Lesson 10.

2 classes.
Curriculum Outcomes.
Social:
Skills & Processes (S & P): A, B, H,
8.2.4: I, II.
Students will examine, critically, the factors that shaped the worldview evolving in
Western Europe during the Renaissance by exploring and reflecting upon the
following questions and issues:
I. What was the Renaissance?
II. How did the Renaissance spark the growth and exchange of ideas and
knowledge across Europe?

Art:
C: I.
Encounters Transformations Through Time.
Students will understand that the role and form of art differs through time and across
cultures
I. Recognizing the significance of the visual symbols, which identify the selected
cultural groups.

E: I.
E. Articulate and Evaluate:
Students will apply visual, analytical, and critical skills and develop control and
competency.
I. Learn to use the basic vocabulary of art criticism in descriptions of their work.

Lesson Overview:
Students will gain awareness for the development of changes towards
the transition time from the Middle Ages to the Renaissance through
visual analysis of Allegory of a Good Government Effects of a Good
Government in the Country, in the City Effects of a Bad
Government.
a. Looking Activity: Students will use their Analyzing Art handout
to guide their eyes to look at the entire piece.
b. Learning and applying Art Vocab: Space, Focal Point, Colour, and
Emphasis Symbols.
c. Applying Knowledge about the progression of societal views and
ideas to the CONTEXT of this piece to understand how art was
used as a way of recording, and demonstrating ideas and
knowledge (even in medieval times).
Materials:
Images of artwork. Google Art Project.
Analyzing Art Handout (Students already have).
Art Critic Inventory Handout. (Student already have).
Art Glossary Students build this in their Journal.

Structure:
1. Introduction:
Teacher:

Students:

Time:

Hook: What can pictures

tell you? Imagine the
possibilities. Student
discussion. (What if you
were a peasant who had
no education would you
know how to read?)

Students need
Journals,
Analyzing Art
and Art Critic
Worksheets.

10 minutes.

Looking at art can show

us how things are
beginning to shift in the
Middle Ages The pieces
we will be looking at will
give us clues as to where
things are going, and
what things are
changing.

Students
discuss the
purpose of
pictures.
Students will
take notes in
their journals
on the THINGS.

Make a list of possible

things on the board
students will copy down in
journal.
If we are looking at a shift
in how people see the
world, in all roles what
could these things be?
Equality, Education,
Safety, Health, ect.

Curriculum Connection (C.C):

S.S: S&P- A, 8.2.4- II.
2. Looking Activity.

Teacher

Students

Time

Bring up slide image

on Google Art Project
Allegory of A Good
Government.

Review Analyzing Art

Worksheet.
specifically looking at
DIVE IN and TALK A
WALK.

3 minutes.

Give instruction for

analyzing the image Silently, students will
SILENTLY. In your own be analyzing the work
process, Dive in and
independently.
Talk a Walk through
this painting take a
closer look get out
of your seat. WHAT
DO YOU NOTICE?

15 minutes.

5 minutes.
Hand out ART CRITIC
worksheet. Work
through the front of
the worksheet stepby-step.

Students will now fill

out the Front of the
ART CRITIC
INVENTORY
WORKSHEET

Ask students to
review the questions
on the back to begin
formulating their own
interpretation of the
painting.

Student discussion.

3 minutes.

6 minutes.

5 minutes

SECOND CLASS
Show slide of Glossary
words Students
need journals.

Students will start an

Art Glossary in their
Journal.
Students will copy
definitions from slide.

Assign parts of the

Students will analyze

10 minutes.

painting to each
student 6 parts in
total. Students will
access the slide via
google docs. They will
be able to zoom in
and see clear details.
Find all of the key
details how do these
details shape the
story?
Re-Group: Allow for a
brief conversation
about the painting
with a partner.
Play the video from
khanacademy, telling
the story of the
painting.

their assigned part of

the painting and
answer the back of
the worksheet
according to their
interpretation.

10 minutes.

Students will discuss

what they think the
story is about with
their partner.
Students will take in
point form AFTER the
video, what the
message of the
painting is, at the
bottom of their
worksheet.
Students will hand in
their worksheet.

Art Glossary Space, Focal Point and Medieval Art

Characteristics.
Define Space. If I gave you the words, Shallow, Flat, or Deep, which
word would you use to describe the space of this image? (Flat),
Paintings with Flat space are characteristic of the Medieval times.
Define Focal Point. Every piece of art has a focal point, and
sometimes many focal points! Which details do you think are the focal
points of this piece?
Medieval Art Characteristics: Students will look at an image from
medieval times, and an Image from the Renaissance Describe the
differences. (Flat faces, simple details, not really proportionate, flat
space).
C.C

S.S: S&P - H
ART: C.I, E.I
3. Taking it Further.
-Emphasize the CONTEXT of the piece.
Through looking at these paintings, and understanding the CONTEXT of
when these paintings were created. 1320, pose the question,
Remember what the Renaissance means Rebirth, we are not quite
there yet at the time this piece was created, however, describe the
message or story of this painting? What does this tell you about what
the societal views were at 1320? Does this surprise you? Predict where
things are going to go in the next 100 years.
Students will answer this in their Journal.
C.C
SS: S&P- A, B, H; 8.2.4: I,II.
Art: C:I, E:I.
Assessment:
This lesson is the first of which students begin to practice their skills of
reading and associating visually, therefore, this can only be used to
measure formatively. Take in worksheets for descriptive feedback.
Things to watch for:
Student readiness: do students get it IPP students
involvement and inclusion.
Student engagement where do I keep/loose their engagement.
Student discussion vocabulary, and awareness.
Note: Allow for students to do more self-directed learning. Manage
carefully to keep students on task, but step back to allow them to
apply their knowledge.