Title: Objective image of the world

Lesson plan elaborated by: Magdalena Trysińska

Topic:

Objective image of the world.

Target group:

2nd‑grade students of a high school.

Core curriculum

Basic level

I. Literary and cultural education.

2. Receipt of cultural texts. Student:

1) processes and hierarchizes information from texts, such as journalistic, popular science and scientific;

6) reads non‑literary cultural texts, using the code proper in a given field of art.

III. Creating statements.

2. Speaking and writing. Student:

10) in the interpretation presents a proposal to read the text, formulates arguments on the basis of the text and known contexts, including personal experience, and carries out a logical argument for the validation of formulated judgments.

IV. Self‑study. Student:

1. organises information into a problematic whole by valuing it; synthesizes the learned content around the problem, topic, issue and uses it in your statements;

2. uses scientific or popular science literature;

3. uses multimedia information sources and makes their critical evaluation; uses multimedia resources, for example from: libraries, on‑line dictionaries, e‑book publications, original websites; selects web sources, taking into account the criterion of material correctness and critically evaluates their content.

Advanced level

I. Literary and cultural education.

2. Receipt of cultural texts. Student:

2) uses scientific texts in the interpretation of a work of art;

3) recognises references to biblical and ancient traditions in contemporary culture;

4) compares cultural texts, taking into account various contexts;

5) recognises and characterizes the main styles in architecture and art.

IV. Self‑study. Student:

1) goes back to the scientific literature to deepen his subject knowledge.

General aim of education

Students learn the main artistic trends that dominate in the art of the era of positivism (naturalism, realism).

Key competences

• communication in foreign languages;

• digital competence;

• learning to learn.

Operational goals

Student:

• characterises generic painting;

• recognises the convention of realism and naturalism in the sections of painting;

• describes iconic cultural texts;

• lists representatives of Polish realism and naturalism.

Methods/techniques

• 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;

• interactive whiteboard, tablets/computers.

Lesson plan overview (Process)

Introduction

1. The teacher defines the purpose of the class, which is to learn the main trends in the artistic expression of the period of positivism that prevails in painting. It gives students the criteria for success.

Realization

1. The teacher displays the definition of generic painting on the board. Students will get acquainted with the definition, then they will look at the pictures in the gallery (e‑textbook). The pupils' task is to indicate a painting that does not belong to the discussed painting trend (it is a picture of C. Monet „Łodzie rybackie wypływające z portu”). Students justify their choice. It should be noted that Monet's painting belongs to Impressionist painting, which could also show everyday life, but most of all it focused on what is fleeting and moody. Colors and lighting are important. It does not matter what is on the picture, but how it is painted.

2. The teacher displays the image of Aleksander Gierymski „Żydówka z pomarańczami” on the board. Students analyze the image, indicate features that differentiate the genre from the portrait (exercise 2 of the textbook).

3. Students read Jerzy Malinowski's text „Malarstwo XIX wieku”. Then they perform exercise 3 of the textbook - they combine the pictures included in the lesson with information about the author, title and character of the work.

4. The teacher displays a painting by Jan Matejko „Kazanie Skargi”. The students describe the work. They use the information included in the text of J. Malinowski and information found on the Internet. The teacher points out that there were many people in the picture who could not meet in the same place. This concept of presenting history allowed for a better understanding of historical processes.

Summary

1. Students write in their notebooks the keys to the lessons they consider the most important.

2. The teacher asks summarizing questions, e.g.
   - What is genre painting?
   - What is the difference between naturalism and realism?.

Homework

1. Read a description of J. Chełmoński's picture „Babie lato” in an abstract. Then - based on the text by Ewa Micke‑Broniarek - create a description of another painting by the same artist: „Bociany”.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

Objective image of the world

In the second half of the 19th‑century art evolved from dramatic and expressive creations of romanticism and mystic complementation of nature into a reliable observation of contemporary world. Paintings expanding the great range of academic subject by themes from everyday life of ordinary people, portrayed directly with perspicacity and sometimes – even with a brutal literalism – began to appear in official exhibitions in France. In art, the faithfulness to the realistic observance of the world translated into paintings of native landscapes or representatives of the lower social classes. “Painted histories” were created in the spirit of realism. They were vivid visions of the past, combining historical topics, rich psychological depiction of people and detailed costume study.