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Blast to the Past
 

Blast to the Past

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    Blast to the Past Blast to the Past Presentation Transcript

    • Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 11 th -12th Graders (Art History) Designed by Ms. Annie McNeil [email_address] Based on a template from The WebQuest Page Jacques-Louis David Jean-Auguste-Dominique Ingres Francisco de Goya
    • Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] You are a young artists living in Europe during the early part of the 19 th century. You have witnessed revolution, war, and the growing obsession with Orientalism. Upon your journey through life, you have been lucky enough to meet Jacques-Louis David, Jean-Auguste-Dominique Ingres, and Francisco de Goya. Lucky! As an artist in training, you have the unique opportunity to interview these artists and discover their personal history, culture, artistic movement and artistic philosophy. By achieving the knowledge which has made these artists the revolutionary successes' which they are, you can further your own artistic philosophy. The Big Question: How were these artists important to the history of art the development of their particular time period and culture?
    • Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Title Your task will be to research all of the following artists: Jacques-Louis David, Jean Auguste Dominique Ingres, and Francisco de Goya. Identify the artist’s movement, culture, and one work of art by that artist. After you have completed your research, choose one of the listed artist’s to interview. You must write an invented interview with the artist of choice as if you were in that time period. Ask what inspired/motivated them to their works. Then write a response to your questions as if you were that artist. You must then choose one artist of your choice and make an argument as to who you believe was the most revolutionary and why. Your artist of choice should come from either of the following movements: Neo Classical Romanticism Realism Pre-Raphaelite
    • Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Go to Process page 2 You are about to enter a time of turmoil, revolutions, and war. Brace yourself for the adventure which waits you! Step 1: Research all of the following artists: 1. Jacques-Louis David 2. Jean Auguste Dominique Ingres 3. Francisco de Goya Step 2: Record 1. Name of artist, 2. Title of work, 3. Date of work and 4. Movement (Example 1) (Example 2) (Example 3) Web sources: National Gallery of Art Metropolitan Museum of Art Art History Art Institute of Chicago Web Museum Art Cyclopedia
    • Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Go back to The Process page 1 3. Identify the importance this artist and their work had to the time period/culture and why (the content). Example 4. Choose one artists from the following movements and research them as well: Neo Classical Romanticism Realism Pre-Raphaelite Summarize your findings in a 2-3 page written response identifying the three artists’ and their importance to the history of art. Write a persuasive essay as to which artist you believe to be the most important or influential during their time in history.
    • Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] 1. Jacques-Louis David 2. The Sabine Women 3. 1796-99 4. Neo-Classical Back to Process
    • Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] 1. Jean Auguste Dominique Ingres 2. The Bather of Valpinçon 3. 1808 4. Neo-Classical Back to Process Page 1
    • Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] 1. Francisco de Goya 2. The Sleep of Reason Produces Monsters 3. 1803 4. Romanticism Back to Process Page 1
    • Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] The Sleep of Reason is a self-portrait of the artist, surrounded by demonic-looking animals. It was intended as the frontispiece for the series Los Caprichos , a criticism for “human error and vises.” This series grew out of Goya's developing sense of isolation. Los Caprichos served as a coded expression of the artist's growing involvement in Madrid's political venue. Back to Process Page 2
    • Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Date Created: April 19, 2008 CATEGORY 20 15 10 5 Recognition of Work Student can accurately name the works by the chosen artist including name, date, title of work, and art movement. Student is missing or is inaccurate about one of the names, dates, titles of work, or art movements. Student is missing or is inaccurate about 2 or more of the names, dates, titles of work, or art movements. Student does not have a total of three artists and/or is missing or is inaccurate about one or more of the names, dates, titles of work, or art movements. Characteristics Student identifies multiple significant characteristics that distinguish this artist's work and art movement. Student identifies some significant characteristics that distinguish this artist's work and art movement. Student identifies 1 or 2 significant characteristics that distinguish this artist's work and/or art movement. Student cannot identify characteristics that distinguish this artist's work and/or art movement. Influence of culture Student is able to give several detailed examples of how the time period in which an artist lived influenced his/her work. Student is able to give a couple of examples of how the time period in which an artist lived influenced his/her work. Student is able to give one example of how the time period in which an artist lived influenced his/her work. Student has difficulty describing how the time period in which artists lived influenced their work. Influence of other artists Student is able to name at least 1 other artists who influenced the artist being studied. He can also point out areas in this artist's paintings where one can see these influences. Student is able to name at least 1 artists who influenced the artist being studied. Student is able to name at least 1 artist who influenced the artist being studied but does not relate it back to one of the three original artists. Student does not know which other painters influenced the one being studied.
    • Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Congratulation! You are now on your way to becoming a wonderful 19 th century artists. By this time, you successfully understand the importance these artists had to art history and the development of their time period and culture.
    • Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] This project was designed by The WebQuest Page and The WebQuest Slideshare Group Web sources for images and information: National Gallery of Art Metropolitan Museum of Art Art History Art Institute of Chicago Web Museum Art Cyclopedia
    • [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 11 th -12 th Graders (Art History) Designed by Annie McNeil [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion Jacques-Louis David Francisco de Goya Jean-Auguste-Dominique Ingres
    • [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was developed as part of a project for my art education class. It was created by myself and my interest in the importance art history has to culture's and their societies. This lesson is about the influence many 19 th century artists had on their culture and their time period. I hope the students will take away a sense of appreciation for the multitude of artistic movements during a tumultuous time in Western Europe’s history. Evaluation Teacher Script Conclusion
    • [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is anchored in 11 th -12 th grades. It focuses on art/ art history studies and involves advanced research skills and higher levels of thinking. Participants in this project should have some prior knowledge of art history as well as proper research and writing capabilities. Evaluation Teacher Script Conclusion
    • [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
      • What will students learn as a result of this lesson? Describe the outcomes succinctly. Use the language of existing standards. For example:
      • Social Studies Standards Addressed
        • Recognize the relationships among the various parts of a nation's cultural life.
        • Learn about the mythology, legends, values and beliefs of a people
        • .
      • Most lessons don't just teach a block of content; they also implicitly teach one or more types of thinking. In addition to describing learning outcomes within traditional subject areas, describe what kind of thinking and communications skills were encouraged by this lesson. Inference-making? Critical thinking? Creative production? Creative problem-solving? Observation and categorization? Comparison? Teamwork? Compromise?
      Evaluation Teacher Script Conclusion
    • [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This project will most likely take 2-3 class periods to complete. I plan on introducing the project during 1 class period and then going to the library to give research time for the students. They will be asked to work alone and accomplish the following steps: Step 1: Research all of the following artists: 1. Jacques-Louis David 2. Jean Auguste Dominique Ingres 3. Francisco de Goya Step 2: Record 1. Name of artist, 2. Title of work, 3. Date of work and 4. Movement 3. Identify the importance this artist and their work had to the time period/culture and why (the content). 4. Choose one artists from the following movements and research them as well: Neo Classical Romanticism Realism Pre-Raphaelite Summarize your findings in a 2-3 page written response identifying the three artists’ and their importance to the history of art. Write a persuasive essay as to which artist you believe to be the most important or influential during their time in history. The teacher should be knowledgeable about the content of this project. They must understand the relevance each artist has to their culture. Evaluation Teacher Script Conclusion
    • [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
      • You will need:
        • 1. Class sets of art history books
        • 2. E-mail accounts for all students
        • 3. Research time in library for students
      • 4. Links for the web sites used: National Gallery of Art
      • Metropolitan Museum of Art
      • Art History
      • Art Institute of Chicago
      • Web Museum
      • Art Cyclopedia
      • One teacher will be enough to teach this lesson. Just make sure to coordinate with the librarian who can be a wonderful aid for the students.
      Evaluation Teacher Script Conclusion
    • [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion CATEGORY 20 15 10 5 Recognition of Work Student can accurately name the works by the chosen artist including name, date, title of work, and art movement. Student is missing or is inaccurate about one of the names, dates, titles of work, or art movements. Student is missing or is inaccurate about 2 or more of the names, dates, titles of work, or art movements. Student does not have a total of three artists and/or is missing or is inaccurate about one or more of the names, dates, titles of work, or art movements. Characteristics Student identifies multiple significant characteristics that distinguish this artist's work and art movement. Student identifies some significant characteristics that distinguish this artist's work and art movement. Student identifies 1 or 2 significant characteristics that distinguish this artist's work and/or art movement. Student cannot identify characteristics that distinguish this artist's work and/or art movement. Influence of culture Student is able to give several detailed examples of how the time period in which an artist lived influenced his/her work. Student is able to give a couple of examples of how the time period in which an artist lived influenced his/her work. Student is able to give one example of how the time period in which an artist lived influenced his/her work. Student has difficulty describing how the time period in which artists lived influenced their work. Influence of other artists Student is able to name at least 1 other artists who influenced the artist being studied. He can also point out areas in this artist's paintings where one can see these influences. Student is able to name at least 1 artists who influenced the artist being studied. Student is able to name at least 1 artist who influenced the artist being studied but does not relate it back to one of the three original artists. Student does not know which other painters influenced the one being studied.
    • [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
      • Steps for facilitating this lesson include:
        • Address the purpose of this assignment. a.k.a The Big Question: How were these artists important to the history of art the development of their particular time period and culture?
        • Explain the process they will go though to obtain their information
        • Take them to the library for research time
        • Give homework if not completed in class
      • This page is linked to the Process segment off of the Teacher Page
      Evaluation Teacher Script Conclusion
    • [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This is an important lesson to implement because it teaches a multitude of skills on the part of your students. They must exercise their research skills and advanced thinking skills. They will take away an appreciation of the time period as well as the importance of art history. Evaluation Teacher Script Conclusion
    • [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Web sources for images and information: National Gallery of Art Metropolitan Museum of Art Art History Art Institute of Chicago Web Museum Art Cyclopedia This project was designed by The WebQuest Page and The WebQuest Slideshare Group Evaluation Teacher Script Conclusion