Industrial Revolution: Art, Music, and Architecture Lesson Plan

Below you'll find my lesson plan focused on Phase 3: Industrialization and the Church's Response, 1800-1850: Hands-on Week from "World Empires, World Missions, World Wars" by Diana Waring, part of the History Revealed curriculum. Students will study the art, architecture, music, and science of the Napoleonic Era. I used this during a weekly 50-minute homeschool co-op world history class!

1. Pass out tickets to students who completed their map or maps from pp. 87-88 in "World Empires, World Missions, World Wars" by Diana Waring. They will receive 4 tickets per map they completed. (Tickets will be used at the end of the semester for students to redeem prizes.)

• Discuss: Ask students what stood out to them as they completed their maps. What did they notice? How have the maps changed from what the countries look like today? How would that have affected this time period?

YOU WILL NEED:

• tickets

2. Have students study The Hay Wain by John Constable.

• What do you notice? Look closer. Now what do you notice?
• What do you notice about the clouds? Do they look real? Is that what clouds really look like?
• Why do you think landscapes like this would have started becoming more popular during the Industrial Revolution?
• Mention that they are accurate. He was friends with Luke Howard, who is known as the man who named the clouds what they are today. They both loved to study clouds.

YOU WILL NEED:

• The Hay Wain by John Constable (either from online or printed)

3. Watch the below video, The Hay Wain, Constable and the English countryside by Smarthistory (at double speed).

• Ask a few students to share something they learned about the painting from the video.

4. Show pictures of the Houses of Parliament by Sir Charles Barry and A. W. Pugin found at https://en.wikipedia.org/wiki/Palace_of_Westminster and briefly discuss the information from p. 90 in "World Empires, World Missions, World Wars" by Diana Waring.

YOU WILL NEED:

• "World Empires, World Missions, World Wars" by Diana Waring

5. Show the below 3 videos, each at double speed. Then ask a few students what they found interesting or what they learned from the videos.

• Houses of Parliament tours for art and architecture fans UK Parliament (24 second promotional video, which gives a quick overview of some of the highlights of the palace)
• Charles Barry and A.W.N. Pugin, Palace of Westminster (Houses of Parliament) by Smarthistory (Gives the history of the architecture)
• A look inside the House of Lords chamber by House of Lords (Focuses on the Royal Throne)

6. Briefly discuss Mendelssohn's A Midsummer Night’s Dream using the information from p. 92 in "World Empires, World Missions, World Wars" by Diana Waring including that Shakespeare wrote and published the play around 1600, over 200 years before Mendelssohn wrote the symphony. How is this similar to the Gothic Revival Movement happening in architecture?

7. Play the below two videos. Remind students that Mendelssohn wrote the music; he did not choreography the ballet.

• (Just play the beginning): A MIDSUMMER NIGHT'S DREAM (Balanchine / NYC Ballet) by John Clifford
• The Wedding march: MIDSUMMER NIGHT’S DREAM - Wedding March (Opera de Paris) by Notas de Ballet

8. Mendelssohn was inspired by the landscapes of Italy when he composed his Symphony No. 4 in A Major, known as the "Italian" Symphony, Op. 90. This is like a landscape set to music.

• Listen to about the first minute of Mendelssohn's Italian Symphony by Virtuosicly.

9. Because Diane Waring has us focus on Mexican food for our cooking activity, let's quickly review what was happening across the Atlantic Ocean in parts of North and South American.

• Briefly discuss the Latin American Revolutions and then watch part of Latin American Revolutions: Crash Course World History #31.
• If you still have a few minutes, watch about 2 minutes of A Super Quick History of Mexico by Mr History.
• After watching, ask what they noticed or learned from the videos.

10. Go over homework for next week's class.

1. Using pp. 94-97 for ideas, complete a Creative Expression project to present in class. (Tip: Check the Phase 4 rubrics to see what should be included in your presentation.)
2. Optional Extra Credit (4 tickets): Prepare Chile Con Queso (on p. 92) for your family and post a photo on Facebook OR prepare it for class to share with us next week.
3. Optional Extra Credit (4 tickets/dish – Max: 3 dishes/foods): Prepare or purchase Mexican food to share with us next week in class.