Fitzgerald 1
My Mannerism: Inspiration with El Greco
XXXXXXXXXXXX ART 307A March 20, 2013
Art History Lesson Plan My Mannerism Fitzgerald 1 Fitzgerald 2
ART LESSON PLAN #2 RUBRIC RATINGS
ts
How will you immediately immediately you will How
ou help all students actively actively students all help ou
lesson?
matter?
you need? you
How will y will How
finish tasks early? tasks finish
eaking, writing, drawing, performing, performing, drawing, writing, eaking,
are planning to teach? to areplanning
process the experience? the process
know and be able to do? to able be and know
student’s understanding? student’s
Frameworks connect to your goals? your to connect Frameworks
VIB. Reflection: Looking atteaching Looking Reflection: VIB.
IIB. Rationale: Why teach the lesson? the teach Why Rationale: IIB.
engage all of your students in thecontent? in students of your all engage
documenting, observing) to explore thecontent? explore to observing) documenting,
VIA. Reflection: Looking at Student Performance atStudent Looking Reflection: VIA.
End of lesson Assessment: How are you going to assess assess to going you are How Assessment: of lesson End
DOING (e.g., sp (e.g., DOING
IA. Curriculum Frameworks: Which MA Curriculum Curriculum MA Which Frameworks: Curriculum IA.
VB. Middle of Lesson: What are your students actively actively students your are What of Middle Lesson: VB.
VA. Beginning of the Lesson: theLesson: of Beginning VA.
How will you actively extend the learning of students who who ofstudents learning the extend actively you will How
IC. Measurable Objectives: What do you want students to students want you do What Objectives: Measurable IC.
ID. ID.
VD. End of Lesson: of Lesson: End VD.
IIA. Content and Skills: What do you know about what you you what about know you do What Skills: and Content IIA.
IB. Generative Topic: What is the focal concept or skill of the of skill or concept focal the is What Topic: Generative IB.
III. Knowledge of Students: Why does knowing your studen your knowing does Why Students: of Knowledge III. will technology and resources, materials, What Materials: IV. ClassTime: During Activities Enrichment and Extension VC.
3 3 3 3 2 3 3 3 3 3 3 3 3 3
Art History Lesson Plan My Mannerism Fitzgerald 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. b. How is El Greco a master of Mannerism?
In Annunciation, El Greco shows his expertise in several ways. First of all, the dark colors used are unusual for such a bright meaning like the annunciation. This act leads one to believe the color choice is reflective of Mannerism. Next, El Greco succeeded in making the image appear dream-like. The angel has swirls under his feet that create the cloud he is standing on. There is wind stirred up underneath him from the act of his descent, and the rays of light are cutting through the dim room. A major characteristic of Mannerism that El Greco has also accomplished can be seen in his use of space. Not only has El Greco combined two different scenes, but the
Art History Lesson Plan My Mannerism Fitzgerald 9 Fitzgerald 10 room is not quite right in perspective. Perhaps this is another hint that the scene is indeed more of a dream than a real-life event.
4. Analysis of the Relationship of the Work to Other Works in Time and Place a. Whom did El Greco study to develop his direction as an artist?
El Greco studied the work of Tintoretto, Titian, Jacopo Bassano, and Veronese. While learning from these artists, he learned the basic skills of the Renaissance and how to create a narrative. b. How has El Greco’s style developed over time?
El Greco first started by learning from the four men Tintoretto, Titian, Bassano, and Veronese.
At this point in his life, he was very literal with everything he created. For many years he worked as a portrait artist, or completed works based on memorializing a person. Unfortunately he did this during the time because he was unable to receive a large scale commission. It was not until he moved to Toledo in Spain that his career improved. At this point, he painted A View of Toledo and was commissioned for three large scale altar pieces. Once he received this, his own style was very prominent. El Greco was known for spatial rendering, elongated figures, unusual colors, and crowding of figures.
5. Interpretation of Meaning to the Artist and Culture of Origin
The meaning in reference to El Greco’s place of origin is the relation to religion. In 1568, Spain was and still remains a primarily Christian country. Although this links to El Greco’s culture, it is not everything. Other meanings lie in Annunciation. A very noticeable piece of the painting is the use of color. The room which the woman is seated in is very dark. In contrast, the opening from above is rather bright and actually shines down upon the dark room. The exposure to the light references a bright beginning and a new way of life. The unreal aspect of the painting refers to El Greco’s spiritual importance. Some of El Greco’s paintings can be of real things happening,
Art History Lesson Plan My Mannerism Fitzgerald 10 Fitzgerald 11 but the combination of two spaces is what tells the audience it is not real. Through painting, El
Greco creates beautiful images to look at. Though this is true, his paintings quite often have a deeper meaning based on his personal spiritual beliefs that outweigh the realistic actions of the world.
6. Evaluation of Quality as Determined by the Artist and Culture of Origin
El Greco’s painting Annunciation may not be his most famous painting, but it does deserve praise—the fact that it is in a gallery in Italy today states that there is something magnificent happening. El Greco truly did capture the essence of Mannerism in Annunciation and we were able to see his beautiful style. Although it seems he was not much of a successful artist for his time, preferences change from person to person every day. His works are highly valued by many people in today’s world.
Art History Lesson Plan My Mannerism Fitzgerald 11 Fitzgerald 12
Supporting Images
Art History Lesson Plan My Mannerism Fitzgerald 12 Fitzgerald 13
Works Cited Annunciation 1568 Tempera on panel, 24 x 18 cm Galleria Estense, Modena
Beckett, Wendy. El Greco: Passionate Visionary. The Artchive. Retrieved from http://www.artchive.com/artchive/E/el_greco.html.
Christiansen, Keith. El Greco (Domenikos Theotokopoulos) (1541–1614). The Metropolitan Museum of Art. Retrieved from http://www.metmuseum.org/toah/hd/grec/hd_grec.htm.
Meyers, Dr. William; Pfeifer, Daniel; Ross, Justin; Gilliland, Robin; Strang, Claire. Wake Forest University. Retrieved from http://www.wfu.edu/history/StudentWork/whistory/timeline/europe/.
Raczka, Bob(2009). Name That Style All About Isms in Art.Text.
The spoliation 1577-1579 Oil on canvas 285 x 173 cm Sacristy of the Cathedral of Toledo
View of Toledo c. 1597 Oil on canvas 47 3/4 x 42 3/4 in. (121.3 x 108.6 cm) The Metropolitan Museum of Art, New York
Art History Lesson Plan My Mannerism Fitzgerald 13