PBLesson Food on Canvas – Last Supper

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 Project-based Lesson


Project Title / project based lesson: Food on Canvas – Last Supper


Project Idea: Study of paintings, the museum inclusion in the educational process


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


21st Century Skills Learning Skills &

Technology Tools

Teaching Strategies


Evidence of Success
Information and


File sharing and Storage Systems Applications;


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 Mythology story

Description of specific paintings related to the Mythology

Research into  the dishes depicted in the paintings

(Building the

Skill of


through the Art

Recognition of the

museum exhibits

and work with them; )


IT skills

Knowledge based skills

Presentation and communication skills

Teamwork skills

Thinking and Reasoning Skills Thinking over the topic/idea

Reflecting on the


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

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



Performance Objectives: Students to remember what they do because they themselves participate in the discovery; to activate all the channels of the perception – logically – analytical, psychomotor, sensual.


Structure of the lesson:

  1. The teacher presents an introduction lecture about the story of the last night of Jesus Christ and separates the students from the class into groups of two. Each pair get a painting “The Last Supper”:

– Paolo Veronese/The Feast in the House of Levi

– Giambattista Tiepolo/The Last Supper

– Master of the Housebook/The last Supper

– Pontormo/The Supper at Emmaus

– Alessandro Allori/The Last Supper

– Jacopo Bassano/The Last Supper

– Titian/The Supper at Emmaus

– Titian/The Last Supper

– Domenico Ghirlandaio/The Last Supper

– Leonardo da Vinci/The Last Supper

– Federico Barocci/The Last Supper



2.The groups from the class find in  and sets the following tasks:

Each Group: visits virtual museums, searches for information and makes an short anotation about the paintings of the respective painters and biography data for the painter;

  1. Find the symbols of the food in each picture with the help of IT technology and mark them in the chart, each group for their picture. Present their study before the class..
  2. Discuss and summarize the similarities and the differences in each of the paintings, paying attention to the following – symbols and specifics relating to the picture.


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


Assessment Plan:

By assessing outputs( chart,a portfolio and a chart) 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
  •  Chart


Main individual products: Written research elaboration


Assessment and Result Marking:


Teamwork; written communication; critical thinking and problem solving;

verbal communication.


Plan of the Project:

Each group explores the implication of the picture, completes the chart


They describe:


– The symbols and the specifics of each picture;

– The author and the period the author creates.


They think:


  • What are the symbols of the food in the art;
  • Who are the religious symbols;
  • What are the moral characters;


Materials and equipment:  virtual museums visit, computers and  Internet, flipchart


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. Virtual museums visit;
  3. Tasking research of the students – divided into groups. Each group examines and reflects on assigned tasks;

4.They present their search, the symbols found; make their own message about the value.


Project Evaluation:  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
  • Chart


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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.