Objectives (5 - 7 minutes)

The teacher will:

1. Introduce the topic of Romanticism Art, explaining that it was an intellectual and artistic movement that emerged in the late 18th century and lasted until the mid-19th century. The teacher will highlight the main characteristics of Romanticism Art, such as its focus on emotions, individualism, and the imagination, as well as its rejection of the constraints of reason and convention.

2. Present the learning goals for the lesson. The students should be able to:

   • Identify and describe the main characteristics of Romanticism Art.
   • Analyze and interpret various Romanticism Artworks.
   • Compare and contrast Romanticism Art with other art movements, particularly the previous Neoclassicism Art movement.

3. Explain the methodology of the flipped classroom, where students will be required to do some preliminary research and learning at home. The teacher will provide the necessary resources, including websites, videos, and articles, for the students to learn about the topic.

4. Set a timeline for the completion of the pre-class activities and the in-class discussion. The teacher will ensure that all students understand the expectations and due dates for the pre-class work.

Secondary objectives:

• Encourage students to explore and develop their own artistic interpretations and expressions.
• Foster a deeper understanding and appreciation for art movements and their historical contexts.
• Promote independent learning and research skills.

Introduction (10 - 15 minutes)

• The teacher begins by reminding the students of the previous art movements they have studied, particularly the Neoclassicism Art movement. This will help to establish a foundation for understanding the evolution of art and the stark contrast that Romanticism presented to its predecessor. The teacher asks a few quick review questions to ensure that the students remember the main characteristics of Neoclassicism and its emphasis on reason and order.

• The teacher then presents two problem situations that will serve as starters for the development of the Romanticism Art topic. The first problem could be: "Imagine a world where emotions are suppressed, and everything is governed by reason and order. How would art in this world look like?" The second problem could be: "Consider a time when the individual begins to challenge the authority of the collective and the traditional norms. How might art reflect this change?"

• To contextualize the importance of the subject, the teacher discusses how Romanticism Art has influenced and continues to influence various aspects of society, such as literature, music, and even political and social movements. The teacher can mention how the Romantic era gave birth to some of the world's most renowned authors, composers, and thinkers, like Beethoven, Lord Byron, and Mary Shelley.

• To grab the students' attention, the teacher shares two interesting facts or stories related to Romanticism Art. One could be the story of how the term "Romanticism" originated as a derogatory term used by Neoclassicists to describe the new movement, but later became accepted and even embraced by the artists themselves. Another could be the fact that the Romantic era witnessed the rise of the "starving artist" stereotype, as many Romantic artists struggled to make a living from their art, yet were driven by their passion and the need to express their unique individuality.

• After these stories, the teacher can show a few images of famous Romanticism Artworks, such as "The Wanderer Above the Sea of Fog" by Caspar David Friedrich, "Liberty Leading the People" by Eugène Delacroix, and "The Nightmare" by Henry Fuseli. The teacher encourages the students to share their initial thoughts and feelings about these artworks, setting the stage for the in-depth exploration of Romanticism Art in the rest of the lesson.

Development

Pre-Class Activities (15 - 20 minutes)

1. Researching Romanticism Art:

   • The teacher assigns students to research Romanticism Art at home. To help guide their research, the teacher provides a list of suggested topics such as key artists, major artworks, historical events that influenced the movement, and the key characteristics of the movement.
   • The students are encouraged to use various resources, both online and offline, to gather information. They should take notes during their research to bring to the next class.

2. Creating a Visual Representation of Romanticism Art:

   • The students are then tasked with creating a visual representation of Romanticism Art at home. This can be a drawing, a painting, a digital collage, or any other form of visual art. The students should incorporate the key characteristics of Romanticism Art that they have learned into their own work.
   • The teacher should provide clear guidelines for this assignment, including the materials that can be used and the expected size of the artwork.

In-Class Activities (20 - 25 minutes)

1. Artwork Gallery Walk:

   • The teacher arranges all the students' artwork around the classroom, creating a mini art gallery.
   • Each student is then given a gallery walk sheet, which is a piece of paper with questions and spaces for their responses. The questions on the gallery walk sheet should prompt the students to observe and analyze the various artworks, asking them to identify the characteristics of Romanticism Art they see in each piece and to note any similarities or differences among the artworks.
   • The students walk around the "gallery," spending a few minutes at each artwork to observe and jot down their thoughts on their gallery walk sheet.

2. Group Discussions:

   • After the gallery walk, the students are divided into small groups. Each group is tasked with discussing the artworks they found most interesting during the gallery walk and presenting their findings to the class.
   • The teacher provides a list of questions to guide the group discussions, such as: "What emotions do you think the artist is trying to convey in this artwork?" "How does this artwork reflect the individualism of the Romantic era?" "What aspects of this artwork are a departure from the Neoclassical style?"
   • Each group chooses a spokesperson to present their findings. The spokesperson should explain their group's thoughts on the artwork and how it exemplifies the characteristics of Romanticism Art.

3. Artwork Comparison:

   • After all the groups have presented, the teacher leads a class-wide discussion on comparing and contrasting the different artworks. The teacher can use a Venn diagram or a similar visual aid to facilitate the comparison.
   • The students are asked to identify common themes or characteristics across the artworks and to discuss any differences they observed. They should also discuss how the artworks compare to the characteristics of Neoclassicism Art.
   • The teacher summarizes the students' observations, reinforcing the main characteristics of Romanticism Art and how it differed from Neoclassicism.

By the end of the in-class activities, the students should have a deeper understanding of Romanticism Art, having analyzed various artworks and discussed their findings with their peers. They should also have a greater appreciation for the movement and its impact on the art world.

Feedback (8 - 10 minutes)

• The teacher facilitates a group discussion where each group is given up to 3 minutes to share their conclusions and insights from the group activities. Each group's spokesperson will summarize the key points from their group's discussion, highlighting the artworks they found most interesting and how these artworks exemplify the characteristics of Romanticism Art.

• The teacher then opens the floor for a class-wide discussion, where all students are encouraged to share their thoughts and reflections on the group discussions. The teacher can ask prompting questions such as: "What was the most surprising thing you learned about Romanticism Art today?" "Which artwork do you feel best represents the characteristics of Romanticism Art?"

• The teacher then assesses the students' understanding of the lesson objectives based on their contributions to the group discussions and the class-wide discussion. The teacher can make note of any common misconceptions or areas of confusion to address in future lessons.

• The teacher also asks the students to reflect on their learning experience. The students are asked to write down their answers to the following questions:

  1. What was the most important concept you learned today?
  2. What questions do you still have about Romanticism Art?
  3. How did the group activities and the flipped classroom methodology enhance your understanding of the topic?

• The teacher collects these reflections and uses them to gauge the effectiveness of the lesson and the students' learning experience. The teacher can use these reflections to make adjustments to future lessons and to provide additional support or clarification for any lingering questions or misunderstandings.

• Finally, the teacher wraps up the lesson by summarizing the main points and reminding the students of their homework assignment, which is to write a short reflection paper on their learning experience with Romanticism Art. The paper should address the three reflection questions and should be submitted in the next class.

• The teacher thanks the students for their active participation and encourages them to continue exploring and appreciating the world of art. The teacher also reminds the students of the importance of independent research and learning, and how the flipped classroom methodology can help them develop these skills.

Conclusion (5 - 7 minutes)

• The teacher begins by summarizing the main points of the lesson. They emphasize that Romanticism Art was an intellectual and artistic movement that emerged in the late 18th century and lasted until the mid-19th century. It was characterized by a focus on emotions, individualism, and the imagination, and a rejection of the constraints of reason and convention. The teacher also highlights how the students learned about Romanticism Art through a combination of pre-class research, in-class activities, and group discussions.

• The teacher then explains how the lesson connected theory, practice, and applications. They remind the students that they started the lesson with a theoretical understanding of Romanticism Art, based on their pre-class research. They then applied this theory during the in-class activities, where they analyzed and discussed various Romanticism Artworks. Finally, the teacher points out how the lesson's emphasis on the historical context of Romanticism Art and its influence on other aspects of society (literature, music, etc.) helped the students see the real-world applications of the subject.

• To further deepen the students' understanding of Romanticism Art, the teacher suggests additional materials for the students to explore at home. These could include documentaries about Romanticism Art, virtual art gallery tours featuring Romanticism Artworks, and biographies of key Romantic artists. The teacher also encourages the students to visit a local museum, if possible, to see some Romanticism Artworks in person.

• The teacher then explains the importance of understanding Romanticism Art for everyday life. They highlight how art, in general, is not just about aesthetics, but also about reflecting and influencing society. By understanding the characteristics and themes of Romanticism Art, the students can gain insights into the values and ideas of the Romantic era, and how these ideas continue to shape our world today. The teacher also emphasizes how the skills they've used in this lesson, such as critical thinking, observation, and analysis, are transferable skills that can be applied to many other areas of life.

• Finally, the teacher thanks the students for their active participation and encourages them to continue exploring and appreciating the world of art. The teacher also reminds the students of the importance of independent research and learning, and how the flipped classroom methodology can help them develop these skills.