Interpreting the Past Through Visual Evidence

Interdisciplinary Unit: Art with History & the Social Sciences Grades 6 & 7

Arts of the Ancient World

Lesson 1: Whats the Message?

Mayan & Egyptian Adornment

Lesson 2: Whats in a Language?

Egyptian Language and Funerary Arts

Lesson 3: Whats Your Story?

Greek History & Mythology

Irene Haji-Georgi Art Ed Curriculum Grades 5-12 March 12, 2013

ARTS OF THE ANCIENT WORLD: Interpreting the Past Through Visual Evidence
Interdisciplinary Unit: Art with History & the Social Sciences Grades 6 & 7

STAGE I DESIRED RESULTS

UNIT RATIONALE
During the span of three lessons, students will learn about three different ancient civilizations through the study of their artifacts. Students will have four to five weeks to work on their art pieces after an initial trip to the Museum of Fine Arts, Boston. At the MFA, students will be exposed to the ancient artifacts by engaging in visual thinking exercises and activities in the galleries. Ultimately, students will incorporate their knowledge from History and the Social Sciences to make cross-cultural connections by interpreting and decoding what they encounter.
Incense burners. Maya, Earthenware, 400-550. Museum of Fine Arts, Boston.

ENDURING UNDERSTANDINGS

UNIT PLAN: Artists record important cultural history. Visual literacy is a vital component of learning to be a critical thinker and interpreting what one sees. LESSON 1: Artifacts convey information about human conditions, contributions, values and aesthetics. LESSON 2: Art and language are both communication vehicles by which ideas are transmitted. LESSON 3: Art tells the stories of many cultures and peoples.

ESSENTIAL QUESTIONS
How do artifacts inform us about the cultures in which they were made? What are the significant symbols and icons of civilizations and cultures? How do images or symbols create meaning? !
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 STATE STANDARDS ADDRESS

Visual Arts (PreK-12) Standard 1: Methods, Materials, and Techniques. Students will demonstrate knowledge of the methods, materials, and techniques unique to the visual arts. Standard 2: Elements and Principles of Design. Students will demonstrate knowledge of the elements and principles of design. Standard 3: Observation, Abstraction, Invention, and Expression. Students will demonstrate their powers of observation, abstraction, invention, and expression in a variety of media, materials, and techniques. Standard 6: Purposes of the Arts. Students will describe the purposes for which works of dance, music, theater, visual arts, and architecture were and are created, and, when appropriate, interpret their meanings. Standard 10: Interdisciplinary Connections. Students will apply their knowledge of the arts to the study of English language arts, foreign languages, health, history and social sciences, mathematics, and science and technology/engineering. History & Social Sciences (Grade 7) Concepts and Skills 6: Describe ways of interpreting archaeological evidence from societies leaving no written records. Learning Standard 7.15: Describe the polytheistic religion of ancient Egypt with respect to beliefs about death, the afterlife, mummification, and the roles of different deities. Learning Standard 7.32: Describe the myths and stories of classical Greece; give examples of Greek gods and goddesses, heroes, and events, and where and how we see their names used today.
Front side panel of Governor Djehutynakhts outer coffin. Egypt (Tomb 10A), Cedar, Middle Kingdom. !

 UNIT OBJECTIVES
Lesson 1: Students will apply their knowledge of Mayan and Egyptian symbols and adornment in general to create their own versions of foil adornment employing the use of line and texture. Lesson 2: Students will be able to interpret the use of pictographic language in Egyptian funerary arts to create their own scene accompanied by hieroglyphics or their own invented language. Lesson 3: Students will apply their knowledge of form and function in constructing their coil pots and explain their created narrative through imagery and written text at the end of the lesson. Overarching Objective: Students will incorporate their knowledge from History and the Social Sciences to make cross-cultural connections by interpreting and decoding the artifacts and symbols they encounter.

STAGE 2 ASSESMENT EVIDENCE

EVIDENCE
LESSON 1 Students will engage in discussion and answer questions in the galleries. Students will do observational drawings of Mayan and Egyptian adornment. Students will create their own versions of body adornment employing the use of line, shape and texture. First in sketches and then in foil repousse technique. Final product will be mounted to colored paper or adapted to be wearable. Students will self-assess with the provided rubric. LESSON 2 Students will engage in discussion and answer questions in the galleries. Students will look for cartouches (either painted or engraved) and decode the hieroglyphics with a symbol key provided by the teacher. Students will do observational drawing to gather some elements of inspiration. Students will create their own scene accompanied by hieroglyphics or their own invented language inspired by Egyptian funerary arts. First in sketches and then they will paint on papyrus or canvas paper. LESSON 3 Students will engage in discussion and answer questions in the galleries. Students will do observational drawings of Greek vases and incorporated imagery. Students will sketch 3 narrative scenes of their own. Students will build coil pots in Greek forms and use the sgraffito technique with black slip to display their selected narrative. Students will explain their created narrative through one paragraph of written text. Students will participate in critique and self-assess with provided rubric. !
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RUBRIC
The rubric below is part of Lesson 3 and similar ones will be used for Lessons 1 & 2 to assess the unit. Each student will be assessed in individual categories, which will give them a point value out of 20 for each lesson. All these points will be added together with an initial starting point of 40 to make the final score for grading out of 100 points.

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STAGE 3 LEARNING PLAN

SCOPE AND SEQUENCE OF LESSONS
Lesson 1: Whats the Message? Mayan & Egyptian Adornment We will engage in discussion about what it means to wear headdresses, masks, jewelry and other adornment in these cultures using inquiry-based learning in the Museum of Fine Arts (MFA) galleries. We will investigate culture related symbols of status, power and identification and students will do observational drawing in the galleries. Students will then create their own symbolic versions of body adornment employing the use of line, shape and texture; first with sketches and then with foil repousse technique. Lesson 2: Whats in a Language? Egyptian Language & Funerary Arts Students will engage in discussion led by the teacher and answer questions in MFA galleries. Students will uncover the process of mummification and burial through examination of artifacts. Students will explore imagery and locate cartouches to decode hieroglyphics. Students will then do observational drawing to gather some elements of inspiration. Finally, students will paint their own scene accompanied by hieroglyphics or their own invented language inspired by Egyptian funerary arts. Lesson 3: Whats Your Story? Greek History & Mythology We will explore the galleries looking at Greek vessels and coins and participate in discussion investigating Greek history and mythology. Students will interpret imagery on the artifacts by engaging in dialogue about possible narratives. After some observational drawing students will create narratives of their own. These narratives will then be depicted on their constructed coil pots by employing the sgraffito technique with black slip. Finally, students will write a descriptive paragraph about their individual imagery.

Whats the Message?

Mayan & Egyptian Adornment
Grades 6 & 7
Mayan Stela carved from reddish sandstone. Quirigua, circa 771. 35 feet tall.

Statue of King Menkaura, Egypt, Old Kingdom, Travertine. Museum of Fine Arts, Boston.

Mayan funerary adornment. Costa Rica. Gold. Museum of Fine Arts, Boston.

Irene Haji-Georgi March 12, 2013

Introductory Information
Title of Lesson: Whats the Message? Mayan & Egyptian Adornment Grades: Sixth & Seventh Class Size: 20 Students Length of Project: Two to three classes, 85 minutes long. Field Trip: Students will spend one full day at the Museum of Fine Arts, Boston. Lesson Topic & Description: In this lesson we will engage in discussion about what it means to wear headdresses, masks, jewelry and other adornment in these the Mayan and Egyptian cultures using inquiry-based learning in the Museum of Fine Arts (MFA) galleries. We will investigate culture related symbols of status, power and identification and students will do observational drawing in the galleries. Students will then create their own symbolic versions of body adornment employing the use of line, shape and texture; first with sketches and then with foil repousse technique.

STAGE 1: DESIRED RESULTS

A. ENDURING UNDERSTANDING

Mayan funerary adornment. Costa Rica. Gold. Museum of Fine Arts, Boston.

Artifacts convey information about human conditions, contributions, values and aesthetics. Art tells the stories of many cultures and peoples. B. ESSENTIAL QUESTION How do artifacts inform us about the cultures in which they were made? What are the significant symbols and icons of civilizations and cultures? How do images or symbols create meaning? C. STATE STANDARDS ADDRESSED: Visual Arts (PreK-12) Standard 1: Methods, Materials, and Techniques. Students will demonstrate knowledge of the methods, materials, and techniques unique to the visual arts. Standard 2: Elements and Principles of Design. Students will demonstrate knowledge of the elements and principles of design. !
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Standard 6: Purposes of the Arts. Students will describe the purposes for which works of dance, music, theater, visual arts, and architecture were and are created, and, when appropriate, interpret their meanings. Standard 10: Interdisciplinary Connections. Students will apply their knowledge of the arts to the study of English language arts, foreign languages, health, history and social sciences, mathematics, and science and technology/engineering. History & Social Sciences (Grade 7) Concepts and Skills 6: Describe ways of interpreting archaeological evidence from societies leaving no written records.

D. LEARNING OBJECTIVES Students will apply and expand their knowledge of the ancient Mayan and Egyptian cultures. Students will know how to identify significant symbols of Mayan and Egyptian adornment that indicate, for example, power, status, or identification. Students will be able to create their own versions of body adornment employing the principles of design. Students will know how to use the repousse technique.
Cacao-effigy incense burner. Maya, Earthenware, 400-550. Museum of Fine Arts, Boston.

STAGE 2: ASSESSMENT EVIDENCE

A. PERFORMANCE TASK OR FINAL PRODUCT The final product will be a headdress, mask, jewelry or other adornment inspired by the Mayan and Egyptian artifacts we have seen. It will also employ significant symbols or patterns that the students have either examined or created. A successful example will use line, shape and texture as it applies to the repousse technique in order to enhance the artwork. The final product will be mounted to colored paper or can be adapted to be wearable.

Student work, 9-11 age group. Foil mask inspired by Cacaoeffigy (2013) MFA Classes.

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B. CONTINUUM OF ASSESSMENTS! ! Students will engage in discussion and answer questions in the galleries. Students will do observational drawings of Mayan and Egyptian adornment. Students will create their own versions of body adornment employing the use of line, shape and texture. First in sketches and then in foil repousse technique. Final product will be mounted to colored paper or adapted to be wearable. Students will self-assess with the provided rubric. ! C. CRITERIA The following questions are considered to check criteria and they will also be incorporated into a provided rubric (modeled after that of Lesson 3 in unit outline). Did student answer teachers prompts and participate in MFA discussion? Did student contribute prior knowledge during visual interpretation of imagery? Did student do observational drawings? Did student come up with three designs? Did student make a creative piece with consideration of Mayan and Egyptian adornment and the culturally significant symbols? Did student mount the piece or transform it into wearable art?

STAGE 3: LEARNING PLAN

A. MATERIALS AND EQUIPMENT Sketchbooks Pencils, Sharpeners & Erasers Foil (Bronze, Silver and Gold rolls) 8 ! x 11 Pieces of cardboard (1 per student) Scissors Masking tape Stapler
Diadem and Ornaments. Old Kingdom, Egypt. Gilded copper, paint and bone. MFA.

B. VOCABULARY WITH DEFINITIONS Adornment - Some ornament or accessory that adds beauty or attractiveness.

Headdress - An decorative covering or band for the head, sometimes used ceremonially.

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Artifact- An object that has been made or manipulated by a human. Repousse - Technique in which metal is shaped or decorated with patterns in relief formed by hammering and pressing on the reverse side. Mayan Cosmos - The Mayans believed in three worlds: the underworld, the Earth, and the heavens. Class/ Caste Society - A structure in which there is a pyramid of importance. In the Mayan society for example, nobles, priests and rulers were at the top, warriors, craftsmen and traders were in the middle and farmers, workers and slaves were at the bottom. Maya Blue - A blue pigment used by the Mayans made of indigo dyes and natural clay. Jadeite A precious stone used in Mayan sculpture and adornment whose green color symbolized both the maize plant and water, the key elements of life from which the gods had created the first people according to the Mayans. Pharaoh - A ruler of ancient Egypt. Pharaohs Crowns Believed to have magical powers: Lower Egypt (Red), Upper Egypt (White), Pschent Crown (Double Crown), and Khat. Scepter/ Stave - A general sign of authority in ancient Egypt. Uraeus - A rearing cobra often depicted on the Khat headdress. The cobra protected the pharaoh by spitting fire at its enemies.

C. VISUAL IMAGE RESOURCES Most images have come from my own photographs of Mayan and Egyptian artifacts at the Museum of Fine Arts, Boston (February 2013) unless otherwise noted. Ancient Egypt. (2012) Visual Resources. Retrieved from: http://www.ancientegypt.co.uk/pha raoh/explore/bluec_b1.html

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Museum of Fine Arts, Boston. (2013) Collection Search. Retrieved from: http://www.mfa.org/collections/object/ Nova. (2013) Ancient Worlds. Retrieved from: http://www.pbs.org/wgbh/ nova/maya/textindex.html D. TEXT, MEDIA AND WEB RESOURCES Boyer, C. & J. Allen. Everything Ancient Egypt. Washington, D.C.: National Geographic. Sharer, R. J., & L. P. Traxler. (2006) The Ancient Maya. Stanford, CA: Stanford UP. Stone, A. J., and M. Zender. (2011) Reading Maya Art: A Hieroglyphic Guide to Ancient Maya Painting and Sculpture. New York: Thames & Hudson.

Mayan mural, North Wall at San Bartolo. 1st c BC. 14 feet wide.!

The British Museum. (2013) Teacher Resources Ancient Egypt. Retrieved from: http://www.britishmuseum.org/learning/schools_and_teachers/resources/cult ures/ancient_egypt.aspx History Network. (2013) The Rise and Fall of the Maya Empire. Retrieved from: http://www.history.com/topics/maya Kids Konnect. (2013) Ancient Mayan Civilization. Retrieved from: http://www.kidskonnect.com/subjectindex/16-educational/history/256-ancientmayan.html !
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E. TEACHER INSTRUCTION Teacher will use Visual Thinking Strategies and question-based learning in the Museum of Fine Arts galleries to begin engaging the students. QUESTIONS TO GENERATE DISCUSSION What do you see here? Have you seen anything like this before? Describe this figure, who might this be? What is this figure wearing, do you see this repeated anywhere else in the room? Why do you think this is/ is not the case? What do you already know about the Mayans or Egyptians? Does this change how you view the imagery? What can we learn from the artifact? What do you think it was used for?

Student work, 9-11 age group. Preliminary sketch and final foil mask (2013). MFA Classes.!

Teacher will have students do observational drawings in the galleries so students familiarize themselves with the commonly used shapes and symbols of the culture. Teacher will introduce lesson in the classroom, describing the requirements and concept of the project after a recap of the MFA trip. Teacher will approve and help finalize one of each students three ideas. Teacher will do a demonstration and short activity with the class about the repousse technique. Teacher will guide students in transferring their designs to the foil. Teacher will approve a manner in which to finish the artwork. Teacher will grade students with a provided rubric.
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F. LEARNING ACTIVITY Students will engage in discussion and answer questions in the galleries. Students will do observational drawings of Mayan and Egyptian adornment. Students will create their own versions of body adornment employing the use of line, shape and texture in 3 separate sketches. Students will choose and finalize one of their 3 designs to transfer with foil repousse technique. Students will participate in short activity about using the repousse technique. Students will transfer designs onto foil and apply their knowledge of line, shape and texture to enhance the design. Final product will be mounted to colored paper or adapted to be wearable. Students will complete self-assessment with provided rubric. DIFFERENTIATION Students who are unable to use sharp/possibly dangerous materials like the foil may use fabric, yarn, beads and glue to achieve a beautiful wearable or mountable final product.

Student work, 9-11 age group. Foil mask inspired by Mayan funerary adornment (2013) MFA Classes.

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Whats in a Language?
Egyptian Language & Funerary Arts
Grades 6 & 7

Front side panel of Governor Djehutynakhts outer coffin. Egypt (Tomb 10A), Middle Kingdom. !

Irene Haji-Georgi March 12, 2013

Introductory Information
Title of Lesson: Whats in a Language? Egyptian Language & Funerary Arts Grades: Sixth & Seventh Class Size: 20 Students Length of Project: Four to five classes, 85 minutes long. Field Trip: Students will spend one full day at the Museum of Fine Arts, Boston. Lesson Topic & Description: During this lesson students will engage in discussion led by the teacher and answer questions in the Museum of Fine Arts (MFA) galleries. Students will uncover the process of mummification and burial through examination of artifacts. Students will explore imagery and locate cartouches to decode hieroglyphics. Students will then do observational drawing to gather some elements of inspiration. Finally, students will paint their own scene accompanied by hieroglyphics or their own invented language inspired by Egyptian funerary arts.

STAGE 1: DESIRED RESULTS

A. ENDURING UNDERSTANDINGS Art and language are both communication vehicles by which ideas are transmitted. Art tells the stories of many cultures and peoples. B. ESSENTIAL QUESTIONS
Hieroglyphic alphabet key for student reference. !

How do artifacts inform us about the cultures in which they were made? What are the significant symbols and icons of civilizations and cultures? How do images or symbols create meaning? C. STATE STANDARDS ADDRESSED: Visual Arts (PreK-12) Standard 3: Observation, Abstraction, Invention, and Expression. Students will demonstrate their powers of observation, abstraction, invention, and expression in a variety of media, materials, and techniques. Standard 6: Purposes of the Arts. Students will describe the purposes for which works of dance, music, theater, visual arts, and architecture were and are created, and, when appropriate, interpret their meanings.

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Standard 10: Interdisciplinary Connections. Students will apply their knowledge of the arts to the study of English language arts, foreign languages, health, history and social sciences, mathematics, and science and technology/engineering. History & Social Sciences (Grade 7) Learning Standard 7.15: Describe the polytheistic religion of ancient Egypt with respect to beliefs about death, the afterlife, mummification, and the roles of different deities. D. LEARNING OBJECTIVES: Students will apply and expand their knowledge of ancient Egypt. Students will know how to identify significant Egyptian deities. Students will recognize visual indications of the process of burial and mummification.
Sarcophagus display, Egyptian Funerary Gallery, Museum of Fine Arts, Boston. !

Students will be able to interpret or decode hieroglyphics. Students will be able to paint their own scene accompanied by hieroglyphics or their own invented language inspired by Egyptian funerary arts.

STAGE 2: ASSESSMENT EVIDENCE

A. PERFORMANCE TASK OR FINAL PRODUCT The final product will be a painted scene inspired by Egyptian funerary artifacts, deities, and general processes of burial. Students will also incorporate pictographic language which can include hieroglyphics or their own invented language or system of symbols. A successful example will be unique to the student and will employ the principles and elements of design with a focus on color and composition.
Student example, 8th Grade, from another art educator in Maryland. !

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B. CONTINUUM OF ASSESSMENTS Students will engage in discussion and answer questions in the galleries. Students will look for cartouches (either painted or engraved) and decode the hieroglyphics with a symbol key provided by the teacher. Students will do observational drawing to gather some elements of inspiration. Students will create their own scene accompanied by hieroglyphics or their own invented language inspired by Egyptian funerary arts. First in sketches and then they will paint on papyrus or canvas paper. Students will self-assess with the provided rubric.

C. CRITERIA The following questions are considered to check criteria and they will also be incorporated into a provided rubric (modeled after that of Lesson 3 in unit outline). Did student answer teachers prompts and participate in MFA discussion? Did student contribute prior knowledge during visual interpretation of imagery and artifacts? Did student participate in decoding hieroglyphics in the galleries? Did student do observational drawings? Did student design three sketches? Did student make a creative piece with consideration of Egyptian funerary art and/or Egyptian deities? Did student use pictographic language, either real or imagined? Did student use culturally significant symbols?

STAGE 3: LEARNING PLAN

A. MATERIALS AND EQUIPMENT Sketchbooks Pencils, Sharpeners & Erasers Colored Pencils Acrylic Paints (assorted colors) Paintbrushes Palette Paper Water Cups Canvas Paper (or papyrus if available) Masking tape

Statue in Egyptian Funerary Gallery, Museum of Fine Arts, Boston. !

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B. VOCABULARY WITH DEFINITIONS Hieroglyphics Ancient Egyptian writing system in which pictorial symbols stand for words, ideas or sounds. Mummy Tomb Embalm A dead body embalmed, dried and wrapped for burial in the manner of the Ancient Egyptians. Building or room used for burial. To treat a dead body with preservatives to prevent its decay.

Canopic Jars Small decorative jars which were used to enclose organs taken from the dead body. They were placed in the tomb with the body and offerings. Afterlife Tribute With respect to the Egyptians, the life that followed death. A gift or payment to show respect or admiration.

Sarcophagus Coffin Cartouche Oval frame used to surround the hieroglyphic name of any important person in ancient Egypt. Papyrus A long, thin reed or the paper-like material made by Egyptians from reeds. The belief in multiple Gods. Egyptian god of the underworld and judge of the dead. The falcon and son of Isis and Osiris. Often depicted with the double crown of Upper and Lower Egypt. The pharaohs were thought to represent Horus on earth. The spiritual part of a human being or god, which survived with the soul after death and could reside in a statue of the person. The Egyptian symbol for life.
Cartouches from wall painting example. !

Polytheism Osiris Horus

Ka Ankh

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C. VISUAL IMAGE RESOURCES Most images have come from my own photographs of Egyptian artifacts at the Museum of Fine Arts, Boston (February 2013) unless otherwise noted. Ancient Egypt Resource. (2013) Retrieved from: http://www.ancientegypt.co.uk/pharaoh/explore/images/cartou01.jpg Museum of Fine Arts, Boston. (2013) Collection Search. Retrieved from: http://www.mfa.org/collections/object/ Visual Art at William Hall Academy. (2010) Egyptian Tomb Drawings-Art 8. Retrieved from: http://whavisualart.blogspot.com/2010/11/egyptian-tombdrawings-art-8.html D. TEXT, MEDIA AND WEB RESOURCES Boyer, C. & J. Allen. Everything Ancient Egypt. Washington, D.C.: National Geographic. The British Museum. (2013) Teacher Resources Ancient Egypt. Retrieved from: http://www.britishmuseum.org/learning/schools_and_teachers/resources/cult ures/ancient_egypt.aspx Quizlet. (2012) Ancient Egyptian Vocabulary Flash Cards. Retrieved from: http://quizlet.com/9312915/ancient-egyptian-vocabulary-flash-cards/ Quizlet. (2011) Ancient Egyptian Vocabulary Mr. Rs Flash Cards. Retrieved from: http://quizlet.com/7975772/ancient-egyptian-vocabulary-mr-rs-flash-cards/ E. TEACHER INSTRUCTION Teacher will use Visual Thinking Strategies and question-based learning in the Museum of Fine Arts galleries to begin engaging the students. QUESTIONS TO GENERATE DISCUSSION What do you see here? Have you seen anything like this before? Describe this figure, who might this be? What is this figure wearing, do you see this repeated anywhere else in the room? Why do you think this is/ is not the case? What do you already know about the Egyptians? Does this change how you view the imagery? What can we learn from the artifact? What do you think it was used for? What does funerary mean? How can we tell that these images and artifacts have to do with burial?
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From Egyptian Funerary Gallery, Museum of Fine Arts, Boston. !!

 Teacher will give students a symbol key so they can decode hieroglyphics they see in cartouches (either painted or engraved). Teacher will have students do observational drawings to get inspiration. Teacher will introduce lesson in the classroom, describing the requirements and concept of the project after a recap of the MFA trip. Teacher will approve and help finalize one of each students three ideas. Teacher will do a demonstration and short activity with the class about color mixing. Teacher will guide students as they paint their final pieces. Teacher will grade students with a provided rubric. F. LEARNING ACTIVITY Students will engage in discussion and answer questions in the galleries. Students will look for cartouches (either painted or engraved) and decode the hieroglyphics with a symbol key provided by the teacher. Students will do observational drawing to gather some elements of inspiration. Students will create 3 sketches of their own scene inspired by Egyptian funerary arts and the afterlife, accompanied by hieroglyphics or their own invented language. They will consider questions such as:
Papyrus from the Book of the Dead of Ani, Egypt, around 1285 BC.

If you were traveling to another world, what would you bring with you? What message would you leave behind? Students will choose and finalize one of their 3 designs to transfer to canvas paper. Students will participate in a short activity about mixing colors. Students will transfer designs onto canvas paper and apply their knowledge of color and composition to enhance the design. Students will complete self-assessment with provided rubric. DIFFERENTIATION Students who are English language learners can incorporate their own Language (or a variation of it) into the painting in order to make it more relevant. !
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! !

Whats Your Story?

Greek History & Mythology
Grades 6 & 7

Related to the Antimenes Painter, Amphora, Archaic Period, Greece, 520510 B.C. Ceramic, Black Figure. Museum of Fine Arts, Boston.

Irene Haji-Georgi March 12, 2013

Introductory Information:
Title of Lesson: Whats Your Story? Greek History & Mythology Grades: Sixth & Seventh Class Size: 20 Students Length of Project: Three weeks - class meets everyday for 85 minutes. Field Trip: Students will spend one full day at the Museum of Fine Arts, Boston. Lesson Topic & Description: In this lesson we will explore the MFA galleries looking at Greek vessels and coins and participate in discussion investigating Greek history and mythology. Students will interpret imagery on the artifacts by engaging in dialogue about possible narratives about gods, goddesses, athletes or historic events. After some observational drawing students will create narratives of their own. These narratives will then be depicted on their constructed coil pots by employing the sgraffito technique with black slip. Finally, students will write a descriptive paragraph about their individual imagery.
Andokides Painter & Lysippides Painter, Twohandled jar (amphora) with Achilles and Ajax, (c. 525520 B.C.). Greek, Archaic Period. Ceramic, Red Figure and Black Figure. Museum of Fine Arts, Boston. !

STAGE 1: DESIRED RESULTS

A. ENDURING UNDERSTANDING Art tells the stories of many cultures and peoples. B. ESSENTIAL QUESTION What are the significant symbols and icons of civilizations and cultures? How do images or symbols create meaning? How are form and function related in design? C. STATE STANDARDS ADDRESSED: Visual Arts (PreK-12) Standard 2: Elements and Principles of Design. Students will demonstrate knowledge of the elements and principles of design.

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Standard 3: Observation, Abstraction, Invention, and Expression. Students will demonstrate their powers of observation, abstraction, invention, and expression in a variety of media, materials, and techniques. Standard 6: Purposes of the Arts. Students will describe the purposes for which works of dance, music, theater, visual arts, and architecture were and are created, and, when appropriate, interpret their meanings. Standard 10: Interdisciplinary Connections. Students will apply their knowledge of the arts to the study of English language arts, foreign languages, health, history and social sciences, mathematics, and science and technology/engineering. History & Social Sciences (Grade 7) Learning Standard 7.32: Describe the myths and stories of classical Greece; give examples of Greek gods and goddesses, heroes, and events, and where and how we see their names used today. D. LEARNING OBJECTIVES: Students will apply and expand their knowledge of Greek history and mythology. Students will know how to begin interpreting and exploring visual narrative. Students will be able to recognize vessel forms as they relate to their functions. Students will be able to construct a stable coil vessel. Students will apply a unique visual narrative to their own vessels by using the sgraffito technique with black slip.

STAGE 2: ASSESSMENT EVIDENCE

A. PERFORMANCE TASK OR FINAL PRODUCT The final product will be a structurally sound coil vessel at least one foot tall. It will employ the use of the sgraffito technique with black slip to create a visual narrative that is unique to the student. The narrative could be about a personal story or event, or an imagined myth, story, or hero. The form of the vessel should showcase the narrative of the student appropriately.
Student example, 9th Grade Ceramics. (2012) Philadelphia, PA. The High School for Creative and Performing Arts.

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B. CONTINUUM OF ASSESSMENTS Students will answer questions in the MFA galleries and participate in teacher-led discussion regarding Greek history and mythology. Students will verbally interpret visual imagery on the Greek vessels and coins.

Students will do observational drawings of vessels to aid learning about form and function and inform the later vessel-making process. Students will create 3 sketches of their own narrative(s) on paper vessels. Students will create coil vessel and use the sgraffito technique to showcase their unique narratives.
Silver coin depicting Poseidon with his trident symbol. The British Museum.

Students will write a paragraph explaining their depicted narratives.

C. CRITERIA The following questions are considered to check criteria and they are also incorporated into the rubric below. Did student answer teachers prompts and participate in MFA discussion? Did student contribute prior knowledge during visual interpretation of imagery? Did student do observational drawings? Did student come up with three designs? Did student create a structurally sound vessel? Does it consider form? Did student successfully use the sgraffito technique to depict narrative? Did the student create visual and conceptual depth with the narrative? Did student complete the written paragraph explaining the narrative?

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STAGE 3: LEARNING PLAN

A. MATERIALS AND EQUIPMENT (PER STUDENT) Sketchbooks Pencils, Sharpeners & Erasers Clay (2 Pounds) Assorted clay tools Masking tape Sponges Slip Underglazes (Assorted colors) Gloss Glaze Slip Brushes Cardboard/ Mat board
(Unknown Artist), Two-handled jar (amphora) with wrestlers, (c. 520 B.C.). Greek, Archaic Period. Ceramic, Black Figure. Museum of Fine Arts, Boston.

B. VOCABULARY WITH DEFINITIONS Sgraffito Narrative Vessel

A technique done on ceramics by ! scratching through a surface to reveal what is underneath. A story, a spoken or written account of connected events. A hollow container used to hold liquid.

Mythology Stories and legends about the gods and heroes of ancient Greece. Polytheism The belief in many gods. Athena Herakles Aphrodite Dionysos Poseidon Artemis Goddess of wisdom and of war, she is also associated with the city. The son of Zeus and Alcmene, a hero of extraordinary strength who won immortality by performing 12 labors. Aphrodite is the goddess of love and beauty. She was the wife of Hephaistos but was in love with the god of war, Ares. The fun loving god of high spirits, strong emotions and wine. He is also closely associated with drama and the theatre. He was the god of the sea and horses. The goddess of hunting, archery and childbirth. She was also the goddess of wild animals.

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C. VISUAL IMAGE RESOURCES Most images have come from my own photographs of Greek artifacts at the Museum of Fine Arts, Boston (February 2013) unless otherwise noted. The British Museum. (2013) Gods and Goddesses. Retrieved from: http://www.ancientgreece.co.uk/gods/explore/ exp_set.html Museum of Fine Arts, Boston. (2013) Collection Search. Retrieved from: http://www.mfa.org/collections/object/ Incredible Art Department. (2012) Traditional Greek Coil Vessels: Student Works. Retrieved from: http://www.incredibleart.org/lessons/high/MariaGreek.htm D. TEXT, MEDIA AND WEB RESOURCES: Buxton, R. G. A. (2004). The Complete World of Greek Mythology with 330 Illustrations, 139 in Color. New York: Thames & Hudson. Mertens, J. R. (2010). How to Read Greek Vases. New York: Metropolitan Museum of Art. The British Museum. (2013) Teacher Resources Ancient Greece. Retrieved from: http://www.ancientgreece.co.uk/gods/explore/exp_set.html Incredible Art Department. (2012) Traditional Greek Coil Vessels: Materials. Retrieved from: http://www.incredibleart.org/lessons/high/Maria-Greek.htm Storynory. (2013) Greek Myths. Retrieved from: http://www.storynory.com/category /educational-and-entertaining-stories/greek-myths/ E. TEACHER INSTRUCTION! ! Teacher will use Visual Thinking Strategies and question-based learning in the Museum of Fine Arts galleries to begin engaging the students. QUESTIONS TO GENERATE DISCUSSION What do you see here? What type of interaction is happening? Is there dialogue? Have you seen anything like this before? Describe this figure, who might this be? What do you already know about Greek history and mythology? Does this change how you view the imagery? What can we learn from the form of the vessel? What do you think it was used for? !
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Tetradrachm of Athens with head of Athena. Greek, Archaic Period, about 515510 B.C. Silver. Museum of Fine Arts, Boston.

Teacher will have students do observational drawings in the galleries so students familiarize themselves with the forms and imagery. Teacher will introduce lesson and describe, in detail, the concept and requirements of the project in the classroom after a recap of the MFA trip. Teacher will play audio recordings of Greek mythology from Storynory while students sketch their three ideas. Teacher will approve and help finalize one of each students three ideas. Teacher will do a demonstration and short activity with the class about the basic techniques of clay coiling as well as how to keep tools and work areas clean. Teacher will guide students to create a template for checking vessel form as the students build. Teacher will do sgraffito demonstration with black slip and show some examples of how to manipulate the materials. Teacher will help students problem-solve during the course of the project. Teacher will fire the vessels. Teacher will lead critique upon completion of the project as students try to visually interpret each others narratives. Teacher will grade students with the provided rubric.

F. LEARNING ACTIVITY Students will engage in MFA discussion about imagery on Greek vessels and coins and apply their prior knowledge from History and the Social Sciences. Students will do observational drawings in the galleries in order to familiarize themselves with vessel forms and imagery. Students will sketch three ideas for their narrative scenes while listening to audio recordings of Greek mythology from Storynory.
Student example, 9th Grade Ceramics. (2012) Philadelphia, PA. The High School for Creative and Performing Arts.

Student will finalize one of his or her ideas to include on a vessel.

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Students will participate in short activity about the basic techniques of clay coiling as well as how to keep tools and work areas clean. Students will create a template for checking vessel form as they build. Students will apply black slip and sgraffito technique to their vessels to create their unique visual narratives. Students will write a paragraph upon completion of the clay vessel describing what is depicted in the narrative. Students will participate in critique to discuss and visually interpret one anothers work. Students will read their written paragraph aloud to check the classs understanding of the individual visual narratives. Students will self-assess by grading themselves with the provided rubric.

DIFFERENTIATION Students who have physical disabilities affecting their ability to use clay can create a series of painted vessels with black cut-outs to create imagery or do a reductive method of scratch art with crayons and tempera paint. Examples of prior student work are below.

Student examples, 9 -11 year olds. (2013) My students during February classes at the Museum of Fine Arts, Boston.

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