Lesson Plan | Active Methodology | Medieval Byzantine Art

Premises: This Active Lesson Plan assumes: a 100-minute class duration, prior student study both with the Book and the beginning of Project development, and that only one activity (among the three suggested) will be chosen to be carried out during the class, as each activity is designed to take up a large part of the available time.

Objective

Duration: (5 - 10 minutes)

Setting clear objectives is crucial for establishing a foundation of what students should learn and understand about Byzantine art. By detailing what they should focus on, the teacher can effectively guide discussions and activities, ensuring all key aspects of the topic are covered thoroughly and understandably.

Objective Utama:

1. Explore and understand Byzantine art as a reflection of the culture and religiosity of the Byzantine Empire.

2. Analyze and identify the distinctive characteristics of Byzantine art, including its architecture, paintings, and mosaics, and how these artistic forms express faith and the politics of the period.

Objective Tambahan:

1. Develop critical skills in visual analysis and historical contextualization by studying specific artworks from the Byzantine period.

Introduction

Duration: (15 - 20 minutes)

The introduction is intended to engage students with prior content while making meaningful connections to real-world contexts, thus enhancing the topic's relevance. Presenting problem scenarios encourages students to apply their knowledge in a critical and creative manner. The contextualization part, in turn, helps them grasp the significance and influence of Byzantine art through various historical and geographical lenses, paving the way for a detailed analysis during the lesson.

Problem-Based Situation

1. Picture yourself as an archaeologist uncovering an ancient city influenced heavily by Byzantine art. What artistic features would you look for to validate your hypothesis regarding the city's origin and era?

2. If you were a historian examining Byzantine art during the Iconoclastic crisis, how would you explain the shift in religious art production, and what arguments would you present to underscore the significance of these changes in the political and religious context of the empire?

Contextualization

Byzantine art serves not just as a form of aesthetics but also mirrors the intricate political and religious dynamics of the Byzantine Empire. For instance, during the Iconoclastic crisis, the prohibition of religious images significantly impacted artistic creation. Furthermore, the artistic approach of the Byzantine era influenced regions beyond its borders, such as Russia and the Middle East, and its mosaic and painting techniques continue to inform contemporary artists.

Development

Duration: (70 - 75 minutes)

The development phase allows students to actively apply and deepen their knowledge of Byzantine art through practical and interactive methods. By collaborating on projects and solving problems, students enhance their teamwork, creativity, and critical thinking skills. This approach not only solidifies their understanding of Byzantine art but also equips them to think analytically and apply their knowledge to real-world situations.

Activity Suggestions

It is recommended that only one of the suggested activities be carried out

Activity 1 - Architects of the Empire: Recreating the Hagia Sophia

> Duration: (60 - 70 minutes)

- Objective: Enhance understanding of Byzantine art's architectural and decorative techniques while fostering teamwork and creativity in the construction of a miniature.

- Description: In this activity, students will work in groups of up to 5, provided with materials like cardboard, cellophane, glue, and scissors to recreate a section of the renowned Hagia Sophia in Constantinople (now Istanbul). They should incorporate typical Byzantine architectural and decorative techniques, including mosaics and domed vaults, to create a miniature that captures the basilica's aesthetic and structural essence.

- Instructions:

• Divide the class into groups of up to 5 students.

• Provide each group with the necessary materials.

• Briefly explain the architectural features of the Hagia Sophia.

• Guide students as they plan and build a miniature section of the basilica, with an emphasis on mosaics and domes.

• Monitor and assist each group during the building phase.

• At the end, have each group present their miniature and explain their architectural and decorative choices based on the Byzantine style.

Activity 2 - Mosaic Detectives: Decoding Stories on the Walls

> Duration: (60 - 70 minutes)

- Objective: Enhance skills in visual analysis and historical interpretation through the reconstruction of mosaics, promoting critical thinking and collaboration.

- Description: Students will receive images of incomplete or fragmented Byzantine mosaics in groups. Their task is to 'rebuild' these mosaics digitally using image editing software or with paper and pencil, making guesses about what the images depict. Following reconstruction, each group will present their interpretations and discuss how these mosaics connect to the period's stories and beliefs.

- Instructions:

• Organize students into groups of no more than 5.

• Hand out images of fragmented Byzantine mosaics to each group.

• Instruct students to 'rebuild' the mosaics using paper, pencil, and/or image editing software.

• Each group should formulate a hypothesis about the complete mosaic's possible representation and its relevance to the empire's religious or political narrative.

• Each group will then present their reconstruction and interpretation to the class.

Activity 3 - Imperial Council: Deciding on Icons

> Duration: (60 - 70 minutes)

- Objective: Gain insight into the complexities of the Iconoclastic crisis while developing skills in argumentation, debate, and decision-making in a historical and political context.

- Description: In this simulation, students will take on roles as members of an imperial council during the Iconoclastic crisis. They will debate and determine the use of icons in religious art, weighing historical, political, and religious arguments of that time. The goal is to reach a consensus on an icon usage policy reflective of the empire's situation.

- Instructions:

• Divide the class into groups of up to 5 'council members'.

• Present a brief overview of the historical context of the Iconoclastic crisis and the arguments from both sides.

• Allow time for each group to prepare their arguments, drawing from previously studied material.

• Conduct a debate between groups, followed by an open discussion.

• Groups should strive to reach a consensus on the icon usage policy.

• Each group will present their decision and supporting arguments.

Feedback

Duration: (15 - 20 minutes)

This stage of the lesson plan aims to consolidate learning from the practical activities, allowing students to articulate and share their insights with peers. Engaging in this discussion helps to reinforce their knowledge through verbalisation and listening to diverse perspectives, as well as promoting communication and argumentation skills. This collective feedback also provides the teacher with insights into the effectiveness of the activities and students' grasp of the topic.

Group Discussion

At the end of the activities, gather all students for a group discussion. Start by explaining that the objective is to share insights and learnings from each activity. Encourage students to discuss what challenges they faced, what surprised them, and how the experience impacted their understanding of Byzantine art. Suggest reflecting on how the practical activities helped them visualise and strengthen the theoretical concepts studied previously.

Key Questions

1. Which aspects of Byzantine architecture and decoration did you find most intriguing, and why?

2. How did the Iconoclastic crisis influence religious art production, and what is its historical significance?

3. How did reconstructing the mosaics enhance your understanding of the narrative and values of the Byzantine Empire?

Conclusion

Duration: (10 - 15 minutes)

The conclusion phase reinforces students' learning clarity, ensuring they grasp the main concepts well. Additionally, it builds a clear connection between theory and practice, showcasing the relevance of Byzantine art in the modern world and preparing students to continue exploring and appreciating the arts in various contexts.

Summary

In the conclusion phase, the teacher should summarise the key points covered during the lesson, highlighting the features of Byzantine art, such as architecture, paintings, and mosaics, while discussing the political and religious influences these artistic forms reflect.

Theory Connection

It's essential to underscore how practical activities, like building miniatures and analysing mosaics, have helped solidify the students' earlier theoretical knowledge about Byzantine art. These hands-on experiences enable a direct connection between the theory studied and its real-world manifestations, aiding understanding and retention of content.

Closing

Finally, it’s vital to stress the ongoing relevance of Byzantine art, not only as a historical study but also as a lasting influence on various contemporary art forms and architecture. Gaining insight into and appreciating these influences enriches students' artistic education, broadening their cultural and aesthetic horizons.