Western Art Styles, Periods and Differences for SS 3

Class: SS 3
Term: First Term
Week: 6
Age: 17 years
Duration: 60 minutes
Subject: Visual Art
Curriculum Theme: Art History and Appreciation
Previous Lesson: Low and High Relief Sculpture
Topic: WESTERN ART
Subject Matter: styles and periods: pre-history art, mesopotaamia, greek art, roman art, early Christain art, Islamic art, medival art, and renaissance art; the differences in style e.g; Islamic and Christian art and the style of leornado da vinci and that of greek vase painters

Specific Objectives

By the end of the lesson, pupils/students should be able to:

Cognitive Domain

• Identify and describe the characteristic styles of Pre-historic, Mesopotamian, Greek, Roman, Early Christian, Islamic, Medieval, and Renaissance art.
• State the key features of art from each period.
• Differentiate between the styles of Islamic and Christian art.
• Compare the artistic approaches of Leonardo da Vinci and Greek vase painters.

Affective Domain

• Appreciate the historical development and cultural significance of Western art styles.
• Show interest in exploring various art periods and their influences.

Psychomotor Domain

• Analyse visual examples to identify stylistic elements of different art periods.
• Sketch simple representations of characteristic motifs from various art styles.

Social Domain

• Discuss the achievements of leading artists and their contributions to art history.
• Collaborate in identifying and comparing art styles from different periods.

Reference Materials

The following resources were used in planning this lesson:

• 2014 Senior Secondary Education Curriculum (SSEC)
• Relevant State Unified Scheme of Work
• A suitable Visual Art textbook for SS 3
• FCT ERC/NAPPS Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Photographs of artworks from Pre-historic, Mesopotamian, Greek, Roman, Early Christian, Islamic, Medieval, and Renaissance periods.
• Maps showing the geographical locations relevant to each art period.
• Slides or digital images of artworks displayed using a projector.
• Charts illustrating timelines of Western art periods.

Rationale for the Lesson

Understanding Western art styles and periods provides students with a foundational knowledge of art history and its evolution. This lesson helps students recognise how art reflects cultural, religious, and societal changes over time. It also develops their critical thinking skills by enabling them to analyse and compare diverse artistic expressions.

Prerequisite/Previous Knowledge

Students should have a basic understanding of art elements and principles, and some general knowledge of world history.

Lesson Content/Board Summary

WESTERN ART

Pre-historic Art (c. 40,000 – 4,000 BCE)

Pre-historic art refers to artworks created before the invention of writing systems. It includes cave paintings, portable sculptures, and megalithic structures.

1. Origin: Earliest human expressions, often found in caves or as small portable objects.
2. Nature: Primarily concerned with survival, fertility, and spiritual beliefs.
3. Characteristic Styles:
   1. Cave Paintings: Depictions of animals (bison, horses, deer) with remarkable naturalism, often found in deep caves (e.g., Lascaux, Altamira). Used natural pigments like ochre and charcoal.
   2. Sculptures: Small, portable figures, often exaggerated female forms (e.g., Venus of Willendorf) symbolising fertility.
   3. Megalithic Structures: Large stone constructions like Stonehenge, possibly for astronomical observation or ritual.

Mesopotamian Art (c. 3500 – 539 BCE)

Mesopotamian art developed in the region between the Tigris and Euphrates rivers, home to civilisations like Sumerians, Akkadians, Babylonians, and Assyrians.

1. Origin: Emerged with the rise of city-states and organised religion in ancient Mesopotamia.
2. Nature: Served religious, political, and commemorative purposes, often glorifying rulers and deities.
3. Characteristic Styles:
   1. Ziggurats: Massive stepped pyramids with temples at the top, serving as religious and administrative centres.
   2. Cylinder Seals: Small carved cylinders rolled onto wet clay to create continuous patterns, used for identification and sealing documents.
   3. Sculpture: Votive figures with large, staring eyes (Sumerian), relief carvings depicting battles, hunting scenes, and royal power (Assyrian), often stylised and formal.
   4. Materials: Clay, stone, and later bronze.

Greek Art (c. 900 – 31 BCE)

Ancient Greek art is renowned for its emphasis on humanism, idealised forms, and architectural innovation.

1. Origin: Developed from earlier Aegean cultures, reaching its peak during the Classical period.
2. Nature: Celebrated human achievement, beauty, democracy, and mythology.
3. Characteristic Styles:
   1. Architecture: Developed three orders: Doric (simple), Ionic (scrolls), and Corinthian (leafy capitals). Temples like the Parthenon are iconic.
   2. Sculpture: Evolved from rigid, stylised Archaic (Kouros, Kore) to idealised, naturalistic Classical (e.g., Polykleitos’ Doryphoros, Praxiteles’ Aphrodite of Knidos) and expressive Hellenistic (e.g., Laocoön and His Sons). Focused on the perfect human form.
   3. Vase Painting: Depicted mythological scenes and daily life. Early styles include Geometric and Orientalising. Later, Black-figure (figures in black silhouette) and Red-figure (figures in red against black background) techniques became dominant.

Roman Art (c. 509 BCE – 330 CE)

Roman art adopted many Greek forms but adapted them to serve Roman imperial and practical purposes, emphasising realism and engineering.

1. Origin: Influenced heavily by Greek and Etruscan art, but developed its own distinct character.
2. Nature: Focused on civic utility, imperial propaganda, portraiture, and narrative history.
3. Characteristic Styles:
   1. Architecture: Mastered concrete, arches, vaults, and domes (e.g., Pantheon, Colosseum). Built aqueducts, basilicas, and triumphal arches.
   2. Sculpture: Known for realistic portraiture (busts) and historical relief sculptures (e.g., Trajan’s Column) that narrate military campaigns.
   3. Painting: Frescoes and murals in private homes (e.g., Pompeii) depicting landscapes, mythological scenes, and daily life with illusionistic depth.

Early Christian Art (c. 200 – 526 CE)

Early Christian art emerged as Christianity spread, adapting existing Roman artistic forms to new religious narratives.

1. Origin: Developed in the Roman Empire as Christianity gained followers, initially in catacombs and later in churches.
2. Nature: Primarily religious, used to teach Christian doctrine and depict biblical stories.
3. Characteristic Styles:
   1. Symbolism: Used symbols like the fish, anchor, or Good Shepherd to represent Christ and Christian beliefs.
   2. Catacomb Paintings: Simple, linear style, often depicting biblical figures and scenes of salvation.
   3. Basilicas: Adapted Roman basilica form for church architecture, with a nave, aisles, and apse.
   4. Mosaics: Became prominent, especially in Byzantine art, depicting Christ, saints, and biblical narratives with shimmering gold and vibrant colours.

Islamic Art (c. 7th Century CE – Present)

Islamic art developed across diverse regions under Islamic rule, characterised by its aniconism (avoidance of figural representation in religious contexts), calligraphy, and geometric patterns.

1. Origin: Began with the rise of Islam in the Arabian Peninsula and spread across the Middle East, North Africa, and parts of Europe and Asia.
2. Nature: Emphasises the unity of God (Tawhid) and often avoids depicting living beings in sacred art, focusing on abstract beauty.
3. Characteristic Styles:
   1. Calligraphy: The most revered art form, using Arabic script to adorn mosques, books, and objects with verses from the Quran.
   2. Geometric Patterns: Complex, interlocking patterns derived from mathematical principles, symbolising the infinite nature of God.
   3. Arabesque: Intricate, flowing patterns of stylised plant motifs (leaves, vines, flowers).
   4. Architecture: Mosques with domes, minarets, and mihrabs (prayer niches), adorned with tiles, stucco, and carved wood.
   5. Textiles and Ceramics: Richly decorated with patterns and calligraphy.

Medieval Art (c. 500 – 1400 CE)

Medieval art encompasses various styles including Early Medieval, Romanesque, and Gothic, largely serving the Christian Church in Europe.

1. Origin: Followed the fall of the Western Roman Empire, with art becoming increasingly focused on Christian themes.
2. Nature: Predominantly religious, didactic (teaching), and symbolic, reflecting a focus on the spiritual rather than the natural world.
3. Characteristic Styles:
   1. Early Medieval: Influenced by barbarian art (animal style, interlace patterns), manuscript illumination (e.g., Book of Kells).
   2. Romanesque (c. 1000-1200 CE): Characterised by massive, heavy architecture with round arches, barrel vaults, and thick walls. Sculpture was often relief, integrated into church portals, depicting biblical scenes in a stylised manner.
   3. Gothic (c. 1150-1400 CE): Developed in France, characterised by pointed arches, ribbed vaults, flying buttresses, and large stained-glass windows (e.g., Chartres Cathedral). Sculpture became more naturalistic, with figures emerging from the architecture.

Renaissance Art (c. 1400 – 1600 CE)

Renaissance art, meaning “rebirth,” marked a renewed interest in classical Greek and Roman art, humanism, and scientific inquiry, originating in Italy.

1. Origin: Began in Florence, Italy, as Europe emerged from the Middle Ages.
2. Nature: Emphasised humanism, realism, perspective, and the individual, blending classical ideals with Christian themes.
3. Characteristic Styles:
   1. Perspective: Mastery of linear perspective to create illusion of depth and three-dimensionality (e.g., Masaccio’s Holy Trinity).
   2. Chiaroscuro and Sfumato: Use of strong contrasts between light and dark (chiaroscuro) and subtle blending of colours and tones (sfumato) to create soft, hazy transitions (e.g., Leonardo da Vinci’s Mona Lisa).
   3. Anatomy and Realism: Detailed study of human anatomy, leading to highly realistic and idealised figures.
   4. Classical Influence: Revival of classical motifs, mythological subjects, and architectural forms.
   5. Leading Artists:
      1. Early Renaissance: Donatello, Masaccio, Botticelli.
      2. High Renaissance: Leonardo da Vinci, Michelangelo, Raphael.

Differences in Art Styles

Islamic Art vs. Christian Art

The fundamental differences between Islamic and Christian art stem from their religious doctrines and cultural contexts.

1. Figurative Representation:
   1. Islamic Art: Generally aniconic in religious contexts (mosques, Quranic manuscripts), avoiding the depiction of human and animal figures to prevent idolatry. Focuses on abstract patterns, calligraphy, and geometry.
   2. Christian Art: Heavily relies on figurative representation, depicting Christ, saints, biblical narratives, and human figures to convey religious stories and inspire devotion.
2. Primary Forms:
   1. Islamic Art: Calligraphy, geometric patterns, arabesques, intricate tilework, textiles, and architecture (mosques, madrasas).
   2. Christian Art: Iconography, frescoes, mosaics, sculptures, stained glass, manuscript illumination, and architecture (churches, cathedrals).
3. Symbolism:
   1. Islamic Art: Patterns and calligraphy often symbolise the infinite nature of God and the divine order.
   2. Christian Art: Symbols (cross, fish, lamb) and figures directly represent theological concepts and historical events.

Leonardo da Vinci’s Style vs. Greek Vase Painters’ Style

These two artistic styles represent vastly different periods, purposes, and techniques.

1. Leonardo da Vinci’s Style (High Renaissance, c. 15th-16th Century CE):
   1. Medium: Primarily oil painting, drawing, and fresco.
   2. Emphasis: Scientific observation, humanism, psychological depth, emotional expression, and naturalism.
   3. Techniques:
      1. Sfumato: A soft, hazy effect achieved by subtle gradations of light and shadow, blurring outlines to create a sense of depth and mystery (e.g., Mona Lisa).
      2. Chiaroscuro: Strong contrasts between light and dark, creating dramatic effects and modelling forms (e.g., The Last Supper).
      3. Anatomical Accuracy: Deep understanding of human anatomy, resulting in highly realistic and dynamic figures.
      4. Perspective: Masterful use of linear and atmospheric perspective to create illusionistic space.
   4. Subject Matter: Portraits, religious scenes, scientific studies, and allegories, often imbued with profound meaning.
   5. Goal: To capture the inner life and complex reality of subjects, creating a sense of living presence.
2. Greek Vase Painters’ Style (Archaic and Classical Greece, c. 8th-4th Century BCE):
   1. Medium: Clay vases, painted with slip and fired.
   2. Emphasis: Narrative storytelling, mythological scenes, daily life, and decorative patterns.
   3. Techniques:
      1. Black-figure: Figures painted in black silhouette on the natural red clay, with incised details and added red/white colours. Figures are often stiff and formal.
      2. Red-figure: Figures left in the red colour of the clay, with the background painted black. Details are drawn with fine brushes, allowing for greater fluidity and naturalism in figures.
      3. Stylisation: Figures are often stylised, with conventional poses and expressions, less focus on individual psychology.
      4. Two-dimensionality: Lacked the illusion of deep space; compositions are typically flat and linear.
   4. Subject Matter: Gods, heroes, mythological battles, athletic contests, symposia (drinking parties), and funerary rituals.
   5. Goal: To decorate functional objects and tell stories, often with a clear, legible narrative.

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Guided Practice, Question and Answer, Explanation, Observation, Visual Analysis

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Engaging/Activating Prior Knowledge

Teacher’s Activity: The teacher greets the students and asks them to recall any famous artworks or artists they know, especially from Western culture. The teacher then introduces the topic: “Western Art Styles, Periods, and Differences,” explaining that they will explore how art changed over centuries.

Pupils’ Activity: Pupils respond to the teacher’s questions and listen attentively to the introduction.

Learning Point: Introduction to Western art

Step 2: Pre-historic and Mesopotamian Art

Time: 10 minutes

Teaching Skill: Explanation/Visual Aid Use

Teacher’s Activity: The teacher displays images of Pre-historic art (e.g., Lascaux cave paintings, Venus of Willendorf) and Mesopotamian art (e.g., Ziggurat, Standard of Ur). The teacher explains the origin, nature, and characteristic styles of each period, highlighting their cultural contexts.

Pupils’ Activity: Pupils observe the images, listen to the explanations, and ask questions for clarification.

Learning Point: Early art styles understood

Step 3: Greek and Roman Art

Time: 10 minutes

Teaching Skill: Comparative Analysis/Discussion

Teacher’s Activity: The teacher presents images of Greek art (e.g., Parthenon, Doryphoros, vase paintings) and Roman art (e.g., Colosseum, Roman portraits). The teacher discusses their unique styles, influences, and achievements, drawing comparisons where relevant (e.g., Greek idealism vs. Roman realism).

Pupils’ Activity: Pupils observe the visuals, participate in discussions, and note down key differences and similarities.

Learning Point: Classical art characteristics

Step 4: Early Christian and Islamic Art

Time: 10 minutes

Teaching Skill: Explanation/Contrast

Teacher’s Activity: The teacher introduces Early Christian art (e.g., catacomb paintings, mosaics) and Islamic art (e.g., calligraphy, geometric patterns, mosque architecture). The teacher explains their religious significance and distinct stylistic features, setting the stage for later comparison.

Pupils’ Activity: Pupils observe the images, listen to the explanations, and identify the religious influences on each art form.

Learning Point: Religious art forms

Step 5: Medieval Art (Romanesque and Gothic)

Time: 5 minutes

Teaching Skill: Visual Identification

Teacher’s Activity: The teacher shows examples of Romanesque architecture (heavy, round arches) and Gothic architecture (pointed arches, stained glass, flying buttresses). The teacher explains the evolution of style within the Medieval period and their primary characteristics.

Pupils’ Activity: Pupils identify the key features of Romanesque and Gothic art from the visuals and teacher’s descriptions.

Learning Point: Medieval art evolution

Step 6: Renaissance Art and Key Differences

Time: 5 minutes

Teaching Skill: Elaboration/Comparative Analysis

Teacher’s Activity: The teacher introduces Renaissance art, focusing on realism, perspective, and key artists like Leonardo da Vinci. The teacher then explicitly discusses the differences between Islamic and Christian art, and between Leonardo da Vinci’s style and Greek vase painters’ style, using specific examples.

Pupils’ Activity: Pupils listen, observe, and engage in the comparative discussion, noting down the distinctions.

Learning Point: Renaissance and stylistic differences

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. Name two characteristic features of Pre-historic art.
2. How does Roman sculpture differ from Greek sculpture?
3. State two major differences between Islamic art and Christian art.
4. Describe one key aspect of Leonardo da Vinci’s painting style.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Art styles comprehension

Step 8: Note-Taking

Time: 10 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils/students to copy the essential Board Summary notes, covering the art periods and stylistic differences, into their notebooks.

Pupils’ Activity: Pupils/students copy the notes carefully into their notebooks.

Learning Point: Board notes recording

Step 9: Conclusion

Time: 5 minutes

Teaching Skill: Summarising/Reinforcement

Teacher’s Activity: The teacher summarises the lesson by reiterating the vastness and diversity of Western art, from ancient times to the Renaissance, and the importance of understanding its evolution and stylistic distinctions. The teacher encourages students to continue exploring art history.

Pupils’ Activity: Pupils listen to the summary and ask any final questions.

Learning Point: Western art overview reinforced

Continuous Assessment/Further Study

Type: Homework/Further Reading

Instruction: Research and write a short paragraph (not more than 100 words) on one famous artwork from any of the Western art periods discussed today, describing its style and significance. Also, find an image of the artwork to present in the next class.

1. Choose an artwork from either Pre-historic, Mesopotamian, Greek, Roman, Early Christian, Islamic, Medieval, or Renaissance art.
2. Identify the artist (if known) and the period it belongs to.
3. Describe its key stylistic features.
4. Explain its historical or cultural significance.
5. Bring a printed or drawn image of the artwork.

Lesson Keywords

• Pre-historic Art – Art from before written history, often cave paintings or fertility figures.
• Mesopotamian Art – Art from ancient civilisations between the Tigris and Euphrates rivers, known for ziggurats and cylinder seals.
• Greek Art – Art from ancient Greece, characterised by idealism, humanism, and architectural orders.
• Roman Art – Art from ancient Rome, known for realism, civic utility, and engineering feats like arches and domes.
• Early Christian Art – Art created by early Christians, often symbolic and found in catacombs and basilicas.
• Islamic Art – Art developed under Islamic cultures, characterised by calligraphy, geometric patterns, and arabesques, often aniconic in religious contexts.
• Medieval Art – Art from the Middle Ages, including Romanesque (heavy, round arches) and Gothic (pointed arches, stained glass) styles, primarily religious.
• Renaissance Art – Art from the “rebirth” period in Europe, marked by realism, perspective, humanism, and artists like Leonardo da Vinci.
• Aniconism – The practice of avoiding or shunning the depiction of human and animal figures, especially in religious contexts (common in Islamic art).
• Sfumato – A painting technique that involves subtle gradations of light and shadow, blurring outlines to create a soft, hazy effect (used by Leonardo da Vinci).
• Black-figure – An ancient Greek vase painting technique where figures are painted in black silhouette on red clay.
• Red-figure – An ancient Greek vase painting technique where figures are left in red clay colour against a black background.

Differentiation

For students who grasp concepts quickly, encourage them to research specific artists or architectural marvels from each period and present their findings. For students needing more support, provide simplified visual aids and focus on identifying just one or two key characteristics for each art period, allowing them to match images to periods.

Suggested Lesson Videos

Search YouTube for: “Western Art History Overview SS3” or “Art Periods and Styles Explained”