Egyptian Unit 3
Value & Form
The Egyptian civilization was extraordinary in both the lavishness and longevity. The magnificent society lasted and 3,000 years and left us some of the most iconic art. Students will be able to identify the expressive qualities of form and understand the use of value in artwork.
Unit Overview
Egyptian artists were guided by a strictly regulated set of standards. Originality was not allowed. Artists did not have any social status and were considered mere craftsmen. The Greeks were amazed by the beautiful monuments and through them aspects of Egyptian art has filtered into the art of later ages.
Unit Summary
Egyptian art echoed the geographical and political setting of the fertile Nile river valley. The union of the Lower Egypt and Upper Egypt kingdoms were symbolized by a cobra, vulture, papyrus and lotus flower. A major amount of the art was created for the dead. Egyptian funeral art and rituals reflected their belief in the existence of a afterlife.
Click on this podium icon for a link to the slides to use with students.
Vocabulary
Texture- refers to the physical rendering or the real surface qualities we can notice by touching an object.
Form- a three-dimensional geometrical figure (i.e.: sphere, cube, cylinder, cone, etc.), as opposed to a shape, which is two-dimensional, or flat.
Color- a component of light which is separated when it is reflected off of an object.
Value- The lightness or darkness of tones or colors.
Space- An element of art by which positive and negative areas are defined or a sense of depth achieved in a work of art .
Highlights- a bright or reflective area in a painting, picture, or design.
Perspective- the art of drawing solid objects on a two-dimensional surface so as to give the right impression of their height, width, depth, and position in relation to each other when viewed from a particular point.
Dynasty: a period during which a single family provided a succession of rulers.
Pharaoh: ruler of ancient Egypt
Sarcophagus: a stone coffin
Papyrus: A tall aquatic plant
Hieroglyphs: characters in any system of writing in which symbols represent objects
Obelisks: tall, four-sided, pointed stone shafts
Essential Question:
Who were these Egyptian people and why did they build such impressive monuments?
Focus/Guiding Questions:
Where did the people who inhabited the Nile River Valley come from?
What were Egyptians like?
Foundation Question:
How did Egyptian art influence Western culture?
Student Learning Objectives for Lesson:
Students will be able to name all three main historical periods of ancient Egypt.
Students will be able to create hypothesis about the religious goal of the Egyptians and if they achieved their goals.
Student Learning Goals:
Students will be able to evaluate Egyptian art and understand the strict set of rules imposed on Egyptian artists.
Students will practice value exercises in both graphite and colored pencils. Thus students will create various forms.
Curriculum Framing Questions
Reading a Painting
Hand with Reflecting Sphere
M.C. Escher
1935
Lithograft
Inquiry Question:
What kind of mood does Escher use of light source create? Is it effective?
California Targeted VAPA Standards
Prof. VA: Cr 1.2: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative art making goals.
Anchor standard: Generate and conceptualize artistic ideas and work.
Acc. VA:Cr2.3: People create and interact with objects, places, and design the define, shape, enhance and empower their lives.
Prof.VA:Pr4: Select, analyze and interpret work for presentation.
Anchor standard:Convey meaning through the presentation of artistic work.
Prof.VA:Pr6: Objects, artifacts, and artworks collected, preserved or presented either by artists, museums, or venues communicate meaning and record of social, cultural, and political experiences resulting in the cultivating of appreciation and understanding.
Unit Assessments
Formative Assessment:
Individual conferences and sketchbook check:
2 pages text and images Egyptian Art.
One of the activities from below.
Animal drawing practice.
Daily Jumpstart practices.
In class activity choices:
Please visit the National Gallery of Art on line.
http://www.nga.gov/collection/index.shtm
Find 3 images that you like. Record in sketchbook the name, year created, and artist of the image. Tell what drew your attention to the image.
-or-
2. Please view this 10 minute video and try the practice sketches as you watch.
How to Draw Anything by Larry Gluck:
http://www.youtube.com/watch?v=p9TFLQq1Uh4&am...
Summative Assessment:
Quizzes and Critiques with project rubric assessments.
Technology Assessment:
Students post on Schoololgy discussion their final eye drawing.
Unit Project choices: Geo Animal
Choose an animal you want to draw. Look closely at the examples here and do not copy any of them. Find a photo either one you took or from a magazine. Break the animal into geometric shapes to compose your drawing. Add back ground that would make sense for your animal. Make sure to use colored pencils as an artist tool. Use the drawing techniques we practiced.
Hard with Reflecting Sphere
M.C. Escher
1935
Lithograph
C-Palms Standards Florida
* Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
* Apply art knowledge and contextual information to analyze how content and ideas are used in works of art.
* Describe the significance of major artists, architects, or masterworks to understand their historical influences.
* Interpret and reflect on cultural and historical events to create art.
Targeted ESE Standards:
* Demonstrate comprehension and use of the system that combines language components in functional and socially appropriate communication across educational settings.
* Discuss how the arts help students develop self-reliance and promote collaboration to strengthen leadership capabilities as priorities change.
