Practice visual literacy with your students and study the aesthetic components of the Old North Church! Inspired by Visual Thinking Strategies, this hour long program examines the exterior and interior architecture of the church as well as three fine art pieces inside the church. Students discover Anglican stylistic and decorative influences while sharpening their observation and communication skills through a discussion-based format. Students consider the visual elements before them within the context of the 18th and 19th centuries and decode their meaning by looking, discussing, and looking again. There’s always more than meets the eye!
Age Level: Adaptable for small groups of mature middle and high school students. Perfect for college classes in the following subjects: art history, architecture history, architecture, historic preservation, urban planning.
Capacity: 15 students per program maximum; a typical class size will be broken into two groups and can be run simultaneously. This program is not meant for large groups as it centers around insightful conversations and requires a more intimate environment.
Price: $10 per person / first 4 chaperones are free / 1 chaperone per 8 students
For reservations, please contact Old North Tours & Reservations by emailing email@example.com. Please include the name of your school and school address, number of students and chaperones, and your preferred dates and times. Typically this program is only offered when the historic site is closed to the public (i.e. first thing in the morning or after hours). Please make plans well ahead of time, and we will do our best to accommodate your request! Please note we are especially busy with school groups April – June.
Meets the following Common Core Standards for English Language Arts:
- CCSS.ELA-Literacy.SL.8.4 – Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
- CCSS.ELA-Literacy.SL.8.4 – Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
- CCSS.ELA-Literacy.SL.9-10.1c – Propel conversations by posting and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
- CCSS.ELA-Literacy.SL.9-10.1d – Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
- CCSS.ELA-Literacy.SL.9-10.4 – Present information, findings, and supporting evidence clearly, concisely, and logically such that listens can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
- CCSS.ELA-Literacy.SL.11-12.1c – Propel conversations by posting and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
- CCSS.ELA-Literacy.SL.11-12.4 – Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternate or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
- CCSS.ELA-Literacy.CCRA.SL.1 – Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their owns clearly and persuasively.
- CCSS.ELA-Literacy.CCRA.SL.4 – Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audiences.
Meets the following Massachusetts Frameworks for Arts:
- 6.7 – Compare examples of works in one arts domain from several periods or cultures and explain the extent to which each reflects function, customs, religious beliefs, social philosophies, aesthetic theories, economic conditions, and/or historical or political events.
- 8.8 – Identify the stylistic features of a given work and explain how they relate to aesthetic tradition and historical or cultural contexts.
- 8.9 – Identify examples of innovation and tradition in the arts, and explain the works in relation to historical and cultural contexts.
- 9.6 – Compare the available materials, inventions, and technologies of two historical periods or cultures and explain their effect on the arts.