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Painting, Music, and Literature of the Industrial Era Response Group Overview In this Response Group activity students identify and compare neoclassical, romantic, and realist art {0 see how it reflected changes in life during the Industrial era, Students are introduced to the characteristics of neoclassicism, romanticism, and realism as they view a transparency of a work of art from each period. Then, groups analyze placards of nine pieces of art and literature and listen to three pieces of music and attempt to determine which peri- od—neoclassical, romantic, or realist—each is from. Afterward, presenters from each group discuss their findings on each art piece with the class, and the teacher reveals the answer, Procedures at a Glance Seat students in heterogeneously mixed groups. Tell students they will identify and compare art from the neoclassical, romantic, and realist periods. Pass out Student Handout 2.3A to each student, Use Transparencies 2.31, 2.3K, and 2.31, to introduce the characteristics of art of the three historical periods. ‘Then pasé out Student Handout 2.3B to each student and give a placard to each group. Have groups attempt to determine in which period their art piece was created, Tell groups to record their answers on Student Handout 2.3B. Have groups rotate placards after a fixed time period, Repeat this process until groups have seen allnine placards. Then, play CD ‘Tracks 3, 4, and 5 and have groups repeat the process for each of the three pieces of music. Project Transparency 2.3A, and ask Presenters from each group to share their group’s answer for Placard 2.3A. Use the information in the ‘Teacher's Guide (o reveal the answer, Continue this process for Transparencies 2.3B through 2.31 and for CD Tracks 3, 4, and 5. 144 Western Buope inthe Modem World ‘© Teaches Cuscur insinte n= Procedures in Detail 1. Before class, divide students into heterogeneous groups of three. Prepare an overhead transparency that shows students how to set up their desks so students in each group can both talk among themselves and clearly see the transparencies; desks are arrayed along imaginary axes extending from the center of the projected transparency. Project the transpareney, and ask students to move into their correct places. 2, Explain (o students that they will compare paintings, literature, and music from the neoclassical, romantic, and realist periods to sce how artistic forms of expression changed during the Industrial era, Pass out Student Handout 2.34: Introduction to Neoclassical, Romantic, and Realist Art to each student. 3, Introduce students to the characteristics of art during each of the three periods by reviewing the corresponding information on Student Handout 2.34. Project ‘Transparency 2.33, which shows a neoclassical painting, The Lictors Bringing Brutus the Bodies of His Sons. (Note: We placed the three introductory transparencies— 2.35, 2.3K, and 2.3L —at the end of the sequence of transparencies so that Transparency 2.3A corresponds with the artwork on Placard 2.3A. Transparencies 2.3A through 2.31 will be used at the end of the activity.) Use the information that follows to explain how this painting exhibits the characteristics of neoclassical art outlined on Student Handout 2.34. « ‘Transparency 2.35: The Lictors Bringing Brutus the Bodies of His Sons, Jacques-Louis David, 1789, painting, David chooses a classical subject from ancient Roman history, that of Lucius Brutus, a high-ranking governnent official in Rome. Brutus’ two sons participate in a conspiracy against the Roman republic and are put fo death as traitors, but their father does not use his political power to obtain mercy for them and so suffers silently. Because David was @ politically active artist, he uses this story from ancient Rome to criticize officials of the French government on the eve of the French Revolution for not sacrificing for their country as Brutus did. David makes every effort to depict ancient Rome with accuracy. In addition to the typical features of ancient architecture such as the columns aad the heavy stonework, he even includes Roman-style furniture paitited in such great detail that the decorative carving on the chairs and table leg are visible. Another characteristic of ancient Rome is the statue of the goddess Roma in the shadows at the left side of the picture. 4. Repeat this process to introduce the characteristics of romantic and realist painting. Use ‘Transparencies 2.3K and 2.3L and the information that follows to help you. © Teacher’ Coeutum site “Wester Europe in the Modem Wookd 145