Embedded Files
Year-Long
Year-Long
By Module
By Module
Readings
The Annotated Mona Lisa by Carol Strickland
The Enjoyment of Music by Forney & Machlis
Primary sources chosen by students from lists associated with each period
Interactive/Collaborative Work
Group work on worksheets and virtual museum/architectural tours
Independent Work
Analysis of primary sources and presentation to the class
Major projects & lab reading
Writing
Students quick-write critiques of visual & musical pieces presented in class
Students will write analytical essays examining theme & placement in period in projects in all three modules
Students will write reflectively on reading choices in lab as they experience more works
Students will create original material in the style of particular writers or in the style of a particular period
Learning Targets For Major Assignments are delineated under that tab
Speakers, trips, other
To be determined
Film & Multimedia
Module One:
Video on the development of linear perspective in art
Video on Leonardo & his works
Video on Caravaggio
Numerous examples of visual art and major artists: Giotto, Masaccio, Donatello, Botticelli, Leonardo, Michelangelo, Raphael, Titian, Holbein, Durer, Breugel, Hals, Rembrandt, Caravaggio, Bernini, Vermeer, Gainsborough, Hogarth, and others.
The Baroque music of Bach, Vivaldi and Handel.
Viewing of/listening to works & analysis in class, individually or in groups. Presentation of analysis.
Readings/web research/videos on historic background
Virtual architectural tours
Check-ins with class & lab instructors on progress/benchmarks in student-chosen works for aesthetic project
Module Two:
Video on David & The French Revolution
Samples of all music & video clips of operas
Major Artists covered: David, Ingres, Goya, Gericault, Delacroix, Constable, Turner, and others.
Major composers covered: Haydn, Mozart, Beethoven, Berlioz, Schumann, Liszt, Brahms, Verdi, Wagner, Grieg, Smetana, Tchaikovsky, Mahler and others.
Module Three:
Video on Van Gogh
Un Chien D’Andolou by Dali/Bunuel
Samples of all music & video clips of operas
Major Artists covered: Monet, Renoir, Degas, Manet, Van Gogh, Gaugin, Seurat, Matisse, Picasso, Dali, Magritte, Pollock,, and many others.
Major composers covered: DeBussy, Ravel, Stravinsky, Schoenberg, and others.
Humanities Lab Activities
In addition to smaller structured assignments using specific literary and artistic works as models for analysis, students also choose works from a provided list from the time period of the class (renaissance/baroque, classical/romantic, late 19th c- 20th c modern) or go off-list with instructor permission, and answer a set of questions relating to the genre of work, whether the work is fiction/literature (novels, short stories, dramatic works, poetry) or nonfiction. Examples from the text are required to support arguments.
The process of the lab revolves around a mix of structured group activities, worksheets and some screenings. As students select their reading lists, individual (or group, in the case of a group project) conferences during lab, guidance towards further exploration, and development of plans for student product and presentation will also be included.
Product requirements will be differentiated by student. All students are required to use note guides (either the written or graphic organizers provided) for each type of reading, available on Google Classroom, to organize their ideas and analysis.
Overview Of Major Assignments
1st Module: Students begin with mostly single primary source analysis of visual art or music. Introductory techniques as to how-to-decode different types of material is modeled and demonstrated in class. Art & music samples are placed within cultural context and include pertinent material from the creator's biography (i.e. examining Botticelli's "The Mystical Nativity" and placing it within Botticelli's admiration of Savarnarola's apocalyptic visions in the age of Borgia Popes). Students are expected to choose examples of art or music and write and/or present their primary source analysis as well as arguments for placement within creator's catalogue and historic context.
2nd Module: Here, the requirement for students advances to comparing 2 works, identifying some common theme depicted (love of nature, reaction to Napoleon, etc.) complete with comparative content analysis & comparative discussion of cultural context and pertinent information from the biographies of the creators. If students want to do their own interpretation of one work and bring in a nonfiction analysis of the second source, this would also fulfill the requirement (i.e. aspects of natural beauty in Constable compared to the love of nature expressed in Beethoven's 6th Pastoral Symphony).
3rd Module: Finally, the requirement becomes a thematic comparison across three varied works, comparison of creator biographic information and placement within cultural context. Also required are secondary source analyses of same theme/works, critically evaluated within the student's final product, whether written or presented. An annotated bibliography is also required at this stage. (An example of this final stage requirement could be a comparison of the ways in which Gershwin's Rhapsody in Blue, Mondrian’s Broadway Boogie Woogie & Hart Crane's "To Brooklyn Bridge” deal with the modern city.)
The process for all of these requirements would be project preparation (research, planning, writing, etc.) by the student outside of class and during allotted class time scheduled for all projects.
Students will demonstrate their degree of mastery via a differentiated product choice that best suits their needs, both for strength and growth. Students could produce a mix of written essays, powerpoint presentations, oral presentations etc. throughout the year, as applicable to student at a given time. An annotated bibliography is always required with the use of any secondary source material.
First Module
First Module
1. DaVinci Notebook: Written analysis of some student chosen works of Renaissance art in the DaVinci notebook style of thoughtful observation, along with other observational pieces chosen by the student – their own creative work, or their own observations. (SS #1, 3, 4. ELA # 3, 4, 5)
2. Aesthetic Project for either period: A chosen work, analyzed in terms of its genre (painting, sculpture, music), the biography of its creator, and its place within the historic and cultural context. Presented to the class as primary source analysis. (SS #1-5, ELA #1-5)
3. Analyzing student chosen works from the periods in terms of genre of literature: novel, short story, poem, drama, nonfiction (mostly in lab, but historic/biographic elements may be brought into the main class) (ELA #1-5)
Second Module
Second Module
1. Music Project: A chosen work, analyzed in terms of musical structure, with creative options for what the work may evoke – a script for a music video, liner notes, a painting, or pairing with an existing work, etc. (SS #3, ELA #3,4,5)
2. Aesthetic Project for this module: Two chosen works of different genre, comparatively analyzed in terms of their genre (painting, sculpture, music, literature), the biography of their creators, their place within the historic and cultural context, as well as analysis of a common theme in both associated with their aesthetic category. Presented to the class as primary source analysis. (SS #1-5, ELA #1-5)
3. Worksheets for different portions of the study of romantic music examples, analyzing various primary sources. (SS #3, 4. ELA #3,4,5)
Third Module
Third Module
1. Impressionism Project: A chosen work from an Impressionist artist, analyzed visually and structurally, including the artist’s biography, presented to the class. (SS #3,4,5. ELA #5)
2. Aesthetic Project for this module (culminating project): Three chosen works of different genre (including at least one from the humanities lab), analyzed in terms of their genre (painting, sculpture, music, literature), the biography of their creators, their place within the historic and cultural context, as well as analysis of a common theme in both associated with their aesthetic category. Presented to the class as primary source analysis with required secondary sources included & critically evaluated. (SS #1-5, ELA #1-5)
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