THE RENAISSANCE PROJECT
GLOBAL CONTEXT:
Personal and cultural expression
Artistry, craft, creation, beauty
CONCEPTUAL QUESTION:
Why is art so important?
CRITERION B: Investigating
iii. use research methods to collect and record relevant information
CRITERION C: Communicating
i. Communicate information and ideas using an appropriate style for the
audience and purpose.
iii. document sources of information using a recognized convention.
CRITERION D: Thinking critically.
iv. interpret different perspectives and their implications
APPROACHES TO LEARNING
Communication – I Communication skills – organize and depict
information logically.
Social – II Collaboration skills – negotiate effectively – make fair and
equitable decisions.
Self-management – III Organization skills – plan strategies and take
action to achieve personal and academic goals
Research – VI Information literacy skills – collect, record, and verify
data
Thinking – VIII Critical-thinking skills – draw reasonable conclusions
PROJECT GOAL
To learn who were the important artists in Europe
between 1350 and 1650, a period called The
Renaissance.
INTRODUCE PROJECT
Students will choose a Renaissance artist (Leonardo
da Vinci, Michelangelo, or Raphel Sanzio) and work in
teams to research the artist’s background where he
lived and worked, what some of the artist’s most
important works are, and why this person was an
important Renaissance artist. From the artist that was
chosen, the team needs to choose one of his works
and explain why it was chosen. They really need to
reflect on their choice. The teams will be preparing
their presentations using only one sheet of paper.
Criterion B: Investigating
Achieveme Level descriptor
nt level
0 The student does not reach a standard
described by any of the descriptors below.
The student:
iii. collects and records information
1-2 about a Renaissance artist, to a limited
extent.
The student:
iii. uses a method or methods to collect
3–4 and record some relevant information
about a Renaissance artist.
The student:
iii. uses method(s) to collect and
5–6 record often relevant information
about a Renaissance artist.
The student:
iii. uses methods to collect and record
7–8 consistently relevant information
about a Renaissance artist.
CRITERION C:
COMMUNICATING
Achievement Level descriptor
level
0 The student does not reach a standard
described by any of the descriptors below.
The student:
i. communicates information and ideas
about a Renaissance artist in a style that
1–2 is not always clear.
iii. inconsistently lists sources about the
Renaissance artist, not following the
task instructions
The student:
i. communicates information and ideas
about a Renaissance artist in a way that
3–4 is somewhat clear.
iii. lists sources about a Renaissance artist
in a way that sometimes follows the task
instructions.
The student:
5–6 i. communicates information and ideas
about a Renaissance artist in a way
that is mostly clear.
iii. lists sources about a Renaissance
artist in a way that often follows the task
instructions.
The student:
i. communicates information and ideas
about a Renaissance artist in a way that
7–8 is completely clear.
iii. lists sources about a Renaissance artist
in a way that always follows the task
instructions.
CRITERION D: THINKING CRITICALLY
Achievem Level descriptor
ent level
0 The student does not reach a standard
described by any of the descriptors below.
The student:
ii. rarely uses information to justify opinions.
1–2
The student:
ii. identifies some main points of ideas,
3–4 events, visual representation, or arguments
The student:
5–6 ii. gives sufficient justification of
opinions using information.
The student:
ii. gives detailed justification of opinions
7–8 using information.