SCHEDA 1: PIANIFICAZIONE DI UNA UNITA’ DIDATTICA CLIL
Nome: Pierluigi Sichirollo
Scuola: Istituto di Istruzione Superiore “Bocchi-Galilei” – Adria (RO)
Classe: 5^ B Liceo Scientifico
Discipline coinvolte: Storia dell’arte
Titolo U.D.: The Romantic Age (The painting of Turner, Friedrich and Gericault)
Breve contestualizzazione dell’U.D. nel curricolo della DnL (gli studenti, sentito il docente di
lingua inglese, hanno mediamente competenza linguistica B1 generale, l’attività viene prevista
nella prima parte dell’anno scolastico (trimestre) in conformità con la scansione cronologica degli
argomenti prevista dal piano annuale, non sono previsti collegamenti interdisciplinari ma solamente
dei richiami alla letteratura ed alla storia, per poter inquadrare più efficacemente il periodo)
Prerequisiti (disciplinari e linguistici) gli alunni hanno conoscenza degli stili e dei movimenti
artistici precedenti e riescono and inquadrare ed analizzare manufatti ed opere ad essi appartenenti.
Sotto il profilo linguistico sono in grado di comprendere un testo o un video in lingua originale se
supportati da idoneo glossario per i termini specifici mentre mediamente padroneggiano le strutture
morfo-sintattiche più ricorrenti.
Obiettivi didattici disciplinari (sapere e saper fare): conoscere i caratteri stilistici del movimento
romantico e degli autori presi in considerazione, analizzare le loro opere sotto il profilo dei
contenuti (palesi e simbolici) e del rapporto con il contesto nel quale sono state realizzate, operando
collegamenti col il periodo storico.
Obiettivi linguistici (sapere e saper fare): incrementare la conoscenza e l’utilizzo delle strutture
morfo-sintattiche conosciute e dei termini specifici della disciplina, migliorare la capacità di
comprensione di testi originale (scritti, video ed audio), di produzione di testi ed espositiva
(soprattutto in relazione alla capacità di argomentare e discutere con il docente e con i pari di
argomenti disciplinari)
Obiettivi trasversali (comuni a diverse materie): capacità di partecipare a colloqui e dibattiti
ascoltando ed intervenendo, capacità di comunicare quale strumento per vivere i rapporti con gli
altri (questi due obbiettivi vanno declinati con riferimento specifico alla lingua inglese).
Contenuti:
Unit 1
1.1 Differences and similarities between romanticism and neoclassicism;
1.2 Historical and cultural context, stylistic features of the Romantic painting; 1.3
The different characteristics of English, German and French Romantic painting; 1.4 Stylistic
features and themes of painting by Joseph Mallord William Turner; 1.5 Stylistic features and
themes of painting by Caspar David Friedrich; 1.6 Stylistic features and themes of painting by
Jean-Louis André Théodore Géricault; 1.7 Analysis of painting by Turner and Gericault; 1.8
Analysis by analogy of other paintings by Turner, Friedrich and Gericault; 1.9 What have you
understood of Romantic painting and its major artistis ?; 1.10 Final check; 1.11 Remedial and
reinforcement; 1.12 Self-Assessment.
Tempi complessivi: 12 ore e 30 minuti di lezione
Metodologia (lezione frontale, partecipata, cooperativa, flipped):
- Lezione frontale e partecipata con brainstorming (fase di motivazione)
- Lezione frontale interattiva (fase di sintesi e di analisi) in classe e in laboratorio
- Cooperative learning (fase di globalità e di analisi) con svolgimento di task
- Lavoro a coppie (fase di globalità e di analisi)
- Discussione collettiva (fase di sintesi)
Strumenti (testi, materiali, attività, risorse):
- Worksheets predisposti per le diverse lezioni
- Videoproiettore ( o LIM) con computer e connessione ad internet
- Laboratorio di informatica
- Elaboratore di testi, programma per presentazioni PowerPoint (o simile)
Modalità verifica (orale, scritta, relazione in plenaria, autoverifica)
Al termine del modulo verranno effettuate le seguenti prove per valutare il raggiungimento degli
obiettivi e la validità del modulo progettato:
- Prova scritta individuale con risposte aperte e produzione di testi
- Analisi di un dipinto seconde le modalità illustrate durante il modulo
- Valutazione di domande orali ai studenti della classe
- Valutazione degli interventi orali effettuati durante il lavoro in classe
- Discussione collettiva per la valutazione dell’efficacia didattica del modulo
Recupero
Recupero in itinere. In caso di risultati insufficienti nella verifica scritta si prevede una lezione di
recupero per colmare le eventuali lacune e raggiungere gli obiettivi minimi indispensabili per la
comprensione dei temi successivi.
La metodologia utilizzata sarà quella del peer tutoring: gli studenti spiegheranno i contenuti
utilizzando schemi e presentazioni PowerPoint da loro realizzare nel corso del modulo.
2
SCHEDA 2: SCHEMA UNITA’ DIDATTICA
Titolo U.D.: The Romantic Age (The painting of Turner, Friedrich and Gericault)
Ore previste per questa unità didattica: 12 e 30 minuti
Material
- Worksheet prepared for the various classes
- Video projector with computer and internet connection
- Computer classroom
- A software for word-processing and one for making presentations
- Textbooks selected by the teacher (for collaborative tasks)
- Italian-English dictionary
Relavant websites www.wikipedia.org
www.britannnica.com
www.tate.org.uk/britain/turner
Relevant
bibliography
Text of Art History in use to the class
Original texts downloaded from the Internet
1. MOTIVATION PHASE (1 hour)
Lesson 1 (1 hour) Differences and similarities between romanticism and neoclassicism
Number of activities Description of activities
Activity 1
Initial brainstorming on some keywords of Romantic painting
(10 min)
Activity 2
Viewing a video about differences and similarities between Neoclassicism and
(10 min)
Romanticism (video from YouTube)
Activity 3
Answer comprehension questions about the contents of the video (activities in
pairs)
(15 min)
Activity 4
Correction of the questions in plenary mode under the coordination of the teacher
(10 min)
Activity 5
Cloze exercise on a text that recalls the contents of activity 2 (activities to be
(10 min)
carried out individually)
Activity 6
The teacher provides the correct answers of the cloze test
(5 min)
Homework
Read a text that recalls the fundamental concepts of romantic painting and answer
some questions provided by the teacher
Read and try to memorize the most used formulas to descrive a painting, a
sculpture, an artist or an art movement.
2. GLOBAL PHASE (4 hours)
Lesson 2 (1 hour) Historical and cultural context of the Romantic art, stylistic features of the
Romantic painting (Flipped classroom)
Number of
Description of activities
activities
Activity 1
Viewing a video about historical and cultural context of Romanticism and about
(10 min)
stylistic features of the Romantic painting (video from YouTube)
Activity 2
The students have to find the focus points of the video.
(20 min)
Activity 3
The students write a short text that summarize the contents of the video
(15 min)
Activity 4
Students share the texts made with the rest of the class under the supervision of
(15 min)
the teacher
Lesson 3 (2 hour) The different characteristics of English, German and French Romantic
painting (Flipped lesson / At home)
Number of
Description of activities
activities
3
Activity 1
(30 min)
Activity 2
(60 min)
Activity 3
(30 min)
The student read a text, provided by the teacher, inherent the different
characteristics of English Romantic painting, French and German
The students draw a diagram that resume the contents of the text (the students
could use the web-platform www.prezi.com)
The student watch a video made by the teacher (Edpuzzle.com) about the most
common themes of romantic painting and answers the questions inserted into the
video
Lesson 4 (1 hour) Stylistic features and themes of painting by Joseph Mallord William Turner
Number of
Description of activities
activities
Activity 1
The teacher asks some students to summarize what they have learned at home
(15 min)
about the different characteristics of Romantic painting
Activity 2
Stylistic features and themes of painting by Joseph Mallord William Turner
(10 min)
(video from YouTube)
Activity 3
After the vision of the video the students (in groups of 3 people) identify the focal
(15 min)
points of the painting by Turner and write a short text
Activity 4
One student for each group report to the whole class what they have written in
(20 min)
activity 3 and with the help of the teacher summarize the basic elements of the
lesson.
Homework
The student reviews the videos watched at school and identify the keywords used
in it and then write them in the copybook.
Lesson 5 (1 hour) Stylistic features and themes of painting by Caspar David Friedrich
Number of
Description of activities
activities
Activity 1
Stylistic features and themes of painting by Caspar David Friedrich (students
(10 min)
individually read a text about the characters of the painting by Friedrich)
Activity 2
After reading the text the students (in groups of 3 people) identify the focal points
of the painting by Friedrich and they summarize them in short statements or
(15 min)
keywords
Activity 3
The teacher asks each group to write on the chalkboard one of the key
(15 min)
characteristics of the painting of Friedrich
Activity 4
Analysis of the painting "Wanderer above the Sea of Fog" (video from YouTube)
(5 min)
Activity 5
The teacher asks the students (working in pairs) to identify the focal points of the
(15 min)
video you just saw. Below must expose them to the class under the direction of
the teacher.
Homework
Rewatch the video of the painting analysis and answer to comprehension
questions prepared by the teacher.
Lesson 6 (1 hour) Stylistic features and themes of painting by Jean-Louis André Théodore
Géricault (Flipped lesson / At home)
Number of
Description of activities
activities
Activity 1
The student watch a video adapted by the teacher (using the web platform
(20 min)
Edpuzzle.com) about stylistic features and themes of painting by Jean-Louis
André Théodore Géricault and answers the questions inserted into the video
Activity 2
After watching the video student, also rereading the notes taken in previous
(25 min)
lessons, try to focus on the major differences between the way of painting of
Turner, Friedrich and Gericault and on this subject writes a short text. This text is
uploaded by student on the web platform www.padlet.com
Activity 3
The teacher on the web platform Padlet comments the short texts written by
(15 min)
students inviting them to write other comments until the next lesson
3. ANALYTICAL PHASE (2 hours)
4
Lesson 7 (1 hour)
Number of
activities
Activity 1
(10 min)
Activity 2
(20 min)
Activity 3
(10 min)
Activity 4
(20 min)
Analysis of paintings by Turner and Gericault
Description of activities
Analysis of the painting "Rain, Steam and Speed - The Great Western Railway"
(video from YouTube)
The teacher asks students to explain what they have understood of the video
analysis of the painting and invite some students to write on the chalkboard the
main elements of the analysis
Analysis of the painting "The Raft of the Medusa" (video from YouTube)
The teacher provides each student with a copy of the masterpiece by Gericault
and students mark on it the basic lines of the composition and identify (with
arrows and short notes) the main points of the picture as described in the video
analysis work just seen. At the end of this activity students compare their work
with the other students
Lesson 8 (1 hour) Analysis by analogy of other paintings by Turner, Friedrich and Gericault
Number of
Description of activities
activities
Activity 1
The teacher provides students with images of other important and significant
(35 min)
paintings by Turner, Friedrich and Gericault using classroom computers
computer. Students (in groups of 4) analyze these paintings, different for each
group, and apply what they have learned previously, writing short text comments
Activity 2
Once completed the analysis, the groups share with the rest of the class what they
(25 min)
have developed and the teacher summarizes the lesson.
Homework
The students, in groups of two, prepare powerpoint presentations (maximum 5
slides) that highlight the characteristics of romantic painting and the painting of
Turner, Friedrich and Gericault (each group produces just a presentation).
4. SUMMING UP PHASE (1 hour)
Lesson 9 (1 hour) What have you understood of Romantic painting and its major artists ?
Number of
Description of activities
activities
Activity 1
In turn groups illustrate presentations to the class and the teacher asks questions
(50 min)
to members of groups.
Activity 2
The presentations are uploaded by students into Google Drive of the class, so
(10 min)
every student can study them at home.
5. ASSESSMENT AND CONTROL PHASE (1 hour)
Lesson 10 (1 hour) Final check
Number of
Description of activities
activities
Activity 1
Analyze a painting (not previously examined in class) and describe it in a short
(25 min)
text.
Activity 2
Answer some questions about the characteristics of Romantic painting
(15 min)
Activity 3
Answer some questions posed by the teacher about the three authors studied.
(20 min)
6. REMEDIAL AND REINFORCEMENT PHASE (1 hour)
Lesson 11 (1 hour)
Number of
Description of activities
activities
Activity 1
During the recovery phase the stuudents illustrates the different schemes and
(30 min)
powerpoint presentations made during the previous lessons
5
Activity 2
Students listen explanations to other students in the class, that speaking in L2
(30 min)
illustrate the points required.
7. METHOD OF EVALUATION and / or SELF-ASSESSMENT
Lesson 12 (30 min)
Number of
Description of activities
activities
Activity 1
The teacher provides students with the self-assessment questionnaire module
(15 min)
Activity 2
The teacher leads the class with a brief discussion to summarize and close the
(15 min)
form on the art romantic
6
SCHEDA 3: SCHEDA DOCENTE / SCHEDA STUDENTE
Autore: Pierluigi Sichirollo
SCHEDA DOCENTE
MODULE N. 1 Title: The Romantic Age (The painting of Turner, Friedrich and Gericault)
Lesson 1- Title: Differences and similarities between romanticism and neoclassicism
OBJECTIVES:
Increasing motivation about Romantic art;
Developing knowledge about the paintings of Turner, Friedrich and Gericault;
Learning specific terms connected with art history;
Developing the ability to analyze a original text
CONTENT
Differences between Romantic and Classical art
Understand the content of a video and a written text and be able to answer
LANGUAGE
comprehension question orally or in written way, to be able to argue on a
given topic
Brainstorming, vision of a video and answering comprehension questions,
STUDY SKILLS AND
cloze exercise, reading text and answering comprehension questions
STRATEGIES
Frontal lesson, work in pair, individual work
Activity 1: Initial brainstorming on some keywords of Romantic painting using chalkboard or pc and
LIM.
Incipit "Romanticism is precisely situated neither in choice of subject nor in exact truth, but in a way
of feeling." -Charles Baudelaire
Keyword: Nature, Emotion, Rationality, Sublime, Genius.
Activity 2: vision of the video “Neoclassical and Romantic art” (youTube) to explain the most
important differences between this two artistic movement.
Activity 3: the teacher asks comprehension questions about video just seen (work in pairs)
1) Which philosophical current the neoclassical artists are inspired by?
2) Among those shown, that painting is a criticism of government corruption?
3) Why Ingres is a Romantic artist ?
4) Who was the official painter of the French Revolution ?
5) The painting by Goya shown in the video in which historical episode is connected?
Activity 4: Cloze exercise on a text that recalls the contents of activity 2 (activities to be carried out
individually)
1) __________ the early efforts of pioneers like Adam Elsheimer (1578-1610) and Claude Lorrain
(1604-82), the style we know as Romanticism did not 2) _______ momentum until the end of the
18th century when the heroic element in Neoclassicism was given a central role in painting. This 3)
_________ element combined with revolutionary idealism to produce an 4) __________ Romantic
style, which emerged in the 5) ________ of the French Revolution as a reaction against the 6)
_________ academic art of the arts establishment. The tenets of romanticism included: a return to
nature - exemplified by an 7) __________on spontaneous plein-air painting - a belief in the 8)
_________ of humanity, the promotion of justice for all, and a strong belief in the 9) _______ and
emotions, rather than 10) _______ and intellect. Romantic painters and sculptors tended to express
an emotional personal 11) _________ to life, in contrast to the restraint and universal values
advocated by Neoclassical art. Among the greatest Romantic painters were Henry Fuseli (17411825), Francisco Goya (1746-1828), Caspar David Friedrich (1774-1840), JMW Turner (17751851), John Constable (1776-1837), Theodore Gericault (1791-1824) and Eugene Delacroix (179863). Romantic art did not 12) _________ the Neoclassical style, but rather functioned as a 13)
___________ to the latter's severity and rigidity. Although Romanticism declined about 1830, its
influence continued long after.
7
Keywords
a) counterbalance; b) gather; c) goodness; d) emphasis; e) heroic; f) reason; g) senses; h) despite; i)
wake; l) emotive; m) displace; n) restrained;
o) response.
Homework
Read a text that recalls the fundamental concepts of romantic painting and answer some questions
provided by the teacher
Question
1) Why neoclassicism turns to the past?
2) Are there more differences or similarities between neoclassical and romantic art ?
3) In which way the two artistic movements see the Nature ?
4) Why Romantic art turns to the Middle Ages?
Read and try to memorize the most used formulas to descrive a painting, a sculpture, an artist or an
art movement.
How to descrive a painting or a sculture
Phrases
This painting was done / painted by … in …
This painting is on display in / at …
The title of this painting / sculture is …
This painting represents / shows / depicts …
The subject is typical of …
The painting technique employed is …
The painting is divided into …
This sculpture was made / created by … in …
It is made of / from …
Word associations
Indefinite / geometrical / soft / rounded shapes
Brilliant / neutral / subdued / vibrant colours
Fragmented / traditional / contemporary / distinctive style
Accurate / detailed / realistic / three-dimensional representation
Overall / precise / unusual / well-balanced composition
Continuous / detached / long / precise brushstrokes
Original / simple / striking / unusual design
Geometrical / linear / pure / simple forms
Section of painting / image
In the middle
On the left / on the left hand-side
On the right, on the right hand-side
On either side
At the top
At the bottom
In the foregroung
In the background
In the bottom left hand corner
In the upper right hand corner
Lexicon
Types of artwork
Still-life
Portrait
Landscape
Techniques
Acquatint
Charcoal
8
Engraving
Etching
Lithograph
Oil on canvas
Watercolour
Materials
Clay
Marble
Metal
Plaster
How to talk about an artist
Phrases
… studied at / was admitted -… at / was apprentice at …
… became popular as … / is … best known for …
… began his / her career as …
… spent his / her childhood / youth / old age …
… attained little recognition …began to experience success …
His / her early / late works reflects …
During his / her lifetime …
The years from … to …were marked by …
… began to take interest / experiment with / work on …
… was awarded / received many awards including …
Word associations
Great /leading / self-taught / well-known artist
Short / long / promising / successful career
Entire / early / adult / later life
Artistic / considerable / unique / precocious talent
How to talk about an art movement
Phrases
… started in / flourished in / emerged / was developed in …
The term … was coined by …
It covers the period from … to …
This movement is characterized by …
The main difference between … and … consists in …
Artists belonging to … include …
Most prominent among the artists of this movement was …
Word associations
Artistic / avant-garde / contemporary / literary movement
Early / estended / late / short period
Distinctive / dominant / general / individual characteristics
9
SCHEDA 3: SCHEDA DOCENTE / SCHEDA STUDENTE
Autore: Pierluigi Sichirollo
SCHEDA STUDENTE
MODULE N. 1 Title: The Romantic Age (The painting of Turner, Friedrich and Gericault)
Lesson 1- Title: Differences and similarities between romanticism and neoclassicism
OBJECTIVES:
Increasing motivation about Romantic art;
Developing knowledge about the paintings of Turner, Friedrich and Gericault;
Learning specific terms connected with art history;
Developing the ability to analyze a original text
CONTENT
Differences between Romantic and Classical art
Understand the content of a video and a written text and be able to
LANGUAGE
answer comprehension question orally or in written way, to be able to
argue on a given topic
Brainstorming, vision of a video and answering comprehension
STUDY SKILLS AND
questions, cloze exercise, reading text and answering comprehension
STRATEGIES
questions
Frontal lesson, work in pair, individual work
Activity 1: teacher proposes an initial brainstorming on some keywords of Romantic painting using
chalkboard.
Students take note of the word and discuss with the teacher.
Activity 2: vision of the video “Neoclassical and Romantic art” (youTube), the students try to
understand the general meaning of the video.
Activity 3: the students respond verbally to question of understanding of the teacher.
Activity 4: Cloze exercise on a text that recalls the contents of activity 2 (work in pair)
1) __________ the early efforts of pioneers like Adam Elsheimer (1578-1610) and Claude Lorrain
(1604-82), the style we know as Romanticism did not 2) _______ momentum until the end of the
18th century when the heroic element in Neoclassicism was given a central role in painting. This 3)
_________ element combined with revolutionary idealism to produce an 4) __________ Romantic
style, which emerged in the 5) ________ of the French Revolution as a reaction against the 6)
_________ academic art of the arts establishment. The tenets of romanticism included: a return to
nature - exemplified by an 7) __________on spontaneous plein-air painting - a belief in the 8)
_________ of humanity, the promotion of justice for all, and a strong belief in the 9) _______ and
emotions, rather than 10) _______ and intellect. Romantic painters and sculptors tended to express
an emotional personal 11) _________ to life, in contrast to the restraint and universal values
advocated by Neoclassical art. Among the greatest Romantic painters were Henry Fuseli (17411825), Francisco Goya (1746-1828), Caspar David Friedrich (1774-1840), JMW Turner (17751851), John Constable (1776-1837), Theodore Gericault (1791-1824) and Eugene Delacroix (179863). Romantic art did not 12) _________ the Neoclassical style, but rather functioned as a 13)
___________ to the latter's severity and rigidity. Although Romanticism declined about 1830, its
influence continued long after.
Keywords
a) counterbalance; b) gather; c) goodness; d) emphasis; e) heroic; f) reason; g) senses; h) despite; i)
wake; l) emotive; m) displace; n) restrained;
o) response.
Homework
Read a text that recalls the fundamental concepts of romantic painting and answer some questions
provided by the teacher
10
Text - Differences and similarities between romanticism and neoclassicism
Neoclassicism and Romanticism are two important stages of the same historical process that,
although it seems at first sight totally opposite, are in reality deeply connected with each other on
the artistic and cultural. While Neoclassicism is the promoter of the return to order, regularity and
discipline, inspired by classical models, Romanticism exalts the imagination, personal sensitivity
and melancholy, exacerbating the feeling and rejecting everything that you could reconnect to the
rationalism of the Enlightenment Neoclassicism in that had formed the theoretical basis .. However
Neoclassicism and Romanticism are both characterized by a desperate fear of the present and the
subsequent refusal of its most real and concrete aspects. It is therefore from this position that comes
the need to look for solid moral and artistic references to a past that don’t take surprises, does not
cause suffering and not assume risks. The artists belonging to the two current live in constant search
of expressive forms able to escape from the dissatisfaction of a today still continues and too rapidly
changing. To this end, the artists Neoclassical appeal directly to the world of classical GreekRoman, whose balance and quiet grandeur seem the most appropriate response both with previous
baroque excesses and the political uncertainties of a society strongly contradictory. The Romantics
tend to recognize themselves in the spirituality of the Middle Ages, increasingly seen as a period of
origin of the feelings and national pride and as a moment of liberation from the awkward presence
of models and values of classicism. The way you see and feel the Nature makes it perfectly the idea
of radical ideological opposition between the two artistic movements. The romantic man feels an
integral part in the Nature and you put out deeply, customizing and modifying it according to their
moods and their own expressive needs. Man neoclassical strives to remain apart from Nature and
rationally investigate the characteristics in order to master it, denying any value deliberately poetic
and expressive. The neoclassical art in fact does not want to be imitator of Nature but ideal models
that it drew up the classics. It follows, however, that the classic age mythologized as Golden Age
Neoclassicism makes an absolutely irrational, contradicting its own premises Enlightenment,
paving the way for evasion of romantic fantasy to size, dominated by subjectivity. In both cases, the
art tends to become style, that is, uniform set of rules, techniques and content easy to find and just
as easily transmitted through art schools and academies.
Question
1) Why neoclassicism turns to the past?
2) Are there more differences or similarities between neoclassical and romantic art ?
3) In which way the two artistic movements see the Nature ?
4) Why Romantic art turns to the Middle Ages?
Read and try to memorize the most used formulas to descrive a painting, a sculpture, an artist or an
art movement.
How to descrive a painting or a sculture
Phrases
This painting was done / painted by … in …
This painting is on display in / at …
The title of this painting / sculture is …
This painting represents / shows / depicts …
The subject is typical of …
The painting technique employed is …
The painting is divided into …
This sculpture was made / created by … in …
It is made of / from …
Word associations
Indefinite / geometrical / soft / rounded shapes
Brilliant / neutral / subdued / vibrant colours
Fragmented / traditional / contemporary / distinctive style
Accurate / detailed / realistic / three-dimensional representation
11
Overall / precise / unusual / well-balanced composition
Continuous / detached / long / precise brushstrokes
Original / simple / striking / unusual design
Geometrical / linear / pure / simple forms
Section of painting / image
In the middle
On the left / on the left hand-side
On the right, on the right hand-side
On either side
At the top
At the bottom
In the foregroung
In the background
In the bottom left hand corner
In the upper right hand corner
Lexicon
Types of artwork
Still-life
Portrait
Landscape
Techniques
Acquatint
Charcoal
Engraving
Etching
Lithograph
Oil on canvas
Watercolour
Materials
Clay
Marble
Metal
Plaster
How to talk about an artist
Phrases
… studied at / was admitted -… at / was apprentice at …
… became popular as … / is … best known for …
… began his / her career as …
… spent his / her childhood / youth / old age …
… attained little recognition …began to experience success …
His / her early / late works reflects …
During his / her lifetime …
The years from … to …were marked by …
… began to take interest / experiment with / work on …
… was awarded / received many awards including …
Word associations
Great /leading / self-taught / well-known artist
Short / long / promising / successful career
Entire / early / adult / later life
Artistic / considerable / unique / precocious talent
How to talk about an art movement
Phrases
… started in / flourished in / emerged / was developed in …
12
The term … was coined by …
It covers the period from … to …
This movement is characterized by …
The main difference between … and … consists in …
Artists belonging to … include …
Most prominent among the artists of this movement was …
Word associations
Artistic / avant-garde / contemporary / literary movement
Early / estended / late / short period
Distinctive / dominant / general / individual characteristics
13
SCHEDA 3: SCHEDA DOCENTE / SCHEDA STUDENTE
Autore: Pierluigi Sichirollo
SCHEDA DOCENTE
MODULE N. 1 Title: The Romantic Age (The painting of Turner, Friedrich and Gericault)
Lesson 2 - Title: Historical and cultural context of the Romantic art, stylistic features of the
Romantic painting
OBJECTIVES
Increasing knowledge about the context of Romantic art;
Learning specific terms related to Romantic painting;
Developing the ability to summarize a lesson
Historical and cultural context of the Romantic art, stylistic features of
the Romantic painting
Understand the content of a video and use his content, to be able to
LANGUAGE
summarize the topic of a lesson.
Vision of a video and use of its content to work on a original text,
STUDY SKILLS AND
Being able to write a short text about a determinate topic
STRATEGIES
Flipped lesson, individual work
Activity 1: The students watch a video about historical and cultural context of Romanticism and
about stylistic features of the Romantic painting (video from YouTube shared by teacher on Google
Drive)
Activity 2: The students to find the focus point of the video.
Activity 3: The students have to write a short text that summarize the contents of the video.
CONTENT
14
SCHEDA 3: SCHEDA DOCENTE / SCHEDA STUDENTE
Autore: Pierluigi Sichirollo
SCHEDA STUDENTE
MODULE N. 1 Title: The Romantic Age (The painting of Turner, Friedrich and Gericault)
Lesson 2 - Title: Historical and cultural context of the Romantic art, stylistic features of the
Romantic painting
OBJECTIVES
Increasing knowledge about the context of Romantic art;
Learning specific terms related to Romantic painting;
Developing the ability to summarize a lesson
Historical and cultural context of the Romantic art, stylistic features of
the Romantic painting
Understand the content of a video and use his content, to be able to
LANGUAGE
summarize the topic of a lesson.
Vision of a video and use of its content to work on a original text,
STUDY SKILLS AND
Being able to write a short text about a determinate topic
STRATEGIES
Flipped lesson, individual work
Activity 1: The students watch a video about historical and cultural context of Romanticism and
about stylistic features of the Romantic painting (video from YouTube shared by teacher on Google
Drive)
Activity 2: The students have to find the focus point of the video.
Activity 3: The students have to write a short text that summarize the contents of the video.
CONTENT
15
SCHEDA 3: SCHEDA DOCENTE / SCHEDA STUDENTE
Autore: Pierluigi Sichirollo
SCHEDA DOCENTE
MODULE N. 1 Title: The Romantic Age (The painting of Turner, Friedrich and Gericault)
Lesson 3 - Title: The different characteristics of English, German and French Romantic painting
OBJECTIVES
Increasing knowledge about the different addresses of Romantic painting;
Developing the ability to analyze an original text
Increasing the ability to understand the contents of a video
CONTENT
LANGUAGE
STUDY SKILLS AND
STRATEGIES
The different characteristics of English, German and French Romantic
painting
Understand the content of a original text and use his content finding the
keyword, understand the contents of a video.
Work on a original text
Draw/write a diagram that summarize the contents of the video
Watch a video adapted by the teacher on a web-platform and answer to
the comprehension question
Flipped lesson, individual work at home
Activity 1: The teacher give to the students a text inherent the different characteristics of English
Romantic painting, French and German
Activity 2: The students draw a diagram that resume the contents of the text (the students could use
the web-platform www.prezi.com)
Activity 3: The student watch a video made by the teacher (www.edpuzzle.com) about the most
common themes of romantic painting and answers the questions inserted into the video
16
SCHEDA 3: SCHEDA DOCENTE / SCHEDA STUDENTE
Autore: Pierluigi Sichirollo
SCHEDA STUDENTE
MODULE N. 1 Title: The Romantic Age (The painting of
Turner, Friedrich and Gericault)
Lesson 3 - Title: The different characteristics of English, German
and French Romantic painting
OBJECTIVES
Increasing knowledge about the different addresses of Romantic
painting;
Developing the ability to analyze an original text
Increasing the ability to understand the contents of a video
CONTENT
LANGUAGE
STUDY SKILLS AND
STRATEGIES
The different characteristics of English, German and French Romantic
painting
Understand the content of a original text and use his content finding the
keyword, understand the contents of a video.
Work on a original text
Draw/write a diagram that summarize the contents of the video
Watch a video adapted by the teacher on a web-platform and answer to
the comprehension question
Flipped lesson, individual work at home
Activity 1: The student read a text, provided by the teacher, inherent the different characteristics of
English Romantic painting, French and German
Romanticism in England (c.1820-1850)
John Constable (1776-1837) belonged to an English tradition of Romanticism that rejected
compositions marked by a heightened idealisation of nature, such as those of Caspar David
Friedrich, in favour of the naturalism of 17th century Dutch Baroque art. This tradition sought a
balance between the a deep sensitivity to nature and advances in the science of painting and
drawing. The latter were exemplified by the systematic sky and cloud studies of the 1820s which
characterized the work of Constable. Precise observation of nature led him to disregard the
conventional importance of line, and construct his works from free patches of colour.
This emancipation of colour is particularly characteristic of the painting of William Turner (17751851). For Turner, arguably the greatest of all English painters of Romanticism, observation of
nature is merely one element in the realisation of his own pictorial ambitions. The mood of his
paintings is created less by what he painted than by how he painted, especially how he employed
colour and his paint-brush. Many of his canvases are painted with rapid slashes. Thick impasto (in
italian in the original text)alternates with delicate alla prima (in italian in the original text) painting,
tonal painting with strong contrasts of light and dark. It often takes a while for the depicted object to
emerge from this whirling impression of colour and material. Thus for instance in his painting
“Snowstorm: Steam-Boat off a Harbour's Mouth” (1842, Tate, London), Turner did not try to depict
the driving snow and lashing wind, but rather translated them into the language of painting. In this,
Turner is an important precursor of modern abstract painting. More immediately, his art had a huge
impact on the Impressionists, who, unlike Romantic painters, were realists - they were not interested
in visions of light that heightened expressiveness but in real light effects in nature. This movement
towards realism appeared around 1850. At this point, a widening gulf opened up between emotion
and reality. The Romantics, including groups like the Pre-Raphaelites, focused on emotion, fantasy
and artistically created worlds - a style very much in tune with the era of Victorian art (1840-1900);
the Realists adhered to a more naturalistic idiom, encompassing such diverse styles as Realism and
Impressionism.
-------------------------------------------------------------------------------------------------------17
German Romanticism (1800-1850)
In Germany, the young generation of artists reacted to the changing times by a process of
introspection: they retreated into the world of the emotions - inspired by a sentimental yearning for
times past, such as the Medieval era, which was now seen as a time in which men had lived in
harmony with themselves and the world.
In their recollection of the past, Romantic artists were very close to Neoclassicism, except that their
historicism was critical of the rationalist attitude of Neoclassicism. To put it simply, Neoclassical
artists looked to the past in support of their preference for responsible, rational-minded individuals,
while Romantics looked to the past to justify their non-rational emotional intuition.
The Romantic movement promoted “creative intuition and imagination” as the basis of all art. Thus
the work of art became an expression of a “voice from within”, as the leading Romantic painter
Caspar David Friedrich (1774-1840) put it. But this new subjectivity (unlike that of the
contemporary age) did not entail neglect of the study of nature, or painting craftsmanship. On the
contrary: Romantic artists retained the academic traditions of their art, indeed their painterly
qualities still represent a highpoint of Western art.
The preferred genre among Romanticists was landscape painting. Nature was seen as the mirror of
the soul, while in politically restricted Germany it was also regarded as a symbol of freedom and
boundlessness. Thus the iconography of Romantic art includes solitary figures set in the
countryside, gazing longingly into the distance, as well as vanitas motifs such as dead trees and
overgrown ruins, symbolizing the transience and finite nature of life. Similar vanitas painting motifs
had occurred previously in Baroque art: indeed Romantic painters borrowed the painterly treatment
of light, with its tenebrist effects of light and shade, directly from the Baroque masters. In
Romanticism, the painter casts his subjective eye on the objective world, and shows us a picture
filtered through his sensibility.
--------------------------------------------------------------------------------------------------------French Romanticism (1815-50)
In France, as in much of Europe, the Napoleonic Wars ended in exile for Napoleon and a reactionary
wave of Restoration policies. The French republic once again became a monarchy. In fine art terms,
all this led to a huge boost for Romanticism, hitherto restrained by the domination of Neoclassicists
such as the political painter Jacques Louis David (1748-1825) and other ruling members of the
French Academy who had reigned unchallenged. Broader in outlook than their German
counterparts, French Romantic artists did not restrict themselves to landscape and the occasional
genre painting, but also explored portrait art and history painting.
Another strand of 19th-century Romanticism explored by French artists was Orientalist painting,
typically of genre scenes in North Africa.
Theodore Gericault (1791-1824) was an important pioneer of the Romantic art movement in France.
His masterpiece “The Raft of the Medusa” (1819, Louvre) was the scandal of the 1820 Paris Salon.
No painter until then had depicted horror so graphically. The impact of the painting was all the more
effective for being based on a true-life disaster. Gericault's powerfully arranged composition
forcefully undermined the calculated, intellectual painting of academic Neoclassicism. The threedimensionality of the figures, allied to the meticulous arrangement of the raft, with its symbolic
hopelessness. This symbolic portrayal of a shipwreck (of popular political aspirations) gives the
painting the same drama that marked the works of Baroque Old Masters like Rubens and Velazquez.
Gericault also adopted a Romantic approach to his famous portraits of asylum inmates.
Eugene Delacroix (1798-1863), who later became the leader of French Romanticism, followed in
Gericault's footsteps after the latter's early demise, painting pictures whose vivid colours and
impetuous brushwork were designed to stimulate the emotions and stir the soul. In doing this he
deliberately rekindled the centuries-old argument about the primacy of drawing or colour
composition.
His masterpiece in the Romantic style is “Liberty Leading the People” (1830, Louvre), painted on
the occasion of the 1830 Revolution.
Delacroix was also an avid student of colour in painting, in particular the interaction of colour and
light. He discovered that "flesh only has its true colour in the open air, and particularly in the sun. If
18
a man holds his head to the window, it is quite different from within the room; herein lies the
stupidity of studio studies, which strive to reproduce the wrong colour". One important result of his
studies was the discovery that nuances of colour can be produced by mixing complementary and
primary colours - a fact which was taken up with great interest by the Impressionists. As it was,
Delacroix himself was heavily influenced by John Constable, the great English landscape artist, who
also had a huge impact on the painters of the 'Barbizon school', near Fontainebleu, who devoted
themselves to plein-air painting in the 1830s.
Essential glossary
heightened
innalzata
sought
cercò
latter
quest’ultimo
disregard
ignorare
patches
macchie
arguably
probabilmente
mood
umore
canvases
tele
slashes
tagli, colpi
thick
spesso, denso
depicted
raffigurati
whirling
vorticosa
lashing
sferzante
widening gulf largo golfo
encompassing che comprende
yearning
bramosia
recollection
entail
neglect
craftsmanship
boundlessness
borrowed
huge boost
hitherto
broader in outlook
allied
raft
shipwreck
demise
herein
strive
ricordo, memoria
comportato
trascurare
lavoro artigianale
illimitatezza
preso in prestito (fig.)
enorme spinta
finora
con una prospettiva più ampia
alleato, unito
zattera
naufragio
decesso, morte
qui
si sforza
Activity 2: The students draw a diagram that resume the contents of the text (the students could use
the web-platform www.prezi.com or other free software)
Activity 3: The student watch a video made by the teacher (www.edpuzzle.com) about the most
common themes of romantic painting and answers the questions inserted into the video.
Activity 4: The students read and try to apply this scheme for the analysis of a painting
Form for the guided observation of a painting
1) The work is figurative or abstract ?
2) If figurative, what kind of painting belong ?
(Mythological, spiritual, historical, portrait, landscape, still life, genre scenes, etc.)
3) What is the format of the painting ?
(Square, rectangular vertical pattern, horizontally rectangular, round, elliptical, mixed)
4) As the elements are arranged on the plane of the canvas ?
(Following the route structural - center, medians, diagonal - according to a symmetrical
arrangement, outside of the track structural)
5) There are people represented ? How many? How people laid on the canvas ?
(Indicates whether the painter in distributing the figures followed a geometric pattern)
6) Who are the main characters of the painting ?
7) From what we understand who are the protagonists of the work ?
8) How they are represented the characters ?
(naturalistic, idealized, distorted, stylized, etc.)
19
9) The artist has managed to make the expression of the character ? If yes, how ?
(Rendering of movement gestures, etc.)
10) The characters are placed in an environment ?
11) The environment is made up of natural or architectures ?
12) What are the elements that make up the natural environment ?
13) What type belong buildings represented ?
14) The artist was able to make sense of the depth ? If so, how ?(Appear as evidence of depth: the
relative magnitude of the elements represented, the overlapping elements, gradients of texture,
perspective, value of brightness of colors, etc.)
15) What are the colors used by the artist ?
(It recognizes a predominant shade, colors are those customary - that is, correspond to reality - are
arbitrary colors / antinaturalistic, play a symbolic-expressive, are unitary and well distinct for each
element, they tend to fit one within the other)
16) Because she uses exactly those colors ?
17) How the artist painted the colors ?
(Chromatic large or small, size and texture of the strokes)
18) The scene takes place during the day or at night ?
19) How is the lighting?
(Widespread, coming from one or ver sources, internal or external to the scene to scene)
20) You can locate a chiaroscuro effect ?
(There are areas in light and dark areas ? The contrast between them is strong or light ? Determines a
plastic effect ?)
21) What is the subject of the work (that is, what event is described )?
22) The subject of the work is related to a source ?
(Written texts like the Bible, novels, historical facts, elements of fantasy, etc.)
23) What is the symbolic meaning of the work ?
24) What are the symbolic or iconographic attributes that help to interpret the meaning of the work ?
25) Critical judgement: position and role in the historical development of the work of art.
20
SCHEDA 3: SCHEDA DOCENTE / SCHEDA STUDENTE
Autore: Pierluigi Sichirollo
SCHEDA DOCENTE
MODULE N. 1 Title: The Romantic Age (The painting of
Turner, Friedrich and Gericault)
Lesson 4 - Title: Stylistic features and themes of painting by
Joseph Mallord William Turner
OBJECTIVES
Increasing knowledge about the style painting of Joseph Mallord
William Turner;
Developing the ability to understand the content of a video;
Developing the ability to work in small group.
CONTENT
LANGUAGE
STUDY SKILLS AND
STRATEGIES
The characteristics of William Turner’s painting
Understand the content of a original text and use his content finding the
keyword, understand the contents of a video.
Working in plenary session discussing with teacher and other students.
Watch a video and understand the contens
Working in small group
Frontal lesson, work in plenary session, work in small group, individual
work at home
Activity 1: The teacher asks some students to summarize what they have learned at home about the
different characteristics of Romantic painting and guide them in this task (flipped classroom
activity)
Activity 2: Vision of the video “Joseph Mallord William Turner” (video from YouTube)
Activity 3: After the vision of the video teacher asks to the students (in groups of 3 people) to
identify the focal points of the painting by Turner and write a short text
Activity 4: Under the guide of the teacher one student for each group report to the whole class what
they have written in activity 3 and all together try to summarize the basic elements of the lesson.
Homework: The student reviews the videos watched at school and identify the keywords used in it
and then write them in the copybook.
21
SCHEDA 3: SCHEDA DOCENTE / SCHEDA STUDENTE
Autore: Pierluigi Sichirollo
SCHEDA STUDENTE
MODULE N. 1 Title: The Romantic Age (The painting of
Turner, Friedrich and Gericault)
Lesson 4 - Title: Stylistic features and themes of painting by
Joseph Mallord William Turner
OBJECTIVES
Increasing knowledge about the style painting of Joseph Mallord
William Turner;
Developing the ability to understand the content of a video;
Developing the ability to work in small group.
CONTENT
LANGUAGE
STUDY SKILLS AND
STRATEGIES
The characteristics of William Turner’s painting
Understand the content of a original text and use his content finding the
keyword, understand the contents of a video.
Working in plenary session arguing with teacher and other students.
Watch a video and understand the contens
Working in small group
Frontal lesson, work in plenary session, work in small group, individual
work at home
Activity 1: The students to summarize what they have learned at home about the different
characteristics of Romantic painting under the guide of the teacher (final flipped classroom activity)
Activity 2: Vision of the video “Joseph Mallord William Turner” (video from YouTube)
Activity 3: After the vision of the video the students (in groups of 3 people) work to identify the
focal points of the painting by Turner and then write a short text
Activity 4: One student for each group report to the whole class what they have written in activity 3
and all students try to summarize the basic elements of the lesson.
Homework: The student reviews the videos watched at school and identify the keywords used in it
and then write them in the copybook.
22
SCHEDA 3: SCHEDA DOCENTE / SCHEDA STUDENTE
Autore: Pierluigi Sichirollo
SCHEDA DOCENTE
MODULE N. 1 Title: The Romantic Age (The painting of
Turner, Friedrich and Gericault)
Lesson 5 – Title: Stylistic features and themes of painting by
Caspar David Friedrich
OBJECTIVES
Increasing knowledge about the style painting of Caspar David
Frriedrich;
Developing the ability to analyze an original text and to
summarize it;
Developing the ability to work in small group.
Increasing ability to understand the content of a video.
CONTENT
The painting style of Caspar David Friedrich
Understand the content of a original text and use his content finding the
LANGUAGE
most important elements, understand the contents of a video.
Work on a original text
Extract from a written text and summarize the main ideas in keywords
STUDY SKILLS AND
Watch a video and use its contents for other activities
STRATEGIES
Frontal lesson, work in small group, work in pair, individual work at
home
Activity 1: Teacher gives to the students to read a text about the characters of the painting by
Friedrich (individual activity)
Activity 2: After reading the text the students (in groups of 3 people) identify the focal points of the
painting by Friedrich and they summarize them in short statements or keywords
Activity 3: The teacher asks each group to write on the chalkboard one of the key characteristics of
the painting of Friedrich
Activity 4: Vision of the video with the analysis of the painting "Wanderer above the Sea of Fog"
(video from YouTube)
Activity 5: The teacher asks the students (working in pairs) to identify the focal points of the video
you just saw. Below students must verbally expose them to the class under the direction of the
teacher.
Homework: at home the students rewatch the video of the painting analysis and answer to
comprehension questions prepared by the teacher.
Question:
1) Who is the Wanderer above the Sea of Fog?
2) How Friedrich represents Nature and why?
3) What is the meaning of the word "Sublime"?
4) Do you think there is difference between the Romantic painting of Friedrich and that of Turner?
23
SCHEDA 3: SCHEDA DOCENTE / SCHEDA STUDENTE
Autore: Pierluigi Sichirollo
SCHEDA STUDENTE
MODULE N. 1 Title: The Romantic Age (The painting of
Turner, Friedrich and Gericault)
Lesson 5 – Title: Stylistic features and themes of painting by
Caspar David Friedrich
OBJECTIVES
Increasing knowledge about the style painting of Caspar David
Frriedrich;
Developing the ability to analyze an original text and to
summarize it;
Developing the ability to work in small group.
Increasing ability to understand the content of a video.
CONTENT
The painting style of Caspar David Friedrich
Understand the content of a original text and use his content finding the
LANGUAGE
most important elements, understand the contents of a video.
Work on a original text
Extract from a written text and summarize the main ideas in keywords
STUDY SKILLS AND
Watch a video and use its contents for other activities
STRATEGIES
Frontal lesson, work in small group, work in pair, individual work at
home
Activity 1: Students have to read a text about the characters of the painting by Friedrich (individual
activity)
The works of Caspar David Friedrich (1774-1840) represent the Romantic attitude in its purest form.
he showed melancholic tendencies without indulging in any form of sentimentality. His melancholia
stemmed from a deep, simple piety, an insatiable longing for the infinite, and an unfulfilled desire
to understand the whole universe, but these yearnings also were his source of inspiration. His
paintings always portrayed human beings in contrast with nature, against whose strength and force
man is totally powerless. Friedrich saw man as a transient part of creation and nature as infinite and
everlasting. In his drawing Winter landscape and figures are thematically fused to convey the
meaning of the picture. A setting moon over the sea establishes the basic mood for this melancholy
contemplation of the ephemeral aspect of human life. The ruins of a church loom behind the little
graves and to the right two broken dead trees are symbolically silhouetted against the sky; in the
foreground an old couple are digging a grave in the moonlight. The infinity of sea, sky and moon is
contrasted by the finite aspects of life on earth. The monochrome tones of this sepia drawing give
the scene a universally valid meaning.
Less pessimistic, but suffused with romantic poetry, is the painting Chalk Cliffs on Rugen, which
illustrates Friedrich's abilities as a landscape painter. His description of nature shows that his eyes
and heart have remained open to the wonders of creation. From a clearing on high cliffs three
wanderers admire the view of the sea far below. In the foreground every leaf and blade of grass is
depicted in minute detail and the hard, sharp outlines of the chalky rocks are drawn with great
precision; only the soft and unformed surface of water in the background fades gently into the
distance and fuses with the misty sky at the horizon. By placing two small sailboats on this infinite
stretch of water, Friedrich expresses his longing for the unreachable; they symbolize man's
insignificance in the face of nature.
The high ideals of the Romantic were soon discarded. Their world-embracing emotions were
replaced by a more personalized, intimate happiness, and the large-scale view of nature was
transformed into a contemplative idyll.
24
Essential glossary
stemmed
derivata
longing
brama
unfulfilled
insoddisfatto
yearnings
bramosia
transient
transitorio
convey
esprimere
ephemeral
loom
are digging
cliffs
wanderers
discarded
effimero
appare in lontananza
stanno scavando
scogliere
vagabondi
scartati
Activity 2: After reading the text the students (in groups of 3 people) identify the focal points of the
painting by Friedrich and they summarize them in short statements or keywords
Activity 3: The teacher asks each group to write on the chalkboard one of the key characteristics of
the painting of Friedrich
Activity 4: Vision of the video with the analysis of the painting "Wanderer above the Sea of Fog"
(video from YouTube)
Activity 5: The teacher asks the students (working in pairs) to identify the focal points of the video
you just saw. Below students must verbally expose them to the class under the direction of the
teacher.
Homework: at home the students rewatch the video of the painting analysis and answer to
comprehension questions prepared by the teacher.
Question:
1) Who is the Wanderer above the Sea of Fog?
2) How Friedrich represents Nature and why?
3) What is the meaning of the word "Sublime"?
4) Do you think there is difference between the Romantic painting of Friedrich and that of Turner?
25
Caspar David Friedrich, “The Wanderer above the Sea of Fog”
1818, oil on canvas, cm 95 x 75 - Kunsthalle, Hamburg
26
SCHEDA 3: SCHEDA DOCENTE / SCHEDA STUDENTE
Autore: Pierluigi Sichirollo
SCHEDA DOCENTE
MODULE N. 1 Title: The Romantic Age (The painting of
Turner, Friedrich and Gericault)
Lesson 6 – Title: Stylistic features and themes of painting by
Jean-Louis André Théodore Géricault
OBJECTIVES
Increasing knowledge about the style painting of Jean Louis
André Théodore Géricault
Increasing ability to understand the content of a video.
Developing the ability to work on different web platform.
CONTENT
The painting style of Jean-Louis André Théodore Géricault
Understand the content of a original video and use his content
LANGUAGE
Find the essential points in a written text
Watch a video adapted by the teacher on a web-platform;
Resume the contents of the previous lessons finding the main differences
STUDY SKILLS AND
between the painting of Turner, Friedrich and Gericault and on this
STRATEGIES
subject writes a short text.
Flipped lesson, individual work at home
Activity 1: Vision of a video adapted by the teacher (using the web platform www.edpuzzle.com)
about stylistic features and themes of painting by Jean-Louis André Théodore Géricault and answers
to the questions inserted into the video
Activity 2: After watching the video student, also rereading the notes taken in previous lessons, try
to focus on the major differences between the way of painting of Turner, Friedrich and Gericault and
on this subject writes a short text. This text is uploaded by student on the web platform
www.padlet.com
Activity 3: The teacher on the web platform Padlet comments the short texts written by students
inviting them to write other comments until the next lesson
27
SCHEDA 3: SCHEDA DOCENTE / SCHEDA STUDENTE
Autore: Pierluigi Sichirollo
SCHEDA STUDENTE
MODULE N. 1 Title: The Romantic Age (The painting of
Turner, Friedrich and Gericault)
Lesson 6 – Title: Stylistic features and themes of painting by
Jean-Louis André Théodore Géricault
OBJECTIVES
Increasing knowledge about the style painting of Jean Louis
André Théodore Géricault
Increasing ability to understand the content of a video.
Developing the ability to work on different web platform.
CONTENT
The painting style of Jean-Louis André Théodore Géricault
Understand the content of a original video and use it
LANGUAGE
Find the essential points in a written text
Watch a video adapted by the teacher on a web-platform;
Resume the contents of the previous lessons finding the main differences
STUDY SKILLS AND
between the painting of Turner, Friedrich and Gericault and on this
STRATEGIES
subject writes a short text.
Flipped lesson, individual work at home
Activity 1: The student watch a video adapted by the teacher (using the web platform
www.edpuzzle.com) about stylistic features and themes of painting by Jean-Louis André Théodore
Géricault and answers to the questions inserted into the video
Activity 2: After watching the video student, also rereading the notes taken in previous lessons, try
to focus on the major differences between the way of painting of Turner, Friedrich and Gericault and
on this subject writes a short text. This text is uploaded by student on the web platform
www.padlet.com
Activity 3: The teacher on the web platform Padlet comments the short texts written by students
inviting them to write other comments until the next lesson
28
SCHEDA 3: SCHEDA DOCENTE / SCHEDA STUDENTE
Autore: Pierluigi Sichirollo
SCHEDA DOCENTE
MODULE N. 1 Title: The Romantic Age (The painting of
Turner, Friedrich and Gericault)
Lesson 7 – Title: Analysis of paintings by Turner and Gericault
OBJECTIVES
Increasing the ability to analyze paintings.
Increasing ability to understand the content of a video.
Increasing the ability of arguing in L2
CONTENT
Analysis of important paintings by Turner and Gericault
Understand the contents of a video and use it for finding the main
elements
LANGUAGE
Discuss and debate with teacher and other students about argument of the
lesson
Watch a video and understand the contents
STUDY SKILLS AND
Be able to analyze a painting using the competences learned before
STRATEGIES
Frontal lesson, work in small group, individual work at home
Activity 1: Vision of the video about analysis of the painting "Rain, Steam and Speed - The Great
Western Railway" (video from YouTube)
Activity 2: The teacher asks students to explain what they have understood of the video analysis of
the painting and invite some students to write on the chalkboard the main elements of the analysis
Activity 3:Vision of the video about analysis of the painting "The Raft of the Medusa" (video from
YouTube)
Activity 4: The teacher provides each student with a photocopy of the masterpiece by Gericault and
students mark on it the basic lines of the composition and identify (with arrows and short notes) the
main points of the picture as described in the video analysis work just seen. At the end of this
activity students compare their work with the other students
29
SCHEDA 3: SCHEDA DOCENTE / SCHEDA STUDENTE
Autore: Pierluigi Sichirollo
SCHEDA STUDENTE
MODULE N. 1 Title: The Romantic Age (The painting of
Turner, Friedrich and Gericault)
Lesson 7 – Title: Analysis of paintings by Turner and Gericault
OBJECTIVES
Increasing the ability to analyze paintings.
Increasing ability to understand the content of a video.
Increasing the ability of arguing in L2
CONTENT
LANGUAGE
STUDY SKILLS AND
STRATEGIES
Analysis of important paintings by Turner and Gericault
Understand the contents of a video and use it for finding the main
elements
Discuss and debate with teacher and other students about argument of the
lesson
Watch a video and understand the contents
Be able to analyze a painting using the competences learned before
Frontal lesson, work in small group, individual work at home
Activity 1: The students watch video about analysis of the painting "Rain, Steam and Speed - The
Great Western Railway" (video from YouTube)
Activity 2: Teacher invites students to explain what they have understood of the video analysis of
the painting and invite some of them to write on the chalkboard the main elements of the analysis
Activity 3: The students watch video about analysis of the painting "The Raft of the Medusa" (video
from YouTube)
Activity 4: The students with a photocopy of the masterpiece by Gericault mark on it the basic lines
of the composition and identify (with arrows and short notes) the main points of the picture as
described in the video analysis just seen. At the end of this activity students compare their work with
the other students
30
John Mallord Wiliam Turner, “Rain, Steam and Speed – The Great Western RailWay”, 1844, oil on
canvas, cm 91 x 122 - National Gallery, London
Jean-Louis André Théodore Géricault, “The Raft of the Medusa”,
1818, oil on canvas, cm 491 x 716 – Musée du Louvre, Paris
31
SCHEDA 3: SCHEDA DOCENTE / SCHEDA STUDENTE
Autore: Pierluigi Sichirollo
SCHEDA DOCENTE
MODULE N. 1 Title: The Romantic Age (The painting of
Turner, Friedrich and Gericault)
Lesson 8 – Title: Analysis by analogy of other paintings by
Turner, Friedrich and Gericault
OBJECTIVES
Increasing the ability to analyze paintings.
Increasing ability to understand the content of a video.
Increasing the ability of arguing in L2
CONTENT
Analysis of other painting by Turner, Friedrich and Gericault
Be able to use English language to analyze painting and to compare
LANGUAGE
yourself and your idea with those of other students
STUDY SKILLS AND
Be able to analyze painting using the competences learned before
STRATEGIES
Frontal lesson, work in group in classroom and at home
Activity 1: The teacher provides students with images of other important and significant paintings
by Turner, Friedrich and Gericault using classroom computers computer. Students (in groups of 4
people) analyze these paintings, different for each group, and apply what they have learned
previously, writing a short text comment
Activity 2: Once completed the analysis, the groups share with the rest of the class what they have
developed and the teacher summarizes the lesson.
Homework: The students, working in 4 people, prepare powerpoint presentations (maximum 7
slides) that highlight
1) the characteristics of romantic painting;
2) the painting of Turner;
3) the painting of Friedrich;
4) teh painting of Gericault.
(each group produces just a presentation).
32
SCHEDA 3: SCHEDA DOCENTE / SCHEDA STUDENTE
Autore: Pierluigi Sichirollo
SCHEDA STUDENTE
MODULE N. 1 Title: The Romantic Age (The painting of
Turner, Friedrich and Gericault)
Lesson 8 – Title: Analysis by analogy of other paintings by
Turner, Friedrich and Gericault
OBJECTIVES
Increasing the ability to analyze paintings.
Increasing ability to understand the content of a video.
Increasing the ability of discussing and debating in L2.
CONTENT
Analysis of other painting by Turner, Friedrich and Gericault
Be able to use English language to analyze painting and to compare
LANGUAGE
yourself and your idea with those of other students
STUDY SKILLS AND
Be able to analyze painting using the competences learned before
STRATEGIES
Frontal lesson, work in group in classroom and at home
Activity 1: The students (in group of 4 people) analyze other important and significant paintings by
Turner, Friedrich and Gericaults and apply what they have learned previously, writing a short text
comment
Activity 2: The groups of students share with the rest of the class what they have developed and the
teacher summarizes the lesson.
Homework: The students, working in 4 people (the same group of the frontal lesson, if possoble),
prepare powerpoint presentations (maximum 7 slides) that highlight
5) the characteristics of romantic painting;
6) the painting of Turner;
7) the painting of Friedrich;
8) the painting of Gericault.
(each group produces just one presentation).
33
John Mallord William Turner, “The Burning of the Houses of Lords and Commons”, 1834, oil on
canvas, cm 93 x 123 – The Cleveland Museum of Art, Cleveland
John Mallord William Turner, “The Slave Ship”,
1840, oil on canvas, cm 91 x 123 – Museum of Fine Arts, Boston
34
Caspar David Friedrich, “The Monk by the Sea”,
1808-1810, oil on canvas, cm 110 x 171, Alte Nationalgalerie, Berlin
Caspar David Friedrich, “The Sea of Ice” or “The Wreck of Hope”,
1823-1824, oil on canvas, cm 97 x 127, Kunsthalle Hamburg, Hamburg
35
Jean-Louis André Théodore Géricault, “Slaves stopping a horse, study for The race of Barbarian
Horses”, 1817, oil on canvas, cm 61 x 49, Musée de Beaux-Arts, Rouen
Jean-Louis André Théodore Géricault, “Wounded Courassier Leaving the Field of Battle”, 1814, oil
on canvas, cm 49 x 60, Musée du Louvre, Paris
36
SCHEDA 3: SCHEDA DOCENTE / SCHEDA STUDENTE
Autore: Pierluigi Sichirollo
SCHEDA DOCENTE
MODULE N. 1 Title: The Romantic Age (The painting of
Turner, Friedrich and Gericault)
Lesson 9 – Title: What do you have understood of Romantic
painting and its major artists ?
OBJECTIVES
Summarize the contents of the module on Romantic painting
Use the English language to express ideas, concepts and
opinions
CONTENT
The Romantic painting, his characteristics and the major artists
Be able to use English language to describe an artistic movement and the
LANGUAGE
artist that belong to it
STUDY SKILLS AND
Presentation of PowerPoint
STRATEGIES
Participated lesson, work in group
Activity 1: Teacher invites groups to illustrate presentations to the class and he asks questions to the
members of groups.
Activity 2: The PowerPoint presentations are uploaded by students into Google Drive of the class,
so every student can study them at home.
37
SCHEDA 3: SCHEDA DOCENTE / SCHEDA STUDENTE
Autore: Pierluigi Sichirollo
SCHEDA STUDENTE
MODULE N. 1 Title: The Romantic Age (The painting of
Turner, Friedrich and Gericault)
Lesson 9 – Title: What do you have understood of Romantic
painting and its major artists ?
OBJECTIVES
Summarize the contents of the module on Romantic painting
Use the English language to express ideas, concepts and
opinions
CONTENT
The Romantic painting, his characteristics and the major artists
Be able to use English language to describe an artistic movement and the
LANGUAGE
artist that belong to it
STUDY SKILLS AND
Presentation of PowerPoint
STRATEGIES
Participated lesson, work in group
Activity 1: In turn groups illustrate presentations to the class and the teacher asks questions to
members of groups.
Activity 2: The PowerPoint presentations are loaded by students into Google Drive of the class, so
every student can study them at home.
38
SCHEDA 3: SCHEDA DOCENTE / SCHEDA STUDENTE
Autore: Pierluigi Sichirollo
SCHEDA DOCENTE
MODULE N. 1 Title: The Romantic Age (The painting of
Turner, Friedrich and Gericault)
Lesson 10 – Title: Final check (Assessment)
OBJECTIVES
Check the learning content of the module.
Check the growth of the language skills.
CONTENT
The Romantic painting, his characteristics and the major artists
Understand the content of a original text
LANGUAGE
and use his content finding the keyword,
Write a short text with the analysis of a painting
STUDY SKILLS AND
Answer to a questionary
STRATEGIES
Being able to explain a specific topic
Frontal lesson, individual activity
Activity 1: Analyze a painting (not previously examined in class) and describe it in a short text.
Activity 2: Respond to some written questions about the characteristics of Romantic painting
1) What are the favorite themes of English Romantic painting?
2) The German romantic painting sometimes has political connotations?
3) Because the romantic painters choose to represent preferably natural landscapes?
4) What are the main differences and similarities between the Neoclassical and the Romantic
painting ?
5) Can you briefly define the concept of “Sublime” ?
Activity 3: Respond orally to specific questions of the teacher on the three authors studied
1) Which artistic movement next anticipates with his work William Turner?
2)
Friedrich's
works
are
influenced
by
his
being
a
Protestant?
3) Justify this statement: Gericault is a romantic artist who anticipates realism.
4) Turner leaves the form in favor of feeling: explains this sentence.
5) Do you think the different political conditions in England, Germany and France can explain the
three different approaches to the Romanticism of Turner, Friedrich and Gericault?
39
SCHEDA 3: SCHEDA DOCENTE / SCHEDA STUDENTE
Autore: Pierluigi Sichirollo
SCHEDA STUDENTE
MODULE N. 1 Title: The Romantic Age (The painting of
Turner, Friedrich and Gericault)
Lesson 10 – Title: Final check (Assessment)
OBJECTIVES
Check the learning content of the module.
Check the growth of the language skills.
CONTENT
The Romantic painting, his characteristics and the major artists
Understand the content of a original text
LANGUAGE
and use his content finding the keyword,
Write a short text with the analysis of a painting
STUDY SKILLS AND
Answer to a questionary
STRATEGIES
Being able to explain a specific topic
Frontal lesson, individual activity
Activity 1: Analyze a painting (not previously examined in class) and describe it in a short text.
2)
1)
3)
4)
5)
6)
7)
1) Caspar David Friedrich, “The Hunter in the Forest”, 1814, oil on canvas, cm 65 x 46, Private
collection.
2) Caspar David Friedrich, “Hun Grave in the Snow”, 1807, oil on canvas, cm 61 x 80,
Gemäldegalerie, Dresden
3) Caspar David Friedrich, “Winter Landscape”, 1811, oil on canvas, cm 32 x 45, National Gallery,
London
4) John Mallord William Turner, “Shadow and Darkness – The Evening of the Deluge”, 1843, oil on
canvas, cm 79 x 78, Tate Gallery, London
5) John Mallord William Turner, “Light and Colour (Goethe’s Theory) – The Morning after the
Deluge”, 1843, oil on canvas, cm 79 x 78, Tate Gallery, London
40
6) Jean-Louis André Théodore Géricault, “Portait of a Woman Suffering from Obsessive Envy (The
Hyena)”, 1822, oil on canvas, cm 72 x 58, Musée des Beaux-Arts, Lion
7) Jean-Louis André Théodore Géricault, “Portrait of a Man Suffering from Delusions of Military
Command”, 1822, oil on canvas, cm 81 x 65, Sammlung Oskar Reinhart, Winterthur
Activity 2: Respond to some written questions about the characteristics of Romantic painting
1) What are the favorite themes of English Romantic painting?
2) The German romantic painting sometimes has political connotations?
3) Because the romantic painters choose to represent preferably natural landscapes?
4) What are the main differences and similarities between the Neoclassical and the Romantic
painting ?
5) Can you briefly define the concept of “Sublime” ?
Activity 3: Respond orally to specific questions of the teacher on the three authors studied
41
SCHEDA 3: SCHEDA DOCENTE / SCHEDA STUDENTE
Autore: Pierluigi Sichirollo
SCHEDA DOCENTE
MODULE N. 1 Title: The Romantic Age (The painting of
Turner, Friedrich and Gericault)
Lesson 11 – Title: Remedial and reinforcement
OBJECTIVES
Review the contents of the lessons
Reinforce the competences in listening and speaking
CONTENT
The Romantic Age (The painting of Turner, Friedrich and Gericault)
Understand the content of a PPT presentation.
LANGUAGE
Be able to listen to an oral explanation
Using presentation made by students.
STUDY SKILLS AND
Peer explanation of matters.
STRATEGIES
Partecipated lesson.
Activity 1: The teacher invites students to present to the classroom ther PowerPoint presentations
made in the previous lesson and explain their contents.
Activity 2: Teacher invites students with a good result in the final test to explain to other students
the main characteristics of the three authors studied.
42
SCHEDA 3: SCHEDA DOCENTE / SCHEDA STUDENTE
Autore: Pierluigi Sichirollo
SCHEDA STUDENTE
MODULE N. 1 Title: The Romantic Age (The painting of
Turner, Friedrich and Gericault)
Lesson 11 – Title: Remedial and reinforcement
OBJECTIVES
Review the contents of the lessons
Reinforce the competences in listening and speaking
CONTENT
The Romantic Age (The painting of Turner, Friedrich and Gericault)
Understand the content of a PPT presentation.
LANGUAGE
Be able to listen to an oral explanation
Using presentation made by students.
STUDY SKILLS AND
Peer explanation of matters.
STRATEGIES
Partecipated lesson
Activity 1: Students that need to review the contents watch carefully, take notes and ask questions.
Activity 2: Students explain to the classroom the main characteristics of the three authors studied.
43
SCHEDA 3: SCHEDA DOCENTE / SCHEDA STUDENTE
Autore: Pierluigi Sichirollo
SCHEDA DOCENTE
MODULE N. 1 Title: The Romantic Age (The painting of
Turner, Friedrich and Gericault)
Lesson 12 – Title: Evaluation and self-assessment
OBJECTIVES
Students assess the form and self-evaluate their competence
CONTENT
Evaluation and self-assessment
Be able to fill out a questionnaire
LANGUAGE
Be able to follow a discussion
Self-Assessment Questionnaire
STUDY SKILLS AND
Discussion in plenary mode
STRATEGIES
Partecipated lesson
Activity 1: The teacher provides students with the self-assessment questionnaire module
Activity 2: The teacher leads the class with a brief discussion to summarize and close the form on
the art romantic
Activity 1
The teacher provides students with the assessment and self-assessment
(15 min)
questionnaire module
Activity 2
The teacher leads the class with a brief discussion to summarize and close the
form on the art romantic
(15 min)
44
SCHEDA 3: SCHEDA DOCENTE / SCHEDA STUDENTE
Autore: Pierluigi Sichirollo
SCHEDA STUDENTE
MODULE N. 1 Title: The Romantic Age (The painting of
Turner, Friedrich and Gericault)
Lesson 12 – Title: Evaluation and self-assessment
OBJECTIVES
Students assess the form and self-evaluate their competence
CONTENT
LANGUAGE
STUDY SKILLS AND
STRATEGIES
Activity 1
(15 min)
Activity 2
(15 min)
Evaluation and self-assessment
Be able to fill out a questionnaire
Be able to follow a discussion
Self-Assessment Questionnaire
Discussion in plenary mode
Partecipated lesson
The students fill in the assessment and self-assessment questionnaire module
Students participate in a brief discussion to summarize and close the form on
the art romantic
45
QUESTIONARIO FINALE DI VALUTAZIONE E AUTOVALUTAZIONE
MODULO CLIL: The Romantic Age (The painting of Turner, Friedrich and Gericault)
Liceo scientifico “G. Galilei” – Classe 5^ ________ – Docente: Pierluigi Sichirollo
Data di compilazione. ____________ Alunno _______________________________
Negativo
Sufficiente
Buono
Ottimo
I materiali utilizzati in classe sono
stati
Il lavoro di gruppo è stato
Le modalità di presentazione dei
movimenti artistici e dei singoli
artisti è stata
Le attività da svolgere a casa sono
state utili ?
La capacità del docente di
coinvolgere la classe è stata
Ritieni di essere stato facilitato
nel processo di apprendimento
avendo utilizzato la didattica
CLIL ?
Ritieni di avere incrementato le
tue competenze comunicative
Per la modalità scritta
Per la modalità orale
Ritieni di aver incrementato le tue
competenze disciplinari
Ritiene che lavorare in grupo sia
stato
In generale l’esperienza è stata
46
Addendum to the text
1) Rubric for written text production
Indicators
Descriptors
Composition is off topic. The information that
results are very limited or confused.
It sees a discussion of the topic, but the
Ideas and contents
development is still too general or elementary
The composition is clear and is the topic at hand,
manages to capture the reader's attention. Relevant
examples and other details enrich the central theme
Text organization
Text unorganized and confused
Text arranged in a sufficiently logical
Text organized in a logical and coherent way
Text style
Nt appropriate to the subject
Sfficiently adequate to the topic
Style appropriate to the subject of the text
Accuracy of the
Shortly accurate and precice
lexicon
Sufficiently accurate and precise
The use of the lexicon is accurate and precise
Points
1
2
3
1
2
3
0,5
1
2
0,5
1
2
2) Rubric for oral production
Indicators
Descriptors
Points
the argument is not organized in a logical way and
0,5
communication is unclear
1
The argument is clear enough even if the
1
Organization and oral information provided does not follow a logical
communication
sequence
The argument is well organized and information
1,5
provided follow a logical sequence
The argument is treated effectively as well as
2
information
The information is provided in a disconnected and
1
the contents are not acquired
2
The information is mastered only partially and
1,5
Knowledge
content knowledge is superficial
of content
The contents are learned but there is no personal
2
reflection and criticism
The contents are learned in full and are reworked in
2,5
a critical and personal
Oral exposure presents several errors and has that
0,5
impair communication and understanding
3
Oral exposure presents some linguistic errors
1
Linguistic correctness that partially affect the understanding
Oral
exposure
presents
some
linguistic
1,5
imperfections that do not affect neither the
information nor the understanding
Oral exposure does not present any linguistic
2
imperfection
Oral exposure occurs without making eye contact
0
with the audience
47
4
Eye contact
5
Fluency and
communication
effectiveness
Oral exposure occurs rarely with eye contact with
the audience
Oral exposure takes place while maintaining
visual contact with those present for most of the
time
Oral exposure occurs maintaining eye contact with
the audience
Specific terms, even basic, are pronounced
incorrectly, there is not any influence or
communication effectiveness
Some specific terms are pronounced incorrectly,
fluency and communication are sufficiently
effectiveness
Most of the words are pronounced correctly, fluency
and communication effectiveness are adequate
The words are pronounced correctly, there's a great
fluency and communication effectiveness
3) Rubric for written text or video content transformed in a diagram
Indicators
Descriptors
Identification of
Locate the concepts partially
concepts in the text
Locate the concepts so essential
Locate the concepts correctly
Choosing the type of tTpe not adequate
diagram
Type sufficiently adequate
Type correctly identified
Organization of
Shortly organized and confused
diagram
Arranged in a sufficiently logical
Organized in a logical and correct way
Summary of concepts Unclear and inadequate argument
Sufficiently clear and adequate to the subject
Clear and consistent with the subject of the text
0,5
1
1,5
0,5
1
1,5
2
Points
1
2
3
0,5
1
2
0,5
1
2
1
2
3
48
ITC USED IN THIS MODULE
Utilizzo TIC
Docente
Elaboratore di testi
(Word o simile)
Programma per
realizzare
presentazioni
multimediali
(PowerPoint o
simili)
Rete internet
ScreenCast-O-matic
FreeVideoEditor
UmmyDownlaoder
Google Drive
Piattaforma Ed
puzzle.com
Piattaforma Padlet
Programma online
Prezi.com
Scopo
Scrivere testi
Realizzare
presentazioni
Ricerche di testi,
immagini e filmati
Realizzare video
Modificare e
adattare video
scaricati dalla Rete
Scaricare filmati
da YouTube
Condividere
materiale con gli
studenti
Utilizzo TIC
Studente
Elaboratore di testi
(Word o simile)
Programma per
realizzare
presentazioni
multimediali
(PowerPoint o
simili)
Rete internet
ScreenCast-O-matic
FreeVideoEditor
Scopo
Scrivere testi
Realizzare
presentazioni
Ricerche di testi e
immagini
-----------
UmmyDownlaoder
Google Drive
Modificare video
o caricare video
propri ed
aggiungere
domande di
comprensione
Fornire spunti di
discussione agli
studenti ed
interagire tramite
post
Piattaforma Ed
puzzle.com
Realizzare
presentazioni
animate e
condividerle con
gli studenti
Programma online
Prezi.com
Piattaforma Padlet
-----Leggere o
scaricare il
materiale fornito
dal docente
Guardare il video
condiviso dal
docente e
rispondere alle
domande di
comprensione
Leggere gli spunti
pubblicati dal
docente e inserire
propri testi, per un
processo di
apprendimento più
condiviso
Realizzare
presentazioni
animate e
condividerle con il
resto della classe
49