Week 1: Culture Connections-Ancient Greece and Rome

Theme Grade Level Class Size Time Ancient Greek & Roman art and mythology 1st grade 10-15 2 hours

National Visual Arts Standards (k-4) 1b: Students describe how different materials, techniques, and processes cause different responses (k-4) 1c: c. Students use different media, techniques, and processes to communicate ideas, experiences, and stories (k-4) 4b: Students identify specific works of art as belonging to particular cultures, times, and places (k-4) 5c: Students understand there are different responses to specific artworks. Illinois State Goals, Learning Standards and Benchmarks 25.A.1d: Identify the elements of line, shape, space, color, and texture; the principles of repetition and pattern;
and the expressive qualities of mood, emotion, and pictorial representation. 25.B.1: Identify similarities in and among the arts (e.g., pattern, sequence, and mood). 26.B.1d: Demonstrate knowledge and skills to create visual works of art using manipulation, eye-hand coordination, building, and imagination. 27.A.1a: Identify the distinctive roles of artists and audiences.

Comprehensive Components Addressed: HC, AC, PF, AM Domains Addressed c1, c3, c4, c5, c6 OVERVIEW Looking at ancient Greek & Roman art and mythology, students will create a mythological creature out of clay and create a story for their creature. RATIONALE By creating mythological creatures students will apply techniques for clay hand-building and decorating techniques. By analyzing ancient Greek & Roman mythological creatures, students will be able to produce clay creatures that combine different animals to create an imaginary one.

Art Making Processes and Techniques sketching, incising, stamping, applique, coilbuilding, narrative drawing Visual Art Concepts Addressed symmetry vs asymmetry, texture, pattern, repetition, line, shape, space, color, symbolism Student Pre-Requisite Skills/Knowledge manipulative stage, basic clay moldeling skills, understand how to handle drawing material Instructional Methods Direct instruction, teacher demonstration, hands-on student involvement, group discussion, small group work, independent student work.

LESSON OBJECTIVES As a result of this lesson, students will be able to: Historical/Cultural Given a powerpoint of several images, orally list one similarity seen between the images from Greek and Roman art. State: 25.B.1 National: (k-4) 4b Domain: C1, C4 Art Criticism Orally identify how form and symbols communicate a narrative in Greek and Roman art, give at least one reason to defend answer. State: 25.A.1d National: (k-4) 1b Domain: C1, C6 Philosophical Frame Students will determine whether materials effect the perceived quality of art, and whether art with a function is still fine art. Students will accomplish this through an oral discussion giving at least one example to defend their decision. State: 27.A.1a National: (k-4) 5c Domain: C6 Art Making Using clay, produce a mythological creature that combines two animals and uses two different docorating techniques. Students will also create a visual story for their creature they created, needs to have at least three colors. State: 26.B.1d National: (k-4) 1c Domain: C5, C3 Literacy Connection After listening to a Greek myth story, students will orally identify main topics, answer and ask questions about details in story, and use illistrations to describe key ideas. CC Standards: CCSS.ELA-Literacy.RI.1.1, CCSS.ELA-Literacy.RI.1.2, CCSS.ELALiteracy.RI.1.7 Domain: C2

Ancient Greek/Roman art powerpoint clip of Disney's Hercules "Zero to Hero" stuffed animals, Beanie Babies books on ancient Greek/Rome maps book of Greek mythology mythological animal wheel animal posters/ animal books

TEACHER MATERIALS animal symbolism chart Greek god/ goddess chart bucket & sponge/washcloth paper for counter tops mega dice (roll for number of legs/arms/heads of animal) stop light (behavioral) Percy Jacksons movie clip: "My Other Boat is a Hippocampus"

hole punch scotch tape projector ELMO 15 8oz. Plastic cups computer/lap top clay wedge pencil sharpener

STUDENT MATERIALS

16"x20" place mat paper for clay/ sketch paper ( 40ish) aprons/smocks (20) crayons ( 10 boxes) markers

sharpened pencils (20) glue sticks (10-15) clay( 3 bags) plastic bags (30) decient paper

yarn colored construction paper (30) 25 pre-cut medallion circles, diameter 5", varied colors of construction paper

VOCABULARY Sketch- A rough drawing representing the chief features of an object or scene and often made as a preliminary study Symmetrical- balanced proportions Asymmetrical- not symmetrical Line- a narrow elongated mark drawn or projected. Shape- the visible makeup characteristic of a particular item or kind of item: spatial form or contour. Space- the area provided for a particular purpose. Color- hue Texture- the quality of a surface, often corresponding to its tactile character, or what may be sensed by touch. Repetition- renewed or repeated again and again. Pattern- a reliable sample of traits, acts, tendencies, or other observable characteristics. Mood/ Emotion- the feeling the artist tries or convey, or the felling the audience interprets from a piece. Myth- a traditional story, esp. one concerning the early history of a people or explaining some natural or social phenomenon, and typically involving supernatural beings or events. Ceramic- any product made essentially from a nonmetallic mineral by firing at a high temperature. Ancient Greece- the civilization belonging to the period of Greek history lasting from Archaic period of the 8th to 6th centuries BCE to 146 BCE. Ancient Rome- a civilization that grew out of a small agricultural community founded on the Italian Peninsula as early as the 10th century BCE, located along the Mediterranean Sea. Toga- the loose outer garment worn in public by citizens of ancient Rome. Toga-pin- a pin used to secure a toga drapped over a body. Functional- having a special activity, purpose, or task.

ARTISTS Disney's Hercules, "Zero to Hero" clip Malibu 83.AE.346, Caeretan Hydriac. 525 B.C. Ancient Greek and Roman artwork from Vaticant Museum Ancient Greek and Roman artwork from Louvre Museum LESSON ACTIVITIES Set Induction @ CLEAN TABLES Teacher: Bellringer: students will decorate name tags What is your name and favorite animal and why? * Exquisite Corpse Activity Teacher will hand out paper and pencils. Students will draw an exquisite corpse animal. (roll mega dice for amount of appeendages). Time 10 minutes

Instruction Time Start powerpoint: AH - What is a myth? AE - What do you see in this artwork that hints at the gods power? AC - What are some similarities between the work? 5min - Is one of these a better work of art? Why? Does this water jug count as art? Or no osafljkjhbecause of its use? -If the imagry were drawn on paper instead of on ceramic pots/bowls/vases would that --------change what you though/ felt about the image? Would you like it more or less? ENG Teacher: Many stories throughout history use animal combinations, like in ancient Greek and 15 min hgkgkjhkhRoman myths. Does anyone know who Hercules, or Perceus are? Percy Jackson? Teacher reads story of Bellerophon. - What makes the creatures in this story mythological? - What are the animals used to create the mythological creature in this story?
(snake, goat, lion)

-Show other illistrations from book -_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_AT CLEAN TABLE Students will use a spinner to help them decide on which animals to combine, its a fun way to get the students imagination working. Students will sketch a creature that incorporates two different animals or just an AP imaginary one, and hold drawings in air to show they are finished and containing at least 10 min two animals. AT CLAY TABLES Teacher will do a demonstration of how to make a creature with legs from a single chunk 10 min of clay or coild building, how to add texture, incising, and repetition. Students will sit still to tell the teacher they are ready for clay. Teacher will pass out clay and double check sketches. Students will begin creating mythological creature. 45 min Teacher will assist as needed. Students will raise hands when done. Teacher will set aside clay to dry and assign early finishers project as needed. -Draw out stories of their creatures Teacher will warn students when 10 and 5 minutes left. students and teachers will clean up tables AT CLEAN TABLES Once students clean their clay area they will head to the clean table to draw out the 10 min story of their mythological creature. Using markers or crayons they will draw out their story. Lesson Closure Time When room is clean, students will share their mythological stories. 10 Students will look at a current video clips Disneys Hercules, another Percy Jackson clip minutes Point out how Greek myth is still relivant today http://www.youtube.com/watch?v=JQX9DJaDZkY http://www.youtube.com/watch?v=RRq7lLawQB4 dismiss Independent Practice/Homework NONE ACCOMODATIONS FOR SPECIFIC DIVERSE LEARNERS

Adaptations and Accommodations sit closer if visually impared Enrichment and Extensions student could incorporate a third animal student could incorporate more textural/incising design Activity for Early Finishers Finish decorating name tags Make construction paper toga-pin of mythological creature. OBJECTIVE-DRIVEN ASSESSMENTS Historical/Cultural Teachers will note that students point out one similarity between images on the powerpoint, and participation in discussion. Students must work as a group to decide what the story behind Caeretan Hydriac is. Art Criticism Students must point out one element, principle, or expressive quality seen in an image. Ask students to raise hands and vocalize one reason why the ceramic vessel would/would not be as good if it were made out of mud? Philosophical Frame Have students raise their hand in agreement (no hand for disapproval) as to whether a fucntional object can be concidered art. Give every student an opportunity to talk. Art Making Be sure students used at least two decorative techniques and their creature is a combination of animals or completely imaginative. INTERDISCIPLINARY CONNECTIONS Connected to literacy by reading them a Greek myth. Students answered questions about the text and summerized main ideas and events in the story. Students answered questions about the illistration relating back to the text and they were able to infer what will happen next. They later drew their own stories about their mythological creatures, and told the story in front of the class. REFERENCES D'Aulaires, I. (1962). Book of greek myths. New York: Delacorte Press. Disney. (Producer). (2008, August 94). Hercules-Zero to Hero [Web Video]. Retrieved from http://www.youtube.com/watch?v=JQX9DJaDZkY Disney. (Producer). (2007, September 18). Hercules- The Gospel Truth [Web Video]. Retrieved from http://www.youtube.com/watch?v=RRq7lLawQB4 Kong , E. (1999). The great clay adventure. Davis. Percy jackson: Sea of monsters. (n.d.). Retrieved from https://www.youtube.com/watch?v=LO5f4CuYQ0g Personal images by Grace Phillips, taken from the Vadicant Museum and Louvre The Lernean Hydra. (n.d.). Retrieved from http://www.perseus.tufts.edu/Herakles/hydra.html Wikipedia: List of Greek Mythological Figures. (n.d.). Retrieved from http://en.wikipedia.org/wiki/List_of_Greek_mythological_figures

* Developed and written by (Emily Schranz and Grace Phillips) , Art Education, Illinois State University, 2013 *