Prairieview Ogden South, 5th

and 6th

Grade

1

Title: Day 3- Egyptian Legacy Tablets

Day 1- Greek and Roman

Art/Architecture [Blue Prints]

Curriculum Theme: Leaving a Legacy

Lesson Plan Number: 4

Cooperating Teachers: Teri Patton, Kim Howard

Student Teachers: Meredith Pyle

Grade Level: 5th

and 6th

Date Taught: March 16, 2010 [Stephanie Danker- observation evaluation]

Aim/Goal of the 5-wk Curriculum:

• Fifth and sixth grade students will explore and evaluate their actions and beliefs in

order to further understand the impact they have on others and their environment.

The focus of this curriculum surrounds the term “legacy.” The inspiration for the

theme derives from topics the students are discussing in their core classes. We

will explore our own legacy by studying and reflecting upon the legacies and

movements of other cultures. The different cultures include that of the Egyptians,

ancient Greeks and Romans, and Mayan American Indians. The students will

experiment with 2-dimensional and 3-dimensional art forms to express their

knowledge of the various cultures and movements, artistic techniques, and

understanding of their personal actions and beliefs that merge to form their ideal

legacy.

o Project #1- Personal actions

o Project #2- Improving your community

o Project #3- Ideal hero/legacy

Prairieview Ogden South, 5th

and 6th

Grade

2

State Fine Art Goals met by the Lesson Objectives:

• 25.B.2 Understand how elements and principles combine within an art form to

express ideas.

• 26.A.3e Describe how the choices of tools/technologies and processes are used

to create specific effects in the arts.

• 26.B.2d Demonstrate knowledge and skills to create works of visual art using

problem solving, observing, designing, sketching, and constructing.

• 27.A.2b Describe how the arts function in commercial applications (e.g., mass

media and product design).

• 27.B.2 Identify and describe how the arts communicate the similarities and

differences among various people, places and times.

• 27.B.3 Know and describe how artists and their works shape culture and

increase understanding of societies, past and present.

Objectives - Students will be able to:

• Complete their Egyptian Legacy ceramic Tablets using underglaze and ceramics

tools.

• Examine various aspects of ancient Greek and Roman history and culture through

classroom discussion, mainly examining architecture.

• Brainstorm ideas about the purpose and the plan for a new and beneficial building

in their sketchbooks.

• Collaborate with another student to brainstorm and sketch designs for a building.

Prairieview Ogden South, 5th

and 6th

Grade

3

Vocabulary:

• Legacy: something handed down from an ancestor or a predecessor or from the

past

• Architecture: the art of designing and constructing buildings

• Blueprints: a design plan or technical drawing

• Beneficial: favorable, resulting in good

• Community: a group of people living in one place, sharing various qualities

• Improvement: a thing that makes something better

• Custom: doing something that is specific to a particular thing, place, time, or

society

• Characteristics: feature or quality belonging typically to a person, place, or thing

• Collaborate: working together on an activity of project, more than 1 person

• Classical antiquity: is a broad term for a long period of cultural history centered

on the Mediterranean Sea, comprising the interlocking civilizations of Ancient

Greece and Rome

Materials:

Teacher Materials:

• Laptop, flash drive, projector, extension cord

• Digital camera

• Colored pencils, crayons, or markers- shades of blue

• Sponges

• Paper towels/towels

• Buckets of water to wash hands

• Teacher made and multicultural/historical exemplars

• 39 clay slabs: 13- 6x6”, 13- 5x7”, 13- 7x5”

• Bins to collect projects

• Teacher made and multicultural/historical exemplars

Demo Materials:

• Pen/pencil and eraser

• Sketchbook

• Blue and white colored pencils

Prairieview Ogden South, 5th

and 6th

Grade

4

• 12x18” blue or white paper

• Teacher exemplars: sketchbook- brainstorming and sketches for blueprint

Learner Materials (Number of Students: 6th

grade: 24, 5th

grade: 15)

• Pen/pencil and eraser

• Sketchbook

• Colored pencils, crayons, or markers

• Pre-made slabs of clay: options- 6x6”, 5x7”, 7x5”

• Ceramics tools

• Boards for tablets to sit on

• Underglazes

• Paintbrushes

• Water cups

• Paper towels

Motivation/Activities and Prompts:

• PowerPoint Presentation: brief history of ancient Greek and Roman culture, art,

and architecture as well as description of project 2 and today’s activity.

• Teacher made exemplar- sketchbook with sketches and list of ideas, 12x18” white

or blue paper [blue print]

• Historical/Multicultural exemplars:

o Replica of East Façade of The Parthenon: made of resin, 4x5.5x1.5”

o Athens- Ancient, Byzantine, and Modern City Museums, K. Gouvoussis:

small book

o The Palace at Minos, Knossos: reconstruction drawing [poster]

o East Façade of Parthenon: reconstruction drawing [poster]

o Art Styles- Greek Art: Parthenon, Discus Thrower (sculpture), pottery, and

gold mask [poster]

Classroom Layout/Physical Set-up:

• Wall Postings: rules poster on the front wall next to the teachers’ desks, and

newsprint with name, theme, and art classroom rules. Multicultural/historical

exemplars may be displayed around the room.

• Materials Distribution Area: the students will use their materials in their art boxes.

6th

grade- pick up sketchbooks on the desk, right when students enter room, 5th

Prairieview Ogden South, 5th

and 6th

Grade

5

grade- sketchbooks are on the back desks. Materials for ceramics project located

in the same area as stated in LP#3.

• Demonstration Area: 6th

grade- front of room on students’ desks, 5th

grade- back

of room on empty desks

• Clean-Up/Sink Area: there will be buckets of water and towels available, restrooms are

across the hall from both classrooms

• Table Formation: subject to change

6th

Grade

5

th Grade

Prairieview Ogden South, 5th

and 6th

Grade

6

Procedures:

• Work Session – 20 minutes

o Students will finish their Egyptian ceramic tablets.

• Clean-Up – 5 minutes

o Students will put their tablets in the provided bin. If the underglaze is not

dry they can put them on the materials table to finish drying.

o Have 2 volunteers collect all ceramics tools and place in bin on materials

table. Have 3 more students collect all of the underglaze and place in

provided bin. Have 2 students collect all of the paint brushes to wash and

place in provided buckets.

o Have half of the class wash off desks and the other half dry the desks.

o Students should wash their hands in the provided water buckets or in the

restrooms across the hall.

o Once everything is clean, students should sit at their desks quietly to wait

for Greek and Roman art discussion.

Prairieview Ogden South, 5th

and 6th

Grade

7

• Discussion/PowerPoint – 10 minutes

o Brief history of ancient Greek and Roman culture, art, and architecture as

well as description of project 2 and today’s activity.

! Today’s events

• Discussion, demonstration, sketchbook time

! General Greek Art/Architecture

• Greek Art dates back to 3000 BC. It consists of wall

paintings, pottery, sculptures, and architecture. The images

that you are all probably used to seeing or may have seen

before are dated from around 500 BC on. The earliest

buildings consisted of small houses or huts. As the years

went by houses began to be constructed with stone. In turn

leading to larger buildings for different purposes such as

temples for worship or palaces for leaders. The Parthenon

is one of the most recognizable examples of ancient Greek

architecture.

! General Roman Art/Architecture

• The Roman Empire’s history is later than the Greeks. It

began after 1 AD. Like the Greeks, they had paintings,

sculptures, and most importantly architecture. We owe

much thanks to the Roman’s for their great achievements in

architecture. The Romans brought some new ideas to

architecture: they built in brick and concrete, and they used

the arch, the barrel vault, and the dome. They built theaters

and amphitheaters, temples, palaces, basilicas, bath

buildings, apartment blocks, restaurants and houses all

over, from England to Iraq.

! Architecture: Greek Parthenon

• In the 440s BC, the Athenians hired two great architects,

Callicrates and Ictinus, and a great sculptor, Pheidias, to

Prairieview Ogden South, 5th

and 6th

Grade

8

rebuild the Parthenon. It is made of marble and the

dimensions are around 101x228 feet.

! Architecture: Roman Pantheon:

• However, Roman architecture shows the influence of the

development of new engineering skills and non-religious

monuments, whereas Greek architecture showed more the

influence of gods and ideas of physical perfection in the

development of their architecture. The Romans developed

not only new ways to build more efficient buildings but

also an entirely different purpose for the building to be

built. They had a sense of practicality to their structures.

• The Greek people built beautiful architecture for the

worship of their gods, and a large percentage of the ancient

Greek architecture that we still know today were temples.

Though the Romans built temples to their gods, the Roman

style was more predominantly seen in public dwellings and

social gathering areas, such as basilicas and forums, than in

their temples. In fact, a majority of the temples that the

Romans built were nothing more than copies of Greek

temples, with the exception of the domed Pantheon.

• Another major difference between Greek and Roman

architecture was the purpose behind the design. Greek

architecture was viewed as a piece of art that would give

pleasure to the gods. The Greek designed buildings as a

sculpture in a sense, with all of the beauty to be viewed

from the outside. Roman architectural style turns this

around. Although their buildings are beautiful on the

outside, the inside is equally beautiful, with the many-

colored walls and paintings, and a use of space concerned

Prairieview Ogden South, 5th

and 6th

Grade

9

with the lighting of the room so that the interior decorations

could be seen clearly.

• In summary, the superior engineering skills of the Romans

played a big part in their architecture and set it apart from

their Greek counterparts. Though the origin of their ideas

came from Greek architecture, the Romans improved

greatly in the way in which they organized and improved

those ideas. They made many new innovations in

architecture, produced ground-breaking designs and

building materials leaving behind an impact on architecture

that can still be seen today.

! Project #2 description

• We will be making blueprints for our second project.

Blueprints are the plans or the design of a building. The

purpose of the building is to be beneficial to our

community, to our country, or to the world. Think about the

building around your or the lack of buildings. What does a

certain community need? How will this building be helpful

to the people who go there?

o Examples: homeless shelters, boy and girls clubs,

library, park, restaurant, school, gym, etc.

! Modern Blueprints

! Step #1: brainstorm and sketch

• Who will go to your building? Why is it helpful? How is it

unique? What are all of the characteristics?

Prairieview Ogden South, 5th

and 6th

Grade

10

• Demonstration – 5 minutes

o Explain activity for the day- first sketching for the big project: designing

blueprints for a building that you think would be beneficial to your

community, country, or world.

! First, students will brainstorm on their own. Then they will get

with a partner and finish brainstorming about their building.

• Students will decide every little detail about their building.

Why is this building important? Who will go there? How is

it custom? How does it fit into the community? What are

the characteristics?

! After brainstorming, partners will sketch thumbnail drawings of

their building, different design for each thumbnail (3).

• Lastly, student will choose the final design that they will

use for their large blueprint.

o Show students the size of paper they will be

working on. 12x18” blue paper with white colored

pencil for the design.

o Students may also design the logo/title for their

building and include it in the corner of their large

paper.

• Work Session – 15 minutes

o Students will spend time brainstorming ideas for a building that they think

will benefit their community, country, or world. Then they will sketch their

ideas as well as thumbnail blueprints in their sketchbooks.

Prairieview Ogden South, 5th

and 6th

Grade

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! The student will first brainstorm on their own, then with their

partner. After they create 3 different thumbnails for 1 building,

they can draw a larger sketch to include more detail.

• Clean-Up – 2 minutes

o Students will put their materials back in the appropriate places- their art box.

o Students will make a pile with their sketchbooks- 6th

grade: back corner, 5th

grade: empty desks in back.

• Closure – 3 minutes

o At the beginning of class you completed your tablets. Now I will bisque fire

them, then clear glaze, and lastly, glaze fire your tablets. I should have those

completed in 2 weeks.

o Recap of discussion and what will happen next week.

! Today we explored the famous architectural achievements of

Greece and Rome. We are very thankful, especially to the Romans,

for mastering all that they did for architecture.

! After learning about ancient studies, you brainstormed ideas for

designing your own building.

• Design a building that is beneficial to you community,

country, or world. Why is this building important? Who

will go there? How is it custom? How does it fit into the

community? What are the characteristics?

• You also worked with a partner. How did that go?

• Can a group describe their building?

! Next week, you will be able to collaborate with your partner to

draw your blueprints. You will be able to add details and

descriptions.

o Great job everyone! I’ll see you next week.

Prairieview Ogden South, 5th

and 6th

Grade

12

Timetables:

Time allotted for lesson (90 minutes total):

Activity Minutes

Discussion/PowerPoint 10 mins.

Demonstrations 5 mins.

Design/Work Session/Sketchbooks 35 mins.

Clean-up 7 mins.

Closure 3 mins.

TOTAL 60 mins.

Preparation Time:

Activity Time

Writing lesson 3.5 hours

Revising lesson 1 hours

Gathering materials/resources 2 hours

Set-up (before classes) .75 hours

Making an example/board 2 hour

TOTAL 9.25 hours