In The Eye Of The Beholder

Rick M. Domingo, IS 93 Queens

Lesson Preview In this lesson, students will be able to develop a greater appreciation of art through its definition, genres, and forms. At the end of the unit, students will be able to correlate the importance of art with historical events in the 17th century.


New York State Learning Standards for the Arts

Understanding the cultural dimensions and contributions of the arts

New York City English Language Arts Performance Standards

E2a- Produces a report
E2b- Response to Literature
E2c- Narrative Account
E2e- Persuasive Essay

Grades: Upper Elementary and Intermediate Levels

Subjects: English, Mathematics, Social Studies, Science, Art

Materials: craypas, drawing paper


World art treasures through the Internet- 100,000 slides

Guides and directory links to 17th and 18th century art

Teacher begins the lesson by providing the adage, "beauty lies
in the eye of the beholder" while brainstorming with student for
responses. After this, teacher displays different works of art
either directly or using an overhead to explain various forms and
styles of art. To further document accountable talk in the class,
the teacher can use experience charts. Now that the students are
equipped with some knowledge of different styles in art, the
teacher now introduces Rembrandt.
Using a group study approach, the teacher assigns the following
Group A Research the life of Report Writing Rembrandt from his birth to his marriage
Group B Report Writing Research the life of Rembrandt from hismarriage to his death
Group C Gather samples of Collage Essay Rembrandt’s works
Group D Book Talk: Choose 2-3 Persuasive Essay books written about Rembrandt

By this time, the class will have been instructed to keep a double-entry journal based upon the outcome of the group oral presentation. This is accomplished by dividing a loose leaf intotwo columns, the left side containing any information or comments gathered from the group’s report that was either unclear or significant. The right side contains any questions that students may have pertaining to the narrative account. At the end of each presentation, the teacher encourages students to ask questions of the presenters using entries from their journal.

 Extensions: To begin, the students are shown a piece of what seemed to be part of a picture. This can be in any shape, design, or color. Students are told that this "piece" of a picture will be a clue. The teachercontinues by distributing materials such as craypas and drawing paper. Students use the "clue" to create representations of abstract painting and asked to write an interpretation about their creation.

Assessments: Refer to the 17th century persona in art.

Compare and contrast Rembrandt with other artists. Examine Rembrandt’s subject choices and discuss possible reasons for his selections.

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