Summary:

The focus of this unit is to explore how technological advances alter the manner in which
cultures and societies perceive and understand the world around them. For instance, prior to the
Renaissance, representations of reality were largely allegorical in nature and governed by a
god-like perspective. Following the invention of the printing press and an increased access to the
written word, audience no longer depended as heavily on visual images as a source of
information. In response, the art of the Renaissance gradually became less about interpreting and
disseminating cultural and religious stories, and more focused on accurately depicting
three-dimensional space on a two-dimensional surface. Such realism was further enhanced by the
discovery of linear perspective, which provided a more human, and less omnipresent, view of the
world. Not only did this shift in perspective alter the way in which Western Europeans saw and
represented their world, but also indicated a shift in terms of how they understood it. There was a
shift towards humanism and a renewed sense of our ability to determine truth from falsehoods.

Today, we find ourselves in the midst of yet another renaissance due to recent
advancements in digital and virtual technology. Like the printing press before it, the internet and
social media have allowed even greater access to ideas and information. Moreover, programs
such as 3D rendering software have yet again altered the way in which we represent the world
around us. Nevertheless, this technology builds upon the principles of linear perspective, as it
utilizes a grid system to create the illusion of three-dimensional space. Students will critically
investigate how such recent technological advancement and representations, like those of the
past, ultimately shape our understanding of ourselves and the world in which we live.

Finally, throughout the process, they will also learn about vanishing points, orthogonals,
and how to use these, as well as other tools, to create linear perspective. In the end, students will
use their newfound abilities to design their own virtual environment - first on paper and later on
3D modeling software (e.g. teachers can download free open-source software such Blender,
Tinkercad, SketchUp, or DZ 3D which vary in difficulty level). Their preliminary sketches will
help guide them as they plot out their environment on the computer. If the school has a 3D
printer, they can later print these environments, so that they have a diorama to take home.

Rationale:
This unit employs an integrated cross-curricular approach to instruction, in order to
deepen students comprehension and critical analysis. It takes into consideration the grade level
that our students are coming in with. Some will have had prior art education and others will be
coming in with no experience at all. To help motivate students we will provide cross-curricular
examples of Renaissance artists and works and apply it to their own experiences of today. In
particular, students will investigate the Renaissance both from the perspective of the Grade 8
Social Studies and Art Curriculums. While Social Studies can provide insight to relevant
historical data, Art encourages a more critical and multifaceted exploration of the era. By
melding these two disciplines together, students develop a holistic understanding of how the
social context and technological advancements of the Renaissance resulted in a shift in Western
European worldview.

Students will also investigate how technological advancements and social contexts of our
present parallel those of the Renaissance. For instance, students today are in the middle of a new
technological Renaissance with the invention of the computer and internet. Consequently, their
social context is rapidly changing as the world around them becomes increasingly more
globalized and interconnected. Additionally, at this age, students are starting to utilize social
media and various forms of technology in order to communicate, find information, and create
their own identities. Teaching about how technology has altered art, and the art community, will
help students to think carefully and critically about the world around them and how they
understand their place within it.

Our main method of teaching will be through demonstrations that show students how to
use the technology, viewfinder and 3D rendering software. Providing visuals aids and hands
demonstrations of how to properly use both digital and nondigital tools will be vital for students
success: allowing them to observe how techniques can be applied before trying it out for
themselves. First demonstrations will be for the whole class, and then those who catch on
quickly will be designated as experts and help classmates who are struggling. This way the
learning environment will encourage collective learning and collaboration and will save on the
teachers time. Finally, it is important that we implement new technologies into instruction, not
only because they are highly motivating for students, but also because it will give them the skills
and knowledge they needs to flourish and succeed in this ever-changing digital age.

Grade 8 Renaissance Art

By: Brittany Young and Nicole Lalonde
Stage 1 Desired Results

Established Goals:
Students will:
ART:
DRAWINGS:
- Investigate:
- Employ space, proportion and relationships for image-making
SOCIAL STUDIES:
ORIGINS OF THE WESTERN WORLDVIEW: RENAISSANCE EUROPE
 - Through an examination of Renaissance Europe, students will demonstrate an
understanding and appreciation of how the exchange of ideas and knowledge
contributed to shaping the worldview of the Western world.
Understandings:
Students will understand...
1) How to create the illusion of depth
through linear perspective and layering
on a two-dimensional surface.
2) That the technological advancements
and social context of the Renaissance
shaped Western European worldviews.
3) How to apply knowledge of
perspective when creating a virtual
landscape.
4) How present day technologies and
social contexts have shaped their
worldview.
Students will know
How to create the illusion of depth
on a two-dimensional surface.
Layering
Vanishing point
Orthogonals
Linear Perspective (1, 2, 3,
point perspective)
How to use 3D modeling software
to create a virtual environment
What the Renaissance was and how
it influenced Western European
culture and philosophy (i.e.
Humanism, revival of classical art,
architecture, literature, and learning
that originated in Italy in the 14th
Century)
Essential Questions:
1. How can we create the illusion of
three-dimensional space on a
two-dimensional surface?
2. How might the way in which an artist
chooses to represent space within their
work indicate their worldview and social
context?
3. To what extent does the technological
advances of an era shape a societys
and/or cultures perceptions about the
world in which they live
Students will be able to
ART
Investigate:
B. Overlapping figures or objects create an
illusion of space in two-dimensional work.
C. The amount of detail depicted creates spatial
depth in two-dimensional works
D. Parallel lines meet at a vanishing point create
linear perspective in two-dimensional works
SOCIAL STUDIES:
Values and Attitudes
8.2.1 appreciate how Renaissance Europe
formed the basis for the worldview of the
Western world (C, TCC)
8.2.2 demonstrate a willingness to consider
differing beliefs, values and worldviews (C, I)
 How technological advancements 8.2.3 recognize how beliefs and values are
and social context can shape the shaped by time, geographic location and societal
worldviews of an era. context (C, TCC, LPP)

Knowledge and Understanding

8.2.4. Examine, critically, the factors that shaped
the worldview evolving in western Europe
during the Renaissance by exploring and
reflecting upon the following questions and
issues:
- How did the Renaissance spark the
growth and exchange of ideas and
knowledge across Europe (i.e.,
astronomy, mathematics, science,
politics, religion, arts)? (TCC, ER,
PADM, GC)

Stage 2 Assessment Evidence

Performance Tasks, Projects

Lesson 1: Use a gridded window (made from acetate) and a gridded frame to
accurately draw a scene through observation.
Lesson 2: Box Drawings - Learn basics of linear perspective
Box Drawing (1-point perspective)
Box Drawing (2-point perspective)
Box Drawing (3-point perspective)
Lesson 3:
Draw their own imaginary city-scape using Linear Perspective
One drawing should use 1-point perspective.
One drawing should use 2-point perspective.
One drawing should use 3-point perspective.
Performance task:
Use their drawings as a reference from the previous lesson for creating their
own three-dimensional virtual environment. They will have to present this to
the class, and provide a reflection on the way in which technological advances
and social context influenced worldviews both during the Renaissance and in
their computer 3D creation.

Quizzes, Tests, Assignments

 Gridded Observation Drawings
Box Drawings (1, 2,3-point perspective)
Cityscape Drawings
Vocabulary and Art History quiz
3D Virtual World Assignment
Gallery Walk

Other Evidence (observations, work Student self-assessment

samples, dialogues) Exit slips
Observations of students as they Conferences with teachers
work, whole class discussions, Small group discussions
students presentation during the Sketchbooks will allow students to track
gallery walk their work and progress, enabling them to
Dialogues/conferences with teacher self assess their skills and improvements.
before and midway through final Final journal entry
project
Work samples: Box drawing,
Observational drawing, Cityscape
drawing, 3D Virtual World project
Sketchbooks and Journal entries
-to gain an understanding of
students ability to use linear
perspective, chiaroscuro, and
research on renaissance artist.
Gallery Walk - two stars and a
wish

Lesson Summaries:
Lesson One: Gridded Windows & Frames
The first lesson will be an introduction to the way in which technological advances have
the potential to change how we perceive and represent the world. We will begin an instruction by
comparing the omnipresent perspective of Medieval artworks to the rational, linear perspectives
of Renaissance art. By comparing these works, students will see how, in medieval compositions,
figures are arranged on a two-dimensional space with very little illusion of depth. This is because
objects that are far away may appear just as large as those close by.. This results in a flattening of
space. Largely this is due to the fact that Medieval artists sought to depict reality the way that
God may see it. As God was all seeing, very little was hidden from His view; therefore, nearly
every figure was given equal prominence.
However, with the exploration of linear perspective during the Renaissance, artists began
to seek new tools that would help them record the natural world more accurately on a
two-dimensional surface. At this point we will introduce students to the concept of the picture
plane, and how artists would use a gridded window or a Drawing Machine to accurately draw
what they observe. We will show them a few woodcuts by Albrecht Durer, and demonstrate how
to use the tools properly. Students will each receive a piece of acetate and a gridded frame and
practice using each of these as they attempt to draw a scene through observation.

Lesson Two: One, Two and Three Point Perspective

With the evolution of technology, people no longer had to rely on images as heavily
because of the advent of the printing press. Gradually, pictures moved away from conventional
abstraction and became less about storytelling. Instead, paintings focused more on accurately
depicting form as well as exploring mathematical concepts, logic, and humanism. These
concepts spread throughout the Western World changing their perception of reality. In this
lesson we will examine the works of Masaccio and Giotto to learn about linear perspective.
Following this, we will examine how vanishing points and orthogonals can be used to
emphasize important aspects of an artwork. Students can employ these same visual methods in
their own work to create emphasis. After taking students through the basics of linear perspective,
and the paradigm shift in art during the Renaissance, they will then create a series of box
drawings using linear perspective.

Lesson Three: Renaissance of Today

For this final lesson, students will begin thinking critically about how the technological
advancements and social contexts of our present parallel those of the Renaissance. With the
advent of the computer came new ways to research, communicate, produce art, and connect to
one another from disparate reaches of the world. Our world is becoming increasingly globalized,
interconnected, and reliant on technology, our lifestyles, worldviews, beliefs, values, ideologies,
and conceptions of reality have also changed - and will continue to change. Students will be
encouraged to explore how current technologies influence and may change us in the future. In
order to get them thinking, we will watch Black Mirror, which is a set of fictional stories that
critically examine such ideas - albeit with a bit of a negative perspective. Afterwards, they will
brainstorm, envision, and draw a futuristic cityscape that provides a glimpse into a potential
future that emerged from our current social and technological context. These will later be used as
references to aid them during the performance task.

Method of Evaluation:
Pre-Assessment: Prior knowledge will be assessed through table discussions that can be shared
with the rest of the class. Observation of the students will allow for the assessment of prior
understanding, informing what needs to be scaffolded and who requires differentiation.

Lessons: Each lesson will provide opportunity for students to express their learning through
journalling and/or sketchbooks, exit slips, dialogues/conferences with the teacher, as well as
through the completion of a few formative and formative/summative assessments.
- Peer Evaluations/Small-Group Discussions: After each day, students will convene in
their table groups to discuss one anothers work and receive peer feedback. This help
them think more critically of their own work, and provide opportunities for collaborative
problem solving. Students will reflect on their learning and these discussions in an exit
slip.
- Exit slips and/or journal entries: Give students time to reflect on and reinforce their
learning, as well as provide greater insight into their internal thought processes and
individual level of understanding.
- Sketchbooks and student-teacher conferences: Students will practice and develop the
skills demonstrated to them in class in a way that is purely formative. Therefore, they will
be less afraid of making mistakes and more willing to experiment.
- This will help them track their work and progress, enabling them to self assess
their skills and improvements (i.e. self assess).
- Their entries will provide the teacher with an understanding of students ability to
use linear perspective and what challenges they have.
- The teacher and student will look over these during one-on-one conferences, so
that the teacher can provide constructive feedback and collaborate with the
student on how to overcome difficulties.
- Perspective Drawings: students will also be expected to turn in a series of perspective
drawings of a box, as well as preliminary drawings of a futuristic cityscape. These will be
used to assess students formal mastery of 1, 2 and 3-point perspective.
- Vocabulary and Art History Quiz: Part way through, students will receive a small quiz
in order to evaluate their depth of understanding of key concepts, so that the teacher can
identify gaps in knowledge or areas of difficulty and address these immediately.

Performance Task: Students will be assigned a performance task where they will be required to
employ the new knowledge and abilities they have acquired over the course of the unit into
making their own imaginary futuristic urban environment using 3D modeling software. In
particular, students will be asked to demonstrate how how recent technological advancements
have influenced our worldview and modern perspectives of reality. As this will be quite labour
intensive and requires complex critical thought, it will be necessary to provide proper scaffolding
and formative assessment as students go through the process of creating their virtual
environment.
- Peer evaluations/Small-Group Discussions: as before, students will be encouraged to
brainstorm, share ideas, evaluate, problem solve, and provide critical feedback in small
groups. Not only will this help them think more critically of their own work, but it will
also provide opportunities for collaborative problem solving and peer-feedback. Students
will later reflect on their learning and these discussions in their Journals/sketchbooks.
- Journals/Sketchbooks: This will help students explore and elaborate on their thinking as
they brainstorm and formatively self-assess their own ideas as well as contemplate peer
feedback. Moreover, it will provide evidence of their learning and thought processes that
will help facilitate topics and questions to discuss with the teacher during one-on-one
conferences.
- Student-Teacher Conferences: The teacher and student will meet periodically to look
over their sketchbooks and/or journals and discuss ideas during one-on-one conferences.
- Thus, the teacher will be able to provide constructive feedback and collaborate
with the student on how to overcome difficulties - thereby ensuring success.
- Moreover, the teacher will have greater insight into the students thought process
and learning, so that when the student goes to present, the teacher will already be
familiar with their work and what they are trying to accomplish.
- This will be taken into consideration during the summative assessment -
particularly if, for some reason, the final critique does not go well (e.g. a bad day;
challenges with oral presentations or writing).
- Work Sample:
- The virtual world students create will demonstrate not only their grasp on linear
perspective, but also their analysis and critical exploration of key concepts from
instruction in visual form.
- Their artwork will be part of their overall grade for the performance task.
Assessment is summative.
- Gallery Walk:
- Students will present their preliminary drawings from Lesson 3 in combination
with the virtual environment they created. At this point, they will be granted the
opportunity to elaborate on their work by providing a brief summary of their
process, ideas, and how they came to envision this reality (i.e. how did the
modern social contexts and technological advances lead to this vision of a future
urban environment? How does it relate to the renaissance?).
- Therefore, students can help draw the attention of the teach and their peers to key
aspects of their work and the depth of their thinking. Ultimately, this provides
more opportunities for students to express their knowledge.
 - The gallery walk will be part of their overall grade for the performance task.
Assessment is summative.
- Student Critique: Students will critique the work of their peers and provide feedback in
the form of Two Stars and a Wish. Not only will this help them to contemplate alternative
ideas, and think critically of their peers and their own work (thereby deepening their
thinking), but it will also help the teacher monitor what each student is saying to one
another - ensuring that it is appropriate and constructive. This will be primarily
formative.
- Project Reflection: Students will have the chance to contemplate on their own
presentation, as well as that of their peers, and the feedback they received from their
peers. In particular they will consider alternative visions of reality and/or ideas that
appealed to them, and what changes they might make to the project should they do it over
again. The Reflection will may be taken into consideration for their overall grade in the
final performance task, but largely it is formative.

Evaluation Rationale
Overall, there are many various types of assessment opportunities built into this unit.
This is due to the fact that it will provide greater opportunities for learners to better demonstrate
their learning. This is beneficial for many reasons. To being with, this should help make
assessment more valid. For instance, should a student ineffectively demonstrate what they know
in one form of assessment, then the teacher can see if it has to do with gaps in knowledge or if
perhaps the assessment type was not conducive to that students individual learning style.
Secondly, the number of formative assessments will allow both the teacher and the student to
track their progress over time, not only help inform the teacher on what steps need to be taken to
scaffold and differentiate instruction, but also better enable the student self-assess, learn from
their mistakes, and take ownership over their own learning.

Lesson Plans
Lesson 1:
Viewfinder
TIME:30 minutes

General Learning Outcomes

ART:
DRAWINGS:
- Investigate:
- Employ space, proportion and relationships for image-making
SOCIAL STUDIES:
ORIGINS OF THE WESTERN WORLDVIEW: RENAISSANCE EUROPE
- Through an examination of Renaissance Europe, students will demonstrate an
understanding and appreciation of how the exchange of ideas and knowledge
contributed to shaping the worldview of the Western world.

Specific Learning Outcomes:

ART
Investigate:
B. Overlapping figures or objects create an illusion of space in two-dimensional work.

SOCIAL STUDIES:
Knowledge and Understanding
8.2.4. Examine, critically, the factors that shaped the worldview evolving in western Europe
during the Renaissance by exploring and reflecting upon the following questions and issues:

Learning Objectives (using bloom's taxonomy)

To be able to convincingly represent a 3 dimensional scene on a 2 dimensional plane

Materials/Equipment/Setup

Gridded frame
Acetate sheets
Sharpies
Paper
Rulers
Tape and/or plasticine

Procedure:

Introduction: (e.g. visual display to teach art history & Aesthetics, or give a
demonstration)

There is a focus on rationalism and humanism in the Renaissance

Rationalism - reason is the chief source of knowledge, truth is not just sensory but intellectual
and deductive.

Humanism - emphasized human potential to attain excellence and promoted direct study of
literature, art and ancient Greece and Rome.

When looking at renaissance art where do we see this influence?

In Botticelli's The Birth of Spring we see Greco-Roman references with cupid, aphrodite,
nymphs, Aries and other Greco-Roman Gods.
Figures are also fairly believable.

Linear perspective not only held the key to creating convincing illusions of 3D space it also
created another, more subtle, way to draw attention to important elements in a work. If we
look at Masaccio's work we will notice that the lines come to meet at around Christs
abdomen, We will see as the Renaissance goes on that the traditional flat gold disk, or halo
that surrounds an important or saintly person, slowly disappears or becomes a more
convincing hoop.
So, how is linear perspective made possible? What tools did they have at their disposal?

The Gridded picture frame or grid method is one of the most popular inventions of this era that
helped to revolutionize drawing accuracy.

1. Introduce the Renaissance to the students

2. Explore Renaissance artist, tools, advancements and technologies
3. Look at the shift from medieval art works to the Renaissance
4. Introduce the gridded frame as a method to create the illusion of space
5. Demonstrate Gridded window:
a. Hold the acetate paper out, trace the scene with your sharpie
b. Do not move while tracing
6. Demonstrate Gridded Frame:
a. Tape down Gridded Frame so that it is standing up
b. Attach a dowel to the table.
i. Show students how to line up their eye to the dowel, so that they are
always looking through the viewfinder from the same position
c. Sketch scene in gridded frame on a sheet of paper with a grid already drawn on
it.

Body (Studio Activity):

Gridded Window:
1) Students will draw a grid on a piece of acetate paper
2) They will tape the acetate to a window and trace what the scene directly on the acetate.
3) Transfer what theyve drawn to a larger piece of paper, that also they have also drawn
a grid on it.
a) Students will scale the image so that it is either bigger or smaller than what
theyve drawn on the acetate
b) They will need to make sure that it is proportional to the grid on the acetate.
Gridded Frame:
 1) Students will tape down Gridded Frame so that it is standing up (can also use
plasticine)
2) Attach a dowel to the table.
a) Line up their eye to the dowel, so that they are always looking through the
viewfinder from the same position
3) Draw a grid on a piece of paper (should scale up and this grid should also be
proportional to the one on the frame)
4) Sketch scene in the Gridded Frame on the sheet of paper (Instead of a landscape, they
could draw their person sitting across from them.

Closure (Critique/Analysis of the process)

Review
Major artists
Social changes
Discoveries and tools
Discuss
The procedure of drawing. What was challenging? What did you learn?
Similar methods in todays technologies
Self-assessment (Exit-Slip): Does your drawing convincingly represent a 3D space on a 2D
paper? What could you change to improve it?

Inquiry Process (Questions to ask the students):

(1) Formal description, using the language of art (elements and principles)
- What art elements were developed during the Renaissance?
(2) Metaphoric/interpretive meaning (e.g. it reminds me of)
- Can the viewfinder be seen as an interpretive or metaphorical device in the art making
process?
- How does a viewfinder change the perspective of a viewer? An artist?\
- How do you interpret the woodcut showing the process? Does it alter your
understanding?
(3) what works well, and what could be done to add to the work?
- How does the viewfinder aid an artist in understanding the process of creating a
convincing illusion of depth?
- Where does the viewfinder fall short?
- How could we use this technique in todays world?
- Are there any similar technologies that accomplish this?
- Why is it important to learn how to do it by hand?
Resources:

Albrecht Durer Woodcuts (above)

http://www.npg.org.uk/assets/migrated_assets/images/learning/digital/arts-techniques/per
spective-seeing-where-you-stand/durer2.jpg
http://www.npg.org.uk/learning/digital/portraiture/perspective-seeing-where-you-stand/th
e-drawing-machine.php
http://www.howtodrawjourney.com/drawing-grids.html

Lesson Two:
One, Two and Three Point Perspective
TIME: 1-2 lessons

General Learning Outcomes

ART:
DRAWINGS:
- Investigate:
- Employ space, proportion and relationships for image-making
SOCIAL STUDIES:
ORIGINS OF THE WESTERN WORLDVIEW: RENAISSANCE EUROPE
- Through an examination of Renaissance Europe, students will demonstrate an
understanding and appreciation of how the exchange of ideas and knowledge
contributed to shaping the worldview of the Western world.

Specific Learning Outcomes:

ART
Investigate:
B. Overlapping figures or objects create an illusion of space in two-dimensional work.
D. Parallel lines meet at a vanishing point create linear perspective in two-dimensional works

SOCIAL STUDIES:
Values and Attitudes
8.2.1 appreciate how Renaissance Europe formed the basis for the worldview of the Western
world (C, TCC)
8.2.2 demonstrate a willingness to consider differing beliefs, values and worldviews (C, I)

Knowledge and Understanding

8.2.4. Examine, critically, the factors that shaped the worldview evolving in western Europe
during the Renaissance by exploring and reflecting upon the following questions and issues:
- How did the Renaissance spark the growth and exchange of ideas and knowledge
across Europe (i.e., astronomy, mathematics, science, politics, religion, arts)? (TCC,
ER, PADM, GC)

Learning Objectives

Students will learn to draw one, two and three point perspective

Materials/Equipment/Setup

- Drawing paper 3 sheets per student

- Rulers
- Pencils
- Erasers

Procedure:

Introduction: (e.g. visual display to teach art history & Aesthetics, or give a
demonstration)

Watch: https://www.youtube.com/watch?v=eOksHhQ8TLM - How One-Point Linear

Perspective works

There is a focus on rationalism and humanism in the Renaissance

Rationalism - reason is the chief source of knowledge, truth is not just sensory but intellectual
and deductive.

Humanism - emphasized human potential to attain excellence and promoted direct study of
literature, art and ancient Greece and Rome.

When looking at renaissance art where do we see this influence?

In Botticelli's The Birth of Spring we see Greco-Roman references with cupid, aphrodite,
nymphs, Aries and other Greco-Roman Gods.
Figures are also fairly believable.

Linear perspective not only held the key to creating convincing illusions of 3D space it also
created another, more subtle, way to draw attention to important elements in a work. If we
look at Masaccio's work we will notice that the lines come to meet at around Christs
abdomen, We will see as the Renaissance goes on that the traditional flat gold disk, or halo
that surrounds an important or saintly person, slowly disappears or becomes a more
convincing hoop.

Body (Studio Activity):

Together we will go through the 1, 2 and 3 point perspective

1. Draw a horizon line with vanishing point somewhere on it
2. Draw four orthogonals leading to the vanishing point
3. Fill in buildings
Repeat again for 2 point
4. Draw a horizon line with 2 vanishing point somewhere on it
5. Draw four orthogonals leading to the vanishing point
6. Fill in buildings
Repeat again for 3 point
7. Draw a horizon line with 3 vanishing point somewhere on it
8. Draw four orthogonals leading to the vanishing point
9. Fill in buildings

Closure (Critique/Analysis of the process)

Peer-Assessment: When everyone has completed their drawing, they will each share them
with their group. They will talk about which aspects of our current social context and
technologies they were thinking of and how it lead them to create their work. They will
compare and contrast each others work for their ideas and technical skill, and provide each
other Two-Stars-and-a-Wish.
 Self-Assessment: On an exit slip and/or in their journals, students will reflect on ideas they
likes from their other group mates works, some of the advice they received, and how/if they
might apply these ideas to make their work better (if not, what might they do instead?).

Inquiry Process (Questions at the end of the unit that you would ask the students):

(1) Formal description, using the language of art (elements and principles)
- 1) What kinds of emotions or thoughts come up when you look your works?
- 2) How did you use line? How does this contribute to the composition?
- 3) Is there negative space? How does this add to or take away from the piece?...
(2) Metaphoric/interpretive meaning (e.g. it reminds me of)
- When comparing linear perspective with impressionism or surrealism how does
perspective change?
- Why has the artist chosen to represent in a hyper realistic way?
(3) What works well, and what could be done to add to the work
- Do all of the orthogonals meet at a vanishing point?
- Is the vanishing point convincing? If not why not?

Resources:
Lesson Three:

Renaissance of Today: Futuristic Cityscapes

3-4 Days

General Learning Outcomes

ART:
DRAWINGS:
- Investigate:
- Employ space, proportion and relationships for image-making
SOCIAL STUDIES:
ORIGINS OF THE WESTERN WORLDVIEW: RENAISSANCE EUROPE
- Through an examination of Renaissance Europe, students will demonstrate an
understanding and appreciation of how the exchange of ideas and knowledge
contributed to shaping the worldview of the Western world.

Specific Learning Objectives:

ART
Investigate:
B. Overlapping figures or objects create an illusion of space in two-dimensional work.
C. The amount of detail depicted creates spatial depth in two-dimensional works
D. Parallel lines meet at a vanishing point create linear perspective in two-dimensional works

SOCIAL STUDIES:
Values and Attitudes
8.2.2 demonstrate a willingness to consider differing beliefs, values and worldviews (C, I)
8.2.3 recognize how beliefs and values are shaped by time, geographic location and societal
context (C, TCC, LPP)

Knowledge and Understanding

8.2.4. Examine, critically, the factors that shaped the worldview evolving in western Europe
during the Renaissance by exploring and reflecting upon the following questions and issues:
- How did the Renaissance spark the growth and exchange of ideas and knowledge
across Europe (i.e., astronomy, mathematics, science, politics, religion, arts)? (TCC,
ER, PADM, GC)

Learning Objectives

1) Analyze how present day social context and technologies influence how we share and
 acquire information.
2) Critique present-day social concerns and technologies may shape our worldviews and
understanding of reality.
3) Generate three linear perspective drawings depicting their vision of a futuristic world
transformed by present-day technologies and social concerns.

Materials/Equipment/Setup

- Markers
- Newsprint
- Rulers
- Paper
- Pencils
- Access to episodes of Black Mirror (Netflix)
- Exemplars of work from the past

Procedure:

Introduction: (e.g. visual display to teach art history & Aesthetics, or give a
demonstration)

1. Review:
a. How the Renaissance brought new advancements that spread throughout and
changed the Western European world
i. New technologies changed how shared and acquired information.
ii. This resulted in a change in the way they saw their world and
understood reality.
iii. This also changed they way people created art as well as architecture.
iv. Provide visual displays of images we have already looked at and
examples of renaissance architecture
b. Introduce the notion that we are currently in our own technological renaissance,
due to recent advancements in digital and virtual technology.
i. Like the printing press before it, the internet and social media have
allowed even greater access to ideas and information.
ii. How might this change the way we see and represent the world around
us?
2. Introduce the upcoming assignment:
a. We will be creating a futuristic cityscape that reflects how recent technological
advancements have influenced our worldview and modern perspectives of
reality - and where this may take us in the future.
i. We have had the advent of the computer, with it came new ways to
research, communicate, produce art, and connect to our world.
 ii. Brainstorm as a class different technologies that exist today (make a
list), and ask students to think about how they have changed our world.
b. First we will watch a few episodes of Black Mirror on Netflix, and then
critically analyze in groups various existing technologies and how they may
influence the world
i. Disclaimer: Black Mirror shows a rather morbid critical exploration of
the future. Encourage students to think about the negative AND positive
implications of existing technologies. Its also scary.
c. After discussing this in a group, we will each create our own futuristic
landscape, where we will show what the world might look like in the future due
to different technologies.

Body (Studio Activity):

Small Group and Whole Group Discussion:

1. Small group discussion: After the video, students will meet in their table groups
(write prompts on the board)
a. Discuss the movie
b. Brainstorm the pros and cons of different technologies
c. What might be the implications of these technologies? How might devices
shaping the future and the way we see the world?
d. Students will create a graphic organizer of their ideas quickly on large pieces of
newsprint paper
i. E.g. pros and con sheet or web map
2. Whole Group discussion:
a. Students will present their graphic organizer to the class
b. Then they will post it on one of the walls in the room
Assignment:
1. They can then take time to think and/or journal what aspect of technology and our
social context they want to explore in their drawings.
2. Students will then draw three different perspectives of their imaginary futuristic
landscape:
a. First drawing will use 1-point perspective
b. Second drawing will use 2-point perspective
c. Third drawing will use 3-point perspective

Closure (Critique/Analysis of the process)

Peer-Assessment: When everyone has completed their drawing, they will each share them
with their group. They will talk about which aspects of our current social context and
technologies they were thinking of and how it lead them to create their work. They will
compare and contrast each others work for their ideas and technical skill, and provide each
other Two-Stars-and-a-Wish.
 Self-Assessment: On an exit slip and/or in their journals, students will reflect on ideas they
likes from their other group mates works, some of the advice they received, and how/if they
might apply these ideas to make their work better (if not, what might they do instead?).

Inquiry Process (Questions at the end of the unit that you would ask the students):

(1) Formal description, using the language of art (elements and principles)
- 1) What kinds of emotions or thoughts come up when you look at this piece?
- 2) What way did the artist use line? How does this contribute to the composition?
- 3) Is there negative space? How does this add to or take away from the piece?
(2) Metaphoric/interpretive meaning (e.g. it reminds me of)
- How may the technological developments of the Renaissance be compared with The
Black Mirror
- Explore the pros and cons of current technologies and any dangers that they may pose
- Where could current technological advancements take us in the future
(3) what works well, and what could be done to add to the work
- Could your ideas complex or do they need further elaboration?
- Does the futuristic landscape accurately reflect ideals?

Performance Task:
Renaissance of Today: Futuristic Cityscapes
3-4 Days

Materials/Equipment

- Perspective drawing from previous lesson

- Access to computers/laptops with 3D modeling software: Blender, Tinkercad,
SketchUp, or DZ 3D
- List of relevant how-to youtube videos that students can check out for particular
problems.
- SmartBoard hooked up to your computer for demonstration of software

Procedure

Introduction: (e.g. visual display to teach art history & Aesthetics, or give a
demonstration)

Review: Today, we find ourselves in the midst of yet another renaissance due to recent
advancements in digital and virtual technology. Like the printing press before it, the internet
and social media have allowed even greater access to ideas and information.
Introduce Assignment:
 1) Programs such as 3D rendering software have yet again altered the way in which we
represent the world around us.
2) Nevertheless, this technology builds upon the principles of linear perspective, as it
utilizes a grid system to create the illusion of three-dimensional space.
3) In your last assignment, you critically investigated how such recent technological
advancement and representations shape our understanding of ourselves and the world
in which we live.
4) You are going to use the drawings you made in the last assignment to design your own
virtual environment using 3D modeling software
5) Your drawings will help you as your plot out your environment on the computer.
6) Use the advice you received at the end of last class, which you reflected on, to make
informed decisions and/or changes about how you want to depict your world.
Demonstration of software:
1) Demonstrate to students how to use the software that you have chosen
2) Allow them time to play around with it and experiment for one class, creating a figure
or whatever else they would like to create. This is meant to be just a way to familiarize
themselves with the program.

Body (Studio Activity):

1) Students will log onto the 3D rendering software and work for 3-4 days creating and
perfecting their virtual landscape.
2) Meet with students periodically to see how they are progressing, what ideas they have,
and help problem solve any challenges they encounter
3) At the end of each day, they will meet briefly with table groups to discuss their work
and reflect in their journals about their process, ideas, issues they encounter, etc.

Closure: (Critique/Analysis of the process)

- Gallery Walk: Students will present their preliminary drawings from Lesson 3 in
combination with the virtual environment they created.
- They will providing a brief summary of their process, ideas, and how they came
to envision this reality
- (i.e. how did the modern social contexts and technological advances
lead to this vision of a future urban environment? How does it relate to
the renaissance?).
- Student Critique: Students will critique the work of their peers and provide feedback
in the form of Two Stars and a Wish.
- Project Reflection: Students will have the chance to contemplate on their own
presentation, as well as that of their peers, and the feedback they received from their
peers.
- They will consider alternative visions of reality and/or ideas that appealed to
them
- What changes they might make to the project should they do it over again.