7TH GRADE: WORLD CONCEPTIONS AND PRECONCEPTIONS: UNDERSTANDING WORLD'S ART HISTORY 

I TERM 

Middle Ages aesthetics and ethics: beauty (good) vs. ugliness (evil) 


CONCEPTS: 
BEAUTY OR UGLINESS

1st term 
MAKE UP ACTIVITY


HIERONYMUS BOSCH 

1. MAKE A VISUAL ANALYSIS
FIND THE ETHIC AND AESTHETIC ELEMENTS OF THE IMAGE- PAIR THEM UP, ON THE IMAGE ITSELF ASSIGNING THOSE VALUES, WHILE REFERRING TO BEAUTY AND UGLINESS
ON THE IMAGE BY HIERONYMUS BOSCH.  
DEFINE THE CONCEPTS OF BEAUTY AND UGLINESS ON THE IMAGE FOR THE CONCEPTUALIZATION ALONG WITH THE RESEARCH ON THE SYMBOLS ON THE IMAGE AND THEIR MEANING. 

2. MAKE AN OPPOSITE APPROPRIATION OF THIS IMAGE INCLUDING CONTEMPORARY ELEMENTS. 
MAKE THE JUSTIFICATION OF YOUR IMAGE TAKING INTO ACCOUNT THE INFORMATION RESEARCHED OF THE ORIGINAL IMAGE. 

3. MAKE A REPORT THROUGH WHICH YOU MAKE THE REVISION OF YOUR ACHIEVEMENTS AND DIFFICULTIES FOUND THROUGHOUT THE TERM, INCLUDING THE OBJECTIVE OF THE TASK, THE ACTIONS MADE, AND THE ACTIONS YOU ARE GOING TO IMPLEMENT IN ORDER TO AVOID FUTURE DIFFICULTIES, INCLUDE SPECIFIC SOLUTIONS. 

DUE DATE: DECEMBER 9 2020 
MAKE A SLIDE PRESENTATION WITH ALL THE ABOVE AND SEND IT TO : [email protected]



II TERM 
DEPICTING REALITY: 17TH THROUGH 19TH CENTURY

DEMYSTIFYING THE GENIUS OF RENAISSANCE ARTISTS

MAKE UP ACTIVITY 2ND TERM 

1. LOOK AT THE VIDEOS OF CLASSICISM, BAROQUE AND ROMANTICISM (ABOVE) TAKE NOTES ON THE MOVEMENTS IN TERMS OF: CONTEXT (time and place, historical events that lead to the development of the movement) CONCEPT (ideas and ethical approaches) and AESTHETIC ELEMENTS (the way that artist depicted the reality on their paintings) (IM1)

2. MAKE A COMPARATIVE CHART USING THE INFORMATION RESEARCHED PREVIOUSLY, COMPARING BOTH MOVEMENTS (BAROQUE AND ROMANTICISM) (CT1)

3. RESEARCH ON GUSTAVE COUBET AND HIS SELF PORTRAIT "THE DESPERATE MAN" using the following link and further information: coubet  (IM1)

4. ANALYSE THE ART PIECE: "THE DESPERATE MAN" IN TERMS OF WHICH AESTHETIC ELEMENTS AN CONCEPTUAL ELEMENTS OF EACH OF THESE MOVEMENTS ARE PRESENT IN THE IMAGE (CT1)

5. MAKE A PHOTOGRAPHIC APPROPRIATION (SELF PORTRAIT) IN WHICH YOU APPROPRIATE YOUR OWN DESPERATION THROUGH THE IMAGE, INCLUDE A CONTEMPORARY CONTEXT (related to the current situation, visually and conceptually speaking, add contemporary elements such as prompts to give such contemporary context, and remember that you MUST keep the same composition) (IM2 C1 C2)

6. JUSTIFY YOUR CREATIVE DECISIONS: write down a justification that explains the current desperation you depicted through your self portrait, the aesthetic elements kept and those that changes and the reasons to do so. (CT2)

7. METACOGNITION: reflect on your own process last term, your failures and achievements and the solutions you are proposing for this new term, and how you used those as learning opportunities for the making of this make up activity. (M1 M2)

MAKE A SLIDE PRESENTATION WITH YOUR MAKE UP WORK AND UPLOAD IT IN HANDOUTS IN YOUR TEAMS DIGITAL NOTEBOOK  DUE DATE: FRIDAY APRIL 3. 



III TERM 
MODERNISM: RUPTURES AND CONTINUITIES 
(VANGUARDS)

MAKE UP ACTIVITY 3RD TERM 

IM
1. LOOK AT THE VIDEOS OF EXPRESSIONISM AND ABSTRACT ONCE AGAIN AND TAKE NOTES ON THE CHARACTERISTICS OF THE MOVEMENTS (Aesthetic, conceptual and contextual characteristics)
2. LOOK AT THE VIDEO OF ABSTRACT EXPRESSIONISM AND TAKE NOTES OF THE CHARACTERISTICS  (Aesthetic, conceptual and contextual characteristics)
CT
3. COMPARE THE 3 MOVEMENTS IN A VEN DIAGRAM IN WHICH YOU WILL INCLUDE THE CHARACTERISTICS OF ABSTRACT ART ON THE OTHER SIDE OB EXPRESSIONISM AND WHICH OF THOSE ARE PART OF ABSTRACT EXPRESSIONISM.
C
4. CREATE AN ADDITIONAL CARD FOR YOUR SET OF CARDS IN WHICH YOU MAKE THE APPROPRIATION OF ABSTRACT EXPRESSIONISM, INCLUDE THE POWERS, INFO OF THE MOVEMENT AND CORRELATION WITH THE PHASES OF ABSTRACT THOUGHT AS MADE WITH THE REST OF THE CARDS MADE THROUGHOUT THE TERM. 
M
5. MAKE A METACOGNITIVE REPORT IN WHICH YOU ESTABLISH THE COGNITIVE AND METACOGNITIVE STRATEGIES YOU USED FOR THE MAKING OF THIS SPECIFIC MAKE UP ACTIVITY (INCLUDE SPECIFIC TIMES)

 

YEAR'S RECOVERY ACTIVITY 

INFO
RMATION  YOU SHOULD CHECK AND STUDY IN DEPTH FOR THE YEAR'S RECOVERY . 
Remember that on August you will have a sustentation space of such contents. 
The Recovery includes all the year's content and conceptual approaches regardless of the specific terms you did not approve the subject for the year. Therefore you will need to go back to each of the term's artistic movements studied and review the information contained on those sources of information, recorded here in this page. 

7th grade's art's programme is a look through Art History, its periods and movements.  Therefore the base of such study to fulfil the grade objective is to be able to make visual analysis. 
 
GRADE OBJECTIVE: 
By the end of the year the student will be able to appreciate diverse perspectives in western art history, through theoretical revisions, visual studies and formal reinterpretations.

 1. Take a close look and take notes on the following video of visual analysis 
https://www.youtube.com/watch?v=YubPgvLGWdQ.
BASIC VISUAL ANALYSIS

1ST TERM INQUIRY TOPIC:
Middle ages aesthetics and ethics: beauty (good) vs. ugliness (evil) (Middle Ages -Renaissance)

On the 1st term we studied art from a THEOCENTRIC VISION OF THE WORLD. We focused on the study of the middle ages, from a Catholic Theocentric perspective of the understanding of the world. 

The transversal concepts of the term are: Beauty and Ugliness (good and evil).

2. Thinking on the transversal concepts above into account, take a look at the videos of: Medieval Art, for contextualization.

3. Take a look at the videos on: Gothic and Byzantine art. Take notes on the movements: taking into account the guidelines of a the visual analysis: Contextualization, Conceptualization (Ethics) and Visual Characteristics (Aesthetics).

2ND TERM INQUIRY TOPIC: 
Depicting reality: 17th through 19th century.

On the 2nd term we studied art from a ANTHROPOCENTRIC  VISION OF THE WORLD. We focused on the study of  different movements which main differentiator is its conceptual approach, the ideas beneath it.  

Remember that REALISM IS DIFFERENT FROM REALISTIC AND REALITY !!!
ALL THE MOVEMENTS OF THIS CLASSICAL PERIOD ARE REALISTIC, BASED ON DIFFERENT REALITIES AND ONE OF THEM IS REALISM. 

4. Take a look at the videos on: RENAISSANCE, REALISM, ROMANTICISM AND BAROQUE.  Take notes on the movements: taking into account the guidelines of a the visual analysis: Contextualization, Conceptualization and Visual Characteristics .

3RD TERM INQUIRY TOPIC: 
Modernism: ruptures and continuities (Vanguards).

On the 3Rd term we studied art from a MODERN VISION OF THE WORLD. We focused on the study of  different movements, in which all the aesthetic and conceptual approaches vary.

5. Take a look at the videos on: POST IMPRESSIONISM, SURREALISM, CUBISM AND ABSTRACT.  Take notes on the movements: taking into account the guidelines of a the visual analysis: Contextualization, Conceptualization and Visual Characteristics .

REVISE THESE 10 MOVEMENTS, SEEN IN CLASS THROUGHOUT THE YEAR , STUDY THEM, YOU MAY DEEPEN ON THE INFO USING THE WEBPAGE: http://www.theartstory.org

On August we will have a reinforcement session to clarify doubts on the movements, the concepts and contexts, based on the research you will make during the holidays and then an individual sustentation will be held, in which each one of you will need to be prepared to analyse  art pieces of any of these periods studied and identify: the movement that it belongs to, and general aesthetic and conceptual characteristics of such movement.