IV. Guernica Pablo Picasso Museo Nacional Centro de Arte Reina Sofía, Madrid El tres de mayo de 1808 en Madrid (The Third of May 1808) Francisco Goya El Prado Museum, Madrid 1. What do these works of art tell you about the social and political environments surrounding their creation? 2. How are these works of art similar and different? 3. What makes these works of art powerful? 4. How could such works of art have an impact on history? Teachers should select assessment methods to measure student progress in relation to the curriculum objectives. Suggested assessment tools include the following: Pre- and post-assessment Small-group assessment, using verbal and/or written rubrics Student self-assessment rubrics, either written (e.g., checklist) or spoken (to teacher or other students) Teacher-generated rubrics Journals Interviews Warm-up and exit tasks Question-and-answer (large group, small group, or partner) Portfolios Exhibitions Post-Impressionism architecture dry-into-wet Art Nouveau artist’s intent emphasis Expressionism atmospheric perspective engraving Cubism bisque essentialism Dada calligraphic etchings Surrealism carving firing Abstract Expressionism casting genre Pop Art ceramics glazing Op Art characteristics gradation Minimalism composition greenware Conceptual Art contrast implied form Post-Modernism converging lines intaglio Contemporary crafts kiln criticism models: lithograph actual form Barrett mixed media additive method Broudy mobile aesthetic qualities Feldman modeling aesthetic stances culture mosaic analysis dry-brush painting multi-point perspective
IV. Guernica Pablo Picasso Museo Nacional Centro de Arte Reina Sofía, Madrid El tres de mayo de 1808 en Madrid (The Third of May 1808) Francisco Goya El Prado Museum, Madrid 1. What do these works of art tell you about the social and political environments surrounding their creation? 2. How are these works of art similar and different? 3. What makes these works of art powerful? 4. How could such works of art have an impact on history? Teachers should select assessment methods to measure student progress in relation to the curriculum objectives. Suggested assessment tools include the following: Pre- and post-assessment Small-group assessment, using verbal and/or written rubrics Student self-assessment rubrics, either written (e.g., checklist) or spoken (to teacher or other students) Teacher-generated rubrics Journals Interviews Warm-up and exit tasks Question-and-answer (large group, small group, or partner) Portfolios Exhibitions Post-Impressionism Art Nouveau Expressionism Cubism Dada Surrealism Abstract Expressionism Pop Art Op Art Minimalism Conceptual Art Post-Modernism Contemporary actual form additive method aesthetic qualities aesthetic stances analysis architecture artist’s intent atmospheric perspective bisque calligraphic carving casting ceramics characteristics composition contrast converging lines crafts criticism models: Barrett Broudy Feldman culture dry-brush painting dry-into-wet emphasis engraving essentialism etchings firing genre glazing gradation greenware implied form intaglio kiln lithograph mixed media mobile modeling mosaic multi-point perspective