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\n\"Crash\n\n
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\nLesson Planet Curated\n
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\nCrash Course Theater and Drama\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nForsooth! Here’s a collection that has everything you ever wanted to know about the theater and drama—everyone from Aristotle to Chikamatsu, from Moliere to Shakespeare to Williams. From Banraku to Zaju, every type from comedy to...\n
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\n\"Investigating\n\n
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\nCurated OER\n
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\nInvestigating Neoclassicism/Romanticism\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHigh schoolers practice accessing and evaluating Internet resources as they perform research and answer, in written form, a series of general and specific questions about Neoclassicism/Romanticism.\n
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\n\"Investigating\n\n
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\nCurated OER\n
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\nInvestigating Neoclassicism/Romanticism\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nYoung scholars use the internet to research neoclassicism and romanticism. Using various websites, answer a series of comprehension questions on the topic. They develop a presentation and share their information they gathered with...\n
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Instructional Video13:15
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\n\"Rules,\n\n
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\nRules, Rule-Breaking, and French Neoclassicism: Crash Course Theater #20\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nSchool children are not the only ones who have rules to follow! During the neoclassical period, the French established five main rules for plays. A video on theater history outlines those guidelines, as well as other elements of theater...\n
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\n\"Revising\n\n
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\nCurated OER\n
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\nRevising the Neoclassicism/Romanticism Project\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents revise the in-depth project based on the suggestions they receive from their peer editors and their N/R expert contacts for publication on a class Web page.\n
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\n\"Realistic\n\n
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\nCurated OER\n
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\nRealistic Impressions: Investigating Movements in the Visual Arts\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents explore the idea of movements in the visual arts and differentiate between some of the most well known movements in Western art. The lesson focuses on what makes a painting an example of a particular movement.\n
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PPT
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\n\"Antebellum\n\n
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\nCurated OER\n
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\nAntebellum American Art\n

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\n\nFor Teachers\n\n8th - 11th\n
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\nDividing the art of the Antebellum period into several different genres, this vibrant presentation is sure to get your students' attention. It takes your students on a walk through an art museum with famous paintings, architecture, and...\n
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\n\"Introduction\n\n
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\nCurated OER\n
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\nIntroduction to Neoclassicism and Romanticism\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents research the Internet to answer questions about Neoclassicism and Romanticism.\n
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PPT
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\n\"The\n\n
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\nCurated OER\n
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\nThe Romantic Age in British Literature\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nPut the Romantic Age into context for British Literature classes with a PowerPoint that defines and characterizes this movement in literature, music and art. Notable painters, writers, and musicians are listed, as are key romantic themes...\n
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\n\"Further\n\n
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\nCurated OER\n
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\nFurther Study Of Neoclassicism And Romanticism\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHigh schoolers conduct Internet research to answer the remaining N/R questions. They are encouraged to contact and communicate with N/R professors or other experts, either singly or over e-mail discussion lists.\n
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\n\"Critiquing\n\n
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\nCurated OER\n
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\nCritiquing the Neoclassicism/Romanticism Project\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents request feedback on their projects from Neoclassicist/Romanticist experts they have contacted via e-mail or other means. They work in pairs to critique each other's work.\n
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\n\"Selecting\n\n
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\nCurated OER\n
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\nSelecting the Focus of the Neoclassicism/Romanticism Project\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents identify and flesh out an area of particular interest to them in the field of N/R for the purpose of developing and submitting a more in-depth project on that area of interest.\n
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\n\"Further\n\n
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\nCurated OER\n
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\nFurther Study of Neoclassicism and Romanticism\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents continue to conduct Internet research to answer the remaining N/R questions. They are encouraged to contact and communicate with N/R professors or other experts, either singly or over e-mail discussion lists.\n
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\n\"Goddesses\n\n
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\nCurated OER\n
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\nGoddesses Are Personifications Too!\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents discover the use of personification as a way of expressing ideals.  In this Language Arts activity, students create an allegorical depiction of a contemporary ideal.  Students write labels that clearly support the...\n
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PPT
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\n\"Neo-Classicism\n\n
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\nNeo-Classicism\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nTaking students from the origins of Neoclassical art, architecture, sculpture, painting, and decorative arts to the \"sunset\" of the artistic movement, this slideshow provides ample infomation and examples of the art form. The slides...\n
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\n\"The\n\n
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\nNational Gallery of Canada\n
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\nThe Ideal Trophy\n

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\n\nFor Teachers\n\n7th - 8th\n
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\nInvite your pupils to represent a club, team or other group with a trophy of their own creation. Learners examine the Taylor Cup by Laurent Amiot and then prepare trophy designs. When the sketches are complete, pupils sculpt...\n
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Instructional Video10:45
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\n\"Goethe\n\n
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\nThe School of Life\n
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\nGoethe\n

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\n\nFor Students\n\n11th - Higher Ed\n\nStandards\n
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\nNo need to bargain with learners to investigate the life and works of Johann Wolfgang von Goethe! Young philosophers view a short video that introduces them to his fascinating life and works.\n
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\n\"If\n\n
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\nCurated OER\n
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\nIf These Walls Could Talk\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents compare Neoclassical objects from the Getty collection to American civic architecture of the time. They discuss the moral and political ideas of the Enlightenment and articulate how these art forms influenced democratic thought...\n
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\n\"Neoclassical\n\n
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\nCurated OER\n
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\nNeoclassical Influences\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents study how artists of the Neoclassical period were influenced by major historical events during the Enlightenment. They identify and analyze the Neoclassical style. discuss and identify the historical influences of Neoclassical...\n
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\n\"Neoclassical\n\n
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\nCurated OER\n
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\nNeoclassical Influences\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents analyze neoclassical art. In this art history lesson plan, students listen to their instructor present a lecture regarding the details of the art produced during the Enlightenment.\n
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PPT
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\n\"British\n\n
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\nCurated OER\n
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\nBritish Romanticism: An Introduction to the Social/Cultural Contexts\n

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\n\nFor Teachers\n\n12th\n
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\nThe major tenets of British Neoclassicism and Romanticism are listed in a presentation that also notes the significant  consequences of industrialization. No context is provided for the slides of the paintings.\n
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\n\"Goddesses\n\n
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\nGoddesses are Personifications Too!\n

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\n\nFor Teachers\n\n8th - 9th\n
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\nStudents analyze the use of personification in classical Greek art and the Neoclassical period. In this Neoclassical art lesson plan, students discuss the cultural values reflected in classical and Neoclassical....\n
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\n\"Statement\n\n
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\nCurated OER\n
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\nStatement of Principles\n

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\n\nFor Teachers\n\n10th - Higher Ed\n
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\nLearners create their own work of art that serves as a social commentary. In this art statement lesson, students research how art conveyed moral and ethical ideals during the Neoclassical period and create a drawing that addresses a...\n
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\n\"If\n\n
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\nIf These Walls Could Talk\n

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\n\nFor Teachers\n\n7th - Higher Ed\n
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\nStudents investigate the influence of the Enlightenment on American society and government. In this Enlightenment lesson, students work cooperatively in groups to define the principles of the Enlightenment, American...\n
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