Color Key:
Blue is what Docent actually says to students
Red is for Docent Directions
Green is for answers students may give
Black is for what the students will view on their screen such as: Arte’s 4 animations, the story for each class, and other various instructions, which are for Docent only

Art Docent Program
Lesson Plan 8 –
Art and Culture of The Renaissance –
Part 1 – Grades K-3

Docent Directions:  Please have the Welcome screen for today’s Lesson Plan on the screen as students arrive for this lesson. You will find this Welcome screen on our menu under Welcome on your student device. Then start the Music by clicking on the arrow at the bottom of the Welcome screen.

Docent Directions: Smile, Smile, Smile
Docent: “Hello class!”
Docent Directions: Wait for a response.
Docent: “I am Ms. or Mr. ________ and I am your Art Docent, your Instructor, for today’s class.”
Opening Mandala Exercise:
Docent Directions: Access Mandala examples on the screen.
Materials:
*Mandala white paper – fold a white paper in half to get (5 ½ by 8 ½)”
*Pencils
______________________________________________
Docent Directions: As students arrive for class, give out a piece of paper and pencil to each child to draw a Mandala or Sacred Circle.
Docent Directions: FOR SAFETY PURPOSES explain to your students that pencils are to be used safely and not to point them at anyone and to leave them on their desks when stepping away from them.
Docent: “Now, you will learn about the Mandala with our Avatar Arte.”
Docent Directions: Access Arte #1
Arte #1: Hi kids I’m Arte. I’m your imagination’s helper. Now we’re going to have some fun learning all about Mandalas. Mandalas are thousands of years old from many ancient cultures. The word Mandala comes from the ancient Hindu language of India called Sanskrit. It means “a container of the essence.” The more modern meaning is “Sacred Circle.” The circle is its base, its foundation. It stands for eternity or endless time and all of nature, the sun, the moon, everything circular. A circle organizes whatever is inside it and establishes a sense of order.
Did you know that Mandalas create a calming and more relaxed feeling within us? The reason that being calm is important is because a kind of pressure builds up within us called stress. Stress causes us to have many different feelings. It can make us feel nervous, unsure, sad, afraid, angry, or different, but stress is also a normal part of life. Too much of it can even prevent us from doing well in school.
Now let’s do a simple breathing exercise. This exercise can be used whenever you feel like you want to slow down, relax, and feel better. Now close your eyes and slowly breathe in through your nose and slowly blow out through your mouth. Let’s do this two more times. Now relax your body from the top of your head down to your tippy toes. I bet you feel better already! Drawing Mandalas will also help you reduce this stress and relax. I’ll see you later kids.
Docent: “Thanks Arte!”
Docent Directions: Access Mandala screen again.
Docent Directions: Point to the Mandalas on the screen and allow 5 minutes for this exercise. It has a therapeutic effect and will relax your students as they are waiting for the class to begin.
Docent: “Now you will learn how to draw Mandalas.”
Docent Directions: Have your students draw a circle placing a dot in the center of the circle, as a starting point. This brings the whole design together into harmony. Then, they can draw anything they want inside their circles, for instance: squares, triangles or squares and triangles, hearts, happy faces etc. They may draw as many circles as they wish. Students may also use their pencils to color in the Mandala. This will have an extra therapeutic benefit.
Docent: “You’re doing a great job! Do you feel more relaxed after drawing your Mandalas?”
Docent Directions: Wait for a response.
Docent: “Now put your Mandala drawings aside and bring them home at the end of class.”
Docent Directions: Introduction Smile, Smile, Smile
Docent: “We welcome you to our class Art and Culture of The Renaissance Part 1.”
Docent: “These are the points and features of today’s class.”
“Points and Features are:
*Vocabulary – Today you will learn many big and awesome new words and their definitions, which are the meaning of these words.
*World Map – We will use the map of the world to show you where different Art came from.
*Story – You will listen to a story about today’s class.
*Music – You will also listen to new music. (If available) (State Composer and Musical selection for today’s class)
*Hands-on-project – You will make a fun hands-on project where you will create your own Artwork. You will use a few media today. A medium is one of several different materials used to make art. Today, the media you will use are paper, pencils, scissors, glue, oil pastels, or crayons.”
Docent: Q. “Does everyone understand what a medium is?”
Docent Directions: Display today’s media.
Docent Directions: Access today’s vocabulary now on the screen.
Docent: “Here are today’s vocabulary words and definitions.”
Docent Directions: Have your students listen to all of today’s vocabulary.
Docent Directions: Access the timeline on the screen.
Docent: “The vocabulary word chronological means the order in which the events actually happened. This timeline is in chronological order.”
Docent Directions: Point to the top of the timeline.
Docent: “In this case the oldest is on the top and the most recent on the bottom. Chronological order is an important tool in understanding how history is organized.”
Docent Directions: Scroll down on your timeline to demonstrate this.
Docent: Q. “Can you say chron-o-log-i-cal, repeat again chronological?”

Docent: “For today’s class we will travel from approximately 100,000 years ago at the top of our timeline down to Art and Culture of The Renaissance. This period was from the 1300s – 1600s A.D.”
Docent Directions: Please point to these locations on the timeline. It is important to point from the top of the timeline at Art of the Caves to your class today on The Renaissance. This will show the children how far in history they have traveled in chronological order.
Docent Directions: Access the map on the screen and point to Florence, Italy on the continent of Europe. Keep the map on the screen.
Docent: Q. “Does anyone remember what multi-cultural means?”
Docent Directions: Wait for a response.
Docent for your information – (According to studies by various researchers such as Mary Budd Rowe (1974), Stichter, 2009, the wait time for responses should be at least 5 seconds.)

Docent Directions: Please read this important statement to your students.
Docent: “The word Multicultural means Many Cultures. It is the customs, which are the language, food, religion, music, dress, art, and way of living of a particular people from a particular area or country. When we learn about people from different parts of the world and their cultures, especially their art, it teaches us to have respect for different people’s feelings. This is called empathy. It is being able to feel how the other person is feeling and this is a very important talent.”
Docent Directions: Point to the flags at the bottom of the map.
Docent: “These flags are excellent symbols or icons of multiculturalism. An icon is a symbol that stands for something. For example, when you see golden arches you know it stands for McDonald’s.”
Docent Directions: Now continue with today’s lesson plan.
Docent: “The following is a brief review of the History of Art from Art of the Caves until Art and Culture of The Renaissance.”
Docent: “All cultures throughout history have made Art. The first Art was created by Early Modern Humans, also called Homo Sapiens, which means Smart Humans.”
Docent: Q. “Does anyone remember from Art of the Caves what made them so smart?”
Docent Directions: Wait for a response and encourage participation with praise.
A. They were smart because of their brain size, which was very much like ours is today.
Docent continue: “These Modern Humans are the forefathers of all cultures, the ancestors of people who came before us and they were from Africa.”
Docent: Q. “Does anyone remember, from Art of the Caves and African Art and Culture, where some of the first Art came from, approximately 100,000 years ago?”
A. Some of the first Art that is known to have been created by man was found on the southern coast of what is now the continent of Africa at the Blombos Cave.
Docent Directions: From the map point to Blombos Cave in South Africa and reinforce the word continent. (one of the seven largest areas of land in the world) Repeat the word continent and explain that cave art is found on almost every continent.
Docent Directions: Access review visuals for Art of the Caves.
Docent: Q. “Do you remember what some of the first Art thought to be created by Early Modern Man is?”

Docent Directions: Point to the visuals of Red Ocher, Shell Beads and Bone Awls.
A. Some of the first Art that was found is a carving on Red Ocher and 41 shell beads with a hole in each believed to be used as body decorations: necklaces or bracelets. Bone awl tools were also found.
Docent: “These artworks were found in the cave; they were not painted or carved on the walls as much of the later cave art is.”
Docent Directions: Point to the visual of Red Ocher and continue.
Docent: “This piece of Red Ocher that was found is approximately 100,000 years old. It is a soft mineral, a type of rock, with a diagonal pattern carved into it. It looks like X’s. The carving was done by using a bone awl, which was also found in the cave. The awl was one of the first tools used by early modern man. It had many uses. One use was to engrave or carve decorations in cave areas. These lines that were carved into the Red Ocher were diagonal or slanted.”
Docent Directions: Have the children accompany you in demonstrating what diagonal means. Have them place one hand on their shoulder and the other hand on their opposite hip and then draw an imaginary line from shoulder to hip and explain that this is a diagonal line. Repeat in syllables, di-a-gon-al.
Docent Directions: Access the map on the screen.
Docent continue: “Approximately 32,000 years ago, Early Man engraved, cut into, or painted on their cave walls in Southern France, at Lascaux and Chauvet and in Northern Spain, at Altamira, on the continent of Europe.”
Docent Directions: Point to these locations on the map.
Docent Directions: Access review visuals for Art of the Caves.
Docent: “It is important to note that Early Man did not necessarily live in these caves. They used limestone lamps with the root from the juniper plant soaked with animal fat and torches to light the way into the darkened caves, sometimes three to four miles into them.”
Docent: Q. “Do you remember what artists painted on the cave walls?”
Docent Directions: Wait for a response.
A. They painted animals: hyenas, auroch, rhinos, woolly mammoth, deer, lions, mountain goat, ibex, horses, bulls, and cave bear, hand prints, and stick figures.
Docent: Q. “What were the colors on the cave walls?”
Docent Directions: Wait for a response.
A. These paintings were drawn in black from manganese oxide, brown, red, yellow, from ocher taken from the earth, white from magnesium, and a little lavender from berries all mixed with animal fat. Many times these pigments were mixed with spit (yuck) from early man’s mouth, which seemed to mix well and made the colors last.
Docent: Q. “Why do you think man created these early works of art?”
Docent Directions: Wait for a response.
A. Scientists believe possible meanings for these early works of art are:
*Because the art shows mostly animals, it is thought that the paintings brought success to the hunt.
*The painted caves could have been the first cathedrals (places of worship) where ceremonies or rituals (religious acts) were held and where young people were accepted as adults.
*The pictures on the cave walls could be Early Man’s history. They may have told stories of the past, which early man wanted to pass on to the group who came after them so that their history would not be lost and forgotten.
Docent: “These early prehistoric times (times before written history) were difficult for early modern man and the changing harsh climate (weather), forced them to think and cooperate (work together).”
Docent: “Repeat the word cooperate in syllables, co-op-er-ate. Cooperation or cooperating with each other was very important to early modern man’s survival and still is today.”
Docent Directions: Have your children demonstrate what cooperation means by this exercise.
Docent: “We need to complete a cooperation activity quickly. Do you think we can all cooperate now? OK, let’s start here. Pass this paper from neighbor to neighbor until it reaches the trash basket. This shows the benefits of cooperation and working as a team, which allows you to accomplish your task without leaving your seat or blocking the screen.”

Docent inform: “Remember early modern men and women had to work together to hunt, gather food, and take care of their children. This working together allowed them to survive.”
Docent explain: “Early men and women understood Nature very well and they had a special respect and relationship with their surroundings. Their resourcefulness, which means how they were smart to use whatever in Nature that was around them and by cooperation, working together, they were able to survive and prosper or do well, for thousands of years.”
Docent continue: “It is believed that ‘Art’ and the process of creating it soothed early man and by drawing pictures of their environment (their surroundings) man had some control over it, which is a form of therapy (healing power). *This therapeutic or calming effect may be a major reason for the development of Art as we know it today!”
Docent: Q. “Does anyone know the difference between Pre-historic History and Ancient History?”
A. Prehistoric history is history from a time when it was not recorded or written down. For instance, Cave Art is pre-historic history because it is not written down. Ancient History is history that is recorded or written down. For instance, Ancient Egyptian history and the periods of history following in chronological order are ancient history because we know about them from that which has been written.
Docent explain: “The following is a brief review on Ancient Egyptian Art and Culture.”
Docent: Access the map and point to Egypt.
Docent: Q. “Where is Egypt?”
A. Egypt is on the continent (one of the seven large areas of land in the world) of Africa, in the North or top of Africa.
Docent Directions: Access the timeline for visuals from Ancient Egypt for this review.
Docent: “When did Ancient Egypt begin?”
A. Ancient Egypt began approximately 5,000 years ago.
Docent: Q. “What river was known as the ‘Life Source’ to the Ancient Egyptians?”
A. The Nile River was known as the “Life Source” because Ancient Egyptians used it for drinking, bathing, food, and transportation.
Docent: Q. “What colors in Ancient Egyptian art were inspired by the Nile River?”
A. The colors of Blue and Green were inspired by the Nile River.

Docent: “How did the Ancient Egyptians draw their people or figures?”
Docent Directions: Have your students stand up and demonstrate with you how the Ancient Egyptians drew.
Docent Directions: Have your students point to their neck and their waist keeping this portion of their body facing front. Have your children follow you. While keeping their torso front, have them turn their heads to the right in profile and then their feet to the right, with their left foot in front of their right foot. Explain that their hands could go any way they wish. Now, have your children sit down and continue.
Docent: Q. “Why did the Ancient Egyptians drew like this?”
A. The “After-Life” was very important to the Ancient Egyptian culture. They believed that after their on Earth life, they would enter the “After-Life.” They especially drew figures with their neck to waist facing front so that their gods would notice them when they died. They would receive “ka,” their spirit or soul, which was linked to their ancestors or relatives who came before them. By drawing this way the Ancient Egyptians were saying, “Hey look at me; here I am; notice me.” The left foot was usually drawn in front of the right foot to look like the person was striding or walking into the “After-Life.”
Another point to mention is that the Ancient Egyptians believed that if you speak the name of the dead is to make them live again.
Docent Directions: Point to the visual of the Pharaoh sitting with his attendants behind him and explain that even in a seated position the Pharaoh is drawn with his torso facing front, his head in profile, and his feet to the side.
Docent: “Notice that the Pharaoh is drawn larger than his attendants or princesses and his skin is darker than their skin tone. This was done purposely to show that the Pharaoh was more important. Also, the Eyes were drawn large because the Ancient Egyptians believed that the Eyes, more than anything else, gave life to an image. So, we can see that when the Ancient Egyptians drew a picture they were not concerned if it was drawn life-like or exactly how it really looked. They told a story with their drawing, as they wanted to show it.”
Docent: Q. “What was the name of the first resting place of a Pharaoh?”
A. It was a mastaba. A mastaba is a tomb, which had a low rectangular base, with sloping sides and a flat roof, made of mud bricks and was placed over a Pharaoh.
Docent: Q. “What is a Pyramid?”
Docent Directions: Point to this visual.
A. A Pyramid is a triangular structure that housed the tomb or burial place of a Pharaoh. The Pharaoh’s coffin was usually placed in a carved stone sarcophagus. Many times the Pharaoh’s body was preserved as a mummy. This means that the body was wrapped with white linen strips of cloth before it was placed into the coffin. Then, it was placed into a sarcophagus to be laid to rest.
Docent: Q. ”What was the first Pyramid to be built out of stone called?”
A. It was a Step Pyramid, which was a mastaba topped by five tiers each of a smaller size.
Docent: Q. “Who was the famous architect or person responsible for building the Step Pyramid?”
A. His name was Imhotep. He was known as a great architect or builder and considered a god to the Ancient Egyptians.
Docent: Q. “What is the name of the famous Pyramid in Egypt?”
A. The famous Pyramid is the Great Pyramid at Giza. It was built for the Pharaoh Khufu. It was completed after twenty years in 2551 B.C.
Docent: Q. “What is a Sphinx?”
Docent Directions: Point to this visual.
A. A Sphinx is a huge monument having the head of a human and the body of a lion. The Sphinx’s head could be that of a Pharaoh. The Great Sphinx may be the head of Pharaoh Kaphre. It was built out of a single mass of limestone and it probably was meant to guard Pharaoh Kaphre’s Pyramid.
Most Sphinx statues were guardians of temples. Often a pair of Sphinxes stood on either side of a temple entrance. Usually they were shown lying on their bellies, but legs firmly planted on the ground, ready to pounce. This probably demonstrated the Pharaoh’s ability to protect the country. They stand as a symbol of the strength of the Pharaoh.
There is reason to believe that the Great Sphinx could have originally been very colorful, where the head looked like the Pharaoh’s traditional colorful headpiece.
Docent: Q. “Who was the Ancient Egyptian Pharaoh who believed in only one god ‘Aten’, the sun god? This was the first time an Egyptian Pharaoh believed in only one god; they always worshipped many gods. During his reign he had his people draw in a real-like manner not as before.”
A. This Pharaoh’s name is Akhenaten.
Docent Directions: Please show the visuals of Akhenaten and Nefertiti, especially point out how real Akhenaten portrayed himself with his long face and pot belly.
Docent: Q. “What was Akhenaten’s beautiful wife’s name?”
A. Her name was Queen Nefertiti.
Docent: Q. “Who was the famous boy Pharaoh who was the son of Akhenaten?”
Docent Directions: Point to King Tutankhamun visual
A. He is the infamous King Tut or King Tutankhamun.
Docent: Q. “What was the Ancient Egyptian writing called?”
A. Ancient Egyptian writing is called hieroglyphics or sacred carvings. This writing was carved into stone or written on papyrus paper by scribes.
Docent: Q. “What is the oval nameplate that is carved or drawn by scribes and usually had a Royal name in hieroglyphics inside of it?”
A. A cartouche is the oval nameplate.

Docent: “The following is a brief review of Art and Culture of Ancient Greece.”
Docent Directions: Access the map and point to Greece.
Docent: Q. “Where is Greece?”
A. Greece is on the continent of Europe.
Docent: “Let’s remember that the Ancient Greek culture was influenced by the cultures that came before it. For instance, the Ancient Egyptians came before the Ancient Greeks to influence their art and culture.”
Docent Directions: Access review visuals for Ancient Greece.
Docent: “When did Ancient Greece begin?”
A. Ancient Greece began approximately 3,000 years ago.
Docent: Q. “How do we refer to Ancient Greek Art, especially their sculpture?”
Docent Directions: Point to the visual of Ancient Greek sculpture of the Charioteer on the screen.
A. We refer to this Art as “Ideal” or “Perfect.” When the Ancient Greeks were creating their art, they had their gods in mind. They thought of their gods as having a “perfect” human form. So, they made their artwork this way.
Docent: “Look how perfect this looks. The nose and other features on the face are perfect and the garment is straight and unwrinkled.”
Docent: “This is a great example of the Ancient Greek Art. It looks perfect or we say it looks ‘Ideal.’ ”

Docent: Q. “What kind of Sculpture did the Ancient Greeks invent?”
A. The Ancient Greeks invented the “Contrapposto Pose.” This means the human body form is shown with shifting of weight as we move.
Docent Directions: Point to this visual of the sculpture with a “Contrapposto Pose.”
Docent: Q. “What does ‘Man is the Measure of Things’ mean?”
A. The Ancient Greeks gave modern society many contributions. This statement, “Man is the Measure of Things,” is based on the fact that they used all units of measurement from a related body part, for example, the foot is still used today for measurement. This method of measuring may have actually come from the Ancient Egyptians. Remember we said that all cultures are influenced by previous cultures.
Docent: Q. What else were the Ancient Greeks known for?”
A. Many of our words today come from Ancient Greek, such as, telephone, tele – which means far and phonos – which means sound, and alphabet, alpha – means A and beta – which means B. The Ancient Greeks were also responsible for mathematics, philosophy, (learning about the nature of things and why they exist), the study of medicine, and democracy (ruled by many). The human qualities that the Ancient Greeks most admired were physical courage, endurance, strength, and the intelligence to create, invent, explain and persuade.
Docent: Q. “What was the Temple that showed supreme achievement in architecture by the Ancient Greeks?”
Docent Directions: Point to the visual of the Parthenon.
A. The Parthenon (447-432 B.C.) is regarded as a supreme achievement of Greek architecture. It was the most important building in Athens. It still sits on top of the Acropolis. It took fifteen years to build and was dedicated to Athena, the guardian goddess of Athens.
Docent: Q. “What are the names of the three Ancient Greek Columns and how are they different from each other?”
Docent Directions: Point to the visuals of the three Ancient Greek Columns.
A. The Ancient Greeks are known for three different column styles of architecture. They are the Doric, or sturdy and plain style, the Ionic, or thinner and more elegant style, and the Corinthian, which was the most decorated and fancy style.
Docent: Q. “Did the Ancient Greeks sign their works of art?”
A. Yes, the Ancient Greeks were the first people to have signed the art works they made. They were also the first to speak about both women and men as important artists.
Docent: Q. “What was the form of government first practiced in Athens, the largest city-state of Ancient Greece, and still used today in the United States?”
A. Democracy is the form of government that the Athenians first practiced and we in the United States still use today; it means “ruled by many.” In Ancient Greece this form of government was only practiced in the city-state of Athens and it gave every man citizen the right to vote and other rights and benefits such as being able to perform in the Olympic competitions; women, however, were not allowed these rights.
Docent: Q. “What are the Olympic Sporting Games?”
A. The first Olympic sporting games or competitions were started by the Ancient Greeks in 776 B.C. These were competitions to test a young man’s endurance and strength. We still hold the World Olympics every four years to this day. Women were not allowed to compete in Ancient Greece, but they do now.
Docent: Q. “Does anyone know the latest sport that is included in the Olympics?”
A. Golf is the latest sport that is included in the Olympic competitions.
Docent: Q. “Was physical beauty and an attractive appearance admired by the Ancient Greeks?”
A. Yes, beauty and an attractive appearance, as well as a perfect body were some of the most important qualities to the Ancient Greeks. Young men were especially fit when preparing for the Olympic competitions or for war. Greek women wore powder and other cosmetics, jewelry, and sometimes ribbons in their coiled-up hair.
Docent: Q. “Where did the Ancient Greeks worship and hold their festivals?”
A. The Ancient Greeks worshipped and held their festivals in their temples on Mount Olympus. They believed that their gods could influence their lives so they would request their help in their temples by making sacrifices to them. Some gods were Zeus, the king of heaven, who ruled over earth and heaven from Mount Olympus. Aphrodite was the goddess of love and beauty and Dionysus was the god of fertility and wine. Music and dance was an important part of Ancient Greek life. People sang and played music during festivals and religious ceremonies using wind instruments, similar to the clarinet, tambourines, flutes, harps, and cymbals.
Docent: Q. “What were the Ancient Greek stories or myths about?”
A. The Ancient Greeks treasured their myths or stories about their gods and heroes. These myths were told from one generation to another. It was a way of preserving their history. “Fame and Glory” or to make a name for themselves was far more important to the Ancient Greeks than riches. Their ultimate goal was to make a name for themselves so that they would be remembered long after they passed away. Statues were sculptured and erected in important places to honor Greeks who won fame.
Docent: Q. “How did we learn about early Greek life?”
A. Much of the Ancient Greek Art has been destroyed over the years; however, we are very fortunate that archeologists found Greek Pottery that helps us piece together the history of Ancient Greece.
Docent Directions: Point to these visuals.
Docent: “How does this pottery help us know about the Ancient Greeks?”
A. These vases show the superior craftsmanship for which the Greeks were admired. They were decorated with pictures showing myths and stories of historic events, great battles, sporting events or Olympics, about their gods or heroes, about love, and everyday life.
Docent Directions: Point to the visuals of Greek pottery shapes and sizes.
Docent: Q. “What was this pottery used for?”
A. This pottery came in many shapes. Some were used for drinking, some for eating, others, like the “Amphora” vases were used to hold liquids such as oil, wine, or water. This pottery was usually painted black and had peachy-pink clay color accents.
Docent: “There was other Art that decorated Greek palaces and temples such as Frescoes, which are paintings that are painted directly onto wet plaster and was a popular Art form used to decorate the walls of Greek palaces. There were also stone and marble sculptures, and mosaics, which are works of Art using small pieces of glass, shell, marble or stone to make a picture. Of all the Ancient Greek Art forms, their pottery, sculptures of stone and marble, and mosaics are what remain after thousands of years of destruction from wars and natural disasters.
Although, most of this Art, that exists today is not very colorful because of its age. Ancient Greek Art was very colorful. Paint colors were made naturally. White was from limestone, brown, red and yellow from the soil, rocks, and clay, black from soot or coal, blue from a kind of glass, green from copper, and purples from a special sea shell.”
Docent: “Ancient Greek Art is referred to as one of The Classical Periods of Art. You will hear this statement many times in our next classes.”
Docent explain: “The following is a brief review of the Art and Culture of Ancient Rome.”

Docent Directions: Access the map and point to Rome, Italy.
Docent: Q. “Where is Rome?”
A. Rome is on the continent of Europe in the country of Italy. It is that country that is shaped like a boot.
Docent Directions: Access the review visuals for Ancient Rome and leave them on the screen. Please point to these visuals as you review them.
Docent: “Remember that the Ancient Roman art and culture was influenced by the cultures that came before it.”
Docent: “ When did Ancient Rome begin and end?”
A. Ancient Rome began around 2,800 years ago and ended approximately 393 A.D.
Docent: Q. “Ancient Romans were great builders. What did they build?”
Docent Directions: Point to these visuals.
A. They built great roads and structures that still exist today such as: The Coliseum, Roman Forum, temple Pantheon, and aqueducts to transport water.
Docent: Q. “What were some of the Ancient Roman inventions that changed the way buildings were made?”
A. Ancient Romans invented concrete and the Roman Arch. These inventions forever changed the way buildings and roads were constructed.
Docent: Q. “What Art would you find in Ancient Roman Times?”
Docent Directions: Point to the Sculpture of the visual Augustus of Prima Porta, the Ancient Roman Fresco, and Mosaic.
A. You would find Portraits, which are paintings of people that looked exactly like them. You would find Bust Sculptures, which are carvings, probably out of marble, of people showing their head to their chest only.
You would find Sculpture Reliefs, which are figures or forms raised from a flat background. You would find Frescoes, which are paintings where the paint is applied to wet plaster and sometimes waxed over to give them a shiny protective coating. This technique made the Frescoes last longer. Lastly, you would find many Mosaics, which are made from colorful pieces of glass, ceramic tile, or stone placed together to make a picture and then grout or mortar, a type of cement, is used to put in the empty spaces to keep the mosaic together. Most of this art was displayed in public places, such as baths. Some were displayed in private homes.
Docent: Q. “How did Ancient Roman Portraits compare to Ancient Greek Portraits?”
A. Many Ancient Greek artists lived in Rome, so the Romans saw the kind of art they produced, but instead of portraying their people to look perfect or ideal, the Ancient Romans made their people look real, even if they had a scar on their faces, a large nose or big ears.
Docent Directions: Access the timeline and point to the Ancient Roman Portrait of a Man and Ancient Roman Sculpture Augustus of Prima Porta on the timeline.
Docent: “Notice their real features! Now let’s compare them to the Ancient Greek Sculpture Charioteer on the timeline.”
Docent Directions: Point to the Greek Charioteer on the timeline.
Docent: “The features of the face and clothing on this sculpture are perfect or ideal. This is why we say that ‘Greek Art is Ideal and Roman Art is Real.’ ”
Docent Directions: Have your class repeat this saying and explain that by knowing this fact, when they go to a Museum, they will be able to distinguish between Ancient Greek Art and Ancient Roman Art and feel proud that they know the difference.
Docent: Q. “Who remembers what Ancient Greek and Ancient Roman Periods of Art are called?”
A. Ancient Greek and Ancient Roman Art are referred to as the Classical Period of Art.
Docent: Q. “What is another name for the city of Rome?”
A. Another name for the city of Rome is “Eternal City,” which means the city that lasts forever.

Docent explain: “The following is a brief review of the Art and Culture of The Middle Ages.“
Docent Directions: Access the map.
Docent: Q. “Do you remember where The Middle Ages took place?”
A. Art and culture of The Middle Ages is from Great Britain, France, Ireland, Germany, Christian Spain, and Scandinavia.
Docent explain: “All of these countries are from the continent of Europe.”
Docent Directions: Please point to these locations on the map.
Docent: Q. “What time in history was The Middle Ages, Dark Ages or Medieval Times?”
Docent Directions: Access the timeline and point to these times during The Middle Ages.
A. This was the time in history from about the year 312 A.D., with the conversion of the Roman Emperor, Constantine, to Christianity. Then it continued through 476 A.D., with the fall of the Roman Empire, and ends in 1440 A.D. with the invention of the Moveable Type or Printing Press. This was a span of approximately 1,000 years.
Docent Directions: Access review visuals for The Middle Ages.
Docent: Q. “How did family lifestyles change during The Middle Ages?”
A. Throughout The Middle Ages, family lifestyles changed in many ways. One major way was they did not all have to totally depend on the hard work of farming and raising animals. Now if someone wanted to be a goldsmith instead of a farmer, he joined up with other goldsmiths into a group called a union or guild. Each guild was made up of specialists of that time, such as: goldsmiths, weavers, butchers, bakers, merchants and stone-masons etc. The unions and guilds also taught their specialty to new students called apprentices. All these people who had specialties in The Middle Ages became a Middle Class, different from the poor peasant farmers. Many small stores opened to trade or sell their items.
Docent Directions: Point to the visual of the merchants selling their items.
Docent: Q. “What type of government did they have during The Middle Ages after the fall of the Roman Empire?”
A. Romans ruled the world for many years. After the fall of the Roman Empire there was need for a new government. This new government was called Feudalism.
Docent: Q. “How did this government work?”
Docent Directions: Point to the visual of Life in The Middle Ages.
A. The Feudal System was the name of the government during The Middle Ages, when the Church was the most powerful. So, this is how it worked. Members of the Catholic Church chose the Popes, Kings, and Emperors. The King or Emperor ruled over the whole land, a Lord or Baron, who was given power from the King, ruled over his subjects, called Vassals, and their property, and the poorest people, who farmed the land, were called Serfs.
Docent: “The poorest people or peasant class serfs were self sufficient, doctoring themselves with herbs, raising their own food, pounding their own grain, trading their wares for other items, and occasionally entertaining themselves with a barn dance with music from Medieval Karoles or songs.
The Lords or Barons entertained themselves with large feasts where jesters would perform sometimes by juggling and music of the day was performed.”
Docent: “When the Roman Emperor Constantine changed his religion to Christianity many of the people that lived under his rule changed their religion as well. This was a lot of people and they needed a place to worship. So, they built many Cathedrals.”
Docent: Q. “What is a Cathedral?”
Docent Directions: Point to this visual.
A. A Cathedral is a large church. These large Cathedrals were built for many worshippers and created a need for Art objects to fill them, such as stained glass windows, mosaics, murals, statues, and tapestries.
Docent: Q. “What do you remember from our story about the Knights during The Middle Ages?”
Docent Directions: Point to the visual of the Knight.
A. The Knights were men who fought in wars for the king. They wore protective shining metal armor with a special code on it that represented their king. This special code was called a “Coat of Arms.”
Docent Directions: Point to the visual of a “Coat of Arms.”
Docent: Q. ”What were the Crusades?”
A. As the Catholic Church became more powerful, there were Holy Wars known as Crusades, which were great battles being fought by armies of opposing religious beliefs. The Knights fought in these Holy Wars.
Docent: Q. “Where would you find Art objects during The Middle Ages?”
A. Before we learned that many Cathedrals were being built for worshippers and this created a need for Art objects to fill them.
Docent: Q. “What were the Art objects that filled these Cathedrals?”
A. The Art objects that filled the Cathedrals were stained glass windows, mosaics, murals, statues, and tapestries.
Docent: Q. “What are Stained Glass Windows?”
Docent Directions: Point to this visual.
A. Stained Glass Windows were windows made from very colorful pieces of hand blown glass held together with lead. They illuminated the great Cathedrals and churches in a very colorful manor and were made into picture stories from the Bible, which enabled the poor worshippers who could not read to learn about God. They were known to bring a “Divine Aura of Light” and were very important to those poor people who did not have any large windows or light coming into their homes.
Docent: Q. “What is a Mosaic?”
Docent Directions: Point to this visual.
A. A Mosaic is made with small pieces of glass, ceramic tile, stone, or shells, which are placed together to make a picture. Then grout or mortar, a type of cement, is used to put in the empty spaces to hold the mosaic together.
Docent: Q. “What is a Mural?”
Docent Directions: Point to this visual.
A. A Mural is a very large drawing. It could be as large as a whole wall.
Docent: Q. “What are Statues?”
Docent Directions: Point to this visual.
A. Statues are sculptures or carvings of figures or designs. In The Middle Ages these statues were usually of religious people called Saints.
Docent: Q. “What are Tapestries?”
Docent Directions: Point to this visual.
A. Tapestries are wall hangings made of heavy fabric, which have designs or scenes stitched onto them in various colors.
Docent: Q. “Who wrote the first books by hand during The Middle Ages?”
Docent Directions: Point to Illuminated Manuscript visual.
A. Monks and Nuns, who were religious people, wrote the first books by hand in scriptoriums, which was a special area in monasteries where they lived and worked. These books were called Illuminated Manuscripts because some parts of them had hand painted scenes or pictures from the Bible where gold leaf was used to accent and give these paintings richness and importance. It is important to note that Monks and Nuns preserved or saved ancient culture by copying these books by hand. They saved these writings in their libraries.
Docent: Q. “Where was school held at this time?”
A. The Monks and Nuns conducted some classes in the monasteries, which were almost the only schools of that time.
Docent: Q. “Who was the King during The Middle Ages who cared so much about education and had a great effect on the visual arts, such as painting, sculpture, and many other art forms?”
A. This King is known as “Charles the Great.” Another name for him is Charlemagne. He had a great respect for learning and raising the educational standards of the time and had a great effect on the visual arts of painting, sculpture, and many other forms of art. Historians call this the Carolingian Period, which comes from the Latin word for Charles.
Docent: Q. “What were some of the new inventions from The Middle Ages?”
A. Some of the new inventions from this period were: the horseshoe, which protected the horse’s hooves, the rigid horse collar, which allowed a horse to pull a load five times greater than before, the stirrup on a saddle, which allowed a rider to keep his balance while fighting on horseback, and the spinning wheel, which allowed women to spin yarn for fabric by the use of this invention instead of spinning yarn by hand. Another important invention at this time is the mechanical weight driven clock, which divides day and night into 24 equal parts. This is the same clock that we use today!
Docent: Q. “Which country on the continent of Europe was most important at this time?”
A. France was the most important country at this time. It set the trend by how people lived, how they enjoyed their friends, what Art they were interested in, what music they listened to, and what books they read.
Docent: Q. “What was the great invention at the end of The Middle Ages where books no longer had to be written by hand by monks and nuns?”
A. This great invention by Gutenberg around 1440 A.D. is the printing press. This allowed books to be reproduced easily so that they were more readily available and more people could then read them.
Docent: “Now let’s continue with our class on Art and Culture of The Renaissance Part 1.”
Docent Directions: Access today’s visuals on the screen and explain:
Docent: “The pictures in our gallery are mentioned in the story that you will listen to today. Looking at these pictures will help you do well in today’s class.”
Docent Directions: Before you play or read the story of the day, please ask-
Docent: Q. “Why do you think we are telling the class a story?”
Docent Directions: Wait for a response and discuss briefly.
A. By listening to the story you learn better and it prepares you for the rest of the class to come.
Docent: “After you hear the story we would like to know what your thoughts are about it.”
Docent: “Now let’s listen carefully to today’s story.”
Docent Directions: Access the story.

Art and Culture of The Renaissance Story Part 1 – Grades K-3

“Look, ninjas in masks. Who are they?” Everyone in the class was shouting at once. Ms. Levine hushed the group and signaled for raised hands. “OK, Jesse you’re first.”
“I know who they are, they’re Michelangelo in the orange mask, Raphael in the red mask, Leonardo in the blue and Donatello in the purple mask, and I know they are famous people who really lived!”
“Excellent Jesse. A local theater company is doing a play with these special ninjas and asked us for some help. They want us to suggest some other characters and some good speaking lines for each one. The name of the play is Art and Culture of The Renaissance.”
“Now I heard Lisa ask why do they have long strange names, not like ours. That’s because these famous people came from the Renaissance time. Renaissance is a French word that means rebirth, or to be born again. This time began long ago in the 1300s after The Middle Ages, in Florence, Italy.”
“Now can anyone guess why these special ninjas wear different color masks? Yes, I heard a lot of smart thinkers say because they are very famous artists. You kids know everything these days! How did artists get to be so special and so famous then? Because this time artists were people who were experts in what they could do, like carpenters or cabinet makers. They used to be called tradesmen because they took what they made to town where they traded and sold it to buyers, people who needed their things.”
“Hey, said Jessie, just like I trade my ninja cards with Josh!”
“That’s right Jessie, and I’m sure you all trade something with one another. See you kids have more in common with the Renaissance then you think!”
“Now, at this time there were artists with amazing talents. And so artists became very important men, because everyone loved art and looked at art with a new appreciation and respect that they never had before.”
“These artists of the High Renaissance had such awesome talents. But they also became known and famous because at this time many patrons who loved art paid for their art. Like in The Middle Ages time, the Church was a patron of art. But in The Renaissance time, there were no smartphones, iPads; in fact there weren’t any cameras at all. But the important people, called nobles, who were the royalty of the town, wanted pictures of themselves and their families, which are called portraits, to show how important they were and to last in history. But since there were no cameras, very good artists had to draw and paint their portraits. During The Middle Ages the art of portraits had been forgotten about. But now in the Renaissance, portraits were wanted and very popular.”
“The Renaissance in painting began with Giotto. I’m sure you will want to add Giotto as another special character to the play. So you’ll need to pick a color for his mask, and a good line or two for him to say.”
“Giotto was a shepherd boy who loved to draw on slabs of stone as he guarded his flock. When he was only twelve years old, an artist named Cimabue saw his talent and was amazed. He asked Giotto’s father to let him study art with him as his apprentice or student.”
“Hey just like that show on TV my parents watch about the apprentice for the guy with the funny hair,” said Josh.
“Well yes, Josh, I guess back in the Renaissance, Donald Trump would be a noble, and he would have an apprentice. But that was also how young boys learned to be artists then. As an apprentice, they had to learn many things as well as paint. They learned to sculpt and to do architecture from their master teacher and they had to learn how to become a carpenter to be able to make altarpieces and make panels. He learned how to grind the color for paints, because paint did not come in tubes like today. Then they learned to mix the ground paint powder with egg yolk which made tempera paint.”
“The apprentice learned to paint portraits or altarpieces on a wooden board or panel. They also learned to paint on walls called frescoes. This was not easy because they had to put a coat of plaster on the wall and then paint on the wall while it was still wet. The paint seeps in and when the plaster dries, the picture becomes part of the wall itself!”
“Gee, Ms. Levine,” said Sophia, “my mom gets mad at me when I draw on the walls!”
“And so would I, so don’t get any ideas about frescoes here in the classroom – but that is a great idea for making the scenery for the play!”
“Now, Giotto was so talented that very soon he became a better artist than his teacher. In fact, he became the most famous painter of his time. He totally changed art. Giotto painted people that were more like real life than before. Before, people were painted flat. Giotto was the first artist to breathe life into his figures. And he was also one of the first artists to show perspective. This is what makes things in a painting look either closer to you or farther away. Giotto inspired all the painters of The Renaissance time to continue on with this naturalistic style.”
It is important to note that Giotto showed great emotion on the expression of the faces of the people in his paintings, which showed their involvement in the scene he was creating. He was very aware of the world around him and often included many species of tiny plants in his paintings. He is known as the ‘Father of The Renaissance.’ ”
“Sandra, I see you have some lines for Giotto to speak in the play and a mask color? Go ahead Sandra.”
“Well, Giotto should be gold because there is a lot of gold in his paintings. Giotto says, “In my painting called ‘The Adoration of the Magi,’ notice the expression on the faces of the three Kings, called Magi and that Halley’s Comet in the distance on top of the painting demonstrates perspective, showing things that are close and things that are far away.
‘Great job, Sandra!’ ”
“The most important artists from the High Renaissance, a time which is a little later than Giotto’s time, are from the 1500s in Italy. This was one of the greatest times of art history because there was an explosion of creativity. Some very important things happened that helped to make the people so full of energy and creative ideas at this time. People were finding out so much about the world around them that they never knew before. Marco Polo went on his adventures and voyages to the East to China. Columbus went on his adventures and voyages to the West to the Americas. The printing press was invented so people could read more books. Remember that books until then could only be copied by hand. When people read more books they began to have more ideas. Also people were interested in digging up ancient statues and buildings that were buried for thousands of years from the Classical Period of Ancient Greece and Rome. They wanted to study them and learn more. People were thinking all sorts of new thoughts and ideas!”
“Now I hear some great suggestions to add Marco Polo, Columbus, and the printing press inventor, Gutenberg, to the play, good thinking! And Luis has three suggestions for mask colors and lines. Go for it.”
“Well, Marco Polo has a pink mask and he says – ‘You see this fine mask; it is like none of the others, because it is made of silk, a magical fabric I brought back from the East.’
Columbus is green and he says I believe we will learn much from this new land and these new people who live here. The printing press inventor has a black mask like the print in books. He says, ‘Now, everyone can read great stories in books!’ ”
“Now, we are finally getting to the four famous masked ninjas Jesse named, and we will see how they became so famous. But it will have to wait until our next session.”
Docent Directions: After the story is completed give the children a moment to contemplate upon what they heard in the story so their brain can process the information.
Docent: Q. “What are your thoughts about today’s story?”
Docent Directions: Wait for a response and briefly discuss.

Docent Directions: Access today’s gallery of visuals and briefly review each one. Then continue with your lesson plan on Art and Culture of The Renaissance Part 1.
Docent Directions: Access the map.
Docent: “Today’s Art began in Florence, Italy, which is on the continent of Europe and eventually spread throughout Europe from the 1300s to the 1600s A.D.”
Docent Directions: Please point to Florence, Italy and then all of Europe on your map.
Docent explain: “It is very important to understand that the culture from The Renaissance was influenced by the cultures that came before it.”
Docent Directions: Access review visuals for The Renaissance Part 1.
Docent: Q. “What does the word Renaissance mean?”
A. The word Renaissance is a French word that means “rebirth” in English.
Docent: Q. “The ‘rebirth’ of what?”
A. The “rebirth” of the Classical Period of art.
Docent: Q. “What is the Classical Period of art?”
A. The Classical Period of art is Ancient Greek and Roman Art. The great artists of The Renaissance period looked to the past for inspiration. They studied the works of the Ancient Greeks and Romans. They began digging up the remains of the buildings and statues from these great civilizations, which had been buried for thousands of years and artists tried to copy these works and achieve their realism.
Docent: Q. “How long did The Renaissance last?”
A. The Renaissance lasted from the 1300s to the 1600s A.D.
Docent: Q. “Who is the young shepherd boy whose paintings were responsible for starting the Renaissance in Italy in the 1300s?”
Docent Directions: Point to the visuals of Giotto’s paintings.
A. The twelve year old shepherd boy was drawing on a rock as he was tending his sheep when he was discovered by a famous artist named Cimabue, who thereafter made him his apprentice. His name is Giotto and he is the first artist to change the way of painting from using flat images to using more lifelike images. They are more realistic or naturalistic pictures of human beings. Giotto was also one of the first artists to show perspective in his paintings. Perspective is a way of showing things that are close and things that are far away in a painting.
It is important to note that Giotto showed great emotion on the expression of the faces of the people in his paintings, which shows their involvement in the scene that he is creating. This draws us, as the viewer, into the sacred scene as well.
He was very aware of the world around him and often included many species of tiny plants in his paintings. He is known as the “Father of The Renaissance.”
Docent: Q. “How did someone become an Artist during The Renaissance?”
A. During ”The Renaissance” an artist became an apprentice or student to a master artist who taught him how to paint or sculpt. An artist was not only a painter and sculptor, but also an architect and a carpenter.
Docent: Q. “How did Art become so important at this time?”
A. It was the noblemen or upper class who encouraged talented artists. The Medici Family in Florence, Italy was the main patron of art and science at the time. These aristocrats or upper class, who very much appreciated Art, paid artists, even if they were of a lower class. The artists produced artworks such as alter-pieces, frescoes, panels, sculpture, and portraits. These art works were placed in Cathedrals, palaces, public places or outside in the streets, and in the homes of the upper class. They were meant to be seen and appreciated. This exposure of their Art made many artists famous.
Docent: “Now Arte will explain to you what the meaning of creativity is.”
Docent Directions: Access Arte #2B
Arte # 2B: Hi I’m back! Who remembers from our last class what creativity is?
Remember, creativity shapes each person’s intelligence, meaning the way we think about things, the ideas we have, the way we speak, learn, understand, create, invent and make new things.
This creative ability is what makes us different from all the other creatures in the world. This special talent all humans have will allow us to think great thoughts and make wonderful things as we grow! Don’t forget be creative! See you later.
Docent Directions: SMILE, SMILE, SMILE
Docent: “Now it’s time for our fun hands-on-project, but first Arte will present this important instruction about the Elements of Art. These Elements of Art will help you with your artwork.”
Docent Directions: Access Arte #3
Arte #3: Hi kids I’m back again! We want you to be sure to open your eyes and your minds to the Elements of Art, which are: Line, Shape, Form, Color, Value, Texture, and Space.
Now I will demonstrate what the Elements of Art are to help you remember them better. Now watch carefully!
The first one is called Line. Line starts out as a point that moves through the space on your paper, like this.
Different media, such as pencils, crayons, and markers make different kinds of lines, like this.
The next element is Shape. Shapes are created when lines touch each other, like this square. Shapes are flat; Forms are not.
This brings us to the element called Form. You can make forms when you give height, width, and thickness to your shapes. Watch what happens when you give height, width, and thickness to a square shape. Wow! Now it looks like a box!
The next element is Color. All colors come from the three primary colors of red, yellow, and blue and any color can be made light or dark.
This brings us to the element called Value. Value is the lightness and darkness of any color. Let’s look at the lightest grey to the darkest black. This light color and dark color and all the colors in between are called the Value of a color.
Texture is the next element. This is a fun one because the artist wants you to get the sense of how an object feels when you touch it. The object may look and feel bumpy or smooth. Like this.
And the last Element of Art is called Space. Space is the empty space around the objects in your work of art, like this.
This is the element of Space.
I hope you learned what the Elements of Art are so you can become good artists when you use them in your artwork.
The Elements of Art are the building blocks in creating a work of art. Wow that’s awesome! By using these Elements you communicate your ideas by telling your story in visual form. You use words and sentences to tell a story, this is similar to the way you use the Elements of Art to make lines, shapes, and forms tell a story, but first you should think about what you want to draw. Now as you begin your projects remember these Elements of Art.
Docent: “Does anyone have any questions about the Elements of Art?”
Docent Directions: Wait for a response.
Docent: “You will get to know them better as we review them during every class.”
Docent: “To be able to draw well you must look at your drawing as you are working on it. Observe how the details look together. Do the sizes of your images look correct? Are the colors telling the story you want to tell? Can you compare your drawing to a picture, nature, or a person around you to use as a guide? Does your picture look and feel right to you? If not, you may change or adjust one or more Elements within it.”
Docent Directions: Students should have at least 20-25 minutes to complete their projects.
Art and Culture of The Renaissance Part 1 Project (Grades K-3)

Objective: Draw a Giotto Style Landscape

Students will be able to use a variety of media to create a Giotto type Renaissance landscape focusing on Giotto’s style of perspective. Students will follow directions to apply a shepherd, sheep, mountains, and trees at different points in a landscape. Students will be able to orally share what is represented in their individual pieces and/or give positive feedback to peers in closing Complimentary Cooperation Circle.
Materials for today’s projects:
Docent Directions: Please explain to your students when using art materials do not put anything in your mouth, near your eyes, or breathe anything that has a strong unpleasant smell.
*Template for Mountains, Shepherd, Sheep, and Trees (one each). Download from Today’s Visuals/Project Visual on the Menu Bar and print photo copies for your students before you instruct your lesson.
*White Paper (one each)
*Scissors (one each)
*Glue (Elmer’s)-a small cup for each with a small stick for application or a glue stick for each
*Oil Pastels or Crayons
*Pencils
Design Process:
Docent Directions: This is important information for you to know and to convey to your students about the art process.
Art Education must primarily be about the effect the art process has on the student and not so much about the art product.
Docents should encourage all youngsters to try to identify with their own experience and concepts that express feelings, emotions, and their own aesthetic sensitivities, which help students go as far as they can in developing their artworks.
Docent must provide materials, media, and general directions as needed, but the children should take the idea where they want. In the process of drawing, painting, and constructing, children will make a new and meaningful whole. By selecting, interpreting, and re-forming these elements, children give us more than a picture or a sculpture; they give us a part of themselves, how they think, feel, and see. (Lowenfeld)
Docent Directions: Access an example of a Landscape with perspective under Today’s Visuals/Project Visual and explain that a landscape is a picture of a scene of the outdoors in a natural setting. For instance, it has land, grass, trees, flowers, mountains etc. All of these things are part of Nature.
Docent: “As you are working on today’s project, imagine yourself as Giotto, an Artist from The Early Renaissance drawing a shepherd and some sheep in the countryside. Relax and have fun with your project! We encourage your feelings while working on your project. If you feel you want to add something special to your project, your work of art, then do so. Express yourself! Be free and create it!”
Docent Directions: While students begin their project inform them of the musical selection (if available) for today’s class. Have the musical selection playing, but not too loud, while the children work on their projects.
Docent Directions:
*Have students work together in cooperation to distribute papers, scissors, glue, oil pastels or crayons. They should already have pencils from making Mandalas.
*Have students cut out all the pieces on the template.
*Explain to them what perspective means: How things are placed in their landscape to look closer or farther away. The larger images will go in the front or foreground. The smaller images will go in the back or background.
*Students should take a minute to position all their pieces and then glue them down.
*Then students can add a sky, grass, flowers, birds or whatever image from Nature they wish to place in their landscape.
*Have students color in their picture and sign their names on it.
Docent explain: “This is called a genre picture because it is about everyday people doing everyday things. It is also a picture in the genre style of a landscape.”
*Have students cooperate to clean up and collect materials.
Docent Directions: If students finish early have plain white paper available for them to continue drawing anything that may have interested them from today’s class or create more Mandalas.
Docent: “I can see you are doing a great job with your projects! Keep up the good work!”
Docent Directions: This Builds Self Esteem!
Docent Directions: Access the Elements of Art on the under Today’s Visuals.
Docent: Q. “Now that your projects are completed, what Elements of Art did you use in your projects today?”
Docent Directions: Wait for responses.
A. Line, Color, Shape, and Space – Some students may also add Value and Texture to their landscapes.

Docent Directions: Access Arte #4
Arte #4: Now that you know the Elements of Art: line, shape, form, color, value, texture, and space, these same elements allow you to design your artwork so that it tells a clear story. It’s like building something slowly until you get to the place you imagined or had in mind.
Now let’s be art smart and learn the Principles of what it takes to design art. They are: emphasis, repetition, contrast, proportion, balance, and unity. During each class we will talk about one or two of these Principles until you get to know what all of them mean and be able to use them in your own artwork. See you next time!
Docent: “There are also other Principles of Design which we list at this time; they are Pattern, Variety, Rhythm and Movement.”
Docent Directions: Access The Principles of Design visuals Giotto’s Nativity Frescoes. Both visuals are Public Domain images, under Today’s Visuals.
Docent: “Today we will talk about the Principle of Design known as Repetition by looking at two of Giotto’s Nativity Frescoes. The first one is from ca. 1304 and the second one was painted seven years later in 1311. Nativity means when the baby Jesus was born.”
Docent: Q. “From these pictures what images do you see repeated over and over? How do these images help Giotto tell the story in his paintings?”
A. The answers are there are many angels on top of the stable in both paintings and there are many sheep in both paintings. By repeating the use of many angels in both paintings, Giotto may be telling us visually that this was a holy or special time. By painting so many sheep in both paintings, Giotto may be telling us that this special time took place outside in nature with shepherds and sheep. The Repetition or many angels and sheep help Giotto tell his story about when the baby Jesus was born. His paintings show that he was born in a poor outdoor stable with his mother and father, angels, shepherds, and animals.
Docent Directions: proceed to ask WHAT IF question for student higher level thinking:
Docent: Q. “What if you were living in The Renaissance and you could choose to be an artist. What kind of art would you like to create: paintings, sculptures, altarpieces or would you rather have a job like a shepherd, farmer, carpenter, or architect?”
Docent Directions: Wait for a response.
A. Students may have many answers.
*Questions, a student can associate with “real-life” experiences, help to add to and reinforce brain and memory development and also stimulate multiple sensory information to students based on individual experiences.
Closure:
Docent Directions: This is the Closure segment of the class, which should take approximately 10-15 minutes.
Docent: Q. “Do you think it was easy for Giotto to become an artist? Was it difficult?”
Docent Directions: Wait for a response.
A. Students may have many answers.
Docent explain: “By now we are aware that culture during The Renaissance was especially influenced by the Art and Culture of Ancient Romans and Ancient Greek art, culture, and architecture and Ancient Greeks learned about art and architecture from the Ancient Egyptians and the Ancient Egyptians learned from the cultures before them. All Humans have the ability to be creative! I encourage you to practice your Artwork at home.”
Docent Directions: Students will now be able to form a “Complimentary Cooperation Circle” and each have a chance to explain his or her work or give compliments out to other students. Teacher should make sure each student has something positive said about his or her work. If there are many students in the class they may be broken up into smaller “Complimentary Cooperation Circles” and monitored by the teacher.

Docent Directions: Take a few minutes for this exercise. Then, as the students are still in “Complimentary Cooperation Circles” continue with the class.
Docent: Q. “How do you feel when you answer a question correctly or do something helpful for your mother or father or score a goal in sports or make a wonderful work of art?”
Docent Directions: Wait for a response.
A. I feel good or I feel great or happy. (These are the usual positive responses you should receive.)
Docent: “This is what Self-Esteem is. It is that special, nice feeling you get about yourself when you do something good.”
Docent: “How do you know when someone is happy?”
Docent Directions: Wait for a response.
A. They may have a smile on their face. They may be jumping up and down with joy. There may be many answers here.
Docent Directions: Give this analogy (which is a way of explaining an idea by using something familiar) of a candy or ice cream shop.
Docent: Q. “What do they offer you when you go into a candy or ice cream shop?”
Docent Directions: Wait for a response.
A. They offer you a sampling or a taste.
Docent: Q. “Why do they want to give you a sample?”
A. They give you a taste to encourage you to want more.
Docent explain: “This is what we are doing at The Art Docent Company. We are giving you a sample of the History of Art and encouraging you to learn more about the visual arts, our creative ability, which we all have, and the opportunities for a career in the arts.”
Docent: “Congratulations to all of you for the hard work you demonstrated during this class and for your cooperation, which made this class a success. I hope you enjoyed your experience with The Art Docent Company!”
Docent: “Children please be sure to leave with your projects and any other belongings. Have a Wonderful Day!”
To Docent: We at The Art Docent Company want to THANK YOU for your hard work and a job well done!
To Docent: We at The Art Docent Company would appreciate any feedback. How can we improve our program? Please email us at info@artedco.org Thank You!

If Assessment is required by your school or hosting organization, direct students to the Review/Assessment, which is a quiz, on the Menu Bar of each Lesson Plan.

You will be able to access your students’ results under Quiz Submissions. You will find this under Docent on the Menu Bar for each Lesson.

If a student does not receive an acceptable grade, (as determined by the school or hosting organization) then he or she may repeat the quiz to acquire an acceptable grade.

Quiz results will be available to your school or organization for the duration of the leasing agreement. You may access these results under Docent, then Quiz Submissions on the Menu Bar of each Lesson.

There is also a quiz answer key under Review/Assessment Answers.  You may access this under Docent on the Menu Bar for each Lesson.