Class: AVI20 Visual Arts
Title: Medieval Architecture
Specific
Expectations/
Objectives
Materials &
Resources
Key Terminology
Background
Knowledge
Motivator/Hook
Lesson Overview
(inc. approx. time)
-
 Understand the necessity for larger places of worship and the resulting basilica plan – contextualize the developments in architecture

Identify the various aspects of the common basilica plan and the Greek Cross plan
 p. 53 Explain the social and historical context and the chronology of distinctive
 artistic styles p. 53 differentiate historical artworks by content, theme, style, techniques, and materials
3D models of buildings
See terms sheet attached
Briefly explain why the models are there – what they are models of, how they will be used,
Use the models to introduce the power point
Power point lecture
Allow time for thumbnail sketching – to be used for future
reference (labeling activity) and/or study notes for testing
Labeling activity – see activity sheet attached
If you plan on having a test at the end of the unit I would
suggest using an entire period for the power point lecture and
introduce the activity in the following class
Date: requires extra work on part of the teacher but typical basilica plan they only need to be made once!
typical Greek Cross plan create 3D models with removable roofs to
plan of a monastery to-scale interiors power point projector and screen thumbnail sketch handout labels for models overhead projector for terms – or include in power point
If you’re interested, check out the synopsis of medieval architecture on wikimedia.org – it has photos of examples of all the terms to be used in this lesson
Basic understanding of the age – as taught in the introductory lesson
Review of background knowledge of that lesson and the basic tenets of
Christianity will aid understanding of the evolution of architecture taught in
this lesson
3D models on desks! Or on a middle/neutral desk to hold attention until after the lecture
5-10mins
30-50mins

Key Questions
Assessment and
Evaluation
Enrichment
(strategies &/or materials to extend the lesson)

Consider the aesthetic appeal of these buildings versus their utilitarian/religious appeal (necessity?) ~ is Charlemagne’s Palace Chapel (or other example) less worthy a structure than the Parthenon in Rome?

Are there any similarities between the style of architecture developed during the
Middle Ages and the places of worship attended by your students?
Completeness of thumbnail sketch sheet
See Activity sheet for CL rubric
Remediation
(strategies &/or materials to rethink and further assist)
Implications for
Future Lessons
(how this content will be connected with future lessons)
Depending on the group/time, building the models could also be a studio activity. CL groups could be assigned a particular style or a specific building. They would research the plan of the building and develop design ideas for executing the construction of their 3D model.
Consider depth of research, inclusion of required architectural components, skill, and success of CL groups.
Alternately, students could be assigned a research project based on the models created by the teacher. Rather than providing the appropriate labels, students could research basilica plans and complete their own labels.
In addition to terms sheet, provide students with a sheet of definitions and terms and have the students match the words to the appropriate definition through the lecture.
Provide students with a complete list of terms and their corresponding definitions.
Give students a completed thumbnail sheet. Decide whether it would be suitable to leave some of the information blank to have the student fill in (ie/ terms beside the thumbnail, etc.)
Keep the properly labeled models accessible in the classroom for students to look at throughout the unit. This hands-on lesson should help all types of learners understand the terms and how to use them. Remember this is like learning a different language. It will take a while for many students to learn the information. Keep this in mind when making the labels – different size font or different colours for “more important” terms, limit number of labels, repeat terms in each model, etc.
These models can be referred to during the Mosaics lesson to show where different mosaics can be found in the buildings. This will help teach the hierarchy of different images and symbols, ie/ Christ Pantocrator in dome and altar.