PBLesson Food on Canvas in New Testament

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                                                            Project-based Lesson

 

Project Title / project based lesson: Food on Canvas in New Testament

 

Project Idea: Creative and critical thinking. Study of paintings, the museum inclusion in the educational process

 

Lesson Objectives: The lesson uses the method of Edward De Bono – “Thinking with six hats” in which each student takes a position on one of the thinking hats.

To create and implement of the connection School – Museum. To link  the educational process with museum visits. To fulfill and expand  the knowledge of the students about  paintings in New Testament enriches their aesthetic.

 

21st Century Skills Learning Skills &

Technology Tools

Teaching Strategies

 

Evidence of Success
Information and

Communication

File sharing and Storage Systems Applications;

ForumsphpBB;

Social Networks in learning;

Blogs- WordPress);

Podcasts – Podcastagregator;

Planning and synchronization of educational tasks in Web;

Sharing multimedia applications and create private video channels.

Research into  the New Testament Bible story

Description of specific paintings related to the New Testament

Research into  the dishes depicted in the paintings

(Building the

Skill of

guidance

through the Art

Recognition of the

museum exhibits

and work with them; )

 

Debate skills

IT skills

Knowledge based skills

Presentation and communication skills

Teamwork skills

Thinking and Reasoning Skills Thinking over the topic/idea

Reflecting on the

New Testament history;

Identifying the main idea of the pieces of art

Linking the real life experiences of the students with the new knowledge and skills; rethinking of the art through the paintings Rationalization of the knowledge
Thinking and Reasoning Skills at the working place Ability in teamworking; argumentation;

Reflection and implementation of other tasks

Students become self-confident.

Visual presentation of an element from the studied material (picture) and discussion Knowledge transfer; Work algorithm

 

 

Performance Objectives:

By this method the students develop creative thinking abilities. The change in attitude will lead to positive change in lifestyle, making the world we live in – more humane.

 

Structure of the lesson:

Preconditioning:

  1. The teacher presents an introduction lecture about the New Testament and the holidays, representeed in the Art through the following paintings:
  • Felippo Lippi, The Dance of Salome, from Scenes from the Life of Saint John the Baptist, ca. 1460. Prato, cathedral.
  • Giovanni da Milano, Christ in the House of Simon, second half of the 14th century. Florence, Santa Croce, Rinuccini Chapel.
  •  Alessandro Allori, Christ in the House of Martha and Mary, 1605. Vienna, Kunsthistorisches Museum.
  • Paolo Veronese, The Feast in the Levi, 1573.Venice, Gallerie dell’Accademia.
  • Hieroniymus Bosch, The Mirrae at Cana, ca. 1475-80. Rotterdam, Boymans-van Beunigen Museum.
  • Master of the Housebook, The Last Supper, ca. 1480. Berlin, Cemäldegalerie.
  • Pontormo, The Supper at Emmaus, 1525. Florence Uffizi.
  1. The teacher divides the students into 5 groups in advance to determine which student what hat to wear.What are the hats “saying”?
  • White Hat – facts: the students “white hats” present to the other “hats” the available information and the things as they are. The aim is that each student  identifies the gaps which they have in their knowledge.
  • Red Hat – emotions: “red hats” express feelings and impressions from the paintings, the situation and they share what they like and dislike, the indicate the positive and the
  • – Black Hat – pessimism: students in this group see things from the most – poor point of view. They criticize the pictures, they see primarily the Their way of thinking is cautious and defensive.
  • Yellow hat – optimism: these “hats” look at the pictures in “Pink eye” noting the good things, the benefits of the given The thinking with this hat helps to move forward when everything looks bleak.
  • Green hat – opportunities: the representatives of this “hat” discuss on the paintings from the side of the This way of thinking allows students a free thinking without restrictions and without any criticism of ideas.
  • Blue hat – analysis – the role of the teacher who is chairing and leading the event.

For the debate is extremely important the preliminary preparation of the students.

Each group has 15 minutes to examine the pictures and takes a position depending on the hat. Master launches the debate. The questions are formulated in the very course of the discussion. The results of these debates are widespread and important for students in perspective. They learn to speak in public, to defend their thesis by arguments and defend it, to work as a team. Students in different “hats” are facing a difficult task to change their way of thinking – factual, emotional, optimistic, pessimistic, creative, analytical.

 

Questions needed for the preparation of the students required for debating:

  1. What are the facts about the New Testament story and pictures provided by the teacher? – Biographical information for the artists of the paintings.
  2. What meals are depicted in the paintings?
  3. Where does the charm in these paintings?
  4. What do/do not you like for the paintings?
  5. What else could portray the artist?
  6. Which of the meals are prepared today?
  7. What are the symbols of the food in the art?
  8. What are the religious symbols?
  9. What is the moral of the story that inspired the artist to paint the picture?

 

As a final product the students make a portfolio and a blog “Food on Canvas in the New Testament”.

 

Assessment Plan:

By assessing outputs(a portfolio and a blog) the teacher assesses the students’ productive knowledge – understanding of the facts, concepts of operation, understanding of principles; the utilization of knowledge – their applications, their contribution in solving of various tasks; creative capability- skills to problematize, to make conclusions and assumptions in lack of information, to select appropriate research methods to present their interpretation on the subject;

participate in discussions, analysis and synthesis of problems – initially specified in the project.

 

 

Major Group Products:

  • Portfolio
  • Blog – http://foodoncanvasnewtestament.blogspot.bg/

 

Main individual products: Written research elaboration

 

Assessment and Result Marking:

 

Teamwork; written communication; critical thinking and problem solving;

verbal communication.

 

 

 

Plan of the Project:

The students explore seven paintings:

  • Felippo Lippi, The Dance of Salome, from Scenes from the Life of Saint John the Baptist, ca. 1460. Prato, cathedral.
  • Giovanni da Milano, Christ in the House of Simon, second half of the 14th century. Florence, Santa Croce, Rinuccini Chapel.
  •  Alessandro Allori, Christ in the House of Martha and Mary, 1605. Vienna, Kunsthistorisches Museum.
  • Paolo Veronese, The Feast in the Levi, 1573.Venice, Gallerie dell’Accademia.
  • Hieroniymus Bosch, The Mirrae at Cana, ca. 1475-80. Rotterdam, Boymans-van Beunigen Museum.
  • Master of the Housebook, The Last Supper, ca. 1480. Berlin, Cemäldegalerie.
  • Pontormo, The Supper at Emmaus, 1525. Florence Uffizi.

They describe and think:

 

  1. What are the facts about the New Testament story and pictures provided by the teacher? – Biographical information for the artists of the paintings.
  2. What meals are depicted in the paintings?
  3. Where does the charm in these paintings?
  4. What do/do not you like for the paintings?
  5. What else could portray the artist?
  6. Which of the meals are prepared today?
  7. What are the symbols of the food in the art?
  8. What are the religious symbols?
  9. What is the moral of the story that inspired the artist to paint the picture?

 

Materials and equipment:  virtual museums search, computers and  Internet, color hats.

 

Guidance of the Learning process:  teacher introduces the topic of the lesson to the students  and gives  them consistently different type of tasks to be performed.

 

Manage the Process of the Lesson:

  1. Lecture – introduction, familiarization with the specific task;
  2. Tasking research of the students – divided into 5 groups. Each group examines and reflects on assigned tasks;

3.They present their search, the symbols found; make their hat group message.

 

Project Evaluation:  

Debating can be used by all the teachers of all the subjects for debate stimulates the  creative thinking in students and their oratorical skills. They learn more about the religion and the art. They try to understand and comprehend the messages in them.

The museum education creates a lasting interest in the students to the arts, encourages the discovery and the demand; stimulates creative thinking and provokes the students to present their interpretation on the subject.

 

Final Students products:

  • Portfolio
  • Blog – http://foodoncanvasnewtestament.blogspot.bg/

 

 

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This project was funded with support from the European Commission. The content reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.