Lesson Plan | Active Learning | Medieval Byzantine Art

Assumptions: This Active Lesson Plan assumes: a 100-minute class, prior student study with both the Book and the start of Project development, and that only one activity (among the three suggested) will be chosen to be conducted during the class, as each activity is designed to take up a significant portion of the available time.

Objectives

Duration: (5 - 10 minutes)

The objectives stage is essential to establish a clear foundation of what students should learn and understand about Byzantine art. By defining specific objectives, the teacher guides the students' focus and directs subsequent discussions and activities, ensuring that all important aspects of the topic are addressed in a detailed and comprehensible manner.

Main Objectives:

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 politics of the period.

Side Objectives:

1. Develop critical skills in visual analysis and historical contextualization when studying specific works of art from the Byzantine period.

Introduction

Duration: (15 - 20 minutes)

The introduction stage serves to engage students with the content they have studied previously and to make relevant connections with the real world, thereby increasing the relevance of the topic. By presenting problem situations, students are encouraged to apply knowledge critically and creatively. The contextualization, on the other hand, helps understand the importance and influence of Byzantine art in different historical and geographical contexts, paving the way for a deeper analysis during the class.

Problem-Based Situations

1. Imagine you are an archaeologist discovering an ancient city that displays strong influences of Byzantine art. What artistic characteristics would you look for to confirm your hypothesis about the origin and period of this city?

2. If you were a historian studying Byzantine art during the Iconoclastic Crisis, how would you explain the change in religious art production and what arguments would you use to defend the importance of these changes in the political and religious context of the empire?

Contextualization

Byzantine art is not just an aesthetic expression but also a reflection of the complex political and religious relations of the Byzantine Empire. For example, during the Iconoclastic Crisis, the use of religious images was prohibited, which had a direct impact on artistic production. Additionally, the Byzantine artistic approach influenced regions beyond the empire, such as Russia and the Middle East, and its mosaic and painting techniques are still studied and appreciated by contemporary artists.

Development

Duration: (70 - 75 minutes)

The development stage is designed to allow students to apply and deepen their knowledge of Byzantine art in a practical and interactive manner. By working in groups to solve problems and create projects, students develop collaboration, creativity, and critical thinking skills. This approach not only solidifies students' understanding of Byzantine art but also prepares them to think analytically and contextualize knowledge in real-world situations.

Activity Suggestions

It is recommended to carry out only one of the suggested activities

Activity 1 - Empire Architects: Recreating the Hagia Sophia

> Duration: (60 - 70 minutes)

- Objective: Understand the architectural and decorative techniques of Byzantine art by applying this knowledge in constructing a miniature and developing teamwork and creativity skills.

- Description: In this activity, students will be divided into groups of up to 5 people, and each group will receive materials such as cardboard, cellophane, glue, and scissors, to recreate a section of the famous Hagia Sophia in Constantinople (now Istanbul). They should use Byzantine architectural and decorative techniques, such as the use of mosaics and vaulted domes, to construct a miniature that captures the aesthetic and structural essence of the basilica.

- Instructions:

• Split 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 to plan and construct a mini-section of the basilica, focusing on details like mosaics and domes.

• Monitor and assist each group during construction.

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

Activity 2 - Mosaic Detectives: Decoding Stories on the Walls

> Duration: (60 - 70 minutes)

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

- Description: Students, in groups, will receive images of incomplete or fragmented Byzantine mosaics. They will 'digitally reconstruct' these mosaics using image editing software or simply paper and pencil, trying to guess what the images represent. After reconstruction, each group will present their interpretation and discuss how they think these mosaics relate to the stories and beliefs of the period.

- Instructions:

• Organize students into groups of no more than 5 people.

• Distribute images of fragmented Byzantine mosaics to each group.

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

• Each group must formulate a hypothesis about what the complete mosaic could represent and how it fits into the religious or political narrative of the empire.

• Each group will present their reconstruction and explain their interpretation of the mosaic to the class.

Activity 3 - Imperial Council: Deciding on Icons

> Duration: (60 - 70 minutes)

- Objective: Understand the complexities of the Iconoclastic Crisis and develop skills in argumentation, debate, and decision-making in a historical and political context.

- Description: In this simulation, students will act as members of an imperial council during the Iconoclastic Crisis. They will debate and decide on the use of icons in religious art, considering historical, political, and religious arguments of the Byzantine era. The goal is to reach a consensus on an icon usage policy that reflects the situation of the empire at that time.

- Instructions:

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

• Briefly present the historical context of the Iconoclastic Crisis and the arguments of both sides.

• Allow time for each group to prepare their arguments, supported by previously studied information.

• Conduct a debate among the groups, followed by an open discussion period.

• Groups must attempt to reach a consensus on the policy for the use of icons.

• Each group will present their decision and the arguments that support it.

Feedback

Duration: (15 - 20 minutes)

The purpose of this stage of the lesson plan is to consolidate the learning acquired during practical activities, allowing students to articulate and share their understanding with peers. This discussion helps reinforce knowledge through verbalization and listening to different perspectives, as well as promoting communication and argumentation skills. This collective feedback also serves for the teacher to assess the effectiveness of the activities and the students' understanding of the topic.

Group Discussion

At the end of the activities, bring all students together for a group discussion. Start the discussion with a brief introduction, explaining that the goal is to share insights and learnings from each activity. Encourage students to discuss what they found most challenging, what surprised them the most, and how the experience influenced their understanding of Byzantine art. Suggest they reflect on how the practical activities helped visualize and deepen the theoretical content studied previously.

Key Questions

1. Which elements of Byzantine architecture and decoration did you find most interesting and why?

2. How did the Iconoclastic Crisis affect the production of religious art and what is its historical significance?

3. In what way did the reconstruction of the mosaics help you better understand the narrative and values of the Byzantine Empire?

Conclusion

Duration: (10 - 15 minutes)

The conclusion stage serves to reinforce students' learning, ensuring that the main concepts are clear and well understood. Additionally, it helps to establish a clear bridge between theory and practice, demonstrating the relevance of Byzantine art in the modern world and preparing students to continue exploring and appreciating the arts in diverse contexts.

Summary

In the conclusion stage, the teacher should summarize and recap the main points addressed during the class, emphasizing the characteristics of Byzantine art, such as architecture, paintings, and mosaics, and briefly discussing the political and religious influence of these artistic expressions.

Theory Connection

It is crucial to highlight how practical activities, such as building miniatures and analyzing mosaics, helped to solidify the prior theoretical knowledge of students about Byzantine art. These practical applications enabled a direct connection between the studied theory and its manifestation in real artifacts, facilitating understanding and retention of the content.

Closing

Finally, it is essential to emphasize the ongoing importance of Byzantine art, not only as a historical study but also as a lasting influence on many contemporary forms of art and architecture. Understanding and appreciating these influences enriches students' artistic education, broadening their cultural and aesthetic perspective.