Dutch Golden Age Unit
Cindy Jesup, NBCT
Spruce Creek High School
National Endowment for the Humanities
10-12 grade
Summer Seminar 2013
Digital Art II, Advanced Placement Studio Art 2D, International Baccalaureate
Assessment/Grading Criteria: Dutch Golden Age Artist Research in Journal
_____ Discuss your artist’s Background, Training, and Location within the Netherlands 10
_____ Include an Example of the Artist Work, genre 5
_____ Contextual information-wars, politics, economics, inventions, cultural expectations 5
_____ Description of Artist’s Work 5
_____ Analysis of Artist’s Work (Elements and Principles of Design) 10
_____ Student’s interpretation of what the artist is trying to communicate in his or her work 5
_____ Reason for selecting this artist, this piece 5
_____ Narrative Format 5
_____ Good Craftsmanship5
_____ All sources cited 5
Total 60 points
Student Created Artwork: (4-8 days)
Synthesizing the information you have gathered about the Dutch Golden Age artist and you selected, create a
piece of artwork. Make this artwork uniquely yours. (Don’t just copy the style of the artists, incorporate the
“spirit” of both while figuring out the connection to make a unique piece!)
Artwork Grading Criteria
Length of Lesson: 3-5 days, 50 minute classes
____ Originality 10
____ Strong Image/WOW Factor 10
____ Value Range 10
____ Artful 10
____ Craftsmanship 10
Cultural Connections Made: Student Statement of Idea and
Relationship of Final Artwork to Initial Research ______ 25
Class Presentation (3-4 slides) [35 points]
Length of Lesson: 2-3 days, 50 minute classes (depending on number of students in class – these are short
presentations)
___ Information about and photograph of artist with cultural high points 10
___ 2 Slides of artist’s work, genre, with data and sources, the message behind work 10
___ A slide with your Dutch inspired work and the inspiration 10
___ Sources/Presentation to class 5
Propaganda Art:
Mrs. Jesup: Class Presentation of Dutch Propaganda Art from 16th, 17th, 18th Century
Students: Divided into groups that will create Prezis for class presentations:
Students read and discuss in groups the information found in Scholastic Art Magazines. Select a
Century: 17th, 18th, 19th and 20th Century then find a piece of propaganda art from that time period also find a
contemporary (current day) piece of propaganda art. Research the time period – place, government, and issues
related to each piece (historical and contemporary). In your journal answer the questions for each piece: What
were the designer’s view points? What message was he/she trying to convey? Try to put yourself back in time,
to the period, when the pieces were created. View the work in the context of the time and determine if you think
the artist was successful – why or why not.
Next: Work within Prezi with your group to create slides that will create an exciting, interesting presentation so
that you can share this information with your classmates. You will have approximately six days to gather and
polish the presentation.
Next: Create your own piece of Propaganda Art – Decide on an Important Issue – write down the message you
want to Convey! Create an Original Image that conveys the Propaganda (ideas) you want others to think about/
contemplate/believe. Utilize appropriately designed font to help with your message (no cowboy). Determine
how you are going to visually convince others. The best propaganda will be printed large and posted around
campus.
Idea
Who do you want to do what? How are you going to encourage them?
Promote Something BIG
Relate to Something Local
Education
Once you have your idea, audience, think about you are going to best convey/ pitch that information.
Color – Layout and Size (image and text) are IMPORTANT!
+Students will determine the grading criteria for the research and class presentations. We will develop this as
we work through the process.
Sources:
Arntson, Amy E. Graphic Design Basics. Belmont, California: Thomson Wadsworth.2003 Pr
Dotz, Warren and Masud Husain. Ad Boy Vintage Advertising with Character. Berkeley, California: Ten Speed
Press. 2009. Pr
Frasher, James, Steven Heller, and Seymour Chwast. Japanese Modern Graphic Design Between the Wars. San
Francisco: Chronicle Books. 1996. Print
Heller, Steven and Louise Fili. Deco Espana: Graphic Design of the twenties and Thirties. San Francisco:
Chronicle Books. 1997. Print
Heller, Steven and Louise Fili. Dutch Moderne: Graphic Design from DeStijl to Deco. San Francisco: Chronicle
Books. 1994. Print
Heller, Steven and Louise Fili. Italian Art Deco: Graphic Design Between the Wars. San Francisco:Chronicle
Books. 1993. Print
Israel, Jonathan I. The Oxford History of Early Modern Europe: The Dutch Republic: It’s Rise, Greatness, and
Fall 1477-1806. 1995. Oxford: Clarendon Press. 1998. Print.
Rijksmuseum. Text Panels. Amsterdam, Netherlands. Personal Visit. July 17, 26, 28, 2013. Rijksmuseum
Guide. Eindhoven, Netherlands: Lecturis. 2013. Print.
Scholastic Art: Art With a Message: Judy Chicago’s “The Dinner Party”. April/May 1999. Pr
Scholastic Art: Diego Rivera: Political Art. March 1993. Pr
Scholastic Art: Latino Artists: Working With Mixed Media. April/May 2000. Pr
Scholastic Art: Photojournalism: Featuring Dorothea Lange. March 2013. Pr
Scholastic Art: Portrait Art Today: Kehinde Wiley. April/May 2013. Pr
Scholastic Art: Posters Working with Composition: Barbara Kruger. November 2008. Pr
Sugars, Bradley J. Instant Advertising. New York: McGraw-Hill. 2006 Pr
“Timelines of Dutch History.” Rijksmuseum. Rijksmuseum. 2013. Web. July 15–August 28, 2013.
Welch, David. Propaganda Power and Persuasion. London: The British Library. 2013. Pr
Westermann, Marie. A Worldly Art: The Dutch Republic 1585-1718. New Haven and London: Yale University
Press.1996. Print.
Images for Dutch Propaganda Presentation:
Anonymous. “Duke of Alva and the Prince of Orange” Atlas van Stolk. Rijksmuseum. 2013. Rijksmuseum,
Amsterdam. Web. July 28, 2013. https://www.rijksmuseum.nl/en/explore-the-collection/timeline-dutchhistory/1568-1584-william-of-orange
Devroe, Filip. Visscher, C. J. “Antique map- The Sitting Leo Belgicus.” Sanderson Antiquartiaat. 2004.
Sanderson Antiquartiaat. Ghent, Belgium. Web. July 26, 2013.
http://www.sanderusmaps.com/ZDocs/our-catalogue/detail/166391/antique-map-the-sitting-leobelgicus-by-cj-visscher/3/
Helst, Bartholomeus van der. “Banquet Celebrating the Treaty of Munster, June 18, 1648.” Rijksmuseum.
2013. Rijksmuseum, Amsterdam. Web. July 17, 2013.
https://www.rijksmuseum.nl/en/search/objecten?p=1&ps=12&ii=3#/SK-C-2,3
Helst, Bartholomeus van der. “The Officers and Other Shooters, District VIII, in Amsterdam, Led by Captain
Roelof Bicker and Lieutenant Jan Michielsz Blaeuw.” Rijksmuseum. 2013. Rijksmuseum, Amsterdam.
Web. September 2, 2013. https://www.rijksmuseum.nl/en/explore- thecollection/overview/bartholomeus-van-der-helst/objects#/SK-C-375,2
Goltzius, Hendrick. “William, Prince of Nassau-Orange.” National Gallery of Art. 2013. National Gallery of
Art, Washington. Web. July 23, 2013. http://www.nga.gov/content/ngaweb/Collection/art-objectpage.38869.html
Lievens, Jan. “Samson and Delilah.” Rijks Museum. 2013. Rijksmuseum, Amsterdam. Web. July 17, 2013.
https://www.rijksmuseum.nl/en/search/objecten?q=Jan+Lievens&p=10&ps=12&ii=2#/SK-A-1627,110
Rembrandt. “Samson and Delilah.” Rembrandt Paintings. 2012. Web. September 2, 2013.
http://www.rembrandtpainting.net/complete_catalogue/storia/samson.htm
Rembrandt. “The Blinding of Samson.” Stadel Museum. 2013. Stadelsches Kunstinsstitiut, Frankfurt, Germany.
Web. July 25, 2013. http://www.staedelmuseum.de/sm/index.php? StoryID=1036&ObjectID=269
Venne, Adriaen Van de.”Fishing for Souls.” Rijks Museum. 2013. Rijksmuseum, Amsterdam. Web. July 17,
2013. https://www.rijksmuseum.nl/en/explore-the-collection/ overview/adriaen- pietersz-van-devenne/objects#/SK-A-447,0
Other Propaganda Art Sources
Bytwerk, Randall. German Propaganda Archive. 2012. Calvin College. Grand Rapids, Michigan. Web. October
16, 2013. http://www.calvin.edu/academic/cas/gpa/
Prints and Photographs On-Line. 2013. Library of Congress. Washington, DC. Web. October 16, 2013
http://www.loc.gov/pictures/
Propagande Power and Persuation. 2013. British Library. London, England. Web. October 16, 2013
http://www.bl.uk/whatson/exhibitions/propaganda/index.html
Shanghai Propaganda Posters Art Center. 2010. Shanghi, China. Web. October 16, 2013.
http://www.shanghaipropagandaart.com/home.asp?class=beautifuf_book
Smithsonian Seriously Amazing. 2013. Washington, DC. Web. October 16, 2013
http://www.si.edu/Search/Index/default/1?q=propaganda art
Wolfsonian Museum. 2013. Florida International University. Miami Beach, Florida. Web. October 16,
2013. http://www.wolfsonian.org/search/node/propaganda%20art
Common Core Standards
Reading
Key Ideas and Details :
Cite strong and thorough textual evidence to support analysis of what the image (text) says explicitly as well as
inferences drawn from the image (text), including determining where the art (text) leaves matters uncertain.
Analyze the impact of the artist’s (author’s) choices regarding how to develop and relate elements of an art
piece (story or drama).
Craft and Structure :
Determine the meaning of images (words and phrases) as they are used in the artwork (text), including
figurative and connotative meanings; analyze the impact of specific (image use) and word choices on meaning
and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
Analyze how an author’s choices concerning how to structure specific parts of a piece (text) (e.g., the choice of
where to begin or end an artwork (story), the choice of which elements and principles of design to include to its
overall structure and meaning as well as its aesthetic impact.
Analyze a particular point of view or cultural experience reflected in a work of art (literature) from outside the
United States, drawing on a wide reading of world literature.
Integration of Knowledge and Ideas :
Analyze the representation of a subject or a key scene in two different artistic pieces (mediums), including what
is emphasized or absent in each treatment.
Demonstrate knowledge of seventeenth, eighteenth, nineteenth and early twentieth-century foundational works
of (Art), (American literature) including how two or more artworks (texts) from the same period treat similar
themes or topics.
College and Career Readiness Anchor Standards for Writing
Text Types and Purposes*
Write informative/explanatory texts to examine and convey complex ideas and information clearly and
accurately through the effective selection, organization, and analysis of content.
Production and Distribution of Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with
others.
Research to Build and Present Knowledge
Conduct short as well as more sustained research projects based on focused questions, demonstrating
understanding of the subject under investigation.
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each
source, and integrate the information while avoiding plagiarism.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
College and Career Readiness Anchor Standards for Speaking and Listening
Comprehension and Collaboration
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners,
building on others’ ideas and expressing their own clearly and persuasively.
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively,
and orally.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and
the organization, development, and style are appropriate to task, purpose, and audience.
Make strategic use of digital media and visual displays of data to express information and enhance
understanding of presentations.
College and Career Readiness Anchor Standards for Language
Conventions of Standard English
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
Knowledge of Language
Apply knowledge of language to understand how language functions in different contexts, to make effective
choices for meaning or style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues,
analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
Demonstrate understanding of word relationships and nuances in word meanings.
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for
reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in
gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.