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Historical Perspectives: Art History and Criticism · Weeks 19-27

Baroque and Rococo: Drama and Ornamentation

Exploring the dramatic intensity of Baroque art and the playful, ornate aesthetics of the Rococo period.

Key Questions

  1. Compare the emotional impact and stylistic characteristics of Baroque and Rococo art.
  2. Analyze how political and religious contexts influenced the development of Baroque art.
  3. Justify the use of elaborate ornamentation in Rococo art as a reflection of societal values.

Common Core State Standards

NCAS: Connecting VA.Cn11.1.HSProfNCAS: Responding VA.Re7.1.HSProf
Grade: 9th Grade
Subject: Visual & Performing Arts
Unit: Historical Perspectives: Art History and Criticism
Period: Weeks 19-27

About This Topic

Cultural Landmarks researches the historical and cultural significance of major sites and monuments around the world. For 9th graders, this topic is a way to connect with the history and identity of the target culture through its physical symbols. Students learn why certain locations become icons and how they reflect the values and events of a nation. This aligns with ACTFL standards for cultural products and acquiring information.

This unit also explores the tension between modern needs and the preservation of ancient sites. Students learn to present on a specific landmark, explaining its history and why it is important to the people who live there. This topic comes alive when students can physically model the process of 'visiting' these sites through virtual tours or by creating their own 3D models and presentations.

Active Learning Ideas

Watch Out for These Misconceptions

Common MisconceptionLandmarks are just for tourists.

What to Teach Instead

These sites are often central to a nation's identity and history. Using the 'Landmark's Story' activity helps students see how these places are lived-in and valued by the local community, not just visited by outsiders.

Common MisconceptionAll landmarks are ancient ruins.

What to Teach Instead

Many important cultural sites are modern buildings or natural features. Through the gallery walk, students can see the wide variety of landmarks, from the Eiffel Tower to the Amazon Rainforest, and understand why each is significant.

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Frequently Asked Questions

How can I make landmarks more than just a list of facts?
Focus on the 'stories' and 'emotions' associated with the site. Ask students how they would feel standing in that place or what it would have been like to build it. Using virtual reality or 360-degree videos can also make the experience much more immersive and memorable.
What is the best way to teach historical vocabulary?
Use a 'time traveler' role play. Have students act as a person from the time the landmark was built and explain its importance to a 'visitor' from the future. This creative approach helps them internalize the vocabulary for dates, events, and historical figures.
How can active learning help students understand cultural landmarks?
Active learning strategies like gallery walks and collaborative investigations turn students into 'cultural ambassadors.' By researching and presenting the significance of these sites, they develop a much deeper appreciation for the history and identity of the target culture. This makes the language and the culture much more meaningful and memorable.
How do I handle the topic of disputed or controversial landmarks?
Use it as an opportunity to discuss multiple perspectives. Explore how different groups might view the same site differently based on their history and values. This fosters critical thinking and a more nuanced understanding of the complexities of cultural heritage.

Browse curriculum by country

AmericasUSCAMXCLCOBR
Asia & PacificINSGAU