Renaissance Fair: Unit Plan

I.      Title of the Unit: Renaissance Fair: Interdisciplinary Unit with Art., English & Social Studies

II.      Grade level of the class: Sixth Grade

III.      Days devoted to the unit: Five

IV.      Unit Objectives

A.                 V.A.6.2.10 states, “Students will create art work using two-point perspective.”

B.                 V.A.6.6.1. states, “Students will explore historical periods through the art disciplines.”

C.                 V.A. 6.2.13 states, “Students will create art using standard figure proportions.

D.                 V.A. 6.4.4. states, “Students will create artwork that reflects the influence of time and place.”

E.                  V.A. 6.1.4 states, “Students will demonstrate safe and effective use of materials, tools, and technology.”

 

 

 

 

V.      Unit Overview

 

Day 1

Day 2

Day 3

Day 4

Day 5

One Point Perspective

Two Point Perspective

Human Proportions

Frescos

Frescos, cont.

 

Name Drawing

Globe Theatre Drawing

Street Scene Drawing

Skit Backdrop Group Fresco

Skit Backdrop Group Fresco

 

 

       VI.     Unit Introduction:   To introduce the unit the teacher will show a Power Point Presentation made to introduce the generalities of the Renaissance and to grab the interest of the students.

 

VII.           Unit (summative) assessment

a.      Authentic assessment:  The students will create a portfolio of their Renaissance artwork. They will also work together with a group of students to create a back-drop for the after-school summative activity. 

 

b.      Traditional Assessment:   At the end of the unit students will be given a vocabulary quiz on the Renaissance Art terms they have learned.  They will also be required to write an short essay where they will list the steps in the process of creating a fresco.

 

VIII.        Supplementary activities:  

      The teacher will create bulletin boards filled with Renaissance images of street scenes in one, two and three point perspective, images of the Globe Theatre, and images of frescos created during the Renaissance.  Another bulletin board will be covered with both a male and female figure drawn using standard proportions.  They will have large paper-doll-like clothing that can be attached to them. 

      A field trip to a museum with Renaissance artwork would be a great supplemental idea for this unit.  Or in a perfect world students could visit Italy and the remodeled Globe Theatre.   

 

IX.              Bibliography of teacher and student resources:

http://www.lessonplanspage.com/OArtMDSSScience3WeekMusuemUnitFabulouslyFauxFrescoes712.htm

http://www.mos.org/sln/Leonardo/ExploringLinearPerspective.html

http://www.edteck.com/rigor/lessons/ren/

http://www.cis.yale.edu/ynhti/curriculum/units/1986/3/86.03.08.x.html

http://www.renaissanceconnection.org/lessonplans.html

 

X.                 Daily Lesson Plans:  Begin on following pages

 

 

 

 

 

 

 

 

 

                                                   Lesson 1

I.                   Rationale

Students are required by the state CSOs to create art using two point perspective,  however to understand how to do this students must first have a background information in one point perspective and the terminology used.  Middle school students are generally very concerned with making realistic artwork.  The students need to learn linear perspective in order to make their drawings more lifelike.

     

      II.        Goals and Objectives

                  a.         Instructional goals: Students will learn the background information needed to create artwork using linear perspective.

                  b.         Specific objectives: Students will know the definitions of horizon like, vanishing point, and orthogonal lines.  Students will be able to recognize the horizon line, vanishing point, and orthogonal lines in an image.  Students will be able to draw their own name in block letters using linear perspective.

                  c.         WV Content Standards and Objectives:  V.A.6.2.10 states, “Students will create art work using two-point perspective.”

                 

      III.       Procedure

a.                   Lesson Introduction:  The teacher will show a short powerpoint as an introduction to the lesson.   It will illustrate the terminology that students will need to know about linear perspective.

b.                  Lesson development:  The teacher will show the powerpoint and give a brief history of linear perspective using the classroom computer, projector, and screen.  After this the teacher will pass out paper and drawing utensils for the students.   The teacher will instruct students that they are to draw their names or another word of their choice on the paper.  They are then to draw the horizon line somewhere on their paper.  Next they need to select the vanishing point on the horizon line.  Then they are to draw the orthogonal lines using a straight edge to connect their letters to the vanishing point.  Students are then to finish these drawings, making block letters and coloring them in.  Students can add personal drawings to their name page to describe themselves, things they like, or what the enjoy doing.

c.                   Lesson closure:  Before the end of the period the teacher will tell the students that it is time to clean up.  The teacher will ask some questions to random students about the terminology the students learned that day to informally assess their knowledge. 

d.                  Lesson contingency:   If there is extra time the teacher will instruct the students on how their newly acquired knowledge can be used to create a drawing of a hallway, street, or a railroad.  Then the teacher will explain that in some images there is two-point perspective.  After sufficient instruction students will be required to create their own drawing or painting using two-point perspective. 

e.                   Pacing guide:   The power point should only take about 10 to 15 minutes.  The activity could then take up the rest of the period.

 

IV.              Daily (formative) Student Assessment:  The teacher will ask some questions to random students about the terminology the students learned that day to informally assess their knowledge. 

V.                 Materials, Equipment, and Resources

                    a.             *             the website: http://www.mos.org/sln/Leonardo/ExploringLinearPerspective.html               

                                    *          classroom computer

                           *          Microsoft PowerPoint

                           *          Projector

                           *          Screen

                           *          Paper

                           *          Drawing utensils

               b.         No outside facilities needed

               c.         No other people needed

VI.          Modifications for Diverse Learners

               For students that are visually impaired I would have to modify this lesson.  If possible I could make a model from a shoebox of buildings that get smaller and smaller in the distance.   The visually impaired student could then feel the model and understand that perspective means that things get smaller as they recede.  For a hearing impaired student the instructions would need to be written. 

               For students that are ADD/ADHD or with various learning styles this should be a great lesson as is because this lesson already includes aspects from social studies, art (visual), spatial intelligence, and mathematics.

 

VI.              Reflection

 

 

VII.           Revision

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                                                                                          Lesson 2

I.          Rationale

            Students are required by the state CSOs to create art using two point perspective.  This lesson should help them create art that looks more realistic. 

       

      II.        Goals and Objectives

                  a.         Instructional goals:  Students will apply their knowledge of one-point and two-point linear perspective to create their own drawings.

                  b.         Specific objectives:  The students will be able to create a drawing of the Globe Theatre using the techniques of two-point perspective.

                  c.         WV Content Standards and Objectives:  V.A.6.2.10 states, “Students will create art work using two-point perspective.”

                 

      III.       Procedure

f.                    Lesson Introduction:    The teacher will show a short PowerPoint Presentation as an introduction to the lesson.   It will illustrate the terminology that students will need to know about two point linear perspective.  It will also show them images of the Globe Theatre. 

g.                   Lesson development:   The students will be provided with multiple images in a handout form.  They will be instructed on how to draw these images and line up all of the parallel lines in the image with the vanishing points.  The students will work on these.

h.                   Lesson closure:  As the students work the teacher will ask them questions to gage what they know about two point perspective.  The students will work until the end of the period.

i.                     Lesson contingency:   I don’t think the students would be done in one day. However if they were they could push their drawings further to make it contain more values.  They could add color to their drawings.  They could begin another drawing of the Globe Theatre from another angle.  Also students could draw the Globe from an Aerial perspective.   

IV.              Daily (formative) Student Assessment:  Formative assessment will be gathered from informal questioning strategies and by simple observation of the students artwork.  A student that understands the concepts of two point perspective should easily be able to prove that s/he understands through his/her artwork.

 

V.                 Materials, Equipment, and Resources

                    a.             *             the website: http://www.mos.org/sln/Leonardo/ExploringLinearPerspective.html               

                                    *          classroom computer

                           *          Microsoft PowerPoint

                           *          Projector

                           *          Screen

                           *          Paper

                           *          Drawing utensils

               b.         No outside facilities needed

               c.         No other people needed                              

VI.          Modifications for Diverse Learners

               For students that are visually impaired I would have to modify this lesson.  If possible I could make a model from a shoebox of the Globe Theatre.   The visually impaired student could then feel the model and understand that two point perspective means that things get smaller as they recede to two different point. These students would be assessed by oral questioning.  For a hearing impaired student the instructions would need to be written and the Power Point may need to be provided to them on a disk that they can use at a personal computer station to read the text more thoroughly.

               For students that are ADD/ADHD or with various learning styles this should be a great lesson as is because this lesson already includes aspects from social studies, art (visual), spatial intelligence, and mathematics.

VII         Reflection

VIII.              Revision

 

 

 

 

 

Lesson 3

 

I.                   Rationale

                              Students will be exploring the culture of the Renaissance period by studying the way in which the people of this time dressed.   Many students may be interested in fashion design and others may be interested in the extremely different clothing choices of men and women then compared to now.  Other students may simply enjoy learning to draw the human form using realistic dimensions.  Either way many students should be interested in this lesson that crosses many subject lines from Art to English to Social Studies.            

     

II.  Goals and Objectives

                  a.         Instructional goals:  Students will be able to more realistically draw the human figure and while doing so they will learn about the clothing worn to a Shakespearian play during the Renaissance period.  Also students will be applying knowledge of one and two point perspective that they have previously learned.

                  b.         Specific objectives: 

                              i.          Students will create images of the human form using realistic proportions. 

                              ii.          Student will place these human forms on a picture plane of a street scene making the people get smaller in the distance. 

                              iii.         Students will design the figures’ clothing based on clothing worn to a Shakespearian play during the Renaissance.

                  c.         WV Content Standards and Objectives: 

                                          i.          V.A.6.6.1. states, “Students will explore historical periods through the art disciplines.”           

                                          ii.          V.A. 6.2.13 states, “Students will create art using standard figure proportions.

     

      III.       Procedure

j.                    Lesson Introduction: 

            The teacher will show a short PowerPoint Presentation as an introduction to the lesson.   It will illustrate the proper standard human  proportions that the students will be using to draw their human figures.  The Power Point will also illustrate the clothing that would have been worn to a Shakespearian play during the Renaissance.  The PowerPoint will also contain images of street scenes around the Globe Theatre during this time.

k.                  Lesson development: 

             The teacher will bring in models, both male and female (or model herself) wearing the Renaissance garb to model for the students and to illustrate the human proportions on a realistic scale.  Next the students will create these human figures, some small and some larger on a  heavyweight sheet of paper.  The students will color them using colored pencils in colors they may have used during the Renaissance period.  The students will cut these out and place them to the side.  

                        Next the students will draw a  street scene of the streets near the Globe Theatre using their prior knowledge of  either one or two point perspective.  These will be done in black and white only.  Next the students will place their finished human figures into their finished street scene.  They will place the largest figures close up in the foreground and the smallest figures in the background.

l.                     Lesson closure: 

            This lesson will be continue until the end of the period. The teacher will ask a series of questions to assess the students knowledge of  human proportions and their knowledge of clothing worn to a Shakespearian play during the Renaissance. 

m.                 Lesson contingency:  

            I can’t imagine this lesson being finished in less than a few days, however if a student would finish early they could then look up information on what the actors in a play would have worn.  Also, they could look up information on what peasant people during that time of history would have worn.  They could then sketch figures wearing these types of clothing.

 

IV.              Daily (formative) Student Assessment:  The teacher will create a rubric that assesses the students’ artwork.  The teacher will then observe the student work and evaluate each based on the rubric.

 

V.           Materials, Equipment, and Resources

                    a.            

                                    *          classroom computer

                           *          Microsoft PowerPoint

                           *          Projector

                           *          Screen

                           *          Images of Globe Theatre/Street scenes/clothing

                           *          Paper (Heavyweight paper and a large paper for the street scene)

                           *          Drawing utensils (pencils and colored pencils)

                           *          Male/Female costumes of wealthy Renaissance clothing

               b.         No outside facilities needed

               c.         One or two models needed to wear Renaissance period costumes of people attending a Shakespearian play.           

                   

VI.          Modifications for Diverse Learners

               For students that are visually impaired I would have to modify this lesson.  They would be able to touch the costumes to get an idea for their shape and texture.  If the student would like they would also be able to try them on.  For a hearing impaired student the instructions would need to be written. 

               For students that are ADD/ADHD or with various learning styles this should be a great lesson as is because this lesson already includes aspects from social studies, English, Visual Art, Performance Art, spatial intelligence, and mathematics.

 

VII.        Reflection

 

 

 

VIII.       Revision

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Lessons 4 & 5

 

 

I.                   Rationale 

            The students will use the knowledge they have received over the last lessons to create a life-sized backdrop for skits to be done during the summative activity planned for after-school time.  Many of the students will enjoy this process and they will get to show off their skills to their family and friends. The students will gain real world experience of working in groups and making creative choices based on a group consensus.  Students will also be learning about a technique used extensively during the Renaissance called fresco.

       

      II.        Goals and Objectives

                  a.         Instructional goals:   Students will learn to work together creatively and they will learn about how a fresco is made.

                  b.         Specific objectives:  Students will use the materials used to create a fresco in a safe manner.   Students will list the steps to create a fresco.

                  c.         WV Content Standards and Objectives: 

                                          i.          V.A. 6.4.4. states, “Students will create artwork that reflects the influence of time and place.”

                                          ii.          V.A. 6.1.4 states, “Students will demonstrate safe and effective use of materials, tools, and technology.”

 

 

      III.       Procedure

II.                 Lesson Introduction:           The teacher will show a short PowerPoint Presentation as an introduction to the lesson.   The PowerPoint will illustrate the steps to creating a fresco. 

III.               Lesson development:   The students will be provided with large backdrop forms with hinges in the middle and all of the materials needed to create a fresco.  The students will be divided into groups and each group will create a backdrop.  Each group will be assigned a parent/guardian helper. They will then go through the steps needed to create a fresco.  This process will last at least two class periods. 

IV.              Lesson closure:  The lesson will come to a close by gathering all the students together and walking around the room to view each groups work.  We will talk about how time and weather conditions affect frescos.

V.                 Lesson contingency:   This lesson can be furthered in many ways.  Attached to this lesson is a large unit plan on frescos that I found on the internet.  Anything from this plan would be good to supplement this lesson.

VI.              Pacing guide:   This lesson will take a long time.  For the purpose of this unit I have allowed two class periods.  However it may take longer.  To get this done in two class periods the teacher will need to help out a great deal and have lots of parent help.  Extra time may be needed to work on these outside of class.  

 

a.      Daily (formative) Student Assessment:  To assess this work the teacher will observe the students while working to see that all materials are being using safely.  Also the teacher will use an observational checklist to see that each group goes about the proper procedure for creating a fresco.

 

V.           Materials, Equipment, and Resources

                a.           *             the website: http://www.lessonplanspage.com/OArtMDSSScience3WeekMusuemUnitFabulouslyFauxFrescoes712.htm#FrescoesIntro

                                    *          classroom computer

                           *          Microsoft PowerPoint

                           *          Projector

                           *          Screen

                           *          Large roll of Paper

                           *          Charcoal

                           *          Plaster

                           *          Paint

                           *          Stylus?

                           *          Paint brushes/trays

                           *          Clean-up materials

                           *          Access to water/water buckets

               b.         The class will need access to a large room in the school (cafeteria/gym/stage)

               c.         Well before this lesson the teacher will need to send newsletters home with the children or letters by mail to the parents informing them of the interdisciplinary unit and asking for their help.  Many parent volunteers will be necessary to complete this lesson.               

 

VI.          Modifications for Diverse Learners

               For students that are visually impaired I would have to modify this lesson.  They will be working with a team but they will still be required to help.  Their group will be required to work with this student and use his/her ideas. 

               For a hearing impaired student the instructions would need to be written.  They may need to carry a pen/paper around to communicate with their group or be paired with students that know sign language.

               For students that are ADD/ADHD or with various learning styles this should be a great lesson as is because this lesson already includes aspects from social studies, art (visual), spatial intelligence, and plenty of kinesthetic energy.

VII         Reflection

VIII.       Revision