MARÍA DEL PUERTO TOVAR CAMACHO Teacher of English Language

THE ITALIAN RENAISSANCE: PAINTING

Subject: ART HISTORY

Teacher: Ms María del Puerto Tovar Camacho

Course / Level: 2nd Higher Studies (Post-Compulsory Secondary Education) – 2º Bach.

1. LEARNING

AIMS

- To learn about the Renaissance period in Italy. - To understand the concept of art in the Italian Renaissance. - To classify works of art according to their characteristics: architecture, sculpture and painting. - To classify different types of paintings: a) TOPIC: landscapes, portraits, still-life, allegory, naked human body… b) TECHNIQUES: fresco, canvas, table, oil, ink, acrylic, pastel… - To learn about famous Renaissance artists. - To differentiate between Quattrocento (14th century) and Cinquecento (15th century).

2. SUBJECT CONTENTS

1. The Renaissance in Italy: concept, dates and characteristics. 2. Types of works of art: a) Architecture (Saint Peter’s Dome by Michaelangelo) b) Sculpture (David by Michaelangelo) c) Painting (Monalisa by Leonardo da Vinci) 3. Types of paintings according to their theme: a) Landscapes (nature and heavenly scenes). b) Portraits: self-portraits, group portraits, allegories… c) Still-life: food, utensils, dead animals… 4. Types of paintings according to their techniques: a) Fresco (The Sistine Chapel by Michaelangelo) b) Oil on table (Monalisa by Leonardo da Vinci) c) Canvas (Madonna Sistina by Rafael Sanzio) d) Ink (The Vitrubian Man by Leonardo da Vinci) 5. Italian painting in the Quattrocento: Leonardo da Vinci, Boticelli. 6. Italian painting in the cinquecento: Michaelangelo, Raphael Sanzio. a) Manierism: Michaelangelo and Parmigianino. b) Venetian school: Tiziano, Veronés, Tintoretto…

3. LANGUAGE CONTENT / COMMUNICATION

VOCABULARY

- Paintings: portraits, landscapes, country scenes… - Styles: sfumato, manierism, realism, optical illusions… - Characteristics: (different artists) / horror vacui - Topics: mythology, religion, royal families, portraits, nature, allegory…

STRUCTURES

- This artist used the…. - The painting is an oil on canvas where the artist…(relatives) - The main characteristics of this artist are: …. - The Renaissance in Italy is characterized by… (passive structures) - Michaelangelo’s painting is described as…(passive structures) - Monalisa was painted by…(passive structures)

DISCOURSE TYPE

- Reading: Renaissance paintings and artists on the Internet and in the written form. - Writing: Writing different descriptions of works of art using the structures learnt in the unit. - Listening: Describing works of art studied in the unit. - Oral presentation: Presentations of a work of art in class using different apps. Students will be asked to group and deliver a speech in front of the class.

MARÍA DEL PUERTO TOVAR CAMACHO Teacher of English Language

LANGUAGE SKILLS

- Writing/speaking. Students are asked to describe works of art orally and in the written forms. - Reading and listening to different videos and presentations to understand some works of art. - Pair groups: dialogues and group activities: learning to work in pairs and develop language skills when talking to others, i.e. In my opinion, on the contrary, I think, I don’t agree with you…

4.CONTEXTUAL

(CULTURAL)

ELEMENTS

- Students will be asked to identify paintings and artists that they consider similar in techniques (i.e. the use of colours in Raphael Sanzio and Michaelangelo). - They will compare some works of art of their surroundings with the ones seen in class (i.e. compare Pedro de Berruguete, El Greco or Yañez de Almedina with Raphael Sanzio or Michaelangelo). - Renaissance in England (painting): especially portraits carried out by foreigners (i.e. Holbein).

5. COGNITIVE (THINKING)

PROCESSES

- Discovering the main characteristics of the Italian Renaissance. - Knowledge of the main characteristics of artists and their Works. - Understanding the techniques of composition. - Apply knowledge of authors to their works. - Create a project to consolidate knowledge. - Evaluate their own process of learning.

6. TASK(S) SESSION 1 1- WARMING UP (individually in their computers or altogether aloud with the digital board): students will identify some works of art (photos-learning apps) before going into the heart of the matter http://LearningApps.org/1201705 2- Webmix “Renaissance through Michaelangelo’s Art” (written and visual form): An introductory piece about the Italian Renaissance: exploring the major masterpieces. Connection to previous knowledge on the matter http://www.symbaloo.com/mix/renaissancearts http://www.italian-renaissance-art.com/ 3- Comprehension (writing): Students are asked to write which the main features of this time in history are, after the video. They have to make a list of the major works of art they have seen and learn their names and authors. SESSION 2 3- Saint Peter’s Dome (listening and watching): an example of Renaissance architecture. Video. Students compare Michaelangelo’s dome with Agrippa’s Pantheon – photo (Orally) http://www.symbaloo.com/mix/renaissancearts (Saint Peter’s Basilica). 4- David (listening and watching): Video presentation of this sculpture. Characteristics of manierism http://www.symbaloo.com/mix/renaissancearts (David). 5- The Sistine Chapel (listening and watching): Video. Students will carry out some written activities (matching, filling the gaps, identifying figures, etc… to understand Michaelangelo’s work in depth) http://www.symbaloo.com/mix/renaissancearts (The Sistine Chapel). SESSION 3

4- PPWT (visual): types of paintings according to their theme: students are presented with

photos of Renaissance paintings in a PPWT and they have to make a choice among landscapes (nature and heavenly scenes), portraits (self-portraits, group portraits, allegories) and still-life (food, utensils, dead animals). Oral and Written forms (for consolidation and further study) http://www.youtube.com/watch?v=RJh6UQwUNQA 5- Listening: “The process of painting”: The art teacher of the school explain the students the process of all techniques used by the masters of Renaissance in a video: students are asked to fill blanks and identify the different varieties: Fresco, Oil on table, Canvas, Ink… 6- Work in pairs (Written and oral): Identifying the Italian painting in the Quattrocento: Leonardo da Vinci, Boticelli, and after they have to do the same with the Cinquecebto (Michaelangelo and Raphael Sanzio). The students are given some documents (written and visual). They have to make a list of characteristics of the main representatives of the Quattrocento and Cinquecento.

MARÍA DEL PUERTO TOVAR CAMACHO Teacher of English Language

http://www.youtube.com/watch?v=lX3Q44syO1E (Boticelli) http://www.youtube.com/watch?v=PER5nWbX9GI (Leonardo da Vinci) http://www.youtube.com/watch?v=3J4V2DMvvzY (Michaelangelo) http://www.youtube.com/watch?v=sNPyGvGIWtI (Raphael Sanzio) SESSION 4 7- El Greco and Michaelangelo: Manierism. The followers: Parmigianino. Comparing images of the three artists and establishing the differences in techniques. Visual and written form (for consolidation and further study). Correction in group. http://www.youtube.com/watch?v=JfjRLHuFzno (Parmigianino) http://www.youtube.com/watch?v=ZrMjG3Hd24c (El Greco) 8- Find the pair: The teacher shows the students some paintings and, after explaining the main features of the three artists (Tiziano/Titian, Veronés, Tintoretto), students have to be able to recognize who painted what. 9- Storytime: The mythology, religion and the monarchy in the Venetian school. The students are presented with some stories about myths, religious figures and members of royalty and then they have to be able to match the story with the most famous paintings of the Venetian school. SESSION 5 10- Webquest: Webmix “Renaissance through Michaelangelo’s Art”. Students will use this resource to prepare their final project http://www.symbaloo.com/mix/renaissancearts Time for group work. Students, divided into groups, have to create a project on a famous artist of the Italian Renaissance. For that purpose, they can use a webquest and then, they can prepare a presentation (PPWT, Prezi, or with any other app. they find appealing) to deliver a speech. In this session the teacher will divide the class into four groups of four. The topic must not be repeated. They will take the whole session for looking for info, pictures or videos they think they can use for their final project. SESSION 6 11- Presentation of projects (Speaking, Visual, and Listening) 12- Consolidating knowledge: the students will be asked to answer some prompts to check what they have learnt and how much they can remember.

7. METHODOLOGY

ORGANIZATION

AND CLASS

DISTRIBUTION /

TIMING

The timing for this unit will last 6 sessions of 55 mins each (contents of each session specified above). 16 students of 2nd Higher Studies (Art History) - Drills: Students will hear some listening and watch different varieties of videos to understand the concept of Renaissance and then, they will carry out some exercises in drills, that is, repetitive tasks for consolidation. - Individual work: As part of their learning process, students are asked to work individually, especially reading and writing tasks. - Group work: to promote group work, when preparing a project or a presentation for the class is a good way to understand how much they have learnt and how much they can share with others. - Pair groups: dialogues and group activities: learning to work in pairs and develop language skills when talking to others, i.e. In my opinion, on the contrary, I think, I don’t agree with you…

RESOURCES /

MATERIALS

Application Learning Apps.org: Identifying Renaissance Paintings (created by the teacher “puertovar” http://LearningApps.org/1201705).

Webmix Renaissance through Michaelangelo’s Art (created by the teacher “puertovar” www.symbaloo.com/mix/renaissancearts)

MARÍA DEL PUERTO TOVAR CAMACHO Teacher of English Language

Written documents to identify dates, data, biographies.

Photos to identify works.

Videos to identify main characteristics. http://www.youtube.com/watch?v=RJh6UQwUNQA http://www.youtube.com/watch?v=lX3Q44syO1E (Boticelli) http://www.youtube.com/watch?v=PER5nWbX9GI (Leonardo da Vinci) http://www.youtube.com/watch?v=3J4V2DMvvzY (Michaelangelo) http://www.youtube.com/watch?v=sNPyGvGIWtI (Raphael Sanzio) http://www.youtube.com/watch?v=JfjRLHuFzno (Parmigianino) http://www.youtube.com/watch?v=ZrMjG3Hd24c (El Greco)

Audios accompanied by images. Listening will be also used, especially when presenting their projects in front of the class.

KEY COMPETENCES

- Linguistic competence: use of the English language for communication (listening, speaking, reading and writing).

- ICT competence: create a presentation as a final project. - Cultural and artistic competence: develop their capacity to understand works of art. - Competence in the knowledge and interaction with the physical and natural

world: learn about the influence of the art history in our culture and society. - Competence for autonomy and personal initiative, which includes the possibility to

choose from a personal point of view and a critical approach: students will range from individual work to groupings.

- Learning to learn: especially at the end that they have to identify what they have learnt and to what extent.

8. EVALUATION (CRITERIA AND INSTRUMENTS)

STUDENTS ARE REQUIRED TO: - Understand the concept of art in the Italian Renaissance. - Classify works of art according to their characteristics: architecture, sculpture and painting. - Classify different types of paintings according to techniques and topics. - Identify famous Renaissance artists. - Differentiate between Quattrocento and Cinquecento (artists and works of art).