Moscow Lesson Plan

Teacher: Jamie Navone

Grade Level: 4th

Title: "Moscow's Magnificent Domes"

Brief History and Background:

Russian architecture can be found in Moscow with onion-shaped domes on buildings such as St. Basil’s Cathedral. The great churches of Kievan Rus', built after the implementation of Christianity in 988, were the first examples of monumental architecture in the East Slavic lands. The architectural style of the Kievan state which, rapidly established itself was strongly influenced by the Byzantine. Early Eastern Orthodox churches were mainly made of wood with the simplest form of church becoming known as a cell church. Major cathedrals often featured scores of small domes, which led some art historians to take this as an indication of what the pagan Slavic temples should have looked like. The tenth-century Church of the Tithes was the first famous building to be made of stone, located in Kiev. As Russian architecture degenerated into pure decoration, it was also influenced by the Polish and Ukrainian Baroque. The first baroque churches were little chapels built on the Naryshkin family estates near Moscow, hence the name of Naryshkin baroque often applied to this style. The Baroque style rapidly multiplied throughout Russia, steadily replacing more traditional and canonical architecture.

Standards:

9.1.4B. Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.

9.1.4C. Know and use fundamental vocabulary within each of the arts form.

9.2.4D. Analyze a work of art from its historical and cultural perspective.

9.2.4E. Analyze how historical events and culture impact forms, techniques and purposes of works in the arts.

9.2.4G. Relate works in the arts to geographic regions.

Goal: Create a Russian cityscape or cathedral showing traditional architectural features.

Objectives:

1. Students will discuss what a typical Russian skyline looks like.
2. Students will research the architecture of onion domes and spires found in Russian buildings such as Moscow’s famous St. Basil’s Cathedral.
3. Students will understand the relationship between the orthodox faith and Byzantine architecture.
4. Students will create a Russian city skyline showing traditional architectural features.

Supplies/Materials:

Shoe Box Lid
Acrylic Paint
Paint Brushes
Water Cups
Newspaper
White 8 ½ x 11 Construction Paper
Colored Pencils
Scissors
Glue

Safety Guidelines

The cutting edges of scissors are sharp and care should be taken whenever cutting or handling. Adult supervision is recommended with all children.

Teacher Preparation:

• Teacher will supply white paper, lids, paints, brushes, water cups, newspaper, colored pencils, scissors, and glue.
• Teacher will bring completed examples.
• Teacher will bring books about Russian architecture.
• Teacher will supply each table with the materials.

Introduction to Lesson:

The teacher will welcome the class. The teacher will show examples of Russian architecture. The teacher will ask students what shapes and designs they see. The teacher will give a background description of Russian architecture. The teacher will announce to the class they will be making their own Russian city skyline showing traditional architectural features.

Directions:

1. Cover your workspace with newspaper.
2. Paint a sky on the inside of your shoebox lid with the paint provided
3. Place it aside to air dry.
4. On the construction paper sketch your skyline.
5. Color your skyline with the colored pencils provided.
6. Cut out the skyline with your scissors.
7. Using your glue stick, attach the your skyline pieces to your lid.
8. Draw and color small triangles to resemble to tops of spires.
9. Cut out your triangle pieces.
10. Glue them to your buildings.

Critique/Evaluation/Assessment:

• Have the students display their work on a table in the classroom.
• The students can discuss how they felt about the project.
• The students can discuss what they learned both about history and art.
• The students can respond to each other's work- what elements and principles of art do you see?

Extensions:

• The students can look at the resource books.
• The students can work in their sketchbooks.

Time Allotment:

One 45-minute class period.
• 5-minute introduction.
• 35 minutes to create a Russian city skyline showing traditional architectural features.
• 5-minute critique.
• 5 minute clean up.

Vocabulary:

Spire- a tall, narrow, pointed structure on the top of a roof, tower, or steeple.

Byzantine Architecture- the architecture of the Byzantine Empire. It is also a continuation of Roman architecture. Slowly, a style appeared which permeated certain influences from the Near East and used the Greek cross plan for the church architecture. Brick replaced stone, classical orders were used more freely, mosaics replaced carved decoration, and complex domes were erected.

Unity- the ways the art elements work together to form a harmonious composition or arrangement.

Form- the creation of three-dimensional shapes.

Space- how the artist creates the illusion of depth.

Balance- the way that artists use visual weight or importance in a work of art.

Shape- an area enclosed by a line.

Color- effect of light on a surface that enables it to be perceived as different from other identical objects.

Emphasis- the importance of any part of a work of visual art.

References:

http://en.wikipedia.org/wiki/Russian_architecture

Berton, K. (1990) Moscow : An Architectural History. New York: St. Martin's Press

Hamilton, G. (1954) The Art and Architecture of Russia. Baltimore: Penguin Books.

Referenecs to D.B.A.E.

• Art Production- The students were engaged in making their own Russian skyline.
• Art History- The students will receive background information about Russian architecture.
• Art Aesthetics- The students will talk about how Byzantine architecture reflects the orthodox faith.
• Interdisciplinary- The project involves Social Studies by exploring Russian architecture.
• Art Criticism- Students will critique and discuss their own designs as well as each other's.