The Renaissance: A Trip to The National Gallery of Art

The National Gallery of Art
4th and Constitution Ave., N.W.
Washington, DC 20565
(202)842-6249
(202)357-2700

Instructional Unit:
The purpose of the trip is to show the development of civilization from the Medieval period, with emphasis on spiritual and mystical elements, to the Renaissance, with emphasis on man, humanistic and realistic.

Curriculum Unit:
Grade 6
Art, Social Studies

Objectives:
The Medieval and Renaissance periods lend themselves particularly well to the integration of Art and Social Studies revealing the development of civilization to the students.

Pre-Visit Activities:
Concept attainment lessons featuring two large charts of reproductions from the National Gallery of Art:

1. Early pre-Renaissance paintings, each marked with a card saying "NO":

a. Byzantine School, Madonna and Child on a Curved Throne
b. di Buoninsegna, The Calling of Apostles Peter and Andrew
c. di Buoninsegna, Nativity with Prophets Isaiah and Ezekiel
d. Giotto, Madonna and Child (a transition picture marked "YES" and "NO")

2. Renaissance paintings, and sometimes sculpture, marked "YES":

a. Fra Angelico and Fra Lippi, The Adoration of the Magi
b. Andrea del Castagno, The Youthful David
c. Andrea del Castagno, Lorenzo de' Medici
d. Leonardo da Vinci, Ginerva de' Benci
e. Botticelli, The Adoration of the Magi
f. Raphael, St. George and the Dragon
g. Giovanni Antonio Boltraffio, Portrait of a Youth
h. Raphael, Madonna with St. John the Baptist

3. The class brainstorms and makes lists of the various attributes of the paintings. From this, we determine how the Byzantine/Medieval art is different from the Renaissance. We discuss:

a. the use of light and shading to make figures more realistic;
b. differences in background, from the symbolic gold of the Byzantine to the Roman ruins with their historic and religious symbolism found in Renaissance art;
c. development of 3-point perspective;
d. symbolic use of colors (Mary's red and blue) and flowers.

On-Site Activities:
The docents provide the tours for the students. This reinforces what they have learned through impressing upon them a reiteration of the class discussions. The sculptures and paintings convey the vivid colors, general size, and many more interesting details in the backgrounds. In the classroom, all the reproductions are he same standardized size. Raphael's St. George and the Dragon always bring many comments because it is a small painting, commissioned by a nobleman to carry into the battle with him on the horse. As we follow the sequential route from the earliest paintings through the later Renaissance, we stop and discuss each painting that we observed in the classroom and discuss the various concepts and art elements that each picture exemplifies.

Follow-Up Activities:
Some of the follow-up lessons that successfully reinforce their learning include:
1. Drawing a small object with emphasis on light and shadow. Use a flashlight or overhead projector to cast distinct shadows.
2. Portraits with a live model. One of the girls dresses in a blue gown and a red drape, and she holds a "real" newborn baby doll. We have instant Raphael "Madonna". Boys are fascinated by soldiers of the period. I have an old "knight in shining armor" costume rescued from a theater production. We have done many St. Georges and slain numerous dragons.
3. Perspective. If the weather permits, we go outside and draw the neighboring houses. We also try drawing the classroom, making one corner of the center of the picture.

Appendices:
None

Bibliography:
None

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