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
- TASK OUTPUT
- 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 Rembrandts 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 groups 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 Rembrandts subject choices and discuss possible reasons for his selections.
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