Objectives (5 - 7 minutes)

1. Understanding the historical context of the Baroque: The first goal is to help students understand the social, cultural, and religious environment in which Baroque art developed. This will include a discussion on the Protestant Reformation, the Catholic Counter-Reformation, and the role of the Catholic Church in promoting Baroque art.

2. Identifying characteristics of Baroque Art: Students should be able to identify the main characteristics that define Baroque art. This includes the dramatic use of light and shadow, emphasis on movement, dramatic effects, and realistic details.

3. Knowing the main artists and works of the Baroque: The third objective is for students to know the main artists of the Baroque period and some of their most significant works. This may include artists like Caravaggio, Bernini, and Rembrandt.

   • Secondary Objectives:

     a. Establishing connections between Baroque art and the society of the time: Students should be able to draw parallels between Baroque art and the society of the time, understanding how socio-political events influenced the art produced.

     b. Analyzing the influence of Baroque art in America: Exploring how Baroque art spread to America, and how the characteristics of Baroque art were incorporated and adapted by American artists.

     c. Fostering appreciation for Baroque art: By the end of the lesson, students should have a greater appreciation for Baroque art, recognizing its artistic and cultural value.

Introduction (10 - 15 minutes)

1. Content Review: The teacher starts the lesson by briefly reviewing the concepts of Renaissance art, Protestant Reformation, and Catholic Counter-Reformation. These concepts are fundamental for students to understand the context in which Baroque art developed.

2. Problem-based situations:

   a. Situation 1: The teacher presents students with an image of a Renaissance painting and a Baroque painting. Then, asks: "How would you distinguish a Renaissance art from a Baroque art? What are the main characteristics that differentiate these two artistic styles?".

   b. Situation 2: The teacher shows students an image of a Baroque church and a Gothic church. Then, asks: "Why did the Catholic Church prefer the Baroque style over the Gothic during the Counter-Reformation? How did this style serve the Church's purposes?".

3. Contextualization: The teacher explains that art is a reflection of the society in which it is created. Therefore, by studying Baroque art, students are not only learning about an artistic style, but also about the history, religion, and culture of the modern period. Additionally, the teacher emphasizes that Baroque art was not restricted to Europe but spread to America, influencing local art.

4. Introduction to the topic:

   a. Curiosity 1: The teacher tells students that the term "baroque" originally had a negative connotation. Derived from the Portuguese term "barroco", which refers to an irregular pearl, it was used to describe art that did not follow the classical ideals of beauty and proportion.

   b. Curiosity 2: The teacher shares with students that, although Baroque art is often associated with the Catholic Church, it was also used by monarchs to demonstrate power and wealth. For example, the Palace of Versailles, built by King Louis XIV of France, is an example of Baroque architecture used to impress and intimidate.

   c. Application: To capture students' attention, the teacher can show images of modern buildings influenced by Baroque art, highlighting the relevance and lasting influence of this artistic style.

Development (20 - 25 minutes)

1. Exploration of Baroque art:

   a. Baroque Characteristics (5 - 7 minutes): The teacher begins by presenting the main characteristics of Baroque art, including the dramatic use of light and shadow (chiaroscuro), emphasis on movement, and dramatic effects. To facilitate understanding, the teacher can show visual examples of each characteristic, such as Caravaggio's painting "The Crucifixion of Saint Peter", which exemplifies chiaroscuro, or Bernini's sculpture "Ecstasy of Saint Teresa", which illustrates movement and drama.

   b. Comparison with Renaissance Art (4 - 6 minutes): Next, the teacher compares Baroque art with Renaissance art. He explains that while Renaissance art values harmony, symmetry, and proportion, Baroque art is marked by irregularity, excess, and drama. To illustrate this difference, the teacher can show a Renaissance painting by Leonardo da Vinci alongside a Baroque painting by Caravaggio.

2. Historical context of the Baroque (5 - 7 minutes):

   a. Counter-Reformation and Baroque Art (3 - 5 minutes): The teacher explains that Baroque art emerged in a context of intense religious dispute between Catholics and Protestants. He discusses how the Catholic Church used Baroque art as a form of religious propaganda, aiming to attract the faithful to the church. The teacher can use Caravaggio's painting "The Conversion of Saint Paul" as an example of how Baroque art was used to convey emotionally powerful religious messages.

   b. Baroque and absolutist monarchy (2 - 3 minutes): The teacher also discusses the relationship between Baroque art and absolutist monarchy. He explains that kings and queens used Baroque art to demonstrate their power and wealth. The teacher can use the Palace of Versailles as an example of how Baroque architecture was used to impress and intimidate.

3. Main artists and works of the Baroque (5 - 7 minutes):

   a. Caravaggio (2 - 3 minutes): The teacher presents Caravaggio as one of the main artists of the Baroque period. He highlights Caravaggio's chiaroscuro technique and discusses some of his most famous works, such as "The Calling of Saint Matthew".

   b. Bernini (2 - 3 minutes): The teacher presents Bernini as another important Baroque artist. He highlights Bernini's ability to capture movement in his sculptures and discusses some of his most famous works, such as "The Ecstasy of Saint Teresa".

4. The influence of Baroque art in America (2 - 3 minutes): Finally, the teacher discusses how Baroque art spread to America during the colonial period. He explains that American artists incorporated and adapted the characteristics of Baroque art, creating a unique style that reflected the cultural mix in America. The teacher can use the Church of San Francisco in Quito, Ecuador, as an example of American Baroque art.

Return (8 - 10 minutes)

1. Concept Review: The teacher should start by recalling the most important concepts covered during the lesson. This includes the characteristics of Baroque art, the historical context in which it developed, the main artists of the period and their most significant works, and the influence of Baroque art in America. The teacher can do this through a quick recap or by asking targeted questions to the students.

2. Connection to the real world:

   a. Influence of Baroque art in the modern world: The teacher can discuss how Baroque art influenced modern art and architecture. For example, he can show images of modern buildings influenced by Baroque style, such as the Planalto Palace in Brasília, or discuss how the dramatic use of light and shadow in Baroque art influenced modern photography and cinema.

   b. Art as a reflection of society: The teacher can reinforce the idea that art is a reflection of the society in which it is created. He can ask students how they believe today's art reflects our current society.

   c. Art and power: The teacher can discuss how art is used as a way to demonstrate power and wealth, both in the past (such as in the absolutist monarchy of the Baroque period) and in the present. He can ask students if they can think of contemporary examples of how art is used to demonstrate power.

3. Student reflection:

   a. Reflection questionnaire: The teacher hands out a small reflection questionnaire for students to fill out. Questions may include: "What was the most important concept you learned today?", "What questions do you still have about the topic?", "How do you think Baroque art relates to our current society?", and "How do you believe Baroque art influences modern art and architecture?".

   b. Group discussion: Next, the teacher can divide students into small groups and ask them to share their answers with their peers. Each group should choose one or two questions to discuss and then share their conclusions with the class.

4. Teacher feedback: Finally, the teacher should provide feedback to the students. He can praise the class's strengths, point out areas that need improvement, and answer any questions that have not been addressed. The teacher should also encourage students to continue exploring Baroque art outside the classroom, whether through independent research, visits to museums or galleries, or even creating their own art inspired by Baroque style.

Conclusion (5 - 7 minutes)

1. Summary and Recapitulation (2 - 3 minutes): The teacher should end the lesson with a summary of the most important points covered. This includes the definition of Baroque art, the historical context in which it developed, its main characteristics, the most representative artists, their most important works, and the influence of Baroque art in America. This summary helps consolidate students' learning and highlights the concepts they should retain.

2. Connection of Theory, Practice, and Applications (1 - 2 minutes): The teacher should emphasize how the lesson connected theoretical concepts to practical examples and applications in the real world. He can recall the comparison between Renaissance art and Baroque art, the analysis of specific Baroque paintings and sculptures, and the discussion on the influence of Baroque art on modern architecture. This allows students to see that what they learned is not just abstract theory but has practical relevance and application in the real world.

3. Suggestions for Extra Materials (1 - 2 minutes): To complement classroom learning, the teacher can suggest additional resources that students can explore on their own. This may include books on Baroque art, documentaries on Baroque artists, virtual visits to museums displaying Baroque art, or online art websites offering detailed analyses of Baroque artworks. The teacher can also encourage students to create their own art inspired by Baroque style as a way to apply what they have learned.

4. Importance of the Subject in Everyday Life (1 minute): Finally, the teacher should highlight the importance of studying Baroque art in students' daily lives. He can explain that by understanding Baroque art, students gain a better understanding of the history, culture, and values of the Modern Age. Additionally, he can emphasize that Baroque art influences art and architecture to this day, making it relevant to students regardless of their future careers. For example, students interested in architecture or interior design may find inspiration in the opulence and drama of Baroque art. Similarly, students interested in history or religion can use Baroque art as a window to better understand the Counter-Reformation and the colonial period in America.