Lesson Plan Title: Contributions of the Renaissance in Music and Art
Concept/Topic to Teach: Teacher will instruct students on the various ways that the Renaissance affected the arts, music, religion, and technology in Europe and beyond. Students will also learn how the culture of the Renaissance began and spread throughout Europe, taking on the various characteristics of specific countries (i.e. Italy, France, Germany and the Low Countries, and England).
Standards Addressed: Standard I: Describe developments in Italy and Northern Europe during the Renaissance period with respect to humanism, arts and literature, intellectual development, increased trade, and advances in technology.
Specific Objectives: After the completion of this unit, students will be able to describe the impact that the Renaissance had on Italy and Northern Europe with respect to the development of the arts and literature, religion, and technology. Students will also be able to differentiate the how the Renaissance affected the countries of Italy, England, France, and Germany and the Low Countries with respect to the categories of art, music, literature, and technology.
Required Materials: Textbook (Glencoe), Glencoe Teacher Resources Art and Music Transparencies of Renaissance art and architecture; Students will receive a packet containing worksheets from Glencoe Renaissance literature readings and excerpts from plays (Macbeth, The Prince, The Canterbury Tales, The Divine Comedy) and biographies on Johannes Guttenberg, and Leonardo da Vinci to read and discuss; Active Note Taking worksheets from Glencoe resources, computer with internet access and Microsoft Power Point, storage device (i.e. jump drive), poster, computer printer, notebook, pen, construction paper, index cards, markers, glue sticks, 4 tables (12’ ft.)
Anticipatory Set (Lead –In): Have you ever wondered where the Teen-Aged Mutant Ninja Turtles got their names from? The teacher will explain that these names are all from famous artists of the Renassance period. The teacher will then explain how the Renaissance reinvigorated learning and led to innovations in several areas particularly literature, art, music, technology, and religion in Europe. Teacher will also explain that the purpose of this lesson is to enable to students to understand the effects of the Crusades on Europeans and the impact that Renaissance will have on future intellectual thought, trade, the Protestant Reformation and ultimately explorations far beyond Europe (i.e. the Americas).
Step-By-Step Procedures for Teaching the Lesson: The teacher will introduce the lesson with the lead-in question and ask students to create a KWL graphic organizer about what they know about the Renaissance, what they want to know about the Renaissance, and what they have learned about the Renaissance. Students will keep these graphic organizers throughout the lesson to keep them organized. The teacher will then pass out a packet for students to complete throughout the study of this lesson. Students will be placed in groups of two to three. Each group will be assigned a European country where the Renaissance was most influential (Italy, England, France, Germany and the Low Countries). Students will be required to create quadrant cards for the Chapter 5 of the Glencoe World History textbook to ensure they understand the terms that will be used throughout the lesson. The teacher will lecture on the Renaissance giving students an Active Note Taking worksheet to complete as they cover certain materials. Students will then orally read biographies of important figures during the Renaissance such as Guttenberg, Shakespeare, and Leonardo da Vinci. The teacher will ask students why each of these individuals was important and what contributions they made to the Renaissance. The teacher will then explain why Leonardo da Vinci was considered to be a “Renaissance man”, and the students will write a journal entry about if it is feasible to be good at more than one thing similar to the way individuals hailed Renaissance men were expected to do. They will give the pros and cons of being a Renaissance man. Teacher will discuss how the Renaissance began in Italy and spread throughout Europe. The teacher will then ask students why they think that the Renaissance started in Italy. Students should recall from prior learning that Italy had become very wealthy by trading in the Mediterranean and was exposed to different cultures and new technology which caused a reawakening to the Classical period of learning and they could afford to focus on the arts unlike many of the other European countries that had been involved in wars, plagues, and economic hardships. The teacher will share excerpts from Dante’s The Divine Comedy and show students famous painting such as The Creation of Adam by Leonardo da Vinci and ask the students to compare and contrast the image of “God” and the image of David. Students will likely say that they look similar, and that God is just an older version of Adam (the representative of humankind). The teacher should explain that during the Renaissance, man was placed equal to God in many ways in art, reflecting the ideology of humanism. The teacher will then show the students various other arts from Italian artist during that time period (i.e. David, Madonna and Child). The teacher will then explain that although the Renaissance started in Italy, but will spread to other areas in Europe in different forms. Students will then “experience how Renaissance in Germany by reading about Guttenberg and the printing press and Martin Luther and the Protestant Reformation. The teacher will show the students a picture of Guttenberg and the printing press and ask why this invention was so important. Students should respond that it allowed for more books to be printed which gave common people access to books and led to the writing of books in the vernacular languages allowing more people to become literate. This in turn will allow people to read the Bible for themselves and form ideas about the corruption of the Catholic Church, leading to the Reformation. The teacher will do the same thing with England introducing students to literature by Shakespeare and having a role play exercise in the classroom from an excerpt of Macbeth and The Canterbury Tales. The teacher will then explain the activity that the student groups will perform. Students will divide the duties between them to cover the four separate regions afore mentioned. Each student will have to research their topic and provide pictures, brochures, Power Points, and general information on the topic written on index cards. The students will present there respective projects in conjunction with the other members of their group at a Renaissance Fair two weeks later. The teacher will provide four days of library/computer time for students to work on their topics. Each group will have a corner of the room at the Renaissance Fair to exhibit their country, and parents and other classes will be invited. Students will meet in their groups to divide the duties and responsibilities of each member for covering art, music, technology, religion or literature for their respective area. Classroom discussions will continue and students will be asked to make journal entries answering opinion based questions about various aspects of the effects of the Renaissance (i.e. Why do you think it is important to be able to be literate?; Which country do feel made the most profound contribution to the Renaissance and why?; Do you feel that the church would have been better off if it had not split?), through the responses to these questions and classroom discussions the teacher can assess student understanding of the topics. Students will be asked to create a poster/project board to display pictures of individuals and brochures, art, book jackets, or other relevant items for the Renaissance fair. Students will also be provided with laptops to display Power Points for their presentations or play downloaded music from Renaissance composers from their country. Students will work collaboratively to create the entire scene from that country. During the research/computer days the teacher will assist student with downloads, creating Power Points, and publishing brochures. The teacher will also help students with printing pictures and give them materials for matting them on construction paper. After all of the members have completed their duties, group members will critic and learn the information about that particular area from their respective member; thereby, critiquing the member’s presentation within the group. The teacher will select two students to design an invitation for parents to come to the Renaissance Fair. The day before the fair students will make sure that they have completed their packets and the teacher will go over the correct responses. The teacher will also ask students to complete their KWL organizer while visiting their classmate’s booths at the fair. Students should use markers to title and decorate their posters, making sure that they are prepared for the fair the following day. The teacher will lead students and parents to different booths. Students will take turns presenting the exhibits in their booth and read the brief notes from the index cards detailing what and why this was important. The teacher will grade the students projects according to the rubric attached.
Guided Practice/Monitoring: Students will have the opportunity to receive practice while working ion the Active Note Taking worksheets, through class discussion, through journal entries and discussion and through group interaction. In all of these scenarios the teacher will provide guided assistance while, simultaneously allowing students to work independently, or within groups. The students will also be able to use some of the information discussed in class to incorporate in their projects (i.e. pictures of Guttenberg and the printing press, artwork by Leonardo da Vinci, Shakespearean play).
Closure (Reflect Anticipatory Set): Teacher should ask the students to trace the origins of the Renaissance and the main effects it will have on the future (i.e. trade, Reformation, exploration, founding of the Americas). The teacher will also allow students to complete their KWL and be able to discuss what they have learned during the course of this lesson using it. Students will be asked to complete a final journal entry on the Renaissance using the prompt: “If the Renaissance had not occurred we/there would probably …..”
Assessment Based on Objectives: : After the completion of this unit, students will be able to describe the impact that the Renaissance had on Italy and Northern Europe with respect to the development of the arts and literature, religion, and technology. Students will also be able to differentiate the how the Renaissance affected the countries of Italy, England, France, and Germany and the Low Countries with respect to the categories of art, music, literature, and technology. Students will achieve at least 85% mastery on objective upon completion of this lesson.
Adaptations (For Students With Special Needs): Students with special needs will be such as a reading learning disability will be placed in a group with an advanced learner that will be able to peer tutor to that student. The student will also receive more one-on- one assistance from the teacher, and be allowed more time to work on their project (5-6 research/computer days) and in some cases a shortened assignment. The student’s IEP will dictate the necessary accommodations.
Extensions (For Advanced Students): In addition to be paired with students with particular disabilities, advanced students will be required to create multiple products to display at the Renaissance Fair. They will also be asked to submit a usage of the way their topic is relevant in society today.
Possible Connections to Other Subjects: Art, Music, Science, English, Computer, Religious Studies
Reflection: This lesson had a wonderful conclusion and the students really seemed to enjoy their work as they learned. They met the 85% mastery level in one class and exceeded it in another. The journal and graphic organizers were exceptionally useful. I do, however have learned that this lesson works better with a more advanced group, because many of the concepts that were required in order to teach this lesson were lacking in the standard class, therefore a lot of time was required to reteach certain objectives and establish equitable computer time to complete the lesson in a reasonable amount of time.