🔍 Phase 3 — Investigation 🏛 Group A 🔬 Interactive Research ⏱ 15 minutes

Task 4 — The Art Historian: "Art in Its Time"

Welcome, Art Historian! Your mission is to understand an artistic movement through its context. Art does not appear by magic — it emerges because something in the world changed. A war. A technology. A revolution. A crisis.

Your Mission

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Three steps to becoming an Art Historian

Choose a movement → Investigate with AI + verify critically → Present your findings in 4 structured sections. Your group output will be saved to your shared portfolio and shared with the class in Phase 5.

Step 1 — Choose a Movement

Select an artistic movement to investigate

Choose one from the list below — or suggest your own (teacher approval required)

Impressionism

1870s–1880s · France

Expressionism

1900s–1920s · Germany / Austria

Dadaism

1916+ · Response to World War I

Surrealism

1920s–1940s · Post-war & psychology

Cubism

1900s–1910s · Revolution of perspective

Pop Art

1950s–1960s · Consumer culture

Social Realism

1920s–1960s · Politics & society

Contemporary Street Art

1980s–present · Urban expression

Or suggest a different movement (teacher approval required):

Step 2 — Investigate (with AI + Verification)

Use AI — then verify critically

Copy the pre-built prompt into your AI tool, then challenge what it tells you

🤖

Pre-built AI Prompt

Copy this into Claude, ChatGPT, or Bing — then paste the response below

Prompt: "Explain [Selected Movement]: date, origin, historical context that influenced it, 3 main artists, 1 key work. Response in English, clear language."

✅ Copied!

Paste the AI's response here

⚠️

The AI will give you answers. But do not believe it blindly. Choose one statement that AI made and verify it using a trusted source — a museum website, encyclopaedia, or academic article. Record what you found.

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Critical Verification

Choose a statement from the AI response to fact-check

Which statement will you verify?

Suggestions — click to use as a starting point:

Dates Artist names Historical events Technical characteristics

Source used to verify (URL or name of book/encyclopaedia)

Your conclusion:

Why? (max. 150 characters)

0 / 150

Step 3 — Present Your Findings

Movement Identification

Name and dates of the movement you investigated

Movement

From (year)

To (year)

Historical Context

In 3–4 sentences: When? Where? What was happening in the world? How did it change art?

💡 Structure tip: "In [date], in [place], [event] occurred. This influenced artists because [consequence]. As a result, [movement] was characterised by [characteristics]."

Historical context (max. 200 characters)

0 / 200

3 Key Works

For each work: artist, date, and one sentence on why it matters

Work 1

Image URL (optional)

Artist

Date

Why is it important? (max. 100 chars)

Work 2

Image URL (optional)

Artist

Date

Why is it important? (max. 100 chars)

Work 3

Image URL (optional)

Artist

Date

Why is it important? (max. 100 chars)

AI Verification

What AI said vs. what you found — auto-filled from Step 2

Statement:

—

Source:

—

Conclusion:

—

Because:

—

What did you learn about using AI critically? (max. 150 chars)

0 / 150

✅ Saved! Your output is tagged "Group A — Art Historian" in your group portfolio.

← Task 3 Continue to Discovery →

What happens in Task 4

A 15-minute Phase 3 Investigation activity for Group A — The Art Historian. Students choose one of eight pre-loaded artistic movements (or suggest their own), use a pre-built AI prompt to gather research, then critically verify one AI claim against a real source. They complete a structured 4-section output form (Identification, Historical Context, 3 Key Works, AI Verification) which auto-saves to the group portfolio with the tag "Group A — Art Historian — [Selected Movement]".

📋 Assessment checkpoints

Q1 — What is the movement and when did it emerge?

Short text response. Checks core identification from Section 1 of the output form.

Q2 — What historical event influenced it? How? (max. 200 chars)

Drawn from Section 2. Teacher-assessed using the conceptual understanding rubric from the lesson spec.

Q3 — Was the AI correct / incomplete / incorrect? (Multiple choice + justification)

Auto-filled from the verification record in Section 4. Assesses critical AI literacy — the central DigComp outcome of this lesson.

🎯 Differentiation notes

For students with reading/writing difficulties: voice input available on all fields; historical event suggestions pre-loaded for each movement; option to focus on a single artist rather than 3 key works; extended time (+5 min) available in accessibility settings.

For advanced students: extra field "How did [Movement] influence later movements?"; challenge to find a work that contradicts typical movement characteristics; access to Google Arts & Culture archive for deeper research.

♿ SEN Adaptations

Pre-formatted structured output sheet (not blank) — all 4 sections pre-labelled with sentence starters
Historical event suggestions per movement displayed on request (e.g. "Key events: Franco-Prussian War 1870, Salon des Refusés 1863")
Option to focus on a single artist from the movement, not 3 full key works
Voice input on all text fields — platform converts speech to text
Built-in visual dictionary: click any word to see an image + definition
Audio narration of all instructions (sound icon beside each step)
Extended time: +5 minutes available via accessibility settings toggle
Multilingual vocabulary card + AI prompts accepted in mother tongue

🖨️ No-Tech Format

Printed investigation sheet provided with structured fields: Selected movement / Dates / 3 historical events / 3 key works with space for image description
"Historical Context" cards for each movement — Front: movement name & dates; Back: timeline, key events, 3 artist names
Books, encyclopaedias, or printed articles on artistic movements available for verification step
Art cards (images of 10–15 works from different movements) for Section 3
Group chooses movement → receives context card → reads aloud → discusses → writes collaboratively
Source verification using book/encyclopaedia: "The card says [statement]. Is this correct in the book?"
Spokesperson student presents output orally during Phase 5 Gallery session

Progress0%

Choose a movement

AI prompt + verification

Complete output form

Save to group portfolio

🏛

Investigating

— not yet chosen —

All Tasks — Lesson 2

What is Art?

How Artists Communicate

What Do You See?

Group A — Art Historian

Group B — Art Critic

Group C — The Creator

Art in My World

My Art Statement

Group Gallery

Class Wonder Map

Summative Test