Color Key:
Blue is what Docent actually says to students
Red is for Docent Directions
Green is for answers students may give
Black is for what the students will view on their screen such as: Arte’s 4 animations, the story for each class, and other various instructions, which are for Docent only

Art Docent Program
Lesson Plan 4 –
Ancient Egyptian Art and Culture –
Part 1 – Grades K-3

Docent Directions:  Please have the Welcome screen for today’s Lesson Plan on the screen as students arrive for this lesson. You will find this Welcome screen on our menu under Welcome on your student device. Then start the Music by clicking on the arrow at the bottom of the Welcome screen.

Docent Directions: Smile, Smile, Smile
Docent: “Hello class!”
Docent Directions: Wait for a response.
Docent: “I am Ms. or Mr. ________ and I am your Art Docent, your Instructor, for today’s class.”
Opening Mandala Exercise:
Docent Directions: Access Mandala examples on the screen.
Materials:
*Mandala white paper – fold a white paper in half to get (5 ½ by 8 ½)”
*Pencils
______________________________________________
Docent Directions: As students arrive for class, give out a piece of paper and pencil to each child to draw a Mandala or Sacred Circle.
Docent Directions: FOR SAFETY PURPOSES explain to your students that pencils are to be used safely and not to point them at anyone and to leave them on their desks when stepping away from them.
Docent: “Now, you will learn about the Mandala with our Avatar Arte.”
Docent Directions: Access Arte #1
Arte #1: Hi kids I’m Arte. I’m your imagination’s helper. Now we’re going to have some fun learning all about Mandalas. Mandalas are thousands of years old from many ancient cultures. The word Mandala comes from the ancient Hindu language of India called Sanskrit. It means “a container of the essence.” The more modern meaning is “Sacred Circle.” The circle is its base, its foundation. It stands for eternity or endless time and all of nature, the sun, the moon, everything circular. A circle organizes whatever is inside it and establishes a sense of order.
Did you know that Mandalas create a calming and more relaxed feeling within us? The reason that being calm is important is because a kind of pressure builds up within us called stress. Stress causes us to have many different feelings. It can make us feel nervous, unsure, sad, afraid, angry, or different, but stress is also a normal part of life. Too much of it can even prevent us from doing well in school.
Now let’s do a simple breathing exercise. This exercise can be used whenever you feel like you want to slow down, relax, and feel better. Now close your eyes and slowly breathe in through your nose and slowly blow out through your mouth. Let’s do this two more times. Now relax your body from the top of your head down to your tippy toes. I bet you feel better already! Drawing Mandalas will also help you reduce this stress and relax. I’ll see you later kids.
Docent: “Thanks Arte!”
Docent Directions: Access Mandala screen again.
Docent Directions: Point to the Mandalas on the screen and allow 5 minutes for this exercise. It has a therapeutic effect and will relax your students as they are waiting for the class to begin.
Docent: “Now you will learn how to draw Mandalas.”
Docent Directions: Have your students draw a circle placing a dot in the center of the circle, as a starting point. This brings the whole design together into harmony. Then, they can draw anything they want inside their circles, for instance: squares, triangles or squares and triangles, hearts, happy faces etc. They may draw as many circles as they wish. Students may also use their pencils to color in the Mandala. This will have an extra therapeutic benefit.
Docent: “You’re doing a great job! Do you feel more relaxed after drawing your Mandalas?”
Docent Directions: Wait for a response.
Docent: “Now put your Mandala drawings aside and bring them home at the end of class.”
Docent Directions: Introduction (Smile, Smile, Smile)
Docent: “We welcome you to our class Ancient Egyptian Art and Culture Part 1.”
Docent: “These are the points and features of today’s class.”
“Points and Features are:
*Vocabulary – Today you will learn many big and awesome new words and their definitions, which are the meaning of these words.
*World Map – We will use the map of the world to show you where different Art came from.
*Story – You will listen to a story about today’s class.
*Music – You will also listen to new music. (If available) (State Composer and Musical selection for today’s class)
*Hands-on-project – You will make a fun hands-on project where you will create your own Artwork. You will use a few media today. A medium is one of several different materials used to make art. Today, the media you will use are pencils, paper, clay and sculpting tools.”
Docent: Q. “Does everyone understand what a medium is?”
Docent Directions: Display today’s media.
Docent Directions: Access today’s vocabulary now on the screen.
Docent: “Here are today’s vocabulary words and definitions.”
Docent Directions: Have your students listen to all of today’s vocabulary.
Docent Directions: Access the timeline on the screen.
Docent: “The vocabulary word chronological means the order in which the events actually happened. This timeline is in chronological order.”
Docent Directions: Point to the top of the timeline.
Docent: “In this case the oldest is on the top and the most recent on the bottom. Chronological order is an important tool in understanding how history is organized.”
Docent Directions: Scroll down on your timeline to demonstrate this.
Docent: Q. “Can you say chron-o-log-i-cal, repeat again chronological?”

Docent: “For today’s class Ancient Egyptian Art and Culture Part 1 we will travel from approximately 100,000 years ago, toward the top of our timeline down to Ancient Egypt starting at approximately 5,000 years ago. Remember that Egypt is in Africa.”
Docent Directions: Please point to these locations on the timeline.

Docent Directions: Access the map and point to Egypt in Northern Africa. Leave map on the screen.

Docent: Q. “Does anyone remember what multi-cultural means?”
Docent Directions: Wait for a response.
Docent for your information – (According to studies by various researchers such as Mary Budd Rowe (1974), Stichter, 2009, the wait time for responses should be at least 5 seconds.)

Docent Directions: Please read this important statement to your students.
Docent: “The word Multicultural means Many Cultures. It is the customs, which are the language, food, religion, music, dress, art, and way of living of a particular people from a particular area or country. When we learn about people from different parts of the world and their cultures, especially their art, it teaches us to have respect for different people’s feelings. This is called empathy. It is being able to feel how the other person is feeling and this is a very important talent.”
Docent Directions: Point to the flags at the bottom of the map.
Docent: “These flags are excellent symbols or icons of multiculturalism. An icon is a symbol that stands for something. For example, when you see golden arches you know it stands for McDonald’s.”
Docent Directions: Now continue with today’s lesson plan.
Docent: “The following is a brief review of the History of Art from Art of the Caves until Ancient Egypt.”
Docent: “All cultures throughout history have made Art. The first Art was created by Early Modern Humans, also called Homo Sapiens, which means Smart Humans.”
Docent: Q. “Does anyone remember from Art of the Caves what made them so smart?”
Docent Directions: Wait for a response and encourage participation with praise.
A. They were smart because of their brain size, which was very much like ours is today.
Docent continue: “These Modern Humans are the forefathers of all cultures, the ancestors of people who came before us and they were from Africa.”
Docent: Q. “Does anyone remember, from Art of the Caves and African Art and Culture, where some of the first Art came from, approximately 100,000 years ago?”
A. Some of the first Art that is known to have been created by man was found on the southern coast of what is now the continent of Africa at the Blombos Cave.
Docent Directions: From the map point to Blombos Cave in South Africa and reinforce the word continent. (one of the seven largest areas of land in the world). Have students repeat the word continent and explain that cave art is found on almost every continent.
Docent Directions: Access review visuals for Art of the Caves.
Docent: Q. “Do you remember what some of the first Art thought to be created by Early Modern Man is?”

Docent Directions: Point to the visuals of Red Ocher, Shell Beads and Awls.
A. Some of the first Art that was found is a carving on Red Ocher and 41 shell beads with a hole in each believed to be used as body decorations: necklaces or bracelets. Bone awl tools were also found.
Docent: “These art works were found in the cave; they were not painted or carved on the walls as much of the later cave art is.”
Docent Directions: Point to the visual of Red Ocher and continue.
Docent: “This piece of Red Ocher that was found is approximately 100,000 years old. It is a soft mineral, a type of rock, with a diagonal pattern carved into it. It looks like X’s. The carving was done by using a bone awl, which was also found in the cave. The awl was one of the first tools used by early modern man. It had many uses. One use was to engrave or carve decorations in cave areas. These lines that were carved into the Red Ocher were diagonal or slanted.”
Docent Directions: Have the children accompany you in demonstrating what diagonal means. Have them place one hand on their shoulder and the other hand on their opposite hip and then draw an imaginary line from shoulder to hip and explain that this is a diagonal line. Repeat in syllables, di-a-gon-al.
Docent Directions: Access the map on the screen.
Docent continue: “Approximately 32,000 years ago, Early Man engraved, cut into, or painted on their cave walls in Southern France, at Lascaux and Chauvet and in Northern Spain, at Altamira, on the continent of Europe.”
Docent Directions: Point to these locations on the map.
Docent Directions: Access review the visuals for Art of the Caves.
Docent: “It is important to note that Early Man did not necessarily live in these caves. They used limestone lamps with the root from the juniper plant soaked with animal fat and torches to light the way into the darkened caves, sometimes three to four miles into them.”
Docent: Q. “Do you remember what artists painted on the cave walls?”
Docent Directions: Wait for a response.
A. They painted animals: hyenas, auroch, rhinos, woolly mammoth, deer, lions, mountain goat, ibex, horses, bulls, and cave bear, hand prints, and stick figures.
Docent: Q. “What were the colors on the cave walls?”
Docent Directions: Wait for a response.
A. These paintings were drawn in black from manganese oxide, brown, red, yellow, from ocher taken from the earth, white from magnesium, and a little lavender from berries all mixed with animal fat. Many times these pigments were mixed with spit (yuck) from early man’s mouth, which seemed to mix well and made the colors last.
Docent: Q. “Why do you think man created these early works of art?”
Docent Directions: Wait for a response.
A. Scientists believe possible meanings for these early works of art are:
*Because the art shows mostly animals, it is thought that the paintings brought success to the hunt.
*The painted caves could have been the first cathedrals (places of worship) where ceremonies or rituals (religious acts) were held and where young people were accepted as adults.
*The pictures on the cave walls could be Early Man’s history. They may have told stories of the past, which early man wanted to pass on to the group who came after them so that their history would not be lost and forgotten.
Docent: “These early prehistoric times (times before written history) were difficult for early modern man and the changing harsh climate (weather), forced them to think and cooperate (work together).”
Docent: “Repeat the word cooperate in syllables, co-op-er-ate. Cooperation or cooperating with each other was very important to early modern man’s survival and still is today.”
Docent Directions: Have your children demonstrate what cooperation means by this exercise.
Docent: “We need to complete a cooperation activity quickly. Do you think we can all cooperate now? OK, let’s start here. Pass this paper from neighbor to neighbor until it reaches the trash basket. This shows the benefits of cooperation and working as a team, which allows you to accomplish your task without leaving your seat or blocking the screen.”

Docent inform: “Remember early modern men and women had to work together to hunt, gather food, and take care of their children. This working together allowed them to survive.”
Docent explain: “Early men and women understood Nature very well and they had a special respect and relationship with their surroundings. Their resourcefulness, which means how they were smart to use whatever in Nature that was around them and by cooperation, working together, they were able to survive and prosper or do well, for thousands of years.”
Docent continue: “It is believed that ‘Art’ and the process of creating it soothed early man and by drawing pictures of their environment (their surroundings) man had some control over it, which is a form of therapy (healing power). *This therapeutic or calming effect may be a major reason for the development of Art as we know it today!”
Docent: Q. “Does anyone know the difference between Pre-historic History and Ancient History?”
A. Prehistoric history is history from a time when it was not recorded or written down. For instance, Cave Art is pre-historic history because it is not written down. Ancient History is history that is recorded or written down. For instance, Ancient Egyptian history, which you will learn about today and the periods of history following in chronological order are ancient history because we know about them from that which has been written.
Docent Directions: Access today’s visuals on the screen and explain:
Docent: “The pictures in our gallery are mentioned in the story that you will listen to today. Looking at these pictures will help you do well in today’s class.”
Docent Directions: Before you play or read the story of the day, please ask-
Docent: Q. “Why do you think we are telling the class a story?”
Docent Directions: Wait for a response and discuss briefly.
A. By listening to the story you learn better and it prepares you for the rest of the class to come.
Docent: “After you hear the story we would like to know what your thoughts are about it.”
Docent: “Now let’s listen carefully to today’s story.”
Docent Directions: Access the story.

Ancient Egyptian Art and Culture Story Part 1 Grades K-3

A strange looking boat is floating down a very blue river. Who could be on this boat? Wait! What’s that popping up from the river? Looks like a kind of crocodile. It’s wearing jewels. And it’s talking! And now the river looks green. This must be magic!
“Welcome to the Nile River Rider. You’re with me, Sobek, the crocodile god. And we’re in Africa, not in America. Put on your Nile River Goggles and take your favorite seat on the boat. You’re going to see what goes on in Ancient Egypt.”

“Your Nile River Goggles will let you see the people here, just the way they were thousands of years ago. That’s so long ago, even before your great, great, great, great grandparents.”

“Now, as your ears are telling you, I’m no ordinary crocodile. The Ancient Egyptians love me as a great god. But they are also afraid of me with my big, sharp teeth. So they give me all these jewels to wear to make sure I’ll be nice to them.”
“And I can be so nice. I watch over this blue and green River Nile. The people drink it, they take baths in it, and they use it to water their crops, which helps their food grow better. The Nile River is everything to them; this is why it is called their “Life Source.”
“And, you are riding on our best road. Boats and rafts on the Nile River carry our big stones to build huge statues. Hey, look out! Here comes a stone right now, floating down the river. Go tell King Tut and his people, because they’re on the Nile River Rider with you. Amazing, isn’t it?”
“Heads up and watch out, there’s another big stone traveling down the Nile causing waves. That one is going to make another Pyramid. Pyramids are mostly huge triangular tombs or resting places. They are built for some of the rulers, called Pharaohs. Pharaohs are like Kings and gods together and they wanted a special resting place until they go on to the “After Life.” Now look up at that Pyramid reaching into the sky on your right hand side? No, not a gigantic triangle, look again. This one is called the Step Pyramid and for sure it looks like six, very large steps to the top. Some people think it looks like a wedding cake with six layers. It was the first of the stone pyramids built by a man named Imhotep, a great builder. He came up with the idea for these gigantic stone pyramids. They were a present to the Pharaoh. When the Pharaoh died he wanted another special house built for him and this was it.”

“Now if you press the vision button on your goggles just like some kind of powerful ranger, you can peek into the Pyramid. Inside the pictures on the walls are in blue and green. No surprise to you Nile River Riders! You know, the Ancient Egyptians love those colors; it reminds them of the Nile River.”
“Did I hear you thinking that in the pictures all the people look like they are in a line? You are so smart if you did! Their heads are all painted with a side view. You don’t see even one face staring back at you with both eyes. This side view is called in profile. Their feet are to the side, also.”
“But isn’t it strange that their bodies from their necks to their waists are all facing front, not to the side like the rest of their body! They look like they are saying: ‘Hey, look at me! Here I am! Notice Me!’ ”
“Well, here is the secret about that look and what the Ancient Egyptians believe. The Ancient Egyptians draw people with their shoulders and chests forward and their faces and feet to the left side so that after their on Earth life was over they could go into the “After Life.” Then their gods would see them. And also, they could reach all their family—even their great, great, grandparents of their long ago times—their ancestors.”
“Heads up! Another big stone is coming. I wonder if it will be part of another huge statue like that one over there. That one is called the Great Sphinx and it’s supposed to be a head of the powerful Pharaoh and the body of a lion. What do you think it looks like, a person or an animal?”
“I hope you enjoyed your trip on the Nile River Rider so far! We’ll continue our adventurous trip to Ancient Egypt another time.”

Docent Directions: After the story is completed give the children a moment to contemplate upon what they heard in the story so their brain can process the information.
Docent: Q. “What are your thoughts about today’s story?”
Docent Directions: Wait for a response and briefly discuss.
Docent Directions: Access today’s gallery of visuals and briefly review each one. Then continue with your lesson plan on Ancient Egyptian Art and Culture Part 1.
Docent Directions: Access the map and point to Egypt.
Docent: Q. “Where is Egypt?”
A. Egypt is on the continent (one of the seven large areas of land in the world) of Africa, in the North or top of Africa.
Docent: Q. “What is the name of the river that runs vertically, or up and down Egypt?”
A. This river is the Nile River.
Docent Directions: Access Today’s Visuals.
Docent: Q. “What is this river known as to the Ancient Egyptians?”
A. The Nile River is known as their “Life-Source.”
Docent: Q. “Why is it their ‘Life-Source’?”
A. It is their “Life-Source” because the Ancient Egyptians used the Nile River for their drinking water, food, bathing, and transportation by boats and rafts. It even overflowed every year to fertilize the soil around it. The Nile was also important in the building of the Pyramids, where large stones were transported to the Pyramid site. The Nile River was worshipped as an Ancient Egyptian god because it was so important to them.
Docent: Q. “What colors in Ancient Egyptian Art were inspired by the Nile River?”
A. The colors of Blue and Green were inspired by the Nile River.
Docent: “How did the Ancient Egyptians draw their people? Do you remember this from the story we just heard?”
Docent Directions: Have your students stand up and demonstrate with you how the Ancient Egyptians drew.
Docent Directions: Have your students point to their neck and their waist keeping this portion of their body facing front. Have your children follow you. While keeping their torso front, have them turn their heads to the right in profile and then their feet to the right, with their left foot in front of their right foot. Explain that their hands could go any way they wish. Now, have your children sit down and continue.
Docent: Q. “Why did the Ancient Egyptians drew like this?”
A. The “After-Life” was very important to the Ancient Egyptian culture. They believed that after their on Earth life, they would enter the “After-Life.” They especially drew figures with their neck to waist facing front so that their gods would notice them when they died. They would receive “ka,” their spirit or soul, which was linked to their ancestors or relatives who came before them. By drawing this way the Ancient Egyptians were saying, “Hey look at me; here I am; notice me.” The left foot was usually drawn in front of the right foot to look like the person was striding or walking into the “After-Life.”
Another point to mention is that the Ancient Egyptians believed that if you speak the name of the dead is to make them live again.
Docent Directions: Point to the visual of the Pharaoh sitting with his attendants behind him and explain that even in a seated position the Pharaoh is drawn with his torso facing front, his head in profile, and his feet to the side.
Docent: “Notice that the Pharaoh is drawn larger than his attendants or princesses and his skin is darker than their skin tone. This was done purposely to show that the Pharaoh was more important. Also, the Eyes were drawn large because the Ancient Egyptians believed that the Eyes, more than anything else, gave life to an image. So, we can see that when the Ancient Egyptians drew a picture they were not concerned if it was drawn life-like or exactly how it really looked. They told a story with their drawing, as they wanted to show it.”
Docent: Q. “What was the name of the first resting place of a Pharaoh?”
A. It was a mastaba. A mastaba is a tomb, which had a low rectangular base, with sloping sides and a flat roof, made of mud bricks and was placed over a Pharaoh.
Docent: Q. “What is a Pyramid?”
Docent Directions: Point to this visual.
A. A Pyramid is a triangular structure that housed the tomb or burial place of a Pharaoh. The Pharaoh’s coffin was usually placed in a carved stone sarcophagus. Many times the Pharaoh’s body was preserved as a mummy. This means that the body was wrapped with white linen strips of cloth before it was placed into the coffin. Then, it was placed into a sarcophagus to be laid to rest.
Docent: Q. ”What was the first Pyramid to be built out of stone called?”
A. It was a Step Pyramid, which was a mastaba topped by five tiers each of a smaller size.
Docent: Q. “Who was the famous architect or person responsible for building the Step Pyramid?”
A. His name was Imhotep. He was known as a great architect or builder and considered a god to the Ancient Egyptians.
Docent: Q. “What is the name of the famous Pyramid in Egypt?”
A. The famous Pyramid is the Great Pyramid at Giza. It was built for the Pharaoh Khufu. It was completed after twenty years in 2551 B.C.
Docent: Q. “What is a Sphinx?”
Docent Directions: Point to this visual.
A. A Sphinx is a huge monument having the head of a human and the body of a lion. The Sphinx’s head could be that of a Pharaoh. The Great Sphinx may be the head of Pharaoh Kaphre. It was built out of a single mass of limestone and it probably was meant to guard Pharaoh Kaphre’s Pyramid.
Most Sphinx statues were guardians of temples. Often a pair of Sphinxes stood on either side of a temple entrance. Usually they were shown lying on their bellies, but legs firmly planted on the ground, ready to pounce. This probably demonstrated the Pharaoh’s ability to protect the country. They stand as a symbol of the strength of the Pharaoh.
There is reason to believe that the Great Sphinx could have originally been very colorful, where the head looked like the Pharaoh’s traditional colorful headpiece.
Docent: “Now Arte will explain to you what the meaning of creativity is.”
Docent Directions: Access Arte #2B
Arte # 2B: Hi I’m back! Who remembers from our last class what creativity is?
Remember, creativity shapes each person’s intelligence, meaning the way we think about things, the ideas we have, the way we speak, learn, understand, create, invent and make new things.
This creative ability is what makes us different from all the other creatures in the world. This special talent all humans have will allow us to think great thoughts and make wonderful things as we grow! Don’t forget be creative! See you later.
Docent Directions: SMILE, SMILE, SMILE
Docent: “Now it’s time for our fun hands-on-project, but first Arte will present this important instruction about the Elements of Art. These Elements of Art will help you with your artwork.”
Docent Directions: Access Arte #3
Arte #3: Hi kids I’m back again! We want you to be sure to open your eyes and your minds to the Elements of Art, which are: Line, Shape, Form, Color, Value, Texture, and Space.
Now I will demonstrate what the Elements of Art are to help you remember them better. Now watch carefully!
The first one is called Line. Line starts out as a point that moves through the space on your paper, like this.
Different media, such as pencils, crayons, and markers make different kinds of lines, like this.
The next element is Shape. Shapes are created when lines touch each other, like this square. Shapes are flat; Forms are not.
This brings us to the element called Form. You can make forms when you give height, width, and thickness to your shapes. Watch what happens when you give height, width, and thickness to a square shape. Wow! Now it looks like a box!
The next element is Color. All colors come from the three primary colors of red, yellow, and blue and any color can be made light or dark.
This brings us to the element called Value. Value is the lightness and darkness of any color. Let’s look at the lightest grey to the darkest black. This light color and dark color and all the colors in between are called the Value of a color.
Texture is the next element. This is a fun one because the artist wants you to get the sense of how an object feels when you touch it. The object may look and feel bumpy or smooth. Like this.
And the last Element of Art is called Space. Space is the empty space around the objects in your work of art, like this.
This is the element of Space.
I hope you learned what the Elements of Art are so you can become good artists when you use them in your artwork.
The Elements of Art are the building blocks in creating a work of art. Wow that’s awesome! By using these Elements you communicate your ideas by telling your story in visual form. You use words and sentences to tell a story, this is similar to the way you use the Elements of Art to make lines, shapes, and forms tell a story, but first you should think about what you want to draw. Now as you begin your projects remember these Elements of Art.
Docent: “Does anyone have any questions about the Elements of Art?”
Docent Directions: Wait for a response.
Docent: “You will get to know them better as we review them during every class.”
Docent: “To be able to draw well you must look at your drawing as you are working on it. Observe how the details look together. Do the sizes of your images look correct? Are the colors telling the story you want to tell? Can you compare your drawing to a picture, nature, or a person around you to use as a guide? Does your picture look and feel right to you? If not, you may change or adjust one or more Elements within it.”
Docent Directions: Students should have at least 20-25 minutes to complete their projects.
Ancient Egyptian Art and Culture Part 1 Project (Grades K-3)

Objective: Make a Sphinx Sculpture with the head of a Pharaoh and the body of an animal

Students will be able to mold a Sphinx with the head of an Ancient Egyptian Pharaoh and the body and paws of an animal. Students will be able to orally share their own work and/or give positive feedback to peers in Complimentary Cooperation Circles.
Materials for today’s projects:
Docent Directions: Please explain to your students when using art materials do not put anything in your mouth, near your eyes, or breathe anything that has a strong unpleasant smell.
*White Model Magic Clay or play dough (approximately 5 inch diameter balls)
*A variety of sculpting tools or students can use their pencils if tools are not available
Design Process:
Docent Directions: This is important information for you to know and to convey to your students about the art process.
Art Education must primarily be about the effect the art process has on the student and not so much about the art product.
Docents should encourage all youngsters to try to identify with their own experience and concepts that express feelings, emotions, and their own aesthetic sensitivities, which help students go as far as they can in developing their artworks.
Docent must provide materials, media, and general directions as needed, but the children should take the idea where they want. In the process of drawing, painting, and constructing, children will make a new and meaningful whole. By selecting, interpreting, and re-forming these elements, children give us more than a picture or a sculpture; they give us a part of themselves, how they think, feel, and see. (Lowenfeld)
Docent Directions: Access visual of the Sphinx under Today’s Visuals/Project Visual.
Docent: “As you are working on today’s project, imagine yourself as an Ancient Egyptian sculpturing or carving a Sphinx. Your Sphinx should have a head of a Pharaoh and the body of any animal you wish. You should have a reason why you chose this animal. Relax and have fun with your project! We encourage your feelings while working on your project. If you feel you want to add something special to your project, your work of art, then do so. Express yourself! Be free and create it!”
Docent Directions: While students begin their project inform them of the musical selection (if available) for today’s class. Have the musical selection playing, but not too loud, while the children work on their projects.
Docent Directions:
*Have students work together in cooperation to distribute clay and sculpturing tools.
*Explain and demonstrate how a Sphinx is made.
*Have students turn their Mandala papers to the back side. On this paper they will form their sculpture.
*Have students break clay in thirds. One part is for the head, the second part for the animal back, and the third will be for the large front paws of the animal.
*Students will begin molding their animal and then add the paws to the front. Then, students will begin attaching the Pharaoh’s head to the animal body, molding it as they apply pieces of clay. They can use their fingers to mold their sculpture or use tools, if available, or their pencils if they choose to.
*As Sculptures finish to dry, have students cooperate to clean up and collect materials.
Docent Directions: If students finish early have plain white paper available for them to continue drawing anything that may have interested them from today’s class or create more Mandalas.
Docent: “I can see you are doing a great job with your projects! Keep up the good work!”
Docent Directions: This Builds Self Esteem!
Docent Directions: Access the Elements of Art under Today’s Visuals.
Docent: Q. “Now that your projects are completed, what Elements of Art did you use in your projects today?”
Docent Directions: Wait for responses.
A. Line, Shape, Form, and Texture
Docent Directions: Access Arte #4
Arte #4: Now that you know the Elements of Art: line, shape, form, color, value, texture, and space, these same elements allow you to design your artwork so that it tells a clear story. It’s like building something slowly until you get to the place you imagined or had in mind.
Now let’s be art smart and learn the Principles of what it takes to design art. They are: emphasis, repetition, contrast, proportion, balance, and unity. During each class we will talk about one or two of these Principles until you get to know what all of them mean and be able to use them in your own artwork. See you next time!
Docent: “There are also other Principles of Design which we list at this time; they are Pattern, Variety, Rhythm and Movement.”
Docent Directions: Access the Principles of Design visual Ancient Egyptian Wall Drawing of Food, Public Domain Visual, under Today’s Visuals.
Docent: “Today we will talk about the Principle of Design referred to as Pattern by looking at this Ancient Egyptian Wall Drawing of Food.”
The Principle of Design known as Pattern means that there is a motif or design that is repeated in the artwork to tell a story.”
Docent: Q. “From this picture what motifs or designs are repeated over and over again to tell a story?”
A. The answers are: the patterns that are repeated on top of the baskets, inside of one basket, and inside of the fish. By the Principle of Design known as Pattern the food on top of the basket, the basket itself, and the fish all look as if they have texture or a bumpy surface. They do not look smooth. The artist makes you feel like you can touch them and they will feel bumpy. By using repetition of a motif or pattern, which means by using a pattern over and over again in one area of your picture, you can make your artwork show texture or a bumpy surface.
Docent Directions: proceed to ask WHAT IF question for student higher level thinking:
Docent: Q. “What if you were a child in Ancient Egypt or even in present day in your life what person or animal would be important to you to use if you were building a sphinx? Why would this animal or person be important to you?”
Docent Directions: Wait for a response.
A. Students may have many answers.
*Questions, a student can associate with “real-life” experiences, help to add to and reinforce brain and memory development and also stimulate multiple sensory information to students based on individual experiences.
Closure:
Docent Directions: This is the Closure segment of the class, which should take approximately 10-15 minutes.
Docent: Q. “Do you think it was easy for the Ancient Egyptians to build a Sphinx out of one large piece of stone, in the hot dessert sun?”
Docent Directions: Wait for a response.
A. Students may have many answers.
Docent explain: “All Humans have the ability to be creative! I encourage you to practice your Artwork at home.”
Docent Directions: Students will now be able to form a “Complimentary Cooperation Circle” and each have a chance to explain his or her work or give compliments out to other students. Teacher should make sure each student has something positive said about his or her work. If there are many students in the class they may be broken up into smaller “Complimentary Cooperation Circles” and monitored by the teacher.

Docent Directions: Take a few minutes for this exercise. Then, as the students are still in “Complimentary Cooperation Circles” continue with the class.
Docent: Q. “How do you feel when you answer a question correctly or do something helpful for your mother or father or score a goal in sports or make a wonderful work of art?”
Docent Directions: Wait for a response.
A. I feel good or I feel great or happy. (These are the usual positive responses you should receive.)
Docent: “This is what Self-Esteem is. It is that special, nice feeling you get about yourself when you do something good.”
Docent: “How do you know when someone is happy?”
Docent Directions: Wait for a response.
A. They may have a smile on their face. They may be jumping up and down with joy. There may be many answers here.
Docent Directions: Give this analogy (which is a way of explaining an idea by using something familiar) of a candy or ice cream shop.
Docent: Q. “What do they offer you when you go into a candy or ice cream shop?”
Docent Directions: Wait for a response.
A. They offer you a sampling or a taste.
Docent: Q. “Why do they want to give you a sample?”
A. They give you a taste to encourage you to want more.
Docent explain: “This is what we are doing at The Art Docent Company. We are giving you a sample of the History of Art and encouraging you to learn more about the visual arts, our creative ability, which we all have, and the opportunities for a career in the arts.”
Docent: “Congratulations to all of you for the hard work you demonstrated during this class and for your cooperation, which made this class a success. I hope you enjoyed your experience with The Art Docent Company!”
Docent: “Children please be sure to leave with your projects and any other belongings. Have a Wonderful Day!”
To Docent: We at The Art Docent Company want to THANK YOU for your hard work and a job well done!
To Docent: We at The Art Docent Company would appreciate any feedback. How can we improve our program? Please email us at info@artedco.org Thank You!

If Assessment is required by your school or hosting organization, direct students to the Review/Assessment, which is a quiz, on the Menu Bar of each Lesson Plan.

You will be able to access your students’ results under Quiz Submissions. You will find this under Docent on the Menu Bar for each Lesson.

If a student does not receive an acceptable grade, (as determined by the school or hosting organization) then he or she may repeat the quiz to acquire an acceptable grade.

Quiz results will be available to your school or organization for the duration of the leasing agreement. You may access these results under Docent, then Quiz Submissions on the Menu Bar of each Lesson.

There is also a quiz answer key under Review/Assessment Answers.  You may access this under Docent on the Menu Bar for each Lesson.