OBJECTIVES:
The learner will:
- Collect examples and examine specific areas of ancient Greek culture
reflected in Greek architecture, and art styles (to include Geometric
Art, Archaic Art, Kouros/Kore, Severe Style, Classical Art, and Hellenistic
Art), literature and philosophy
- Trace the connection of western civilization from the beginnings of
ancient Greek culture
- Identify Greek influence on the culture, government, and morality
of western civilization as reflected in our own art, architecture, literature
and philosophy.
TIME: Four
45-minute periods
MATERIALS:
transparencies
overhead projector
computer with quad monitor system
art reproductions
poster board (for mounting examples of art)
glue gun and sticks
colored markers
pencils
paper
INTRODUCTION/PREPARATION/ANTICIPATORY
SET:
Day 1: The teacher introduces The Odyssey by Homer. Students listen
to an audiotape of an excerpt from The Odyssey, and then discuss the
characteristics of an epic hero.
ACTIVITY:
Day 1 (continued): Teacher guides students to create a chart of the components
of the ideal of man in Greek culture. Once the chart is complete, teacher
provides handout #1 (attached) to students as a comparison for their
work. Using their chart, each student compares/contrasts a contemporary
hero (e.g., Batman or Superman) to Odysseus.
Day 2: The teacher introduces Greek culture through
the arts, the architecture, the literature and the philosophy of ancient
Greece. The Greek sense
of ethics and code of morality are revealed through depictions of their
world found on pottery (such as “Dionysus in a Sailboat” from
550 B.C.) and Greek sculpture (such as “Nike of Samothrace,” Michelangelo’s “David” and
Rodin’s “The Age of Bronze.”) The influences of the
great Greek philosophers (Socrates, Plato, Aristotle), Greek playwrights
(Euripides and Sophocles) and mathematicians (Euclid and Pythagoras)
are discussed briefly to connect their influence in the modern world.
The irony of the basic Greek philosophy “moderation in all” is
discussed in light of the Greek architectural style that reflected just
the opposite.
Students are asked to identify and research individual favorites of Greek
artwork (all mediums accepted). Class computers and home computers are
used to research individual topics. Each student creates a short (two-page)
summary of findings. Written reports are assessed based on appropriate
use of grammar and writing style.
Day 3: The teacher introduces Greek architecture and
illustrates its influence on construction methods and architectural styles
today (e.g.,
Doric, Corinthian, and Ionic columns). Students are shown pictures of
famous Greek buildings such as the Parthenon, as well as cities like
Athens. The Parthenon’s influence is reflected even in Thomas Jefferson’s
Capitol of Virginia built in the 1700’s.
Students are asked to bring evidence of Greek influence on local architecture.
Evidence is mounted on poster board and graded as part of the unit.
Day 4: The teacher provides evidence of Greek influence
in the Western World beginning with the architecture and flowing back
to all other forms
of Greek art. Allusions to Greek literature are found in the works
of literature throughout the ages. Each student uses textbooks to find five allusions to Greek literature,
and then constructs an original poem using allusion to Greek mythology.
EVALUATION/ASSESSMENT:
Teacher observations of class discussions, as well as all work turned
in for the week.
GRADE
LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
Grade Level Expectations
11c Demonstrate understanding of information in grade-appropriate texts
using a variety of reasoning strategies, including comparing and contrasting
complex literary elements, devices, and ideas within and across texts.
(ELA-7-H1)
13. Use knowledge of an author’s background, culture, and philosophical
assumptions to analyze the relationship of his/her works to the themes
of the historical period in which he/she lived. (ELA-7-H3)
36. Deliver clear, coherent oral presentations and responses about information
and ideas in a variety of texts. (ELA-4-H4)
National Standards for Arts Education – Visual Arts:
#4: Understanding the visual arts in relation to history and cultures.
#5: Reflecting upon and assessing the characteristics and merits of their
work and the works of others.
#6: Making connections between visual arts and other disciplines.
Standards and Benchmarks
VA-HP-H1: Analyze specific styles and periods of art in relation to prevailing
cultural, social, political, and economic conditions.
VA-HP-H2: Analyze how works of art cross-geographical, political, and
historical boundaries.
VA-CA-H3: Critique the design of structures or areas in the created (built)
environment based on aesthetic criteria.
GALLERY
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