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New Hampshire Frameworks Correlations
Illuminating
the Renaissance 
This exhibition from the Getty Museum focuses on illuminated books
produced in Flanders between 1470 and 1560. You can explore details
from these books and zoom and pan for a close-up look at image details.
The images are arranged by themes and include background information. Themes
include: fashion; the individuals who commissioned the works; tales
of romance, history, and mythology; using books for prayer and political
agendas; and the artists and how they created the works.
Intended
Audience: Teachers Reading Level: High School Teacher
Section: Yes Searchable: No
Social Studies: History Curriculum Standard 16
Students will demonstrate the ability to employ historical analysis,
interpretation, and comprehension to make reasoned judgments and
to gain an understanding, perspective, and appreciation of history
and its uses in contemporary situations.
Proficiency Standards
By the end of grade six students will be able to:
- Demonstrate an understanding that people, artifacts, and documents
represent links to the past and that they are sources of data
from which historical accounts are constructed.
- Discuss the importance of individuals and groups that have
made a difference in history, and the significance of character
and actions for both good and ill.
- Use basic research skills to investigate and prepare a report
on a historical person or event.
Proficiency Standards
By the end of grade ten students will be able to:
- Analyze historical documents, artifacts, and other materials
for credibility, relevance, and point of view.
- Examine historical materials relating to a particular region,
society, or theme; analyze change over time; and make logical
inferences concerning cause and effect.
Curriculum Standard 18
Students will demonstrate a knowledge of the chronology and
significant developments of world history including the study
of ancient, medieval, and modern Europe (Western civilization)
with particular emphasis on those developments that have shaped
the experience of the entire globe over the last 500 years and
those ideas, institutions, and cultural legacies that have directly
influenced American thought, culture, and politics.
Proficiency Standards
By the end of grade ten students will be able to: - Demonstrate an understanding of major developments in Europe
during the 15th and 16th centuries including the Renaissance
and the Reformation; the rise of the Ottoman Empire; the origins
of capitalism; and exploration and colonization.
The Arts: Visual Art
Curriculum Standard 4
Analyze the visual arts in relation to history and culture.
Proficiency Standards
By the end of grade four students will be able to:
- Know that the visual arts have both a history and a specific
relationship to various cultures.
- Identify specific works of art in particular cultures, times,
and places.
- Describe how history, culture, and visual arts influence
each other.
Proficiency Standards
By the end of grade eight students will be able to:
- Compare the characteristics of works of art representing various
cultures, historical periods, and artists.
- Describe and place a variety of art objects by style and artist,
and by historical and cultural contexts.
- Describe how a given work of art can be interpreted differently
in various cultures and time.
- Analyze, describe, and demonstrate how factors of time and
place influence visual characteristics that give meaning and
value to a work of art.
Proficiency Standards
By the end of grade twelve students will be able to:
- Differentiate among a variety of historical and cultural contexts
in terms of characteristics and purposes of works of art.
- Analyze relationships among works of art in terms of history,
aesthetics, and culture, using their observations to inform
their own art making.
- Understand various critical models of interpreting works from
several historical periods and cultures.
- Analyze common characteristics of visual arts evident across
time and among cultural/ethnic groups to formulate analyses,
evaluations, and interpretations of meaning.
Curriculum Standard 5
Analyze, interpret and evaluate their own and others’ artwork.
Proficiency Standards
By the end of grade four students will be able to:
- Identify various purposes for creating works of art.
- Describe how people’s experiences influence the development
of specific art works.
- Understand that people may respond in different and equally
valid ways to specific art works.
- Describe their personal responses to specific works of art
using visual art terminology.
Proficiency Standards
By the end of grade eight students will be able to:
- Compare multiple purposes for creating works of art.
- Analyze the meanings of contemporary and historic artworks.
- Evaluate the quality and effectiveness of their own and others’
work by using specific criteria.
- Describe their own responses to, and interpretation of, specific
works of art.
Proficiency Standards
By the end of grade twelve students will be able to:
- Research and analyze historic meaning and purpose in various
works of art.
- Defend personal interpretations to better understand specific
works of art.
- Reflect critically on various interpretations to better understand
specific works of art.
- Analyze and interpret art works identifying relationships
among form, context and purposes.
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