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Field Placement Project: Holt High School

MR. TRUNK (HE’S THE MAN) 10 TH GRADE WORLD HISTORY CLASS STARTING NEW TRIMESTER MOST STUDENTS FROM DIFFERENT TEACHERS JUST FINISHED THE CLASSICAL AND ISLAMIC ERAS STARTED WORKING ON THE RENAISSANCE. Field Placement Project: Holt High School.

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Field Placement Project: Holt High School

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  1. MR. TRUNK (HE’S THE MAN) • 10TH GRADE • WORLD HISTORY CLASS • STARTING NEW TRIMESTER • MOST STUDENTS FROM DIFFERENT TEACHERS • JUST FINISHED THE CLASSICAL • AND ISLAMIC ERAS • STARTED WORKING ON THE • RENAISSANCE Field Placement Project:Holt High School By: Kris Thompson, Chris Vens, Kaitlyn Stalk, Stefanie Howard & Andrea Pearson

  2. Lesson Overview • Standard:Western Europe to 1500 • Standard 4.3.5: Explain the workings of feudalism, manoralism, and the growth of centralized monarchies and city-states in Europe as well as the cultural and social impact of the Renaissance on Western and Northern Europe. • Overview: We are trying to educate our students on the development, composition, and techniques used in creating Renaissance art. We want them to be able to take that knowledge and be able to apply it to other art forms and social developments • Essential Question:How did humanism develop throughout the Renaissance period and what were some of the social implications of it? • Goal: To have students understand the importance of the progression of artwork and how it affected society.

  3. Learning Objectives and Goals Lesson Objectives: • 1) Learn about famous artwork from the Renaissance era • 2) Discuss technical aspects of Renaissance Art (depth, lighting, shading, etc.) • 3) Analyzing social implications of the Renaissance artwork. Assessment Tools: • PowerPoint/Discussion with Teacher • Group and class activity (self assessment)

  4. Hook • YouTube video focusing on Renaissance artists and thinkers (3min) • http://www.youtube.com/watch?v=0CRX_mqpzdU

  5. Teacher and Student Activities Teacher • Presenting PowerPoint to students • Discussion within the class about the impact of the Renaissance Student • Tableau competition • Groups assigned an aspect of Renaissance art to portray Conclusion • Mr. Trunk has a chat to check for understanding • Class discussion

  6. Sample Slides from PowerPoint

  7. Humanism

  8. Timeline • Beginnings: 1340-1450 -experimentation • Height:1450-1517 - creation of a new society • Northern Renaissance: 1517-1700 - diffusion of Renaissance ideals throughout

  9. Renaissance Ideals • Individualism • Growing secularism • Materialism • Sprezzatura: with ease • Wider horizons • Expectation of a better life in this world for future generations • Humans have power From Leonardo da Vinci’s notebook

  10. Renaissance techniques • Sfumato: allowing tones and colors to shade into one another • Chirascurro: light and shadow • Naturalism • Mathematical perspective

  11. Raphael: School of Athens Draws your eyes to a place in the painting.

  12. Tableau Activity • A group of motionless figures representing a scene from a story or from history (i.e. civic virtue/dignity) • Perspective • Naturalism/Power of individual • Beauty of human mind and body • Liberal arts education • Wealth

  13. Analysis

  14. What Happened? • Saw lesson taught two times in a row • Being introduced to new students and new class • Got through a few slides and video • Put Renaissance in context of their course so far • Used our slides as concept formation of humanism, See: • Instruction Strategies, The Learner; Chapter 4, pp. 89-110 • Instructional Strategies, Concept Formation; Chapter 7; pp. 151-166

  15. Learning Outcomes • Realized prior knowledge • Shakespeare, da Vinci, Ninja Turtles, Video games, Harlem Renaissance • Learned about when the Renaissance was • Made connections to prior knowledge • Students surprised/uncomfortable with the arts nudity

  16. Keys to Learning • Students learn best with visuals and humor • Working close with Mr. Trunk was important! • Technology article: students respond better to technology • Time management is essential • Covering a reasonable amount of material on first day of a unit

  17. Take Away Points • Reasonable content amount • In the future, manage our expectations • Brush up more on the material and background • We would make it a two day lesson plan

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