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My Mannerism: Inspiration with El Greco

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My Mannerism: Inspiration with El Greco Fitzgerald 1 My Mannerism: Inspiration with El Greco XXXXXXXXXXXX ART 307A March 20, 2013 Art History Lesson Plan My Mannerism Fitzgerald 1 Art History Plan Lesson History Art 3 IA. Curriculum Frameworks: Which MA Curriculum Frameworks connect to your goals? 3 IB. Generative Topic: What is the focal concept or skill of the lesson? 3 IC. Measurable Objectives: What do you want students to know and be able to do? 3 ID. End of lesson Assessment: How are you going to assess ART student’s understanding? 2 IIA. Content and Skills: What do you know about what you PLAN LESSON are planning to teach? 3 IIB. Rationale: Why teach the lesson? 3 My Mannerism My III. Knowledge of Students: Why does knowing your students matter? 3 IV. Materials: What materials, resources, and technology will #2 you need? RUBRIC RATINGS RUBRIC 3 VA. Beginning of the Lesson: How will you immediately engage all of your students in the content? VB. Middle of Lesson: What are your students actively 3 DOING (e.g., speaking, writing, drawing, performing, documenting, observing) to explore the content? VC. Extension and Enrichment Activities During Class Time: 3 How will you actively extend the learning of students who finish tasks early? 3 VD. End of Lesson: How will you help all students actively Fitzgerald Fitzgerald process the experience? 3 VIA. Reflection: Looking at Student Performance Fitzgerald Fitzgerald 3 VIB. Reflection: Looking at teaching 2 2 Fitzgerald 3 My Mannerism: Inspiration with El Greco Grade Level: 4th Number of Classes: 3 Each 45 Minutes in Length Lesson Content Rationale: This lesson is to teach students about the artist El Greco and characteristics of the style of Mannerism. MA Arts Framework Standards: Art Goals & Outcomes: Students will learn who El Greco is and why he was a great Mannerist painter (content). Students will know the characteristics of Mannerism (content). Students will create their own painting in the style of Mannerism by combining two separate scenes (studio). Students will value the efforts of Mannerist artists such as El Greco (affective). Key Concepts: Mannerism is a style of art that was prevalent in Italy from about 1525-1600. Stylistic characteristics of mannerism are elongated figures, figures in odd positions, unreal places, contorted, unbalanced compositions, and unusual colors or lighting. El Greco was a Mannerist painter that lived from 1541-1614. El Greco used all of the important Mannerist characteristics plus the combination of two settings. Art History Lesson Plan My Mannerism Fitzgerald 3 Fitzgerald 4 Art Learning Activities: A PowerPoint presentation will be given and examples of artwork will be shown. The entire class will use this time to participate in a discussion about what Mannerism is. Afterwards, the lesson will be given. Art Materials, Visual Resources, & Technology: Art Materials Student sketchbook No. 2 Pencils 9x12” Sulphite Paper Tempera paint, No 4-8 brushes, water cups, paper towel Teacher Resources PowerPoint presentation Cultural Exemplars: El Greco’s Annunciation, The Spoliation, and View of Toledo List of Mannerist characteristics (poster) Mannerist painting Teacher example Lesson Procedures: Day One Introduction—Motivating Activity (5 minutes) Teacher will ask class “What is the most interesting dream you’ve ever had?” Students will have time to respond and teacher will ask “What made it so interesting?” Art Talk Questions & Discussion (15 minutes) 1. Teacher will transition into a PowerPoint presentation that will allow for an art talk. First slide will contain a reproduction of Annunciation by El Greco. Question: “Do you think Art History Lesson Plan My Mannerism Fitzgerald 4 Fitzgerald 5 this is interesting? Is it interesting like your dreams or in a different way? Why or why not?” 2. “What do you see in this image? Be specific. Tell me about what’s happening, and think about your elements and principles of design.” 3. Next slide will contain a brief description of Mannerism. Next slide will be The Spoliation. Question: “Based on what I just told you about Mannerism, can you tell me why I chose this image?” 4. Next slide will tell about El Greco and it will be mentioned that the two images the class has seen are by him. Question: “The images we have seen have only been of figures. Does that mean Mannerist paintings have to have people in them? Can a landscape painting be Mannerist?” Switch slide to View of Toledo. After receiving answers, ensure that there is an understanding of why a landscape can be Mannerist. Demonstration (5 minutes) Lesson will be explained and criteria will be posted. Rather than doing a demonstration, I will have several thumbnail sketches done for viewing and will have a light sketch chosen to be on my final paper. At this point, the students will not need to see any other demonstration since they will only be working in pencil the first day. Guided Practice Activities/Studio (13 minutes) Students will begin by making thumbnail sketches and recording ideas. Clean Up (2 minutes) Students will put their sketchbooks and pencils away. Closure & Review (5 minutes) Art History Lesson Plan My Mannerism Fitzgerald 5 Fitzgerald 6 As students are getting their things together and lining up, each student will have to tell me something they learned about Mannerism. Day Two Introduction/Welcome (2 minutes) As students file in, we will review what we did last class. Art Talk Questions & Discussion (3 minutes) “Can someone remind me what some of the characteristics of Mannerism are?” “Who is the artist we are studying?” Demonstration (5 minutes) Remind class that they are working on their thumbnail sketches. When they have picked one that they would like to do, they may show me and get a paper to start sketching on lightly. At this point I will explain that they are NOT to shade or press hard with the pencil because we will be painting. I will show them my thumbnail sketches that I completed. I will then explain how I decided on one and sketched it onto my paper very lightly. Guided Practice Activities (No more than 10 minutes) Students will work on their thumbnail sketches individually. Studio (17 minutes) As students are deciding on their sketch, or if I determine that they have one they can use, they will receive paper to draw on. Clean Up (3 minutes) Students will return their sketchbooks, drawing paper, and pencils to their proper locations. Closure & Review (5 minutes) Art History Lesson Plan My Mannerism Fitzgerald 6 Fitzgerald 7 “What kind of Mannerist characteristics are each of you including in your painting? Do you think it’s harder or easier than painting realistically? Why? What do you think Mannerist artists thought?” Day Three Introduction/Welcome (2 minutes) Ensure that all students are finished or close to finished with drawing on their paper. Demonstration (3 minutes) Show students teacher example of finished painting. Use opportunity to explain how Mannerist characteristics call for unusual use of color and encourage students to think about that. Studio (30 minutes) Students will paint and complete their work of art. If finished early, allow them to help clean up. Clean Up (8 minutes) Make sure that all brushes are washed out and paintings are placed on drying rack. Assign table captains to ensure everything is cleaned up and put away. Close & Review (5 minutes) While students are working (about 5 minutes before clean up), ask questions: “What is one characteristic you like best about Mannerism? What is one that you don’t like? Tell me about something you did in your painting. Would you like to study Mannerism more to learn about other artists?” Art History Lesson Plan My Mannerism Fitzgerald 7 Fitzgerald 8 Assessment: 4 3 2 1 Sketches Many sketches Few sketches Not enough None with variation With some variation Drawing Size is appropriate, Size is okay. Size is okay, Little or Very light. Pencil but None complete Weight is Too much average. pencil. Painting Great application of Good use of Could be Needs unusual colors in the color. better. improvement. fashion of Mannerism. Characteristics Many characteristics of A few More traits Almost none. of Mannerism included. characteristics needed. Mannerism included. Effort Excellent effort. Good effort. Okay with Needs some improvement. reminders. Extensions: Once dry, students will be able to write an index card on what dream their painting was about. The paintings will be hung up on a bulletin board with the index card next to it. The bulletin board will have blue and white paper, resembling clouds. Reflection: At first, I thought this was going to be really hard to teach fourth graders about a style that occurred in the 1500s; however, I found that I actually enjoyed this lesson. If anything, I wish I had more time (for studio time and review). Art History Lesson Plan My Mannerism Fitzgerald 8 Fitzgerald 9 Historical Teacher Outline Resource 1. Motivation What are form, medium, and process were used? This is a 24 x 18 cm. painting that was completed with tempera paint on panel. 2. Identification of Facts Used to Catalogue the Object Identify the artist, title of the work, date the work was created, and present location. a. The artist is El Greco (Domenikos Theotokopoulos). b. The title of this painting is Annunciation. c. El Greco painted this in the year 1568. d. Presently, the painting is at the Galleria Estense in Modena, Italy. 3. Description of Cultural Contexts a. Who is El Greco? El Greco’s real name is Domenikos Theotokopoulos. He was born in Crete, but is of Spanish descent. El Greco spent his time traveling between Venice, Rome, and Spain. Eventually, he settled in Toledo (Spain). He is known for his paintings that are in the fashion of Mannerism.
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