Humanities
Essential Question, Concept or Theme: Introduction to Course / Approx. Time Allotment:Standards: 1.1.11 A-H, 1.2.11 A-C, 1.4.11 B, 1.5.11 A-F, 1.6.11 D, 1.8.11 A-C
Benchmark/Skills
/Assessment
/ Aligned Materials/Resources/Technology / Instructional Strategies
The student will:
1. Begin to develop proper mind-set for study of cultural history.
2. See that elements of our own cultural heritage predate the European culture from which we come.
3. Discuss the diversity of artistic styles and motivations.
4. Recognize a need to understand the past in order to deal with the present.
5. Define term “artistic convention” for future use.
6. Identify on a map the locations of early cultural centers and their direction of movement. / · Class discussion
· Teacher observation / · Arts & Ideas, 9th ed. Chapter 1
· Film strips I, II, III from History of Western Art series (Egyptian art)
· Slides of Stonehenge and Avebury, England / · Lecture/note taking
· Discuss examples of art forms found in contemporary society
· Map study
· Discuss list of individuals who have caused civilization to leap forward culturally (Pythagoras, Euclid, Newton, da Vinci, Michelangelo, Mozart, etc.)
Essential Question, Concept or Theme: Greek Unit / Approx. Time Allotment:
Standards: 1.1.11 A-H, 1.2.11 A-C, 1.4.11 B, 1.5.11 A-F, 1.6.11 D, 1.8.11 A-C
Benchmark/Skills / Assessment / Aligned Materials/
Resources/Technology / Instructional Strategies
The student will:
1. Understand general history of ancient Greece and its principal city-states.
2. Recognize principal periods in Greek history from earliest times to absorption by Rome
3. Identify differences between Hellenic and Hellenistic art and thought
4. Know difference between three major types of Greek architecture.
5. Be able to identify principal structures on Athenian acropolis.
6. Discuss differences between Plato’s and Aristotle’s philosophies.
7. Become conversant with principal figures, practices and conventions of Greek theater. / Unit Exam:
· Day one: slide identification and objective questions
· Day two: essays / Arts & Ideas, ch. 2
Arts & Ideas, ch. 3
“Ideas” section
Handouts:
Pythagoras
Plato/Aristotle
Plato:Allegory of the Cave
Column Diagram
Parthenon Diagram
Acropolis diagram
Greek theater diagram
Photos in Horizon Book of Ancient Greece
Filmstrip: Sect. 4, IV History of Western Art series
Video Art of the Western World, #1 / · Lecture/notetaking
· Use of children’s blocks to understand concept of post and lintel construction
· Discussion of handouts
· Drawing of cave to represent one in Plato’s allegory.
· Identification of local buildings which show neo-classical elements.
· Possible field-trip to Philadelphia to observe architectural details firsthand.
· Creation of bulletin board of Polaroid photos of neo-classical buildings.
· Option: making a model of a Greek building.
Essential Question, Concept or Theme: Roman Unit / Approx. Time Allotment:
Standards: 1.1.11 A-H, 1.2.11 A-C, 1.4.11 B, 1.5.11 A-F, 1.6.11 D, 1.8.11 A-C
Benchmark/Skills / Assessment / Aligned Materials/
Resources/Technology / Instructional Strategies
The student will:
1. Understand the general history of Rome, from its origins to its decline.
2. Trace Rome’s conquests in Europe and elsewhere
3. Recognize the elements of Greek style and civilization which were adopted by the Romans.
4. Identify principal types of structures used in Roman architecture: forum, bath, basilica, triumphal arch, etc.
5. Identify Roman building innovations: concrete, the arch, utilitarianism, etc.
6. Discuss Stoicism as a philosophy. / Unit Exam:
· Day one: slide identification & objective questions
· Day two: essays / Arts & Ideas, ch. 4
Handouts:
Cicero: On the Laws
Epictetus and Marcus Aurelius on Stoicism
Photos from Horizon Book of Ancient Rome
Slides:
Rome
Bath, England
Pevensey
Castle, England
Richborough, England
Video tape: Art of the Western World, #1 / · Read chapter 4 in text.
· Lecture/notetaking
· Locate examples in modern jurisprudence which can be traced to Roman Law.
· Discuss vestiges of Stoic beliefs in modern behavior.
· Create a model of Trajan’s forum from building blocks.
Essential Question, Concept or Theme: Byzantine Unit / Approx. Time Allotment:
Standards: 1.1.11 A-H, 1.2.11 A-C, 1.4.11 B, 1.5.11 A-F, 1.6.11 D, 1.8.11 A-C
Benchmark/Skills
/Assessment
/ Aligned Materials/Resources/Technology / Instructional Strategies
The student will:
1. Understand general history of Byzantine Empire from time of split of Roman Empire into halves.
2. Recognize eastern influence over exported Roman arts, creating new style.
3. Follow rise of Christianity from its antecedents.
4. Understand theological differences between east and west.
5. Recognize conventions of Byzantine art, especially iconography of mosaics.
6. Identify contributions of St. Augustine to his times.
7. Understand mechanics of the dome.
8. Recognize sound and nature of Gregorian chant. / · Unit Exam / · Arts & Ideas, ch. 5
· Handouts:
· Byzantine trade route map
· Map of Constantinople Pendentive and squinch diagram
· St. Augustine’s City of God, excerpt
· St. Jerome’s letter
· Byzantine musical notation
· Slides:
· St. Mark’s Basilica, Venice
· Recordings of Gregorian chant / · Read chapter 4 of text
· Lecture/notetaking
· Listen to recordings of plainsong (Gregorian chant)
· Discuss St. Augustine’s attitudes toward women, in light of modern attitudes.
· Discuss Augustine’s and Jerome’s ideas about monastic life.
Essential Question, Concept or Theme: Romanesque Unit / Approx. Time Allotment:
Standards: 1.1.11 A-H, 1.2.11 A-C, 1.4.11 B, 1.5.11 A-F, 1.6.11 D, 1.8.11 A-C
Benchmark/Skills / Assessment / Aligned Materials/
Resources/Technology / Instructional Strategies
The student will:
1. Trace transition from Roman rule in Europe to medieval feudalism.
2. Discuss breakdown of hierarchical, feudal system.
3. Realize supremacy of Catholic Church in all human activities
4. Reach understanding of realities of life during early Middle Ages.
5. Identify this period as marking the rise of chivalry.
6. Learn a list of significant architectural and musical terms.
7. Identify features characteristic of Romanesque architecture
8. Understand monastic life and activities. / · Unit Exam / · Arts & Ideas, Ch. 6
· Arts & Ideas, Ch. 7 “Ideas” section
· Handout:
· Lancelot, by Crtien de Troyes
· Video:
· Art of the Western World, #2
· Field trip:
· The Cloisters Museum, and the Cathedral Church of St. John the Divine, New York City / · Read appropriate text section
· Lecture/notetaking
· Discuss elements of medieval chivalry that still exist today.
· Make comparative list of life style elements from 11th century and 20th century.
· Read part of “Song of Roland.” Compare to modern hero literature.
· Make list of words which would be absent in our language if William the Conqueror seized England.
· Explore the Cloisters. Take guided tour of medieval artifacts.
Essential Question, Concept or Theme: Gothic Unit
/ Approx. Time Allotment:Standards: 1.1.11 A-H, 1.2.11 A-C, 1.4.11 B, 1.5.11 A-F, 1.6.11 D, 1.8.11 A-C
Benchmark/Skills / Assessment / Aligned Materials/
Resources/Technology / Instructional Strategies
The student will:
1. Understand general history of period from 1150-1300 in Europe.
2. Recognize differences between Romanesque and Gothic architectural styles.
3. Identify differences in iconographic depiction between these two periods.
4. Show grasp of principles of Gothic architecture by using vocabulary appropriate to structures, and explaining means of construction.
5. Demonstrate knowledge of musical innovations of the period – harmony, etc.
6. Explain basic techniques in the construction of stained glass windows.
7. Define Gothic Dualism and Scholasticism. / · Unit Exam / · Arts & Ideas, ch. 8
· Arts & Ideas, ch. 9
· Handouts:
· Chaucer’s Pardoner’s Tale in trans.
· Prologue to Canterbury Tales in Middle English, excerpt
· Diagram of cross-section of Gothic cathedral
· Slides
· Chartres Cathedral
· Westminster Cath.
· Canterbury Cath.
· Conwy Castle, Wales
· Carnaervon Castle
· Video tapes
· Art of the Western World, #2
· Cathedral, and Castle, by David Macaulay / · Read chapter 8 in text, take notes.
· Lecture/notetaking
· View videos about Gothic construction techniques
· View slides of Gothic buildings, discuss building techniques as seen in example slides.
· Build “human cathedral” using students as buttresses, arms as vaults; show improvement in strength from Romanesque to Gothic vaulting.
· Listen to examples of simple harmony played on synthesizer.
· Read and discuss Chaucer selection.
· Create list of Middle English words and modern equivalents.
Essential Question, Concept or Theme: Italian Renaissance Unit / Approx. Time Allotment:
Standards: 1.1.11 A-H, 1.2.11 A-C, 1.4.11 B, 1.5.11 A-F, 1.6.11 D, 1.8.11 A-C
Benchmark/Skills / Assessment / Aligned Materials/
Resources/Technology / Instructional Strategies
The student will:
1. View the Renaissance as the beginning of the modern world.
2. Identify elements of neo-classicism in Renaissance.
3. Identify leading scientists of the time and their contributions.
4. Identify leading artists of the time and their innovations.
5. Develop understanding of contributions of da Vinci and Michelangelo.
6. Become acquainted with Dante’s life and works.
7. See the impact of St. Francis on period thought.
8. Define Humanism, Naturalism, Individualism.
9. Begin to identify composition techniques in painting. / · Unit exam / · Arts & Ideas, Ch. 10
· Arts & Ideas, Ch. 11
· ‘’ ‘’ , Ch. 12
· Readings:
· Dante’s Inferno, Cantos I and XXXIV
· Dante biography
· Machiavelli, The Prince, excerpt
· Slides:
· Sistine Chapel
· St. Peter’s Basilica
· The David
· Filmstrips:
· Life and works of Michelangelo
· Life and works of da Vinci
· Videotapes:
· Art of the Western World, #3, 4
· Biography:
· Michelangelo
· The Day the Universe Changed, IV, “A Matter of Fact”
· A Tour of the Vatican Museum / · Read appropriate text material, take notes
· Lecture/notetaking
· View slides, videos; discuss works of various artists.
· View specific paintings; identify compositional techniques
· Label neo-classical elements in Renaissance structures
· Discuss modern concept of Devil figure. Read Dante’s Inferno excerpts; notice similarities.
· List all uses of number 3 in Inferno
Essential Question, Concept or Theme: Northern Renaissance / Approx. Time Allotment:
Standards: 1.1.11 A-H, 1.2.11 A-C, 1.4.11 B, 1.5.11 A-F, 1.6.11 D, 1.8.11 A-C
Benchmark/Skills
/Assessment
/ Aligned Materials/Resources/Technology / Instructional Strategies
The student will:
1. Understand history and significance of Protestant reformation.
2. Realize importance of invention of printing press and moveable type.
3. Discern differences in technique between Italian and northern Renaissance artists.
4. Continue to observe compositional choices made by artists.
5. Recognize works by Bosch, Drer, et al, and notice Protestant vs. Catholic influences.
6. Fit Shakespeare’s The Tempest into its historical context.
7. Redefine Humanism (as distinct from Greek Humanism). / · Unit Exam / · Arts & Ideas, Ch. 12
· Reading
· Shakespeare’s The Tempest
· Slides
· Works by Drer, Brueghel, Bosch, et al
· Video
· Art of the Western World, #3
· A Matter of Fact, James Burke / · Read appropriate test material, take notes.
· Read, and perform sections of, The Tempest.
· View slides and videos; discuss works of various artists.
· Analyze symbolic elements in works of Van Eyck and Holbein
· Scrutinize enlarged details of Bosch’s Garden…
Essential Question, Concept or Theme: Baroque Unit / Approx. Time Allotment:
Standards: 1.1.11 A-H, 1.2.11 A-C, 1.4.11 B, 1.5.11 A-F, 1.6.11 D, 1.8.11 A-C
Benchmark/Skills / Assessment / Aligned Materials/
Resources/Technology / Instructional Strategies
The student will:
1. Understand general history of period, 16th and 17th centuries.
2. Explain stylistic aspects of Baroque art, esp. in the works of Caravaggio, Bernini. El Greco, Reubens, Rembrandt, and Vermeer.
3. Discuss significant religious changes of the period, including the Council of Trent.
4. Explain the contributions of important scientists and mathematicians of the period, esp. Copernicus, Galileo, Newton, and Kepler.
5. Recognize a musical fugue and explain its development.
6. Be able to identify the various movements of a Baroque symphony.
7. Discuss the impact of writers such as Rousseau and Voltaire on their times.
8. Explain the importance of the reign of Louis XIV. / · Unit Exam / · Arts & Ideas, Ch. 14
· Arts & Ideas, Ch. 15
· Arts & Ideas, Ch. 16, sections
· Music
· Bach Oratorio #140
· Bach Brandenburg Concerto #3
· Vivaldi various
· Slides
· Versailles
· St. Paul’s Cathedral
· Videotapes:
· Art of the Western World, #5
· Biography: Mozart / · Read appropriate chapters of text, take notes.
· Lecture/notetaking
· Read ancillary material; group discussions of impact materials on times.
· Listen to musical selections; identify component parts.
· View videotapes of Baroque art; discuss subjects of paintings, composition, color, etc.
· View slides and tapes of Versailles; look at maps of Philadelphia and Washington D.C.; notice similarity in layout.
Essential Question, Concept or Theme: Neo-Classicism Unit / Approx. Time Allotment:
Standards: 1.1.11 A-H, 1.2.11 A-C, 1.4.11 B, 1.5.11 A-F, 1.6.11 D, 1.8.11 A-C
Benchmark/Skills / Assessment / Aligned Materials/
Resources/Technology / Instructional Strategies
The student will:
1. Know attitudes prevalent in Enlightenment period: interest in exotic and bizarre, interest in nature, love of freedom and hatred of tyranny, idealization of common man.
2. Become aware of the part nationalism plays in man’s life and how nationalism is expressed in the arts.
3. Explain the effect of the Industrial Revolution on the arts.
4. Cite examples of classical revivalism in 19th century architecture.
5. Recognize on sight the work of several 19th century artists, inc. David and Canova
6. Understand the concepts behind the interconnectedness of the American and French revolutions.
7. Come to understand how art can be used as propaganda. / · Unit exam / · Arts & Ideas, Ch. 18
· Music: Beethoven, Symphony No. 3 in E flat M, op 55 (Eroica)
· Slides: Napoleonic Paris
· Video: Art of the Western World, #6 / · Read appropriate sections of text; take notes.
· Lecture/notetaking
· View slides of buildings, paintings; identify elements of style.
· Listen to recorded music; identify sections of symphony, sonata, etc.
· Field trip: attend a classical music concert, if possible.
· Field trip to Philadelphia museum of Art, if possible.
Essential Question, Concept or Theme: Realism and Impressionism Unit / Approx. Time Allotment:
Standards: 1.1.11 A-H, 1.2.11 A-C, 1.4.11 B, 1.5.11 A-F, 1.6.11 D, 1.8.11 A-C
Benchmark/Skills