1. Topic-
|
| Art of the Middle Ages-The Romanesque Period |
| |
|
2. Content-
|
| Students will examine the importance of the illuminated manuscript
as it applies to writing and the Bestiary.Appx. 5-7 days. Vocabulary:
Middle Ages, Romanesque, illuminations,Parchmenter, Scribe, gold leaf,
Illuminator,monasteries, monks,vellum, bestiary |
| |
|
3. Goals: Aims/Outcomes-
|
1.Students will identify the characteristics of the illuminated
manuscript in medevial times
2.Students will recognize and interpret the use of animals as symbols
in the Bestiary
3.Students will identify and list characteristics of the different
types of art during the Romanesque Period |
| |
|
|
4. Objectives-
|
1.Students will complete a graphic organizer on the art of the Romanesque
Period
2.Students will read about and highlight important facts on illuminated
manuscripts and bestiary.
3. Students will complete a sketch of an illuminated letter that would
symbolize their personality.
4. Students will create a sketch of an imaginary beast for the Bestiary.
5. Student will choose between the 2 sketches and create a final project
6. Students will complete rubric and writing assignment based on their
final project. |
| |
|
5. Materials and Aids-
|
Power Point--A lesson in the art of Illuminated letters. hrsbstaff.ednet.ns.ca/kmason
Youtube video--Secret histories of illuminated manuscripts: Medieval
Bestiary: Books from the library, Animal books,Switchzoo,Animal picture
archives, font worksheets, graphic organizer, article to read and
highlight with a partner: newsprint, pencil,eraser,ruler, scratch
art, trace paper, foil relief, dowels, paint/markers |
| |
|
6. Procedures/Methods-
|
|
A. Introduction-
1.First day show power point on Illuminated Manuscripts and watch
Youtube video on Secrets of Illuminated Manuscripts. Students then
complete first part of graphic organizer. Show students several types
of fonts and have them fill out worksheet regarding symbols for their
personality. Students either chose initial of first or last name and
design a letter that is symbolic of them.
Day 2: Review lesson from yesterday and let them finish with their
rough draft.
Day 3: Introduce Bestiary by showing: Medieval Bestiary and exploring
animal symbolism. Read students a description from Animals-Myth, Legend,
or Real. Have them draw what they think the animal looks like and
share with their table. answer questions--What do you notice? Are
the drawings the same why or why not? What could this animal symbolize?
Why do you think an artist would combine different parts of animals?
When discussion is over students will design their own animal by combining
parts of other animals or draw one that is real.
Day 4: Review what was learned about the Bestiary and continue to
work on their own animal. Rough drafts for letter and animal due at
end of hour.
Day 5: Criteria for the final project will be presented and a rubric
will be given to each student. Students will chose the rough draft
that they want to turn into the final project--choice of using scratch
art or foil relief |
| |
|
|
B. Development-
1.When student designs each rough draft he/she will explore and
analyze the characteristics most like them. Then they will create
a rough draft for their letter and beast. When finished with both
they will decide which sketch they like best. After adding details
and color the students will get approval from teacher to move onto
the final project. In small groups teacher will demonstrate how to
do the scratch art and the foil relief process. Afterwards, students
will then make their choice regarding what material to complete final
project.
When finished with their final project students will complete the
rubric and short answer writing assignment
|
| |
|
|
C. Practice-
1. Illuminated Letter rough draft
2. Bestiary Beast rough draft
|
| |
|
|
D. Independent Practice-
1.Students complete final project choosing between scratch art or
foil relief.
|
| |
|
|
E. Accommodations (Differentiated Instruction)-
1. Students may trace their letter or animal
2. Students can use the overhead to further help with accuracy.
3. Students can develop their drawings by free drawing
Students can complete drawing by using combination of free drawing
and tracing |
| |
|
|
F. Checking for understanding-
1. Graphic organizer is completed correctly
2. Rough drafts show appropriate characteristics
3.Do Now questions and exit tickets are answered correctly |
| |
|
|
G. Closure-
1. Students complete final project along with rubric and turn it
in by next Wed.
2. Students complete think pair share and use learned vocabulary |
| |
|
7. Evaluation-
|
1. Rubric is completed by student and then teacher when project
is turned in
2. Short answer is descriptive and explains the symbolism that is
found in the project. |
| |
|