Lesson Plan | Active Learning | Early Christian 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 and directed focus for the lesson. By defining specific objectives, students are better able to understand what is expected of them and how the proposed activities connect to the content studied previously. This helps to maximize learning and practical application of knowledge about Primitive Christian Art, ensuring greater effectiveness in the use of time in the classroom.

Main Objectives:

1. Analyze the evolution of artistic practice in the expression of Christian religiosity, from its roots in secret meetings to its acceptance as the official religion.

2. Identify and describe the stylistic and iconographic characteristics of Primitive Christian Art, highlighting the influence of paintings in caves.

Side Objectives:

1. Encourage students’ critical analysis skills when comparing and contrasting different forms of artistic expression in the context of Christian religiosity.

Introduction

Duration: (15 - 20 minutes)

The introduction phase aims to spark students' interest and connect them with the lesson's theme, using problem situations that stimulate reflection on prior knowledge and its practical application. Furthermore, by contextualizing the theme with real examples and historical curiosities, the goal is to instigate curiosity and understanding of the relevance of Primitive Christian Art in the religious and cultural context.

Problem-Based Situations

1. Imagine you are an archaeologist who has discovered a cave where paintings appear to tell Biblical stories. How would you investigate to confirm that these are primitive Christian art and not another type of art?

2. Consider that you are an art historian trying to explain why, during a period of persecution, Christians used the catacombs to express their faith through art. What cultural and religious reasons would you point to for this choice?

Contextualization

Primitive Christian Art not only reflects the evolution of art but also provides valuable insights into the formation and dissemination of Christianity. For example, paintings in catacombs, subterranean burial sites, served not only as decoration but as a form of communication and expression of faith during periods of persecution. These paintings not only illustrated Biblical passages but could also have served as guides for rituals and ceremonies that were dangerous to perform openly. This context underscores the importance of art as a vehicle for cultural resistance and survival.

Development

Duration: (75 - 85 minutes)

The development stage is designed for students to practically and collaboratively apply the knowledge acquired about Primitive Christian Art. By working in groups, they not only deepen their understanding of the topic but also develop teamwork, critical thinking, and presentation skills. Each proposed activity aims to explore a particular aspect of primitive Christian art, from its origin in contexts of persecution to the evolution of its techniques and themes, providing a rich and engaging immersion into the topic.

Activity Suggestions

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

Activity 1 - Faith Archaeologists: Discovering Sacred Caves

> Duration: (60 - 70 minutes)

- Objective: Develop critical analysis and oral presentation skills, applying knowledge of Primitive Christian Art.

- Description: In this activity, students will take on the role of archaeologists who have just made an incredible discovery: paintings in a cave that may be the first Christian artistic expressions. They will need to analyze the paintings, identify elements that help date and classify the works, and present their findings at a simulated 'congress.'

- Instructions:

• Form groups of up to 5 students.

• Distribute images of cave paintings, some real and others fictional that follow the styles of Primitive Christian Art.

• Each group should analyze the images, filling out a comparative chart that includes stylistic characteristics, possible religious themes, and painting techniques.

• Based on the analysis, students should create a brief presentation for the 'congress,' explaining why they believe the paintings are of Christian origin and how they fit into the historical context of the persecution of Christians.

• Stage the 'congress,' where each group will present their findings and answer questions from the 'audience' (other groups and the teacher).

Activity 2 - Masters of the Chair: Recreating Paintings in Persecution Scenarios

> Duration: (60 - 70 minutes)

- Objective: Promote understanding of the historical and cultural conditions that influenced Primitive Christian Art and foster artistic creativity.

- Description: Students will recreate paintings on small panels, using materials that simulate the conditions of a catacomb. They should choose a biblical passage or a Christian symbol to represent, considering the limitations of space and light, and will discuss how this artwork could serve as a teaching or comforting tool during persecution.

- Instructions:

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

• Provide materials such as brown paper, chalk, charcoal, and paint to simulate the conditions of a catacomb.

• Each group will choose a biblical passage or Christian symbol to represent on their panel.

• Students will create a painting on their panel, discussing the artistic choices made and how these reflect the context of persecution.

• At the end, each group will present their painting, explaining the significance and importance of the choice of theme and techniques used.

Activity 3 - History Detectives: Investigating the Catacombs

> Duration: (60 - 70 minutes)

- Objective: Encourage investigative skills and historical contextualization, using art as a source of information.

- Description: In this activity, students will be divided into groups, and each group will receive a 'catacomb' (a space in the classroom prepared with clues and replicas). They will use the clues to infer about the life and faith of the Christians who were there, culminating in the creation of a 'mural' that tells the discovered story.

- Instructions:

• Prepare the 'catacomb' in advance in the classroom, with different clues and artifacts that represent early Christian life.

• Divide the students into groups and present each 'catacomb' to a different group.

• Students will examine the clues, noting their discoveries and inferences in a field journal.

• After the investigation, each group will create a 'mural' in the classroom that tells the story they discovered about the Christians who used the catacomb.

• The groups will present their 'mural' to the class, discussing the discoveries and the process of inference.

Feedback

Duration: (15 - 20 minutes)

The purpose of this stage is to consolidate learning, allowing students to articulate what they have learned and hear their peers' perspectives. The group discussion helps reinforce the studied content, identify gaps in understanding, and consider different interpretations and approaches. Additionally, this stage allows the teacher to assess students' understanding and offer further clarifications, if necessary.

Group Discussion

To start the group discussion, the teacher can ask each group to briefly share their findings and experiences during the activities. An effective way to conduct this discussion is to establish a presentation pattern for each group, followed by open questions for the class, encouraging everyone to participate and deepen their understanding of the topic.

Key Questions

1. What were the main challenges in trying to reconstruct the history and context of the paintings discovered in the caves or catacombs?

2. How does primitive Christian art help to understand the evolution of Christianity and its cultural impact in different historical periods?

3. In what ways did the activities alter or strengthen your perception of the role of art in the expression and preservation of the Christian faith?

Conclusion

Duration: (5 - 10 minutes)

The conclusion stage aims to ensure that students have a clear and consolidated understanding of the topics discussed during the lesson. By recapping key points, the lesson reinforces learning and helps students connect theoretical knowledge with the conducted practices, ensuring they can apply this information meaningfully in academic contexts and beyond.

Summary

In the conclusion, the teacher should summarize and recap the main points addressed, highlighting the evolution of Christian art from the paintings in caves to the use of catacombs, emphasizing how these practices reflected and influenced early Christian religiosity.

Theory Connection

The teacher should explain how practical activities, such as analyzing simulated paintings and creating murals, helped solidify theoretical knowledge about Primitive Christian Art, demonstrating the interconnection between theory and practice and reinforcing understanding of the topic.

Closing

To finish, it is essential to highlight the relevance of Primitive Christian Art not only as an artistic expression but as a historical document that reveals the resistance and adaptation of Christianity during periods of persecution, as well as its lasting impact on Western culture.