OBJECTIVES:
The student should be able to:
• Create a column depicting ancient Greek and Roman art, architecture, government, or culture. (Synthesis)
TIME: 70 minutes
MATERIALS
markers
meter sticks or rulers
white poster board cut in half lengthwise
MS PowerPoint (made using pictures from references)
LCD Projector
Swords – blunt tip
The Kingfisher Atlas of the Ancient World
paper for pre and post test
Appendices (2-3)
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
Students will look at a set of swords. Hypothesis on what they are for and where were they used. Nowadays who would use swords? What are they used for in modern times? Why are they still made?
ACTIVITY:
Teach/Model: PRETEST- Students will demonstrate the following art vocabulary words using either words or illustrations: balance, symmetrical, asymmetrical, subjective color, achromatic, chromatic, monochromatic, alternating rhythm, and repetition.
Students will be shown a book, The Kingfisher Atlas of the Ancient World, (pages 26-33) on aspects of ancient Rome and Greece. These pages have several examples of chromatic. The timelines on page 26 and 31 have an alternating rhythm and the steps on page 28 as well. The roman coliseum has an alternating rhythm, too. The statues on page 32 are achromatic.
A PowerPoint will be viewed with different Greek and Roman architecture. When viewing the slides the teacher will point out various art factors: balance with symmetrical and asymmetrical balance, color with subjective color, achromatic, chromatic, and monochromatic, alternating rhythm such as 2 patterns repeating in a regular manner and repetition. Students will be shown in the PowerPoint the parts of a column: the shaft, the capital, and the base.
Guided Practice: Students on a blank sheet of paper will create a rough sketch of each art factor using modern items such as a pirogue will be symmetrical. (balance, symmetrical, asymmetrical, subjective color, achromatic, chromatic, monochromatic, alternating rhythm, and repetition)
Independent Practice: Students will create a column that reflects some aspect of Greek or Roman art, architecture, government, or culture. The column will be made out of ½ a sheet of poster cut lengthwise. Each column will need to use at least 2 art factors learned. The capital of the column will need to reflect Roman or Greek culture. The base will need to reflect their own culture remembering that these reflections should be positive and appropriate for a 6th grade classroom. Students need to include the measurement for the following: metric length of the staff, metric width of the capital at its widest, metric width of the base at its widest. POSTTEST - Students will demonstrate the following art vocabulary words using either words or illustrations: balance, symmetrical, asymmetrical, subjective color, achromatic, chromatic, monochromatic, alternating rhythm, and repetition.
Closure: Students share columns and write which 2 art factors were used in the column
EVALUATION/ASSESSMENT:
Informal – Teacher will observe and follow a checklist to ensure that students are incorporating at least two art factors, the capital of the column reflects some aspect of Greek or Roman art, architecture, government, or culture, and the base will reflect a positive, appropriate attribute of their own culture. (Appendix 2)
Formal – Students will be given a pretest and a posttest to demonstrate the following art vocabulary words using either words or illustrations: balance, symmetrical, asymmetrical, subjective color, achromatic, chromatic, monochromatic, alternating rhythm, and repetition.
PRETEST- Students will demonstrate the following art vocabulary words using either words or illustrations: balance, symmetrical, asymmetrical, subjective color, achromatic, chromatic, monochromatic, alternating rhythm, and repetition.
POSTTEST - Students will demonstrate the following art vocabulary words using either words or illustrations: balance, symmetrical, asymmetrical, subjective color, achromatic, chromatic, monochromatic, alternating rhythm, and repetition.
ART CONTENT/CONCEPTS:
Math - Students need to include the measurement for the following: metric length of the staff, metric width of the capital at its widest, metric width of the base at its widest.
Language Arts – Students will use vocabulary relating to content areas.
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
ELA-4-M2 Giving and following directions or procedures
ELA-4-M1 Speaking intelligibly, using Standard English pronunciation and diction
World History Content Standards:
GLE 17 Describe the defining characteristics of world civilizations from political, social, and economic perspectives.
GLE 37 Explain the sharing of goods, ideas, and services through trade between the Greek and Roman civilizations, and the influence of those civilizations on other cultures.
Art Content Standards:
VA-AD-M1 Use elements and principles of design and expanded are vocabulary for responding to the aesthetic qualities of various works
VA-CE-M3 Use the elements and principles of design and art vocabulary to visually express and communicate
VA-CE-M4 Develop skills in creating various art forms, including are forms from other cultures
MODIFICATIONS | ACCOMODATIONS:
none listed
TEACHER'S REFLECTION:
The swords made a great impression on the students as most have only seen them in movies. We extended the task focus encompassing reasons that swords would still be made today. We discussed fencing and jousting. Fencing was discusses as an activity that is still practiced today. They named modern movies that had fencing.
Students were very attentive during the PowerPoint lesson and brought in words and art concepts of their own. Students even began to select pictures that were recent and justifying their answers be pointing out the items in the photos that were not ancient. Some of the things they noticed were clothing, benches, cars, roads, and lights. Students were attentive and were able to name many of the buildings and columns. This was a culminating activity for the lesson on ancient Greece and Rome.
During the pretest students felt overwhelmed and not confident at all. The posttest students were excited and able to complete most of the new vocabulary using illustrated examples. They were very thorough in the capital of the column ensuring that they had at least two of the qualities of art.
Students were very excited to create their columns. Some even looked through their notes to find aspects of ancient Greece or Rome to incorporate. Their details varied greatly from these ancient worlds. Many incorporated how columns normally looked at the shaft and others took on a totally different look. One student said that the Porch of the Maidens wasn’t lined so she created her shaft into the body of a monkey. Even another took the shape of Ronald McDonald.
I think that the lesson went very well and I wouldn’t change anything except the timing. I would allot two class periods versus only one. Students were anxious to bring them home to complete over the holidays. Most were very detailed and their own work was very obvious.
RESOURCES:
http://www.americasmart.com/amc/V40/exhibitor_list/displayEx.cvn?exbID=3320
http://www.poster.net/douglas-john/douglas-john-aqueduct-i-2700391.jpg
http://www.eleganza.com/media/columns/column-acanthus-leaf-mb-m.jpg
http://www.freehandstudios.com/portfolio_images/roman_garden_nc.jpg
http://www.romans-in-britain.org.uk/Photos/art_roman_pot_3.gif
http://www.kentpotters.co.uk/events/roman_pots_thm.jpg
http://www.sculpturegallery.com/frieze/roman_lion.jpg
http://www.eleganza.com/media/busts/gods-goddess/roman-goddess-diana-mb-m.jpg
http://www.sculpturegallery.com/two/roman_charioteer.jpg
http://www.southwestern.edu/ACS/latin/team1/images/colopic.jpg
http://ah.phpwebhosting.com/a/OUTofBFLO/greece/olympia/sanc/image/07.jpg
http://www.historyforkids.org/learn/romans/architecture/romarch.htm
http://www.sandia.gov/tp/SAFE_RAM/IMAGES/AQUE.JPG
http://www.epilogue.net/cgi/database/art/view.pl?id=82345
Colby Lebouef 6th grade student, PowerPoint and Internet search
Jean Donegan, Art Professor, Rome Photos
The Kingfisher Atlas of the Ancient World
http://www.doe.state.la.us/lde/uploads/7081.doc
TO DOWNLOAD THE APPENDIX 2 FOR THIS LESSON, PLEASE CLICK HERE
TO DOWNLOAD THE APPENDIX 3 FOR THIS LESSON, PLEASE CLICK HERE
GALLERY
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