Microteaching


 * Microteaching Lesson**

__A. Lesson Intro. __ Lesson Title: Italian Renaissance Subject(s): Art, History, Mathematics Grade Level: 9-12

__B. Materials & Resources __ //Discovering Art History // textbook //Scholastic Art //magazines  SmartBoard Chalk pastels and chalk pastel pencils Bogus Paper Rulers Various prints of Renaissance artwork media type="file" key="The Renaissance- an introduction - YouTube.flv" width="514" height="303" <span style="font-family: 'times new roman','serif'; font-size: 16px;">

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">media type="file" key="Travels with Vasari Pasrt 2 Chapter 6 - YouTube.flv" width="513" height="307" <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">

__New Vocabulary__ <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Linear perspective, aerial/atmospheric perspective, illusion of form, triangular composition, sculptural quality of fabric, sfumato, chiaroscuro, foreshortening

__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">C. Instruction Procedure/Activity Demo. __

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">UEQ: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">How did the art of Leonardo, Michelangelo, and Raphael contribute to the Renaissance as an artistic revolution?

LEQ:
 * What are some characteristics of Renaissance art?
 * How did Leonardo’s constant experimentation contribute to the illusionary depth in some of his paintings?
 * In what ways did Michelangelo’s background in sculpture contribute to the illusionary form he created in his paintings?
 * In what ways was Raphael a hybrid of Leonardo and Michelangelo?

Scholastic Art reading packets: da Vinci. Scholastic Art reading packets: Michelangelo Work on 8 spheres assignment. Introduce Renaissance Chalk Pastel Project Teacher Prep: Students will need to:
 * Day 1:**
 * 1) Distribute slips of paper and ask students to write at least 3 things they know about the Renaissance (time period, people, artwork, characteristics, etc). Students will keep these until the end of the class period.
 * 2) Students will work in pairs and complete “Art of the Italian Renaissance” reading and questions.
 * 3) Renaissance P.P. – Intro to the Renaissance and differences between Renaissance period and Middle Ages.
 * 4) At the end intro., students will answer the following question on their slips of paper: //What are at least two significant differences between art from the Middle Ages and art from the Renaissance?// These will be collected for a grade.
 * Day 2:**
 * Day 3:**
 * 1) Review daVinci articles.
 * 2) Distribute slip of paper for students to answer question about da Vinci..
 * 3) P.P. – da Vinci
 * 4) At the end of the P.P., students will answer the following question: A Renaissance Man is someone who has expertise in a number subject areas. //Why is Leonardo considered a Renaissance Man?// These will be collected for a grade.
 * Day 4:**
 * Day 5:**
 * 1) Grade Michelangelo packets as a class.
 * 2) P.P. – Michelangelo: Distribute slips of paper for closing question: //What are the similarities/differences between da Vinci, Michelangelo, and Raphael?// (Compare artwork, philosophy of art, work ethic, personal characteristics, etc).
 * Day 6:**
 * 1) Raphael P.P.
 * 2) Demo. Chalk Pastel
 * 3) Begin 8 Spheres assignment on Bogus paper.
 * Day 7-10:**
 * Day 11-34:**
 * 1) Print out 11 6X8in. images of Renaissance paintings and cut into 2x2in. pieces.
 * 2) Cut 12 6X6in. pieces of bogus paper per group.
 * 1) Be assigned into pairs to complete project.
 * 2) Pick a number from 1-11. The number picked coincides with a 6X8in. image of a Renaissance painting.
 * 3) Number the back of the pieces in the order that they fit together.
 * 4) Number the back of the bogus paper to coincide with the pieces of the painting and place an arrow pointing upwards to ensure that the square is drawn onto in the correct direction.
 * 5) Divide the cut images within the group, each working from 6 pieces of the painting and transferring this image onto the bogus paper with pencil first then chalk pastel. //Each pairing will have one person working on even numbered pieces and one working on odd.//
 * 6) Spray each piece with workable fixative to prevent smudging at the end of each period.
 * 7) Combine their squares within their pairing to “put the pieces back together” of their Renaissance painting, gluing these onto 18”x24” paper using spray adhesive.
 * 8) Half-way through project, students will conduct a brief 10 minute critique of a neighboring table’s work. Each student will write two positives and two areas of improvement for approximately 4 projects. Comments are left behind for the artist to review.
 * Day 35:** Complete critique and project is graded.

Exemplary Work:

__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">D. Method Explanation __ <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Through various instructional strategies and reinforcement, students will be able to know, understand, apply, and analyze key points and terms associated with the artistic movement known as the Italian Renaissance. The students will apply their newly attained skills of working with chalk pastel to create a deconstructed Renaissance artwork. They will also be challenged with the task of working collaboratively on an art project, something they have yet to do in Drawing & Painting I. Evaluation will occur mid-way through the project and at the end of the unit in the form of a written formal critique.

__Inspirational Video for Teaching__ __[|Ron Clarke Academy]__