Topic: The new aesthetics

Target group

6th‑grade students of elementary school

Core curriculum

IX. „Golden Age” in Poland on the European background. Student:  

7. presents the greatest achievements of the Polish Renaissance and Reformation, including the works of Mikołaj Rej, Jan Kochanowski, and Andrzej Frycz Modrzewski; recognizes objects of Renaissance art in Poland;

General aim of education

The student will learn about the specificity of the Renaissance in Poland.

Key competences

• communication in foreign languages;

• digital competence;

• learning to learn.

Criteria for success
The student will learn:

• where in Central‑Eastern Europe two important centres of the Renaissance culture were shaped;

• what elements of Renaissance art were implemented in Poland.

Methods/techniques

• expository

  • talk.

• activating

  • discussion.

• programmed

  • with computer;

  • with e‑textbook.

• practical

  • exercices concerned.

Forms of work

• individual activity;

• activity in pairs;

• activity in groups;

• collective activity.

Teaching aids

• e‑textbook;

• notebook and crayons/felt‑tip pens;

• interactive whiteboard, tablets/computers.

Lesson plan overview

Introduction

1. The teacher states the subject of the lesson, explains the aim of the lesson and together with students determines the success criteria to be achieved.

2. The teacher plays the recording of the abstract. Every now and then he stops it, asking the students to tell in their own words what they have just heard. This way, students practice listening comprehension.

Realization

1. Reading the content of the abstract. The teacher uses the text for individual work or in pairs, according to the following steps: 1) a sketchy review of the text, 2) asking questions, 3) accurate reading, 4) a summary of individual parts of the text, 5) repeating the content or reading the entire text.

2. Discussing information presented on the timeline. The teacher then divides the class into groups - as many as there are events on the axis. Each team works on one assigned issue, deepening the information contained in the abstract. Then the students present their discussions.

3. The teacher together with the students sums up the current course of classes.

4. Students analyze the gallery of illustrations and execute Task 2. To answer the question, they can use Internet sources or other publications. The teacher checks the correctness of the answer and provides feedback to the students.

5. Students analyze the illustration and execute Task 3. To answer the question, they can use Internet sources or other publications. The teacher checks the correctness of the answer and provides feedback to the students.

6. Students in pairs solve the Exercise 1. The teacher checks if the task has been correctly completed and gives feedback to students.

Summary

1. The teacher asks a willing student to summarize the lesson from his point of view. He asks other students if they would like to add anything to their colleague's statements.

2. The teacher asks the students questions:

   • What did you find important and interesting in class?

   • What was easy and what was difficult?

   • How can you use the knowledge and skills you have gained today?

   Willing/selected students summarize the lesson

Homework

1. Listen to the abstract recording at home. Pay attention to pronunciation, accent and intonation. Learn to pronounce the words learned during the lesson.

2. Make at home a note from the lesson, for example using the sketchnoting method.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

The new aesthetics

Fascinated with the new art Sigismund the Old brought to Krakow two artists: first Francesco Fiorentino and several years later Bartolommeo Berrecci. Remaking of the Wawel Royal Castle in the new “Italian style” was started on the initiative of King Sigismund the Old. In 1517‑1533, the mausoleum of the Jagiellons - the „Sigismund's Chapel”. The Italian artists found their followers amongst the Poles. Building of burial chapels by the richest magnate families and commemoration of the deceased with impressive marble tombstones was especially popular. Similar to Italy, the most important places of the public life of the bourgeois were: the parish church, the town hall, the cloth hall, and then private houses. However, looking at the architectural masterpieces created for the courthouse circles, the bourgeois wanted to give new looks to their representative buildings. Rational considerations limited them just to some details stressing the new, fashionable looks, e.g. adding of an attic or a change of the architectural design of the façade. The town halls in Sandomierz and Tarnów and the Cloth House in Krakow were ornamented in this manner, as well as numerous tenaments of the bourgeois. One of scares examples of completely new investments was the town hall in Poznań.