links for this exercise. It is also suggested that students explore the following websites about the Museum and about the man who stole the Mona Lisa artwork. This activity is provided as a means for students to become acquainted with subjects of the activities.

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Related Websites

Leonardo da Vinci

The Metropolitan Museum of Art Heilbrunn Timeline of Art History – Leonardo da Vinci http://www.metmuseum.org/toah/hd/leon/hd_leon.htm

Webmuseum - Paris http://www.ibiblio.org/wm/paint/auth/vinci/

Museum of Science – Rennaisance Man http://www.mos.org/leonardo/bio.html

Google – Images http://www.google.com/search?q=leonardo+da+vinci&start=10&hl=en&sa=N&biw=1165 &bih=699&prmd=imvnsbo&tbm=isch&tbo=u&source=univ&ei=xC7ETqfwCKLg0QHqn8y hDw&ved=0CD0QsAQ4Cg

Paintings by and/or attributed to Leonardo da Vinci Mona Lisa

Encyclopaedia Britannica http://www.britannica.com/topic/Mona-Lisa-painting

Wikipedia https://en.wikipedia.org/wiki/Mona_Lisa

Ginevra de’ Benci

Universal Leonardo – University of the Arts, London http://www.universalleonardo.org/work.php?id=249

National Gallery of Art – Washington, D.C. http://www.nga.gov/kids/ginevra.htm

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Lady with an Ermine

Encyclopedia of Art Education http://www.visual-arts-cork.com/famous-paintings/lady-with-an-ermine.htm

Wikipedia https://en.wikipedia.org/wiki/Lady_with_an_Ermine

The Battle of Anghiari

Wikipedia https://en.wikipedia.org/wiki/The_Battle_of_Anghiari_(painting)

Drawings by Leonardo da Vinci

Select drawings by Da Vinci http://www.drawingsofleonardo.org/

The Head of Leda http://www.drawingsofleonardo.org/images/leda.jpg

Study of Young Woman in Profile http://www.drawingsofleonardo.org/images/studyofwomaninprofile.jpg

Louvre Museum http://www.louvre.fr/en

Uffizi Gallery Museum http://www.uffizi.org/

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Vincenzo Peruggia

Big Think http://bigthink.com/Picture-This/how-vincenzo-peruggia-created-the-mona-lisa-by- stealing-her

“Stealing Mona Lisa” – Vanity Fair magazine article, May 2009 http://www.vanityfair.com/style/features/2009/05/mona-lisa-excerpt200905

PART 1 Activity 1/Day1 Exploring the case of the missing Mona Lisa, and an Introduction to Leonardo da Vinci’s masterpiece

Class work activity The students will be introduced to the world of museum intrigue, an historical art heist, and a masterpiece Renaissance portrait. They will view and discuss selected programming clips from the documentary Raiders of the Lost Art: Leonardo da Vinci. Each clip is approximately three minutes in length. Following each clip, the teacher will engage the students in some or all of the discussion points listed below.

Clip 1 Discussion Points - Discuss the significance of Leonardo da Vinci’s masterpiece missing at one of the world’s most important museums…the Louvre. - Imagine an event of this magnitude was taking place today and you were a local citizen sending social media messages about this event. Begin making mental notes about key words and phrases you would use to describe this scenario.

Clip 2 Discussion Points - We learn in this sequence that the time this event took place, 1911, the Louvre Museum housed one of the finest art collections in the world. It was highly respected, part of the French establishment. - Immediately following the disappearance of Da Vinci’s painting Mona Lisa, what do you observe about how this disaster was handled by the police and the museum officials? - Does the current day warning “If you see something, say something” come to mind? If so, explain your reasons. - Viewing the Mona Lisa painting, what artistic qualities do you observe? Discuss them.

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- In your opinion, what are the eyes in the Mona Lisa painting conveying to you, and how would you describe the overall expression on her face?

Clip 3 Discussion Points - As you view this clip, list the reasons why it was reasonable for Vincenzo Peruggia’s presence to be undetected, and how uncomplicated it was for him to find his way into the gallery. - In your opinion what personal and professional character traits must Peruggia have possessed to enable him to accomplish this feat?

Clip 4 Discussion Points - We learn here it was over 24 hours before it was discovered that the Mona Lisa painting was stolen. - Relate this scenario to today’s environment. Imagine this robbery taking place in the early 21st century. In your opinion, given the communications and social media phenomenon, what would transpire in a police search if a masterpiece of this magnitude was stolen from the Louvre Museum today? - Imagine you were part of this early police search for the missing Mona Lisa painting. Discuss and list the types of individuals you would begin to suspect. - Following the story in this documentary, it was finally reported in the newspapers the following day, the Mona Lisa had been stolen. This was a monumental disaster to the art world and to the French culture. - Continue to discuss the situation and the potential path a police search might take in today’s world. Focus on the advancement made in forensic science. - Cite the probable stories that would appear on TV network news broadcasts, in newspapers and online communications.

Clip 5 Discussion Points - In this sequence there is an historical timeline correlated to the provenance of the Mona Lisa. Imagine you were writing a newspaper story in the days following the art robbery of the Mona Lisa. Discuss the key dates, related individuals, and relevant events you would determine were essential to this background story. - Discuss the comments about people’s motives in desecrating paintings at the Louvre. In your opinion what were these actions demonstrating?

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Clip 6 Discussion Points - Listen to and observe these scenes and the twists that the police search took. Pablo Picasso and poet were suspects. - Discuss this aspect of the search and how news of these individuals as potential suspects would have impacted the French culture…and the world’s arts stage. - Listen to and observe these scenes and discuss the pace of the momentum and the activities being taken by police to solve this crime. - Imagine and discuss the possibility of these events taking place during the current era. What do you suppose might have transpired? Focus on possible efforts that might take place by investigators and government leaders. - In your opinion, how would the phenomenal communications technology available today help or hinder the search?

Clip 7 Discussion Points - Discuss the continued police investigation of Pablo Picasso in association with the stolen Mona Lisa. - Discuss the complications related to the two Iberian statues in Picasso’s possession. - Discuss the actions of Apollinaire following the theft of the Mona Lisa and the comment made in the program clip that it led to the death of Apollinaire.

Clip 8 Discussion Points - Follow the documentary storyline here, as Vincenzo Peruggia writes a letter to an art dealer in . - Discuss the potential risks Peruggia was taking in divulging the information of his possession the Mona Lisa to an outside source, in particular to a high profile art dealer. - In your opinion, what do you imagine he thought would be the outcomes of this action? - Imagine you were Peruggia, taking this bold step of writing a letter. Discuss key points and specific information you would include, and what you would specifically not include.

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Activity 1/ Day 2 Homework The teacher will ask students to keep journal entries, focusing on various facial expressions and hand movements they experience throughout the lesson days. The purpose of this exercise is to sensitize the students to the moods, expressions and movements that inspire artists’ creations. The teacher will tell the students that they should refer continually to their notes.

Class work activity The students will be introduced to the world of museum intrigue, an historical art robbery, and a masterpiece Renaissance portrait. They will view and discuss selected programming clips from the documentary Raiders of the Lost Art: Leonardo da Vinci. Each clip is approximately three minutes in length. Following each clip, the teacher will engage the students in some of the discussion points listed below.

Clip 9 Discussion Points - Understanding what you learned earlier in the program sequences regarding the distinctive elements of the portrait, in your opinion, what else would the two art professionals focus upon to make certain this was the authentic Mona Lisa? - We learn here that the painting revealed its unique pattern of crackles. Discuss this aspect and the significance of this finding by the art professionals. - When Peruggia was asked “You do expect to be paid,” Peruggia responded “I want 500,000 lire.” (Select a student, and ask him/her to research the value of lire of that amount to U.S. currency.) Discuss the significance of that request and that specific amount of payment.

Clip 10 Discussion Points - Here we learn that Vincenzo Peruggia was arrested, went on trial, and was imprisoned for only a few months. - In your opinion, was this a fitting punishment for a crime of this magnitude? If so, or if not, expand on your opinions. - Now that you understand the background of the great art robbery of Leonardo da Vinci’s Mona Lisa painting, take time to discuss how generations of Italians might have perceived the legacy of Vincenzo Peruggia. - In five words or less, how would you title a nonfiction book that might have been written about Vincenzo Peruggia and his role in this dramatic event of the early 20th century?

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Clip 11 Discussion Points - Following this art robbery of the Mona Lisa, the Louvre Museum and museums of other cities and nations significantly heightened and fortified security measures to ensure the safety of artworks. Discuss this aspect of the story, relating to visits you have made to art museums and the safety measures you do or don’t notice in the galleries exhibiting masterpiece artworks. - Relating to the issue of security measures, in your opinion what is the full meaning of the statement that “Security was bolstered. This opened up a whole new world.” - Following the sequence as Da Vinci’s other painting of the Yarnwinder was stolen in Scotland in 2003, discuss the significance of having good forensic evidence available to the police, as they pursued the thieves.

Clip 12 Discussion Points - As you follow the sequences about the stolen artwork, Madonna of the Yarnwinder, discuss the complications likely encountered by the thieves as they contemplated how best to monetize the stolen masterpiece by Da Vinci. - Discuss the sequence where the art historian is explaining the process of how best to reconstruct evidence of the under drawings versus the previous scenario in 1911 when art experts in Florence, Italy were determining the authenticity of the Mona Lisa. - It is stated here there are very few paintings worked on in Da Vinci’s life, now missing over the centuries. In your opinion, if you were part of a team of art experts attempting to validate authenticity of one of these paintings by Da Vinci, what key steps would you take to establish a credible process?

Clip 13 Discussion Points - Observe and discuss the artistic elements of the painting . Also focus on the overall style and feel of the work, the position of the figure, facial expression and the eyes. - Compare and contrast this painting to that of the Mona Lisa. What similarities or differences do you observe? - It is mentioned here that Da Vinci was very experimental, and tackled every project as a “one off.” Discuss the meaning of this term, and what it might indicate about the artistic techniques and temperament of Da Vinci.

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- Observe and discuss the second painting recently discovered, the Salvator Mundi. Discuss the significance of its attribution as an artwork by Da Vinci, and its selling price of over 70 million dollars.

Clip 14 Discussion Points - In this sequence we learn about the painting Salvator Mundi, and the fact that the artwork had been completely over painted. Discuss the process of stripping off the over paint and the process of filling in areas to restore the painting. Discuss the challenges presented to art experts in the handling of this process to ensure the quality and value of a work of art by Da Vinci. - During this sequence there are images of other paintings being attributed to Da Vinci, the , the , and the portrait Ginevra de’ Benci. Upon this brief viewing of these paintings, in your opinion what are key artistic elements you note relating them to this particular artist? - Do they appear to be “one off” artworks? Compare and contrast similarities and differences. - It is stated here that Da Vinci was a scientist as well as an artist. Discuss this aspect of his character and how it likely supported the outcome of his paintings.

Clip 15 Discussion Points - As you listen and observe the artworks described in this sequence, the Battle of Anghiari, both by Leonardo da Vinci and Peter Paul Rubens, discuss the overall theme, mediums, scales and artistic elements of these artworks. - Discuss the issue of how to research and possibly locate other original paintings by Renaissance Master Leonardo da Vinci in this current era. - Given the current era’s social media phenomenon, the use of forensic science, and other advanced 21st century communications resources, discuss how you would outline a process for seeking out more paintings by this legendary artist.

Clip 16 Discussion Points - Listening to the comments about the techniques used by Leonardo da Vinci, is it your opinion that a believable forgery could have been produced of the original Mona Lisa? - After having observed the images of the Mona Lisa, is it apparent that this painting was created in many layers? If so, or if not, cite your reasons. - Through the years forgeries of the Mona Lisa have been created.

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- In your opinion, how would the wide-reaching news and information about the original art robbery of the Mona Lisa and its subsequent return to the Louvre Museum, impact the success or lack of success selling forgeries of this masterpiece by Da Vinci? - It is stated in this sequence: ” There’s another theory…that a copy of the Mona Lisa that is in the Prado Museum was done at the same time (as the Mona Lisa was painted), and if you put them together there’s a 3D image. This is five hundred years later and she’s still getting press.” - As you observe these two paintings, compare and contrast their artistic elements. - Having viewed program clips from this documentary, in your opinion what are the key factors that contribute to the assessment that the Mona Lisa is one of the most famous paintings in the world? In your opinion, how much of it relates to the artist, the artwork, and the fact that it was global news beginning in 1911 when it was stolen from the Louvre Museum by Vincenzo Perrugia?

PART II

Art Making Projects

Activity 2/Day3 Creating portraits inspired by Da Vinci’s paintings

Class work The teacher will show students images of three significant portraits painted by and/or attributed to Leonardo da Vinci, featured on the suggested websites listed below.

Mona Lisa

Encyclopaedia Britannica http://www.britannica.com/topic/Mona-Lisa-painting

Wikipedia https://en.wikipedia.org/wiki/Mona_Lisa

Ginevra de’ Benci

Universal Leonardo – University of the Arts, London http://www.universalleonardo.org/work.php?id=249

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National Gallery of Art – Washington, D.C. http://www.nga.gov/kids/ginevra.htm

Lady with an Ermine

Encyclopedia of Art Education http://www.visual-arts-cork.com/famous-paintings/lady-with-an-ermine.htm

Wikipedia https://en.wikipedia.org/wiki/Lady_with_an_Ermine

By viewing these images, the students will: - Analyze the style, mood, composition, facial expressions, medium, techniques and colors used by Da Vinci in three portraits: - Mona Lisa - Ginevra de’ Benci - Lady with an Ermine

- Compare and contrast the three artworks and discuss the following: o What are the common or dissimilar elements in the style? o What’s going on in the backgrounds of the portraits? o What’s going on inside each element of the costumes – colors, shapes, and texture, light and dark qualities of each element? o What are the distinct hair colors, textures and styles in each portrait? o How are the expressions on the models’ faces similar or different? o What do their eyes “tell” the viewer? o What does the expression of their mouths “tell” the viewer? o Are their gazes directed at the viewer or are they in profile…or partial profile? o How are the models’ sitting/standing positions similar or different? o Are their hands present in the image? If so, what does the placement of hands connote to the viewer? o What do you feel when you view each portrait?

The teacher will explain to the students that as part of the art making activities, they will each be creating drawings and/or portraits which will result in an image resonating with the style of one of Leonardo da Vinci’s artworks noted in related websites.

The teacher will ask each student to select one of the three portraits referenced above, and to use that image as a foundation for his/her artwork.

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The teacher will ask students, as a homework assignment, to find a photograph of a female whose features they might want to draw and/or paint. It might be a friend, family member, fellow student, a celebrity, or anyone else. The students will be asked to bring the photo with them to serve as a subject for use in the next lesson.

Activity 2/Days 4-10 Creating female portraits inspired by Da Vinci’s paintings and drawings The teacher will tell the students that this exercise contains two activities. Note: The teacher may decide to use only one of the following activities in association with this project. - Activity a. will be a drawing of the facial features/expression, hair, costume (hands, torso and background are optional). - Activity b. will be a completed painting of the facial features/expression, hair, costume (hands and torso are optional). - Prior to beginning the art making process the teacher will ask students to write a paragraph about the person whose portrait they will draw and paint. - The teacher will inform the students that they will work with pencils and paper for Activity a., and with paints, canvas boards or canvases to create a completed artwork for Activity b. - The teacher will allow time at the conclusion of the activities for the students to clean up their workspace and store their artwork in progress.

The teacher will: - Ask students to once again explore the suggested websites to research images of Leonardo da Vinci’s drawings and portraits of females.

Drawings by Leonardo da Vinci

Select drawings by Da Vinci http://www.drawingsofleonardo.org/

The Head of Leda http://www.drawingsofleonardo.org/images/leda.jpg

Study of Young Woman in Profile http://www.drawingsofleonardo.org/images/studyofwomaninprofile.jpg

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Portraits by and/or attributed to Leonardo da Vinci Mona Lisa

Encyclopaedia Britannica http://www.britannica.com/topic/Mona-Lisa-painting

Wikipedia https://en.wikipedia.org/wiki/Mona_Lisa

Ginevra de’ Benci

Universal Leonardo – University of the Arts, London http://www.universalleonardo.org/work.php?id=249

National Gallery of Art – Washington, D.C. http://www.nga.gov/kids/ginevra.htm

Lady with an Ermine

Encyclopedia of Art Education http://www.visual-arts-cork.com/famous-paintings/lady-with-an-ermine.htm

Wikipedia https://en.wikipedia.org/wiki/Lady_with_an_Ermine

o Day 4 . Research websites to review Da Vinci’s portraits. The teacher will tell the students that at the completion of the art-making project, each student will deliver three elements: written narrative of concept and theme of portrait – drawing of portrait – painting of portrait. Note: The teacher may decide to use only one of the following activities, drawing and/or painting in association with this project. . Write paragraph describing concept:  What is the model’s name (imaginary)?  What does the portrait or creation mean to you (student)?  What is the nature of her personality?  Why is she unique?  What feelings do her mouth and eyes convey to those who view the portrait?

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 What is the intended mood and emotion of the creation?  What is the theme and technique to be used in the face, hairstyle, costume and background?

Days 5 through 6 . Draw the portrait on white sketch paper, (size TBD by teacher), using pencils.  Techniques for these drawings can be inspired by those used by Da Vinci in his sketches, most notably: o Head of Leda o Study of Young Woman in Profile Days 7 through 10 . Use photo of face and drawing for basis of the painted portrait. . Create a painting of the final portrait on canvas or canvas board – suggested size, 18”w x 24”h.

The teacher will allow time at the conclusion of the activities for the students to clean up their workspace and store their artwork in progress.

Activity 2/Day 11 Analyzing and Discussing the Creative Process During this final activity, the students will discuss their experiences of understanding and creating artwork, inspired by the style, mood and compositions of Leonardo da Vinci’s artwork. The students will be asked to refer to the notes they have kept in their journals. The students will share their artwork with the class and compare the outcome of their creations.

Student Self Evaluation Sheet (mid-completion) PORTRAIT DRAWING Name Grade Level Date

Assignment Drawing for the intended final artwork

Please describe your artwork concept thus far and explain how this piece will represent you as an aspiring artist.

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How are you using the time in class and your drawing to help you create the finished piece?

Considering the point you are at now, what do you feel is the strongest aspect? Why?

If you were to change something at this point, what would it be? Why?

Is there a skill that you wish you had for this project?

If you had to grade yourself at this point, what grade do you think you should receive? Why? GRADE______

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Student Self Evaluation Sheet (at completion)

Please answer the following questions below in full sentences, typed, double spaced, and hand in no later than______. Include the following:

Name

Grade Level

Date submitted

Assignment Painting a portrait inspired by Leonardo da Vinci’s portraits of Renaissance women

1. How did you interpret this assignment? 2. How did you approach solving this assignment? 3. In what ways did you change the way you work to improve upon the outcome of this piece versus your previous piece? 4. How well does this work solve the problems outlined in the assignment? 5. How did the mid-completion assessment aid you in completing this piece more successfully? 6. What grade would you give yourself for this project and why?

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Assessment for these activities, to be determined by the teacher

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Social Studies Activity

Part I – 2 class periods Viewing program clips 1 – 16, from the documentary Raiders of the Lost Art: Leonardo da Vinci

Part II – 2 class periods Writing an Opinion Piece

The Stolen Mona Lisa. Could it have been possible in the 21st Century?

The teacher will tell the students they will imagine a scenario where they are writing an op-ed piece for their local newspaper. The basis for this piece is their perspective on an historical art robbery. Here are the guidelines as basis for their op ed piece:

- It is one hundred years since the masterpiece painting by Leonardo da Vinci, the Mona Lisa, was stolen by Vincenzo Peruggia from the Louvre Museum in Paris.

- Develop a brief timeline of the key elements of the robbery in 1911, the police search for the thief and the painting, and the outcome of the search two years later.

- Cite ways about how the search for the thief’s identity and for the artwork itself would have been conducted differently through the use of advanced communications technology and forensics studies, in today’s world.

- Provide an opinion about whether or not an art robbery of this magnitude would have been possible in the 21st century.

- Create a provocative story title for the opinion piece.

Research The teacher will encourage students to review the website below for writing tips and guidelines for developing an effective op-ed piece. The teacher will tell the students that the piece should be no longer than 400 words.

Writerfind resources for writers http://www.writerfind.com/resources/oped.htm

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Assessment for these activities, to be determined by the teacher

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Related Websites

Leonardo da Vinci

The Metropolitan Museum of Art Heilbrunn Timeline of Art History – Leonardo da Vinci http://www.metmuseum.org/toah/hd/leon/hd_leon.htm

Webmuseum - Paris http://www.ibiblio.org/wm/paint/auth/vinci/

Museum of Science – Renaissance Man http://www.mos.org/leonardo/bio.html

Google – Images http://www.google.com/search?q=leonardo+da+vinci&start=10&hl=en&sa=N&biw=1165 &bih=699&prmd=imvnsbo&tbm=isch&tbo=u&source=univ&ei=xC7ETqfwCKLg0QHqn8y hDw&ved=0CD0QsAQ4Cg

Paintings by and/or attributed to Leonardo da Vinci

Mona Lisa

Encyclopaedia Britannica http://www.britannica.com/topic/Mona-Lisa-painting

Wikipedia https://en.wikipedia.org/wiki/Mona_Lisa

Ginevra de’ Benci

Universal Leonardo – University of the Arts, London http://www.universalleonardo.org/work.php?id=249

National Gallery of Art – Washington, D.C. http://www.nga.gov/kids/ginevra.htm

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Lady with an Ermine

Encyclopedia of Art Education http://www.visual-arts-cork.com/famous-paintings/lady-with-an-ermine.htm

Wikipedia https://en.wikipedia.org/wiki/Lady_with_an_Ermine

The Battle of Anghiari Wikipedia https://en.wikipedia.org/wiki/The_Battle_of_Anghiari_(painting)

Drawings by Leonardo da Vinci

Select drawings by Da Vinci http://www.drawingsofleonardo.org/

The Head of Leda http://www.drawingsofleonardo.org/images/leda.jpg

Study of Young Woman in Profile http://www.drawingsofleonardo.org/images/studyofwomaninprofile.jpg

Louvre Museum http://www.louvre.fr/en

Uffizi Gallery Museum http://www.uffizi.org/

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Vincenzo Peruggia

Big Think http://bigthink.com/Picture-This/how-vincenzo-peruggia-created-the-mona-lisa-by- stealing-her

“Stealing Mona Lisa” – Vanity Fair magazine article, May 2009 http://www.vanityfair.com/style/features/2009/05/mona-lisa-excerpt200905

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