Unit 12
Baroque, Rococo, & Neo-Classical
Unity & Movement
The Baroque period was relaxed and confident time where artists began turning out works of stunning originality. All of the arts flourished during this time.
Unit Overview:
The arts played a major role in the counter reformation movement by the Catholic Church. It resulted in new styles in architecture with an emphasis on mood and drama. Artists such as Bernini sculpted and designed experiences (spaces) for the viewer to become entranced. This new relationship between space and movement set Baroque sculpture apart.
Unit Summary:
Painters from the Baroque era used more action in their works. Such as Caravaggio who added mysterious light to add drama. Peter Paul Rubens created works with heightened emotion. Further artists contributed to the amazing advances in the field such as Velazquez, Leyster, Vermeer, and Rembrandt.
Students will develop ideas and understandings of society, culture, and history through their interactions with and analysis of art.
Click on this podium icon for a link to the slides to use with students.
Vocabulary
Neo-Classicism - artists that sought to revive the ideas of ancient Greek and Roman Art and was characterized by balanced compositions.
Romanticism - a style that portrayed dramatic and exotic subjects perceived with strong feelings.
Chiarscuro - arrangement of dramatic contrasts of light and dark values. In Italian Chiaro means light and scuro means dark.
Caravaggio - gave Baroque art its unique look and feeling. He was known for dramatic use of lighting.
Baroque - a style characterized by movement, vivid contrast, and emotional intensity.
Rembrandt - The greatest Dutch painter of his era.
Vermeer - All but unknown Dutch artist until the second half of the nineteenth century. Now considered one of the greatest artists.
Rubens - captured the dramatic spirit of the Baroque style.
Rococo - art placed emphasis on the carefree life style of the aristocracy.
Facade - front of the building Neo-Classicism
Counter Reformation - an effort by the Catholic Church to lure people back and to regain it's former power.
Judith Leyster - seventeenth century Dutch artist. A number of her works were initially attributed to Frans Hals however she has now been recognized as a unique talent.
Diego Velazquez - Born to a noble family and became the official painter for King Philip IV of Spain.
Aristocracy - Persons of high rank and privilege.
Satire - the use of sarcasm or ridicule to expose and criticize people's vices.
Curriculum and Framing Questions
Focus and Guiding Questions:
Who are the important painters from Baroque, Rococo, and Neo-classical styles of art. Why is it important to know the artists name and stories to understand the art they produced.
Foundation Question:
Why did the Baroque style have little impact on Dutch art?
Student Learning Objectives:
Students will understand the role art played in the Counter-Reformation movement.
Students will begin to recognize artists by their images and styles.
Student Learning Goals
Students will understand the progression in the art styles of the 18th century.
Reading a Painting
The Swing (L'escarpolette)
1767
oil on canvas
81 x 64 cm
Wallace Collection London, U.K.
Jean-Honore Fragonard
Inquiry Question:
What has this image come to represent? How does the story of the patron who commissioned the work come to play?
Targeted C-Palms and content Standards
VA.912.C.1.4 Apply art knowledge and contextual information to analyze how content and ideas are used in works of art.
VA.912.C.2.4 Classify artworks, using accurate art vocabulary and knowledge of art history to identify and categorize movements, styles, techniques, and materials.
VA.912.S.1.3 Interpret and reflect on cultural and historical events to create art.
VA.912.O.1.1 Use the structural elements of art and the organizational principles of design in works of art to establish an interpretive and technical foundation for visual coherence.
VA.912.O.3.1 Create works of art that include symbolism, personal experiences, or philosophical view to communicate with an audience.
National Standards and Benchmarks:
HS Accomplished VA:Pr5.1.IIa
Evaluate, select, and apply methods or processes appropriate to display artwork in a specific place.
HS Advanced VA:Cr3.1.IIIa
Reflect on, re-engage, revise, and refine works of art or design considering relevant traditional and contemporary criteria as well as personal artistic vision.
Unit Assessments
Formative Assessment:
Individual conferences and sketchbook check.
2 page spread notes and images about Baroque, Rococo& Neo-classical art
Create an image that addresses a social concern. Example Banksy.
16 circles with unity
Daily Jumpstart practices.
Summative Assessment:
Quizzes and Critiques with project rubric assessments.
Scholastic Magazine
Technology Assessment:
Students post on Schoololgy final social issue image
Unit Project choices:
Acrylic painting that uses movement and unity. Subject of student choice. Create a narrative story with varied details.