Enjoyment of Art: Hands-On Art History

Communication in the Ancient World

A 4-Mat Unit Plan

Grade Level: 9 - 12

Materials:

Quadrant One: Integrating Experience with the Self

Quadrant One - Step One - The Right Mode

Objectives:

The students will identify art techniques of the pre-historic period of art. (2AV-P5, PO 1)

Activity:

The class will go on a field trip to an ancient site where Native American ruins display art and crafts of the culture. The teacher will show examples of the Egyptian Papyrus Project. (Alternate to field trip: provide visual aids of comparable artwork.)

Assessment:

The teacher will observe the students as they view the artwork and take note of individual interests.

Quadrant One - Step Two - The Left Mode

Objectives:

The students will analyze and interpret how elements of time and place influence the visual characteristics, content, purpose and message of works of art. (2AV-P1)

Activity:

The teacher will lead a discussion of art techniques and related cultural influences in the artists' choices of expression.

Assessment:

The students will actively participate in the discussion.

Quadrant Two: Concept Formulation #1

Quadrant Two - Step Three - The Right Mode

Objectives:

The students will identify elements of art evident in cave paintings. (2AV-P5, PO 1)

Activity:

The teacher will display examples of Lascaux cave paintings.

Assessment:

The teacher will observe the students as they view the artwork and take note of individual interests.

Quadrant Two - Step Four - The Left Mode

Objectives:

The students will analyze and interpret how elements of time and place influence the visual characteristics, content, purpose and message of works of Lascaux cave paintings. (2AV-P1)

Activity:

The teacher will discuss aspects of Lascaux cave paintings.

Assessment:

The students will actively participate in the discussion.

Quadrant Three: Practice and Personalization #1

Quadrant Three - Step Five - The Left Mode

Objectives:

The students will explain the skills and techniques necessary to create a Cave Painting. (1AV-P2)

Activity: Cave Painting, Part One

The teacher will cut a length of kraft paper long enough that each student has at least 4 feet of space to work, and mount the paper on the wall with masking tape. Demonstrate to the students the following technique for simulating a cave painting experience:

  1. Lightly spray the paper with water.
  2. Dip one end of a drinking straw into the dry powder paint, catching a small amount inside the straw.
  3. Place non-drawing hand on the paper, then carefully blow the powder paint onto the paper using the non-drawing hand as a stencil.

Assessment:

The students' notes on this procedure and their technique examples will be included in their Daily Art Journals and reviewed by the teacher.

Quadrant Three - Step Six - The Right Mode

Objectives:

The students will apply media, techniques and processes with demonstrated skill, craftsmanship and a sensitivity to simulate a cave painting. (1AV-P1, PO 1 and PO 2)

Activity: Cave Painting, Part Two

After the students have gathered their art materials and found a space on the wall, the teacher will darken the room so that only a limited amount of light is used, simulating the darkness of a cave.

The students will use the technique demonstrated to create a cave painting. After experimenting with the hand stencil, they should try more complicated designs, carefully varying line thickness by varying the distance between the tip of the straw and the surface of the paper in combination with varying air pressure.

Assessment:

The teacher will use a rubric to analyze the degree of the student's attainment of the concept as demonstrated in his/her artwork.

Quadrant Two: Concept Formulation #2

Quadrant Two - Step Three - The Right Mode

Objectives:

The students will identify elements of art evident in cuneiform tablets. (2AV-P5, PO 1)

Activity:

The teacher will display examples of Sumerian cuneiform tablets.

Assessment:

The teacher will observe the students as they view the artwork and take note of individual interests.

Quadrant Two - Step Four - The Left Mode

Objectives:

The students will analyze and interpret how elements of time and place influence the visual characteristics, content, purpose and message of works of Sumerian cuneiform tablets. (2AV-P1)

Activity:

The teacher will discuss aspects of Sumerian cuneiform tablets.

Assessment:

The students will actively participate in the discussion.

Quadrant Three: Practice and Personalization #2

Quadrant Three - Step Five - The Left Mode

Objectives:

The students will explain the skills and techniques necessary to create a Cuneiform Tablet. (1AV-P2)

Activity: Cuneiform Tablet, Part One

The teacher will demonstrate the techniques necessary to create a Cuneiform Tablet:

  1. Create the clay tablet by rolling out clay to a thickness of about 1" and dimensions of about 9"x12".
  2. Use a wood craft stick to imprint symbols.
  3. Use the flat side with the curved edge to make a simple curve symbol; use the edge alone to make a straight symbol; use a combination of flat surface and edges to make a variety of symbols.

Assessment:

The students' notes on this procedure will be included in their Daily Art Journals and reviewed by the teacher

Quadrant Three - Step Six - The Right Mode

Objectives:

The students will apply media, techniques and processes with demonstrated skill, craftsmanship and a sensitivity to create a Cuneiform Tablet. (1AV-P1, PO 1 and PO 2)

Activity: Cuneiform Tablet, Part Two

The students will simulate a cuneiform system of symbols by creating a simple alphabet or word-symbol vocabulary, using the technique demonstrated, and imprint a message into their clay tablets. Allow the clay to dry thoroughly, then fire in a kiln.

Assessment:

The teacher will use a rubric to analyze the degree of the student's attainment of the concept as demonstrated in his/her artwork.

Quadrant Four: Integrating Application and Experience

Quadrant Four - Step Seven - The Left Mode

Objectives:

The students will explain the skills and techniques necessary to complete a Egyptian Papyrus Project and reflect on and articulate reasons for artistic decisions. (1AV-P2, 1AV-P3)

Activity: Egyptian Papyrus Project, Part One

The teacher will show slides and prints of Egyptian hieroglyphic scrolls, Japanese Emaki, Chinese handscrolls, the Bayeux Tapestry, and early Christian manuscript illumination and discuss the various methods of communicating through art, then display examples of "Egyptian Papyrus" and introduce the Egyptian Canon of Proportion, royal nomenclature and cartouches.

The students will plan a design that communicates an original idea - story, philosophy, how-to, etc. - on newsprint and graph paper, using the Egyptian techniques.

The teacher will demonstrate pen and ink techniques and the students will practice these techniques on newsprint.

Assessment:

The students will write a summary of their experience with the Egyptian Papyrus techniques and planning.

Student Checklist (written summary):

  1. Which Egyptian technique (Canon of Proportion, royal nomenclature, cartouches) dominate the design?
  2. Which elements and principles of design are evident?
  3. What are the main ideas the student will communicate through this artwork?
  4. Compare experiences with cave painting, clay tablets and Egyptian papyrus to the forms of communication used today.
  5. Use vocabulary words learned in this unit in context.

Quadrant Four - Step Eight - The Right Mode

Objectives:

The students will create original works of art based on methods and styles used by ancient artists. (1AV-P1)

Activity: Egyptian Papyrus Project, Part Two

The students will transfer their designs to white drawing paper, sketching in lightly with pencil first before using pen and ink. After the inking is finished, students may add color to their Egyptian Papyrus using watercolors, if time allows.

Assessment:

The students will present their projects to the class.

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