K-3 Grade Greek Vessels and Columns
The following project was completed by an art teacher at the Toledo Museum of Art. I was in the class as an observer and helped the students with their projects.
AED 5900, Toledo Museum of Art 1-2nd graders Teacher: Erin Observer: Patricia Whittington ART BACKGROUND RELATED TO THE LESSON PLAN: Greek vases are known for symbols that tell a story or represent important things in their society. Greek vases focus on mythology and social events as well as artistic development in symmetry and symbolic meaning. Students visited the classical gallery in the museum to view examples of greek and roman pottery vessels. They learned about the symbols painted on the pottery and recognize patterns and repetition of people and objects that symbolized important meanings to that particular culture. Student made sketches of a chosen vessel and drew the similar shapes and patterns represented on the vessels. LEARNER OUTCOMES: Students learn about greek and roman cultures in the classical period. Students lean how to draw shapes, patterns and learn about symmetry and repetition within a specified shape in their sketchbooks and repeat the process in the classroom.
Gallery Tour: Classical Gallery, Greek and Roman Vessels Content Area Subjects: history/culture Art Elements: Color, Line, Shape Principles of Design: Pattern, Repetition, Symmetry OBJECTIVES: Students will utilize craftsmanship skills working with tempera cake paints, paint brushes, pencil and sharpies. Students will also use higher cognitive skills by drawing patterns and shapes and having them repeat the process on the other half of their vessel. Students will learn the significance of symbols. Student’s will uses elements of art with color, lines and shapes and principles of design to include repetition, pattern. ALTERNATIVES TO THE LESSON PLAN: Students can draw their favorite things as symbols on their vessels and repeat the shape on the other side of their vessel. Students can use their favorite colors to complete their projects. If students finish early, they can work on a second sheet of construction paper and draw a doric column shape and paint the column as they like. Introduce shading to create depth in the doric column. PROCEDURE: 1) Introduction: Motivation, Take students to the art gallery to show them the exhibit. Remind them of the gallery rules and explain they will see nude statue figures and to maintain a mature attitude because other people have paid to see the exhibit and appreciate respectful behaviors. 2) Day One: Use 12 x 17 white construction paper and have students put their name and class code on the back. 3) On the construction paper show the students how to draw a vessel shape. 4) Have students draw their patters and shapes using their sketchbooks as a reference. 5) Have students paint in their shapes and patterns of their vessel. 6) Have students cut out their vessel when paint has dried. 7) Clean up Process: Have Students return drawing and paint supplies, wash out their paint brushes and water containers and return them to art materials cart and wipe tables. 8) XV. Question and Answer/ Pre- Evaluation 1) Can students name some of the symbols they saw on the greek or roman vessels 2) Have students ever seen a nude sculpture? Talk to students about the Classical Art Period that use both greek mythology and roman sculpture and that classical art was often depicted on nudes and that it was no big deal to them during that art history period. 9) XV. Question and Answer/ Post- Evaluation a. What Art Elements and principles of design applied to this art project? Line, shape, color, form, repetition, pattern |
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