Lesson Plan (Egyptian Art)

Transcription

1 Phylicia Kelly Lauren Nash Professor Oke Elementary Art December 2, 2008 Lesson Plan (Egyptian Art) Lesson: King-Tut-anhk-Amen s Burial Mask Length: Five- 30 minute sessions Age or Grade Level Intended: Third grade/8-9 year olds Summary: Students will learn about Egyptian culture and society, King Tut-anhk- Amen and his death, and they will create a burial mask. Academic Standard(s): VISUAL ARTS/Responding to Art/History Identify visual clues in works of art and artifacts that reflect characteristics of a given culture and speculate on where, when, and by whom the work was made Speculate on the function or purpose of a work of art and make connections to the culture Identify themes and symbols in works of art from various cultures and time-periods Describe clues found in a work of art or artifact that determine if the work is old or new. VISUAL ARTS/Visual Literacy/Criticisms and Aesthetics Construct meaning in works of art based on personal response, properties found in the work, peer perspectives, and research-based background information Use appropriate art vocabulary Discuss questions about art and know that all cultures have different beliefs about beauty and art. VISUAL ARTS/Creating Art/Studio Production Demonstrate observational skills in the production of artwork Create artwork that communicates personal ideas and experiences Demonstrate ability to successfully generate a variety of symbols, and select and refine a symbol that communicates the idea.

2 3.8.1 Apply elements (line, shape, form, texture, color, and space) and principles (repetition, variety, rhythm, proportion, movement, balance, emphasis) in their work that effectively communicates their ideas Identify and control different media, techniques, and processes to effectively communicate ideas, experiences, and stories including: Demonstrate respect for their work and the work of others. Social Studies/Civics and Government/Functions of Government Discuss the reasons governments are needed and identify specific goods and services that governments provide. Performance Objective(s): Given the resources needed, students will read articles discussing the importance of King Tut. 1. Why he was famous. (His age as a ruler) 2. Identify reasons for his death. (Murder or Natural Cause) 3. His tomb and curse. 4. The archaeological discovery of his tomb. The students will learn why and for what purpose there was a king/pharaoh in Egypt. The students will gain knowledge of the duties and services brought forth by a king/pharaoh. The students will relate the duties and services of a king/pharaoh to the system of government now and how our experiences are different. Given a worksheet, students will complete a word search after defining vocabulary words dealing with Egyptian culture. Ex. Hieroglyphics, tomb, pharaoh, etc. Given the example of how to write hieroglyphics, students will determine how to write their own names and three hobbies. Using knowledge of hieroglyphics, students will continue to practice writing their own names and hobbies. Given a 12 x 18 white sheet of paper and a ruler, students will measure a 1 ½ inch border around the edges. Using the white sheet of paper with the drawn borders, students will write their name and three hobbies in hieroglyphics in the borders. Using knowledge of Ancient Egyptian culture, students will draw their own design of a burial mask for King Tut. Given metallic paints, students will paint the burial mask and add features, such as shapes, lines, and facial objects. Assessment: Observable

3 Through behaviors displayed during the process of making the final product, students will prove that they have the ability to follow instructions correctly. Through behaviors observed, students prove that they know how to respect other s work. Through behaviors observed, students prove that they know to keep their work area clean. Written Through the practice of writing hieroglyphics, students will prove that they understand the concept of how to write in hieroglyphics. Given a worksheet, students will prove they have an understanding of vocabulary words commonly used in the Egyptian time period. Verbal Through discussion, students will prove that they learned the purpose of government in Egypt by participating and answering questions. Through discussion, students will show their knowledge of Egyptian background by explaining the purpose of leaders, kings, and pharaohs. Through discussion, students will show their knowledge of Egyptian background by citing reasons for a present government. Through discussion, students will show their knowledge of Egyptian background by identifying specific goods and services. Production With the final production, students will justify their ruler skills. With the final production, students will prove their knowledge of Ancient Egyptian culture by drawing a burial mask for King Tut-anhk-Amen. With the final production, students will show that they know how to use shapes, lines when creating the facial features. Advance Preparation by Teacher: 12 x18 white paper Sharpies Metallic paints Paint brushes Ruler Pencil Movie, The Prince of Egypt Discovery Box Materials Examples of burial masks Alphabet including hieroglyphics Egyptian Artifact Reproductions 1. Canopic jar= store mummified organs 2. Stylus=writing instrument 3. Egyptian collar= pharaohs wore these 4. Eye make up holder= higher class wore eye make up 5. Pyramid

4 A replica of an Egyptian burial mask. PowerPoint of Egyptian Artifact Reproductions and sample burial mask. Examples of different words in hieroglyphics (Write on the blackboard using alphabet provided). Readings on kings (Ex. King Tut-anhk-Amen) and their duties in society (Listed in Resources). Articles discussing the type of government in the Egyptian time period (Listed in Resources). Note-taking Worksheet about government Procedure: Introduction/Motivation for Day 1: Ask the students what particular concepts they know about the Egyptian culture. (Gardner: Verbal/Linguistic; Bloom: Knowledge) Show a clip from the movie, Prince of Egypt, to lead into Egyptian culture and society. (Gardner: Visual/Spatial; Verbal/Linguistic; Bloom: Comprehension) Ask the students questions about the clip. What is different in the Egyptian society compared to our society? What do Egyptians look like? How do they dress? What type of transportation do they have? (Gardner: Verbal/Linguistic; Visual/Spatial; Bloom: Comprehension) Step-by-Step Plan: First Day: 1. Show examples of Egyptian artifacts such as, a canopic jar, a stylus, an Egyptian collar, an eye make up holder, and a pyramid. 2. Discuss how these artifacts were related to Egyptian culture. (Gardner: Visual/Spatial; Verbal/Linguistic) Use PowerPoint as a guide. 3. Give students a handout of the Egyptian hieroglyphics. Provide a few examples of simple words such as, cat, dog, and pig on the blackboard so students know how to format these symbols to create words. 4. Students will write their name and three hobbies in hieroglyphics on a sheet of paper.(gardner: Intrapersonal; Bloom: Analysis) 5. Students will continue to practice writing out their name and three hobbies in hieroglyphics for the remainder of this 30 minute session. (Gardner: Intrapersonal; Bloom: Analysis) Today we discussed Egyptian culture and artifacts. We also practiced writing in hieroglyphics. Tomorrow, we will design the border for our burial mask project and you (the students) will write your final copy of your hieroglyphics in the border. Introduction/Motivation for Day 2: Ask the students questions about what was learned in class the previous day. Listen for answers. (Gardner: Verbal/Linguistic; Bloom: Comprehension) Students should discuss the artifacts and how they were related to Egyptian culture. Then, the

5 students should also discuss the hieroglyphics they practiced. Show the students an example of the border with hieroglyphics that you (as the teacher) prepared ahead of time. Explain what the students will be doing for their of the next step. Second Day: 1. Distribute a 12 x 18 white sheet of paper, sharpie, and a ruler to each student. 2. Students will measure a one and a half inch border around the edges of the paper. (Gardner: Intrapersonal; Bloom: Knowledge) 3. Students will inscribe their hieroglyphic names and hobbies on the border first, with pencil, then trace over it with a sharpie. (Gardner: Intrapersonal; Bloom: Analysis) Today, we reviewed what we learned about Egyptian culture and created our first step to completing the Egyptian burial mask. Tomorrow, we will look at a replica of an Egyptian burial mask and then, you will be free to create your own design of a burial mask. Introduction/Motivation for Day 3: Ask the students what part of the activity was started the previous day. Listen for answers. (Gardner: Verbal/Linguistic; Bloom: Comprehension) Begin to discuss King Tut-anhk-Amen using the article, Tutankhamen. This provides information about King Tut-anhk-Amen and his death. Lead into what is the purpose of an Egyptian burial mask, what it looks like, and how this will be the basis of their art activity. Third Day: 1. Show students a replica of an Egyptian burial mask so that the students can get an idea of what their mask could look like. 2. Continuing on the same white sheet of paper, students will draw their own design of a burial mask in pencil. 3. Students will use their personal ideas and experiences in creating their mask. Today we discussed King Tut-anhk-Amen and why he was so important in Egyptian time period. Then, we began to design our Egyptian burial mask. Tomorrow, we will discuss government in Egyptian time and what the pharaoh s role in society was. Then, we will begin the next step in our art burial mask activity. Introduction/Motivation for Day 4: Hand out the note-taking worksheet provided that is discussing government importance in society. Using the articles, How Ancient Egyptians Understood the Role of the Pharaoh and Ancient Egyptian Government, you (the teacher) will start discussing the type of government and rulers in the Egyptian time period. Allow students to participate in discussion by asking basic questions about the type of ruler/government in Egyptian society opposed to present time and what it means.

6 (Gardner: Verbal/Linguistic; Visual/Spatial; Bloom: Analysis) Have the class fill out the note-taking worksheet as you are having discussion. Then, explain the next step in the burial mask art activity. Example Questions: What type of ruler do we have in America? Answer: President. What type of ruler was there in an Egyptian time period? Answer: Pharaoh. What type of government does America have? Answer: Democracy. What type of government did they have in the Egyptian time period? Answer: Monarchy. Fourth Day: 1. Set out metallic paints for the students to use while creating their burial mask. 2. Students will use the metallic paints and design their mask with lots of color, shapes, and lines. (Gardner: Visual/Spatial; Bloom: Analysis) Today, we learned why governments were crucial to Egyptian society. Then, we did the final step of our burial mask art activity. Tomorrow will be the last day to finalize any unfinished work. Introduction/Motivation for Day 5: Show students your finished burial mask. Tell the students what your hieroglyphics represent. Hang it up on the front board. Tell students the remainder of the time is to complete any unfinished work. Fifth Day: 1. At this time, students should be complete with the activity, but this is the day to complete any unfinished work. (Gardner: Visual/Spatial; Bloom: Analysis) These past 5 days, we have been discussing Egyptian culture and society. Review with students everything they have learned over the previous days by asking general questions about Egyptian culture, society, and government. Ask the students, what type of government did they have during this time period? Is it similar or different from ours? (Gardner: Verbal Linguistic; Bloom: Evaluation) Listen for answers. Ask the students, what are some Egyptian artifacts and what were they used for? (Gardner: Verbal/Linguistic; Bloom: Evaluation) Listen for answers. Adaptations/Enrichment: Student with Reading Comprehension Disability: After having each student read aloud, I could ask someone else to give a brief summary of what was just read so that he can follow along. Then, he will have a better understanding of what was read aloud during class. Student with ADHD-Hyperactive: Ask her to help distribute materials. Do not make students sit as long as they stay near their assigned workstation. As the teacher, stay close to the student in case she needs redirecting.

7 Student with High Ability: Have the student research his own information about Egyptian culture to see what he can learn on his own. If the student has a high ability in art, have him make a clay burial mask. Self-Reflection: Ask myself these questions and jot down some reflective points: 1. What part of the lesson went well? 2. What part of the lesson did not go well? 3. What did the students say about the lesson? 4. What can I do to improve my way of teaching the lesson? 5. What can I do to better inform the students of the knowledge they should acquire from this lesson? Resources: 1. Tutanhkamen= Pharaoh s Role in society (Article in Discovery Box) 2. Ancient Egyptian Government= Government Importance in Egyptian Time period; Pharaoh s Role (Article in Discovery Box) 3. How the Ancient Egyptians Understood the Role of the Pharaoh= Provides information about King Tut-anhk-Amen (Article in Discovery Box) 4. Book= Discovering Tut-ankh- Amen s Tomb; Author= Glubok, Shirley; Year= 1968; The MacMillan Company= Provides pictures burial masks and tombs.