Rococo/ Neoclassical/ Romantic (1700-1800AD)

Click here for a sample collection to use with instructor's lecture


Student collection of Rococo/ Neoclassical/ Romantic art. Evaluation:

Uses a minimum of two works (Can not use works seen in teacher collection) to illustrate each of the major themes talked about in the lecture. (The change in patronage from religious to secular, frivolity of decoration, details of sculpture/painting/decorative art/ architecture, proper manners and etiquette.)

Brief paragraph (in the student’s own words) about each work including artist, date, culture/geographic location, the work’s purpose, interesting fact(s), attribution information (where the work was found, MIA, WAC, Tweed museum of art, etc.). The student’s opinion of the work. What the student likes, what the student dislikes and why.

Correctly created an art collection, placed images in chronological order, published and turned in the URL to teacher.


*As with any collection, the teacher may wish to have students illustrate a certain theme of the era. For example, students could choose two works of art and write about how they illustrate the move of artistic patronage from religious to secular and the underlying social issues causing such change. Or students could address how this work illustrates the idea of pleasure and frivolity.


English Teacher guest lecture:

The English teacher may provide general guidelines as to how to write correctly and creatively. If there is a common problem in the student’s writing, this may be addressed by the English teacher. Also, as a part of creative writing, poetry may be covered. Rhyme and meter as well as different types of poetry, such as sonnets and haiku, may be touched on.

It is hoped that students will use the English teacher’s instructions to improve their writing in this and other classes.

Viewpoint writing assignment:

Students are to find an image (it may be from this time period or any time period covered in class up to this point.) that they wish to write about from two viewpoints; the artist’s and the characters’ within the work of art.

Brainstorm session with class: Teacher may wish to display a work of art to the class and ask them to brainstorm ideas that they could include in their essays. First from the artist’s viewpoint, then from the characters’ viewpoint(s). Some questions for the brainstorm session follow:

What is happening in the artwork?
Why was the work created?
Why did the artist choose this subject to paint/draw/sculpt?
How did the artist make it?
What techniques did the artist use?
Can you tell what time of day it is?
Does that influence your opinions about the work or the artist’s intent?
How much depth is shown?
Describe the colors and if appropriate, the meaning of using such colors.
What do the characters’ expressions tell us about the work?
How does this character feel?
What does the artist want the viewer to think about or feel?
How do the character’s feelings correlate with the artist’s intended message?


Sample evaluation for Viewpoint writing assignment:

10 pts. Includes objective, indisputable facts/descriptions (“The sky is blue and gray.”)
10 pts. Includes opinions based on observation (“The sky is beautiful.”)
20 pts. Include a multitude of artist and character thoughts/opinions/ ideas.
20 pts. Accuracy of facts and credibility of opinions/statements.
20 pts. Depth of above thoughts/opinions/ideas (Not just: “I painted the sky blue.” But, “I painted the sky blue because...”)
10 pts. Neatly done: readable font(s), logical placement of text/graphic(s).
10 pts. Correct grammar, punctuation, spelling, paragraph delineation,etc.

Total 100 points


Click here to see examples of the Viewpoint Writing Assignment