1. MICHELANGELO
8th Grade Art State Standard #9: Produce works influenced by artwork of
different eras and cultures.
Goal for the Year: The students will become familiar with the main stylistic
periods in art and experience varieties of medias.
Goal for the Unit: The students will be able to identify and describe facts from
Michelangelo’s life, the Renaissance and the subtractive process.
Big Fat Questions:
1. Why do most of Michelangelo’s sculptures, such as David, have a fierce expression
called the terribilita?
2. What body part did Michelangelo usually carve first? Why do you think he did that?
3. Why do Renaissance arts usually have a secular theme?
4. What is the story behind Michelangelo’s creation of the Pi’eta? What emotions does it
conjure in you?
5. Would you like the kind of life Michelangelo had? Why or why not?
2. Taxonomy OBJECTIVES
Knowledge/ TSWBAT identify main events and art works of Michelangelo’s life and also
Comprehension identify the main characteristics of the Renaissance.
MI: Linguistic
Product: Quiz (given after analysis)
o Did they remember the facts learned in class?
Application TSWBAT make a class timeline of Michelangelo’s life and artwork.
MI: Visual, linguistic, mathematical, bodily kinethetic
Product: Timeline
o Are the dates and facts accurate?
o Did they incorporate all the important facts learned in class?
o (Is it neat?)
o (Is it done on time?)
Analysis TSWBAT compare and contrast the culture, religion, and art of the
Renaissance and Middles Ages.
MI: Visual, linguistic
Product: Venn diagram
o Are the facts accurate?
o Did they incorporate all the important facts learned in class?
o (Is it neat?)
o (Is it done on time?)
Synthesis TSWBAT create their own sculpture from plaster based on the
characteristics of Michelangelo’s works.
MI: Visual, bodily kinesthetic
Product: Sculpture
o Did they incorporate some characteristics of Michelangelo’s works?
o Is it asthetically pleasing?
o (Is it done on time?)
Evaluation TSWBAT critique their own sculptures (Did they use the tools efficiently?
Did they incorporate some of Michelangelo’s work’s characteristics? Is it
aesthetically pleasing? Etc.).
MI: Interpersonal, Intrapersonal, linguistic
Product: Their participation in the critique
o Did they participate?
o Can they explain how they incorporated Michelangelo’s
characteristics?
o Did they use some artistic vocabularies?
o (Do they respect others who are speaking?)
3. Knowledge/Comprehension
Objective: TSWBAT identify main events and art works of Michelangelo’s life and also identify
the main characteristics of the Renaissance.
Introduction: The teacher will…
1. Conduct an blot test on the students
2. Ask students what they see in the blots
3. Say Michelangelo’s quote
4. Introduce the unit
Procedure: The teacher will…
1. State objectives
2. Pass out outline and rubric (attached to back), explain rubric (expectations,
assessments, etc)
3. Explain rules for the use of the computer room
4. Take students to computer room(reserve it several days prior to lesson)
5. Pass out worksheets with questions about the Renaissance and Michelangelo’s
biography and artwork
6. Divide students into groups of 2-3 and assign each group a question
7. Tell students to find answer on the Internet with the time limit of 15 minutes
8. Return with students to the classroom
9. Ask each group to present their answer so everyone can write it down
10. Pour plaster (students have been told in the previous class period to bring a container
such as a milk carton, a Tupper ware, etc. Plaster is provided by school) and give
ideas of what they should carve
Explain safety point (do not inhale powder, be very careful not to spill,
etc)
Tell them it’ll take at least 1 day for it to be ready to carve
Demonstrate how to mix
Let 2 or 3 students at a time go to the plaster table to mix
Students at desk brainstorm about what they want to carve
Closure: The teacher will…
1. Ask students to clean up around desk
2. Ask students 2-3 questions about what they learned
3. Send them to next class
Product: Test (given at least 2 days after Analysis)
Criteria: Did they remember the facts learned in class?
Technology used: Students will get on the Internet to look up information about Michelangelo.
Grouping: Students will be put into groups of 2-3 to look up assigned questions on the Internet.
4. Enrichment: The teacher will have books and games about Michelangelo, Renaissance, and
the Middle Ages out for the students. Students will be able to review and learn
new information from these materials.
Remediation: The teacher will ask students if they have any questions about what they have
Learned. If they do, she will clarify their question.
Materials:
o Ink blot
o Rubric
o Computer with Internet
o Plaster
o Containers
o Water
o Mixing rod
Multiple Intelligences: This will mostly help students who are strong in their Linguistic
Intellengence because there is some reading and writing involved. It will also help
Help students with interpersonal intelligence because they work in groups.
Learning Styles: Visual learners will be able read the information on the computer screen.
The auditory learners will hear the information during class discussion.
5. Application
Objective: TSWBAT make a class timeline of Michelangelo’s life and artwork.
Introduction: The teacher will…
1. Say some random dates paired with facts
2. Ask students to guess who she is talking about from the facts they heard (keep saying
more until students guess it right)
3. Tell students that she have been reading from the timeline of Abraham Lincoln;
explain what a timeline is
4. Tell students that they’ll make a timeline together of Michelangelo’s life
Procedure: The teacher will…
1. State objectives
2. Explain to students they will be put into groups of 3-4 and each group will be
responsible for a certain date range
3. Explain to students that they will get dates and facts (at least 4) within their date range
from notes collected from the previous class
4. Tell students that once they get their info, they can write it on construction paper
(make it artistic) and stick it on the big timeline on the bulleting board
5. Take students to computer lab (reserved it several days prior to lesson) and remind
students of lab rules
6. Ask students to find pictures of M’s work within their group’s date range and print it
out (teacher will offer suggestions of what websites to look at)
7. Take students back to class
8. Ask students to cut out the picture and put it on construction paper
9. Ask students to put the picture on bulletin board
10. Ask everyone to look at the board and ask how they can make it look better; make
changes
11. Ask students what kind of ideas they came up for their plaster carving
12. Offer suggestions to students who are having trouble with ideas
Closure: The teacher will…
1. Tell students that in the next class, they will start carving after a short activity
2. Clean up around desk
3. Ask students 2-3 questions about what they learned
4. Send them to next class
Product: Timeline
Criteria:
o Are the dates and facts accurate?
o Did they incorporate all the important facts learned in class?
o (Is it neat?)
o (Is it done on time?)
Technology used: Students will get pictures of M’s artwork from the Internet
6. Grouping: Students will be put into groups to get dates, facts and pictures for the timeline
Enrichment: The teacher will have books and games about Michelangelo, Renaissance, and
the Middle Ages out for the students. Students will be able to review and learn
new information from these materials.
Remediation: The teacher will offer help to students who seem to be having trouble obtaining
information and pictures (show them where to search on the Internet, explain what
the facts are saying, etc). The teacher will also offer suggestions to students who
are having trouble coming up with an idea for their carving.
Materials:
o Timeline of Abraham Lincoln
o White and construction paper
o Markers, crayons, pens,etc
o Glue, tape, scissor
o Computer with internet
Multiple Intelligences: Students with spatial intelligence will contribute in making the timeline
artistic; those with linguistic intelligence will read and write down facts;
those with mathematical intelligence will figure out the space between
dates; and those with bodily kinesthetic intelligence will move when they
stick their information and picture on the bulletin board.
Learning Styles: Visual learners can learn from looking at the whole layout of the timeline and
pictures; tactile learners get to move when they stick their information and picture
on the bulletin board.
7. Analysis
Objective: TSWBAT compare and contrast the culture, religion, and art of the Renaissance
Middle Ages.
Introduction: The teacher will…
1. Show 2 paintings on slides with powerpoint
2. Ask students to describe each of them (how is the figure portrayed? How is the
composition held together?)
3. Ask students to compare and contrast the 2 paintings
4. Tell students that the first painting is from the Middle Ages and the second is from the
Renaissance
Procedure: The teacher will…
1. Pass out worksheets with questions
2. Do a short powerpoint presentation of the main characteristics of the Middle Ages –
ask students to fill out worksheet as they listen
3. State objectives
4. Start a Venn Diagram on the board to compare and contrast the characteristics of the
Middle ages and the Renaissance
5. Tell students they need to copy information on the board as they discuss it
6. Ask students the main characteristics of the Middle ages; ask some students to write
it on the Venn diagram on the board
7. Ask students the main characteristics of the Renaissance; ask some students to write
it on the Venn diagram on the board
8. Lead a discussion of the similarities and difference of the Middle Ages and
Renaissance
9. Show some more slides to see if students can discuss it according to the information
learned in class
10. Show a slide of M’s David and Pieta` to transition to the next activity. Explain the
characteristics of both
11. Tell students that they will start carving today
12. Explain safety points (do not inhale powder, be careful not to spill, etc) Go over safe
ways to use the tools
13. Demonstrate how to get plaster out of the container
14. Model how to use the tools
15. Tell students to do a rough sketch on the surface of the plaster of what they want to
carve; emphasize that they really need to think about what goes where because there
is no turning back in carving, you can only modify it
16. Call several students at a time to get newspapers (to put on table),tools, and the
plaster they have poured
17. Walk around class room offering help and suggestions
Closure: The teacher will…
1. Ask students to start cleaning up at least 8 minutes before class ends. Demonstrate
how to clean the tools and where to put them back
8. 2. Tell students they will resume carving in the next class
3. Ask them some questions about the similarities and differences between the Middle
Ages and the Renaissance.
4. Send them to next class
Product: Venn Diagram
Criteria:
o Are the facts accurate?
o Did they incorporate all the important facts learned in class?
o (Is it neat?)
o (Is it done on time?)
Technology used: The teacher will use the computer (powerpoint) and projector to show
slides.
Grouping: The whole class works together to complete the Venn diagram on the board
Enrichment: The teacher will have books and games about Michelangelo, Renaissance, and
the Middle Ages out for the students. Students will be able to review and learn
new information from these materials.
Remediation: The teacher will offer help to students who seem to be having trouble grasping
the lesson. Repeat the main similarities and differences so that they will at least
get that part. The teacher will also offer suggestions to students who are having
trouble coming up with an idea for their carving.
Materials:
o Computer with powerpoint
o Projector
o White screen
o Worksheets with questions
o Hardened plaster
o Newspaper
o Carving tools
o Pencil
Multiple Intelligences: Students with visual intelligence will get to draw out the Venn
Diagram; those with linguistic intelligence will get to write information down on
paper; those with bodily kinesthetic intelligence with get to carve.
Learning Styles: Visual learners will learn from looking at the slides and the Venn Diagram;
Auditory learners will learn form hearing the powerpoint presentation and
discussion with the whole class. Tactile learners will learn from writing information
on the board and carving.
9. Synthesis
Objective: TSWBAT create their own sculpture from plaster based on the characteristics of
Michelangelo’s works.
Introduction: The teacher will show slides of previous students’ plaster carvings and point out
good and bad designs and techniques.
Procedure: The teacher will…
1. State objectives again
2. Go over expectations and assessments again
3. Remind students of safety tips
4. Call several students at a time to get newspapers (to put on table), tools and the
plaster they have poured
5. Walk around classroom offering help and suggestions
Closure: The teacher will…
1. Check each student’s progress and offer suggestions
2. Tell students they have 3 more sessions to finish their sculpture
3. Ask students to clean up
4. Send them to next class
Product: Sculpture
Criteria:
o Did they incorporate some characteristics of M’s work?
o Is it aesthetically pleasing?
o (Is it done on time?)
Technology used: PowerPoint on computer
Grouping: Students will not be exactly in groups but they are able to help each other with their
projects.
Enrichment: The teacher will have books and games about Michelangelo, Renaissance, and
the Middle Ages out for the students. Students will be able to review and learn
new information from these materials.
Remediation: If some students do not seem to grasp how to use the tools, the teacher will
demonstrate to them on the plaster she has poured. The teacher will also offer
assistance to students who seem to be struggling with the composition and
design.
10. Materials:
o Computer with powerpoint
o Projector
o White screen
o Hardened plaster
o Newspaper
o Carving tools
o Pencil
Multiple Intelligences: Students with visual/spatial intellingence will get to use it as they plan
out the 3-D composition; those with bodily kinesthetic will demonstrate their
strength through carving; those with interpersonal intelligence will get to interact
with their peers as they help each other; those with intrapersonal intelligence will
be able to express what is inside them through their art.
Learning Styles: Visual learners will learn from looking at the slides and teacher’s
Demonstration. Auditory learners will learn from hearing teacher’s
instruction and frequent reminders. The tactile learners will learn from
carving with their own hands.
11. Evaluation
Objective: TSWBAT critique their own sculptures (did they use the tools efficiently? Did they
incorporate some of Michelangelo’s work’s characteristics? Is it aesthetically pleasing?
Etc.)
Introduction: The teacher will display students’ work on table in front of class.
Procedure: The teacher will…
1. Tell students that they will critique their own and each other’s work
2. Tell students that everyone needs to participate in the critique and they should use
some knowledge learned in previous classes
3. Briefly explain how to critique
4. Let every students briefly talk about their work
5. Lead a critique by asking questions: Is the composition good? Did the student
incorporate many details? Does it conjure any emotion in you? Do you see any
characteristics of M’s work? Etc
6. End critique by telling everyone they did a great job
7. Tell students that their artworks will be displayed for several days to let other students
and faculty look at it
8. Let each student carry their own piece to some kind of display area in the school.
Teacher has already set up a table with elaborate cloths and labels for each students’
work
9. Take students back to class
Closure: The teacher will tell students again how proud she is of their hard work and send
them to next class.
Product: Their participation in the critique, exhibition
Criteria:
o Did they participate?
o Can they explain how they incorporated M’s characteristics?
o Did they use some artistic vocabularies?
o (Do they respect others who are speaking?)
o
Technology used: None
Grouping: None-discussion with the whole class.
Enrichment: Not needed because everyone finished critiquing at the same time.
Remediation: The teacher will guide students through questioning and reminding in the
critique. The teacher will call on students who are not participating and help
them to critique.
12. Materials:
o Display area in class
o Display area in school
o Some good guiding questions
o Tables
o Labels
o Clothes
Multiple Intelligences: Students with interpersonal intelligence will get to interact with peers
and teacher when critiquing; those with intrapersonal intelligence will get the
chance to express what is on their minds.
Learning Styles: Visual learners will see the sculptures and auditory learners will hear what
peers and teacher say about sculptures.
13. MICHELANGELO
Rubric
Criteria Excellent Satisfaction Needs Unsatisfactory Total
3-4 points 2 points Improvement 0 points Points
1 points
Met -Turned in on Did two of Did one of Did not complete
Requirements: time these three: these three: any of the
-Followed -Turned in on -Turned in on requirements
directions time time
-Incorporated -Followed -Followed
characteristics directions directions
of M’s work -Incorporated -Incorporated
characteristics characteristics
of M’s work of M’s work
Creativity: - Evidence of Did two of Did one of Did not show any
highly these three: these three: sign of creativity
creative - Evidence of - Evidence of
thinking highly creative highly creative
-Used thinking thinking
imagination -Used -Used
-Original imagination imagination
ideas/work -Original -Original
ideas/work ideas/work
Craftsmanship/ -Excellent use Did two of Did one of Product showed
Neatness: of supplies these three: these three: no sign of
/tools -Excellent use -Excellent use craftsmanship
-Excellent of supplies of supplies and neatness
attention to /tools /tools
details -Excellent -Excellent
-High-quality attention to attention to
craftsmanship details details
-High-quality -High-quality
craftsmanship craftsmanship
Attitude/ Good -Worked Did two of Did one of Displayed bad
use of Time: diligently in these three: these three: attitude and poor
class -Worked -Worked use of time
-Did not diligently in diligently in
disturb others class class
-Positive -Did not -Did not disturb
attitude disturb others others
-Positive -Positive
attitude attitude
Overall Points: /16
14. State Framework: Visual Arts
Grade 8
This course is designed to build skills in creativity and intellectual
abilities, particularly critical thinking skills, through guided learning and
practice in the Visual Arts. Basic principles and concepts of the Visual
Arts are applied. In addition to Mississippi artists, this course
emphasizes the study of a variety of stylistic and historical periods of
art.
Strands: Production, Media, Critism/Aesthetics, History, Integration
