Unit Plan: Fifteenth Century Italian Painting teacher: Chloe Harland Keywords



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Unit Plan: Fifteenth Century Italian Painting

TEACHER: Chloe Harland

Keywords:Perspective, Landscape, Humanism


YEAR
13

LEVEL
7- 8

DURATION
9 weeks




Achievement Objectives Being Assessed

Learning Outcomes

LEARNING INTENTIONS

Thinking:

- Identifying different styles of thinking in different artists, movements, contexts e.g. Medieval theocentric thinking vs Renaissance anthropocentric thinking


- Remembering facts/dates and information
- Comparison - Discerning (Looking, understanding and clarifying similarities and differences)
- Making broad links and connections between art and its contexts
- Examining/Analysing the different ways that artists communicate ideas, meaning, themes, concepts, narrative, stories, allegory, theories metaphor in art works
- Examining, analysing and understanding abstract ideas, concepts and theories
- Examining and discussing links between art and its purpose and function

Using Symbols Language and Text:

- Interpret visual language � motifs, symbols, metaphor � used to convey ideas and meaning
- Develop a vocabulary of terminology to discuss art with � style and meanings
- Translating from visual to written language
- Communicate research findings
- Communicate to group in discussion

Relating to Others:

- Considering difference and change as it is produced by class, history, culture, social circumstances through art
- Relating to peers through class discussion and group work � in class
- Relating to teacher through teaching and learning � in class and through written communication
- Listening actively
- Accepting different viewpoints and interpretations

Participating and Contributing:

In Art History this is located in class room teaching and learning methods � all formal assessment so far in Art History is done at an individual level.

- Class discussions related to ideas and concepts of artists


- Internet discussions � wiki�s and blogs � students contribute to a growing/changing discussion (Scholaris)
-Group/Class analysis exercises � brainstorms, style analysis, meaning analysis, analysis of readings

Managing Self:


- Students managing their own research process
- Meeting deadlines
- Managing time effectively



KEY COMPETENCIES

Thinking
Using language, symbols, and texts
Managing self
Relating to others
Participating and contributing



FOCUSING QUESTIONS

1) What was the Italian Renaissance?
2) How did Alberti's theories on perpective and methods of space contstruction affect fifteenth century Italian art?
3) How did innovations in the treatment of the figure, anatomical studies and proportion affect fifteenth century art?
4) What impact did the scientific analysis of nature have on the depiction of landscape in fifteeth century art?
5) How did fifteenth century Italian artists portray narrative?

TEACHER BACKGROUND READING

· Assessing in the Arts
http://nces.ed.gov/nationsreportcard/arts/whatmeasure.asp

· Basic Steps in the Research Process
http://www.crlsresearchguide.org/

LEARNING SEQUENCE


Teaching and Learning Experiences

Ongoing Assessment Approaches

Weeks 1-3:

Introduction to Art History skills and concepts:

- FQ: What is Art History?

- Learning specialist vocabulary and concepts:


1) Light & Form
2) Perspective (space and depth)
3) Composition & Colour
4) Media & Technique
5) Iconography & Style

- Group discussion (KC: P&C)
- Filling in workbooks (KC: S,L&T)
- Group and class annotation of works (KC: P&C, S,L&T)
- Group presentation on space and depth (KC: RO, S,L&T)

Week 4:

Introduction to Renaissance Context:

- FQ: Why did the Italian Renaissance occur?

1) Shift in thinking- Humanism (theocentric thinking gives way to anthropocentric thinking)


2) Economic Factors- wealth of Florence due to favourable geographic position.
3) Patronage- emergence of wealthy merchant class meant there was money to spend on art.
4) Politics and Religion- wealthy families jostiling for power, Papal politics, the guilds.
5) Scientific Enquiry- the Renaissance 'spirit of enquiry' manifested itself in art.

- Group discussion (KC: P&C)
- Filling in workbooks (KC: S,L&T)
- Group and class annotation of works (KC: P&C, S,L&T)
- Essay task: Renaissance Context.

Weeks 5-6:

Perspective theory:

- FQ: How did Albertian Perspective Theory revolutionise Italian Renaissance art?

1) Medieval emperical approaches (Gentile de Fabriano, Giotto, Duccio)


2) Early Renaissance innovations (Brunelleschi, Masaccio, Donatello)
3) The impact of Albertian Perspective Theory (1435) on our key artists (Uccello, Piero della Francesca and Leonardo)

- Group discussion (KC: P&C)
- Filling in workbooks (KC: S,L&T)
- Group and class annotation of works (KC: P&C, S,L&T)

ACHIEVEMENT STANDARD: 3.4 given out.

Weeks 7-8:

Treatment of the Figure:

- FQ: What was the impact of anatomical studies and artistic technique on Renaissance figure construction?

1) Piero della Francesca- the mathematical approach


2) Uccello- Gothic influences
3) Leonardo- scientific influences.

- Group discussion (KC: P&C)
- Filling in workbooks (KC: S,L&T)
- Group and class annotation of works (KC: P&C, S,L&T)
- Essay Task: Compare/ Contrast Treatment of the Figure

Weeks 9:

Developments in Landscape & the Scientific Analysis of Nature:

- FQ: How did the depiction of landscape change during the Italian Renaissance? What impact did the scientific analysis of nature have on the art of the period?

1) Medieval approaches- Landscape


2) Masaccio- the impact of naturalism
3) Piero della Francesca- 'truth to nature'
4) Leonardo- scientific truth

- Group discussion (KC: P&C)
- Filling in workbooks (KC: S,L&T)
- Group and class annotation of works (KC: P&C, S,L&T)
- Essay Task: Compare/ Contrast Depiction of Landscape

Week 10:

Narrative and Iconography

- FQ: How did Renaissance painters use the picture plane to tell a story?

1) Medieval approaches to narrative- didactic purpose.


2) Masaccio- individualised figures, gesture, gaze and expression
3) Piero della Francesca- iconography and individualisation
4) Leonardo- iconography and individualisation, gesture, gaze and expression

- Group discussion (KC: P&C)
- Filling in workbooks (KC: S,L&T)
- Group and class annotation of works (KC: P&C, S,L&T)
- Essay Task: Compare/ Contrast Portrayal of Narrative

Week 11:

Narrative cont. & Historia

- FQ: What was Alberti's Historia and how was it used in Italian Renaissance art?

1) Alberti's basic ideas on painting


2) Alberti's basic ideas on sculpture.

- Group discussion (KC: P&C)
- Filling in workbooks (KC: S,L&T)
- Group and class annotation of works (KC: P&C, S,L&T)
- Essay Task: Alberti's Historia

ACHIEVEMENT STANDARD: 3.4 due

ASSESSMENT

RESOURCES

Electronic

Print

· 'Renaissance Rebith'- Patrick Tyman

School/Community

· School Textbook

· 'Italian Renaissance Art' by Frederick Hartt.

Other

· As directed during the course.

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