The Renaissance Collection by decree


									                                                                               ILILE: Summer 2003
                                                           Myles/Schwartz Project: Renaissance Unit

               The Renaissance Collection

Studying the Renaissance can be an overwhelming task—so many painters,
sculptors, architects, writers, and people of achievement! The class has been asked
to help with a very special project: we must devise a “Renaissance Top Ten” list for
other students to study. Actually, it will only be a “top nine” list since we were
given an example to follow for our responses.

The Task
The class will have to decide on which historical persons will fill the remaining nine
spaces of the “Renaissance Top Ten” list. To be sure that there is balanced
representation on the list, we will need three painters, two sculptors, two
architects, and two writers.

Each member of the class will investigate the background and accomplishments of
one Renaissance person, and share the findings with the class. These findings
should be presented on form that is provided by the teacher, and it should be as
persuasive as possible since every Renaissance artist, architect, or writer is
competing for a limited number of spaces on our list.

The Process
1. You will receive a copy of the completed example form that was provided for our
   project. We will use this to explore the various resources that were used to
   complete that example, and to see how to see how information was gathered
   from those sources. While we do this, we will learn what made the Renaissance
   “greats” so great.

2. There is a list of painters, sculptors, architects, and writers for which information
   is needed. Your teacher will explain which painter, sculptor, architect, or writer
   you will be researching. You will also receive a draft copy of the form you will
   be using during your investigation so that you are sure to get all of the
   information you need.

3. The class will go to the Library Media Center where the Media Specialist will
   show go over the research steps with the class, and help us figure out which
   materials to use.

4. Once you have entered all of your data on the draft copy, check the grading
   rubric to be sure you have all of the information that is needed for the grade you
   want on this project. Then create your final draft for sharing with the class,
   which will be voting to fill the spaces in the “Renaissance Top Ten” list.

                                        p. 1 of 3
                                                                                           ILILE: Summer 2003
                                                                       Myles/Schwartz Project: Renaissance Unit

                                                                                     Does Not Meet
                             Outstanding                      Good
      Criteria                                                                         Standards
                              5 points                       3 points
                                                                                        1 point
                          Includes full name
                          Year and place of                                        Contains a few
                           birth                                                     background
Artist’s, Architect’s,    Family background            Contains many, but          elements, but most
     or Writer’s           and/or early life             not all background          are missing or
    Background            Significant life              elements                    information is
                           experiences                                               inaccurate
                          Year and place of
                          Description of media
                           or genre used
                          Innovation or new
                                                                                    Contains few
                           ideas used in work(s)        Contains many, but
   Description of                                                                    descriptive elements
                          Identification of most        not all descriptive
   Contributions                                                                     or descriptions are
                           famous/well-known             elements
                          Where may works be
                           found/ seen today
                          Provided example of
                                                        Used example that
                           the “best” of this
                                                         did not represent
                           Renaissance person                                       Used poor example
                                                         “best work”
Example(s) of Work        Presented work in a                                       that could not be
                                                        Format was not
                           format appropriate for                                    used for class
                                                         appropriate for class
                          Identified
                           Renaissance values—
Explanation of How         symmetry, perspective        Identified values, but
                                                                                    Did not identify
 Work Represent            proportion, realism,          did not provide
                                                                                     values or give
   Renaissance             Greco-Roman                   (accurate) examples
                                                                                     examples from work
      Values               classicism, (humanism         from work
                           in written works)—with
                           specific examples
                          Made a convincing
                           case for the inclusion       Made a reasonable
                           of the artist, architect,     case, but not truly
                                                                                    Not convincing
                           or writer                     persuasive
                                                                                    Did not support case
 Persuasive Tone          Used criteria                Did not appropriately
                                                                                     with criteria
                           accurately in                 use criteria to
                           presentation                  support case
                          Showed confidence in
                           the presentation
                                                                                    Needs a great deal
  Written Work:                                                                      of editing
                          Correct and clean
Grammar, Spelling,                                      Noticeable errors          Many errors
                          Edited and ready to
 Followed Writing                                       Needs editing              Not ready for
   Conventions                                                                       publication

                                              p. 2 of 3
                                                                             ILILE: Summer 2003
                                                         Myles/Schwartz Project: Renaissance Unit

After all presentations are made, the class will determine the “final nine” to be
included in “The Renaissance Collection” project. When the collection is determined,
each student will receive a copy.

                                      p. 3 of 3

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