Professional Documents
Culture Documents
Kate Hickam
Understanding- the great minds of the past still influence today.
Essential question- do the great minds of the past still have influence today?
order of lessons:
Day #1 - Intro To Renaissances Great Minds
Day #2 - Intro To Renaissances Great Minds (Cont.)
Day #3- The Artistic Revolution
Day #4 - Museums around the world
Day #5 - UMFA day!
Day #6 - Creating an exhibit
Day #7 - Creating an exhibit
Day #8 - Museum at school
The oral presentation should be no more than 5 minutes and just go questions on
their graphic organizer.
They should also find one picture of their person or a picture representing what
they are most famous for. They will send you the link to this image or print it off
so you can display it as they present.
As each student is presenting the other students are filling out the areas of focus chat
Teacher Role: Asks questions; Poses new problems and issues; Offers alternative
explanations
Student Role: Applies new knowledge by performing related tasks; Asks questions; Plans
and carries out new project; Records observations and explanations
Evaluate/Assess: (5 minutes)
Use their pre-test to assess what background knowledge the students have.
Use area of focus chart as an exit ticket
Use oral presentation rubric to assess language arts connection
Teacher Role: Observe and assess students; Asks open-ended questions; Allows students to
assess their own learning and skills
Student Role: Demonstrate an understanding of a skill or concepts; Evaluates his/her own
progress and knowledge; Answers open-ended questions by using observations, evidence,
and previously accepted explanations
ELL: Impact information through oral, visual, and auditory modalities. Simplify language of the
overall instruction. Use graphic organizers to make information more accessible. The students
may also be paired in groups to present in order to allow them to have support while speaking in
front of the class.
Students with disabilities: Group where every student feels comfortable, where they will be
accepted and get the support they need.
Name:_________________________
RENAISSANCE MOVERS & SHAKERS NAME ASSOCIATION
Write all that you know about each of these people.
Boccacio ______________________________________________________________________
Botticelli ______________________________________________________________________
Bramante _____________________________________________________________________
Brunelleschi ___________________________________________________________________
Cervantes _____________________________________________________________________
Columbus _____________________________________________________________________
Copernicus ____________________________________________________________________
Da Vinci ______________________________________________________________________
De Gama _____________________________________________________________________
De Medici _____________________________________________________________________
Erasmus ______________________________________________________________________
Galileo _______________________________________________________________________
Gutenberg _____________________________________________________________________
Van Leeuwwnhoek _____________________________________________________________
Luther ________________________________________________________________________
Machiavelli ___________________________________________________________________
Michelangelo __________________________________________________________________
Michelozzi ____________________________________________________________________
Montaigne ____________________________________________________________________
Pelestrina _____________________________________________________________________
Peruzzi ______________________________________________________________________
Petrarch ______________________________________________________________________
Raphael ______________________________________________________________________
Sangallo ______________________________________________________________________
Shakespeare ___________________________________________________________________
Vespucci ______________________________________________________________________
Name_____________________________________________ Date_______________________
RENAISSANCE MOVERS & SHAKERS AREA OF FOCUS Graphic Organizer
Instructions: Listen to each presenter. Categorize where each Renaissance mover and shaker
belongs on this chart. (Some may fit in more than one area.)
Architect
artist
explorer
musician
scientist
thinker
writer
Criteria
1 - no
evidence
2- some
evidence
3- getting
there
4 - met
5 - above and
beyond
Eye Contact
and volume
Focused and
on topic
Accurate
Details
Flowed well
and clearly
presented
Prepared with Picture
and graphic
organizer
or sculpts any many others. Plus within each of those things there are artists who
work with different materials like someone who draws could use pens, or pencils
or charcoal. Does anyone know what kinds of materials the artists we talked about
used?
Use their ideas and answers to introduce vocabulary. Show pictures of the new
vocabulary words using works of art by the artists we talked about in days one and two
when possible.
Teacher Role: Makes open suggestions; Questions and probes; Provides feedback; Assesses
understanding and processes
Student Role: Explores resources and materials; Hypothesizes and predicts; Records
observations and ideas; Seeks possibilities by thinking creatively
Explain/Summarize:
Bring the class back together and share any interesting comparisons they found.
Talk about themes, and see if there was overlap, ask questions like:
Was it harder or easier to compare things from the same time periods?
Did you get clues of how to group things from the art exhibits you looked at
online?
Teacher Role: Asks for clarification and evidence from students; Enhances or clarifies
student explanations; uses students experiences as a basis for explaining new concepts;
provides new vocabulary; evaluates student explanations.
Student Role: Clarifies understandings discovered; Shares understandings for feedback;
Communicates understanding using recorded observations (writing and drawings); Forms
generalizations; Seeks new explanations
Elaborate/Extend:
Introduce the final project at this point and talk about how they will be establishing a
theme to create an exhibit in an art gallery
Explain that we will want to keep the themes the established and created in mind for the
trip to UMFA because they will be built upon those themes
Teacher Role: Asks questions; Poses new problems and issues; Offers alternative
explanations
Student Role: Applies new knowledge by performing related tasks; Asks questions; Plans
and carries out new project; Records observations and explanations
Evaluate/Assess: (5 minutes)
bounce between groups listening for any students struggling with the concept of themes
Use journal as an exit ticket
Teacher Role: Observe and assess students; Asks open-ended questions; Allows students to
assess their own learning and skills
Oil
Materials:
a field trip to the UMFA (scheduled at least 2 weeks in advance)
the pre-assessment attached to this lesson
clipboards with:
maps of the museum for each group of students
a list of guiding questions (attached)
blank lined paper
pencils
Anticipated Time Frame: 3 hours (2 hours at the museum and in transit, 1 hour at school)
Engage and Launch: (15 minutes can be done the day before depending on time of field trip)
Talk to the students about the UMFA and see how many have gone there before.
Give out pre-test
Explain that you went recently and saw something that surprised you. You noticed
similarities between some of the painting they had on display and some of the techniques
we learned about in the last few lessons. Talk about how the things you saw made you
think a lot and helped you come up with some questions about how relevant the
renaissance still is today.
Use this story as a jumping off point to introduce the guiding questions they will be using
while walking around the museum.
Teacher Role: Asks questions, assesses prior knowledge, provide information needed for
explore phase
Student Role: Gains interest, calls upon prior knowledge, develops a need to know,
identifies a problem to solve
Explore/Do: (1.5 - 2 hours)
UMFA
1. Before entering:
Go over rules and expectations
break the students into small groups
Go through a quick tour on the same map the students will use of how
things are laid out in the museum. I will establish boundaries for the
students to stay within. Most likely this will be the top floor however it
could change based on what temporary exhibits are at the time. As well as
a time that we all need to meet up.
Hand out clipboards and go over assignment as a whole class with any
chaperones present so the kids have other people to go to if they have a
question.
2. While in the museum:
Have the students answer the guiding questions and record any other
observations they have.
The goal is for each student to make connections between the techniques
we have talked about and works that have been created since.
Make sure each student has at least 2 pieces of art from the museum that
they can find a connection to the Renaissance. This can be a technique the
artist used a theme anything. Have the students write down as much
information as they can about the art (artist, title etc) and mark where it is
at on their map.
3. For you, as a teacher:
Take the students artwork information and maps and go take pictures of
the art they made connections with. The students will use these photos in
their final presentations and the next day.
Teacher Role: Makes open suggestions; Questions and probes; Provides feedback; Assesses
understanding and processes
Student Role: Explores resources and materials; Hypothesizes and predicts; Records
observations and ideas; Seeks possibilities by thinking creatively
Explain/Summarize: (15 minutes after the museum)
Regroup and have a discussion about our findings from the museum. Comparing and
contrasting our results and visiting some of the art pieces students found interesting.
Use this time to clarify the vocab or concepts covered in the unit thus far
Teacher Role: Asks for clarification and evidence from students; Enhances or clarifies
student explanations; uses students experiences as a basis for explaining new concepts;
provides new vocabulary; evaluates student explanations.
Student Role: Clarifies understandings discovered; Shares understandings for feedback;
Communicates understanding using recorded observations (writing and drawings); Forms
Pre-Test
Name:____________________________________ Date:_______________________
What is one technique used during the Renaissance that stands out to you?
Guiding Questions
Use their ideas and answers to introduce vocabulary. Show pictures of the new
vocabulary words using pictures.
Watch https://www.youtube.com/watch?v=8Z2d8cidvqI
Transition to Phase II:
Get the kids into small groups and hand out graph paper
Phase II:
Explain to the students that they will work in their groups to lay out how they think the
gym (or other gallery space) should be set up for everyone to enjoy the galleries.
Explain how each student will have between 5 and 8 works of art as well as an artist
statement that they must fit into the space.
Not only have them draw their plan but also have them label things that they would like
to include, like accent walls or other things that they noticed at UMFA and the online
galleries they looked at
At the end pull the kids all together and have them look at all the options. If possible have
them vote on which option they would like for their exhibit.
Transition to phase II (again):
Explain that now that they know the space they are going to fill they must put their minds
into artist mode. Tell them that now they must decide on what 5-8 works of art they
would like in their gallery and they must also create and artist statement.
Phase III:
Have them go through and organize their pieces and create a title for their theme (this
would be a good exit ticket day #6)
Give them graph paper to draw out their exhibit and tell them they must include as much
detail as possible so if they were shipping their exhibit across the world and they couldnt
be there someone else could set it up
once they have done that work on writing a great artist statement to attach to their
collection
Middle Ages and the Renaissance and the impact of this transformation on
modern times.
Objective 4. Explain the importance of the Renaissance as a rebirth of
cultural and intellectual pursuits.
Language Arts
Speaking and Listening Standard 4 - Present claims and findings, sequencing
ideas logically and using pertinent descriptions, facts, and details to accentuate
main ideas or themes; use appropriate eye contact, adequate volume, and clear
pronunciation.
Time: 120 minutes
Personal Objectives: Students will be able to effectively communicate the similarities between
5-8 different artifacts from the Renaissance and today orally
Essential Questions: do the great minds of the past still have influence today?
Key Vocabulary:
Tone
Diction
docent
Materials:
every students artifacts
something to hang artifacts up with
dollar store tablecloths (for accent wall colors
oral presentation rubric
Before the Lesson: Go over expectations for the assignment.
Phase I:
I will assess where each student is at with their projects. I will also get a feel for how
nervous students are to be talking to all the guests coming to the museum
go over vocabulary words and review previous.
Get the kids into small groups go over conduct expectations for the gym
Phase II:
have students set up their projects in their groups as if they were a museum team
have students present to one another once they are done
Transition to phase III:
Explain who might be coming to your gallery and prepare
Phase III:
use the oral presentation rubric to assess each student as they talk with visitors to your
gallery