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 6 –
Art and Culture of Ancient Rome –
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 Art and Culture of Ancient Rome 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, and oil pastels or crayons.”
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 Art and Culture of Ancient Rome Part 1 we will travel from approximately 100,000 years ago, toward the top of our timeline down to Ancient Rome starting at approximately 2,800 years ago and ending approximately 393 A.D. or around 1,600 years ago.”
Docent Directions: Please point to these locations on the timeline.
Docent Directions: Access the map and point to Rome, Italy. 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 class Art and Culture of Ancient Rome Part 1.
Docent: “The following is a brief review of the History of Art from Art of the Caves until Ancient Rome.”
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) 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 Bone 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 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 modern 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, and the periods of history following in chronological order are ancient history because we know about them from that which has been written.
Docent explain: “The following is a brief review of Ancient Egyptian Art and Culture.”
Docent: 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 Directions: Access the timeline for visuals from Ancient Egypt for this review.
Docent: “When did Ancient Egypt begin?”
A. Ancient Egypt began approximately 5,000 years ago.
Docent: Q. “What river was known as the ‘Life Source’ to the Ancient Egyptians?”
A. The Nile River was known as the “Life Source” because Ancient Egyptians used it for drinking, bathing, food, and transportation.
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 or figures?”
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: Q. “Who was the Ancient Egyptian Pharaoh who believed in only one god ‘Aten,’ the sun god? This was the first time an Egyptian Pharaoh believed in only one god; they always worshipped many gods. During his reign he had his people draw in a real-like manner not as before.”
A. This Pharaoh’s name is Akhenaten.
Docent Directions: Please show the visuals of Akhenaten and Nefertiti, especially point out how real Akhenaten portrayed himself with his long face and pot belly.
Docent: Q. “What was Akhenaten’s beautiful wife’s name?”
A. Her name was Queen Nefertiti.
Docent: Q. “Who was the famous boy Pharaoh who was the son of Akhenaten?”
Docent Directions: Point to King Tutankhamun visual.
A. He is the infamous King Tut or King Tutankhamun.
Docent: Q. “What was the Ancient Egyptian writing called?”
A. Ancient Egyptian writing is called hieroglyphics or sacred carvings. This writing was carved into stone or written on papyrus paper by scribes.
Docent: Q. “What is the oval nameplate that is carved or drawn by scribes and usually had a Royal name in hieroglyphics inside of it?”
A. A cartouche is the oval nameplate.

Docent: “The following is a brief review of Ancient Greece.”
Docent Directions: Access the map and point to Greece.
Docent: Q. “Where is Greece?”
A. Greece is on the continent of Europe.

Docent: “It is very important to note that the Ancient Greek culture was influenced by the cultures that came before it. For instance, the Ancient Egyptians came before the Ancient Greeks to influence their art and culture.”
Docent Directions: Access review visuals for Ancient Greece.
Docent: “When did Ancient Greece begin?”
A. Ancient Greece began approximately 3,000 years ago.
Docent: Q. “How do we refer to Ancient Greek Art, especially their sculpture?”
Docent Directions: Point to the visual of Ancient Greek sculpture of the Charioteer on the screen.
A. We refer to this Art as “Ideal” or “Perfect.” When the Ancient Greeks were creating their art, they had their gods in mind. They thought of their gods as having a “perfect” human form. So, they made their artwork this way.
Docent: Q. “What kind of Sculpture did the Ancient Greeks invent?”
A. The Ancient Greeks invented the Contrapposto Pose. This means the human body form is shown with shifting of weight as we move.
Docent Directions: Point to this visual of the sculpture with a “Contrapposto Pose”.
Docent: Q. “What does ‘Man is the Measure of Things’ mean?”
A. The Ancient Greeks gave modern society many contributions. This statement, “Man is the Measure of Things,” is based on the fact that they used all units of measurement from a related body part, for example, the foot is still used today for measurement. This method of measuring may have actually come from the Ancient Egyptians. Remember we said that all cultures are influenced by previous cultures.
Docent: Q. “What else are the Ancient Greeks noted for?”
A. Many of our words today come from Ancient Greek, such as, telephone, tele – which means far and phonos – which means sound, and alphabet, alpha – means A and beta – which means B. The Ancient Greeks were also responsible for mathematics, philosophy, (learning about the nature of things and why they exist), the study of medicine, and democracy (ruled by many). The human qualities that the Ancient Greeks most admired were physical courage, endurance, strength, and the intelligence to create, invent, explain and persuade.
Docent: Q. “What was the Temple that showed supreme achievement in architecture by the Ancient Greeks?”
Docent Directions: Point to the visual of the Parthenon.
A. The Parthenon (447-432 B.C.) is regarded as a supreme achievement of Greek architecture. It was the most important building in Athens. It still sits on top of the Acropolis. It took fifteen years to build and was dedicated to Athena, the guardian goddess of Athens.
Docent: Q. “What are the names of the three Ancient Greek Columns and how are they different from each other?”
Docent Directions: Point to the visuals of the three Ancient Greek Columns.
A. The Ancient Greeks are known for three different column styles of architecture. They are the Doric, or sturdy and plain style, the Ionic, or thinner and more elegant style, and the Corinthian, which was the most decorated and fancy style.
Docent: Q. “What was the form of government first practiced in Athens, the largest city-state of Ancient Greece, and still used today in the United States?”
A. Democracy is the form of government that the Athenians first practiced and we in the United States still use today; it means “ruled by many.” In Ancient Greece this form of government was only practiced in the city-state of Athens and it gave every man citizen the right to vote and other rights and benefits such as being able to perform in the Olympic competitions; women, however, were not allowed these rights.
Docent: Q. “What are the Olympic Sporting Games?”
A. The first Olympic sporting games or competitions were started by the Ancient Greeks in 776 B.C. These were competitions to test a young man’s endurance and strength. We still hold the World Olympics every four years to this day. Women were not allowed to compete in Ancient Greece, but they do now.
Docent: Q. “Does anyone know the latest sport that is included in the Olympics?”
A. Golf is the latest sport that is included in the Olympic competitions.
Docent: Q. “Was physical beauty and an attractive appearance admired by the Ancient Greeks?”
A. Yes, beauty and an attractive appearance, as well as a perfect body were some of the most important qualities to the Ancient Greeks. Young men were especially fit when preparing for the Olympic competitions or for war. Greek women wore powder and other cosmetics, jewelry, and sometimes ribbons in their coiled-up hair.
Docent: Q. “Where did the Ancient Greeks worship and hold their festivals?”
A. The Ancient Greeks worshipped and held their festivals in their temples on Mount Olympus. They believed that their gods could influence their lives so they would request their help in their temples by making sacrifices to them. Some gods were Zeus, the king of heaven, who ruled over earth and heaven from Mount Olympus. Aphrodite was the goddess of love and beauty and Dionysus was the god of fertility and wine. Music and dance was an important part of Ancient Greek life. People sang and played music during festivals and religious ceremonies using wind instruments, similar to the clarinet, tambourines, flutes, harps, and cymbals.
Docent: Q. “What were the Ancient Greek stories or myths about?”
A. The Ancient Greeks treasured their myths or stories about their gods and heroes. These myths were told from one generation to another. It was a way of preserving their history. “Fame and Glory” or to make a name for themselves was far more important to the Ancient Greeks than riches. Their ultimate goal was to make a name for themselves so that they would be remembered long after they passed away. Statues were sculptured and erected in important places to honor Greeks who won fame.
Docent: Q. “How did we learn about early Greek life?”
A. Much of the Ancient Greek Art has been destroyed over the years; however, we are very fortunate that archeologists found Greek Pottery that helps us piece together the history of Ancient Greece.
Docent Directions: Point to these visuals.
Docent: “How does this pottery help us know about the Ancient Greeks?”
A. These vases show the superior craftsmanship for which the Greeks were admired. They were decorated with pictures showing myths and stories of historic events, great battles, sporting events or Olympics, about their gods or heroes, about love, and everyday life.
Docent Directions: Point to the visuals of Greek pottery shapes and sizes.
Docent: Q. “What was this pottery used for?”
A. This pottery came in many shapes. Some were used for drinking, some for eating, others, like the “Amphora” vases were used to hold liquids such as oil, wine, or water. This pottery was usually painted black and had peachy-pink clay color accents.
Docent: Q. “Did the Ancient Greeks sign their works of art?”
A. Yes, the Ancient Greeks were the first people to have signed the art works they made. They were also the first to speak about both women and men as important artists.
Docent: “There was other Art that decorated Greek palaces and temples such as Frescoes, which are paintings that are painted directly onto wet plaster and was a popular Art form used to decorate the walls of Greek palaces. There were also stone and marble sculptures, and mosaics, which are works of Art using small pieces of glass, shell, marble or stone to make a picture. Of all the Ancient Greek Art forms, their pottery, sculptures of stone and marble, and mosaics are what remain after thousands of years of destruction from wars and natural disasters.
Although, most of this Art, that exists today is not very colorful because of its age. Ancient Greek Art was very colorful. Paint colors were made naturally. White was from limestone, brown, red and yellow from the soil, rocks, and clay, black from soot or coal, blue from a kind of glass, green from copper, and purples from a special sea shell.”
Docent: “Ancient Greek Art is referred to as one of The Classical Periods of Art. You will hear this statement many times in our next classes.”

Docent Directions: Now let’s continue with our class on Art and Culture of Ancient Rome Part 1.
Docent Directions: Access today’s visuals for Art and Culture of Ancient Rome Part 1 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.

Art and Culture of Ancient Rome Story Part 1 – Grades K-3

“Buongiorno young people! This means good day in Italian. We’re here in Rome, Italy for winning first place in our school’s history contest. We must now make a video, which includes as many sites that remain from Ancient Roman Times. The title of our video will be ‘A Roman Holiday.’ We’ll each take turns in filming different ancient ruins or what is left of ancient sites in Rome.”

“Meanwhile, friends, Romans, countrymen and students lend me your ears! That may sound funny to your ears, but it is a famous line from a play written by a famous man with a funny name, William Shakespeare. The play is ‘Julius Caesar,’ who was a very famous Emperor of Ancient Rome.”
“Miss Amore, my name is Julius, probably because my family came from Rome, I know a lot about it. They had chariot races and men in armor called gladiators.”
“Indeed, Julius, you can film this site right here, ‘the Coliseum’ where those chariot races took place and the gladiators fought. It is one of the huge stadiums in Rome. Can you imagine watching a ball game from this sports stadium?”
“Hey guys, could you lend me your ears here, again? Ancient Rome was an Empire, which means it was a large group of states under one leader who usually was the ‘Emperor,’ much like a King. It goes back almost 3,000 years ago. In that time there was a lot of war going on, so people were very violent in the way they lived and had fun. That’s why warlike activities were enjoyed–things like the gladiators fighting to the death in the Coliseum, wild animals fighting each other, and chariot races.”
“The Romans had a plan. Think about how we planned this trip to Rome. When you have a plan that is important to you, you feel excited about it and proud of your ideas of what you want to do. Well the Roman’s plan was that they wanted to spread out and take over the world, conquer the peoples of other lands. When they did this they made many of the people they took over Roman citizens. This is how they became an Empire instead of just one country. Everywhere the Roman armies went; they brought their culture with them. They took their customs, laws, religions, and their language with them too!”
“It is said that Ancient Rome thought of itself as ‘Caput Mundi,’ ‘Head of the World.’ ”
“ ‘All Roads Lead to Rome’ is another famous saying that tells a lot about the way the Romans built their buildings and roads. Building is a kind of art called ‘architecture.’ You know the Ancient Greeks created great architecture, beautiful buildings. But the Romans did even more and on a larger scale than the Greeks. The Romans were great road builders and their idea was to connect all the roads to a central point. All Roman roads actually did lead back to Rome!”
“The Romans also developed new building materials called concrete. Concrete helped them build the roads and other architectural structures. They invented the Roman arch, which was a structure that was curved on top. The arch was so important because it meant that a much bigger room and space could be made. Many more people could fit inside the space. Roman architecture led to making buildings at a new level, past where the Ancient Greeks left off. Because of how hard and durable their concrete invention was, they could span great domes, build bridges, and aqueducts that carried water from the source where it came from to the cities where it was used.”
“Now, Lucia, we arrived at the Roman Forum. Will you film these ancient ruins? The Roman Forum was a place where the Roman people would meet their friends to hear the daily news or to buy and sell things in shops or even go to school. It was probably one of the first shopping malls.”
“Great Roman architecture like the Roman Forum, the Coliseum, and the Pantheon, which we will talk about next class, are models from what is called the Classical Period. Ancient Greek and Roman Art are both called the Classical Period of Art. This Classical Period then inspired great Italian art and architects or builders in the future called the Renaissance time.”
“Before we finish for today we must talk about how the Romans also found their own style of art especially in ‘Portrait’ painting, which is a painting of a person. They looked closely at a person’s special likeness. Then, Roman artists painted people exactly how their faces really looked. This is one of the main differences between Ancient Roman and Greek art. We are going to do some portrait paintings here in Rome. Each one of you has a special face that nobody else has. This will be part of our video too!” Your parents and teachers will love to see your portraits of how you really looked on this trip!”
We had so much fun learning about Ancient Rome today and we will continue with our ‘Roman Holiday’ next time we meet.”
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 Art and Culture of Ancient Rome Part 1.
Docent Directions: Access the map and point to Rome, Italy.
Docent: Q. “Where is Rome?”
A. Rome is on the continent of Europe in the country of Italy. It is that country that is shaped like a boot.
Docent Directions: Access today’s visuals for Art and Culture of Ancient Rome Part 1 and leave them on the screen. Please point to these visuals as you review them.
Docent: “It is very important to note that the Ancient Roman art and culture was influenced by the cultures that came before it. For instance, the Ancient Egyptians came before the Ancient Greeks and they came before Ancient Romans to influence their art and culture.”
Docent: Q. “From our story, do you remember how the Ancient Romans acted toward the Ancient Greeks, whom they conquered or took over?”
A. The Ancient Romans respected the Ancient Greeks. They knew that the Ancient Greeks were a very intelligent society and they admired or thought well of their culture and they even used many of their ideas to build upon their own Roman culture.
Docent: Q. “What did the Romans learn from the Greeks?”
A. The Romans saw the Greeks as great builders; so they learned their ways of building and built upon this to become the best builders in the Ancient World. Even today, many of their roads, stadiums, and aqueducts still remain after 2,000 years.
Docent: Q. “What does it mean that ‘All roads lead to Rome’?”
A. As the Ancient Romans conquered, or took over, the whole ancient world, they built roads leading from the city of Rome to all of the countries that they conquered. These roads would lead back to the Great Capital City of Rome where the Emperor or head of the Empire lived.
Docent: Q. “Because Romans conquered or took over most of the world at that time, how did Ancient Romans refer to Ancient Rome?”
A. Ancient Romans referred to Ancient Rome as “Caput Mundi.” This means “Head of the World” in the Latin language.
Docent: Q. “What were the two inventions that the Romans developed as great builders?”
A. One invention was concrete. It was a building material that became very hard when it dried and enabled the Romans to build roads, buildings, and other structures such as: bridges, great domes, and aqueducts. The other invention was the arch. This structure, which is a doorway that is curved on the top, was important because it meant that a much bigger room and space could be made, where many more people could fit inside the space.
Docent: Q. “What Great Stadium did the Romans build?”
Docent Directions: Point to this visual.
A. The Ancient Romans built the Coliseum, where they held their sports events, like Chariot Races, and where Gladiators fought, and wild animals fought each other for entertainment.
Docent: Q. “Does anyone remember from the story you just heard what the Roman Forum was?”
Docent Directions: Point to this visual.
A. The Roman Forum was a square or place, built of stone, where the people would meet their friends to hear the daily news, hear speeches by the leaders of Rome, or to buy and sell things in shops. It was perhaps one of the first shopping malls. Sometimes they even went to school there.
Docent: Q. “Do you remember what the Roman Aqueducts were from our story?”
Docent Directions: Point to this visual.
A. An aqueduct was a structure that allowed water to travel as part of a bridge going many miles from the source of the water to the areas where the water was needed. These same aqueducts are still used today as a source of water in modern Rome.
Docent: Q. “How did Ancient Roman Portraits compare to Ancient Greek Portraits?”
A. Many Ancient Greek artists lived in Rome, so the Romans saw the kind of art they produced, but instead of portraying their people to look perfect or ideal, the Ancient Romans made their people look real, even if they had a scar on their faces, a large nose or big ears.
Docent Directions: Access the timeline and point to the Ancient Roman Portrait of a Man and Ancient Roman Sculpture Augustus of Prima Porta on the timeline.
Docent: “Notice their real features! Now let’s compare them to the Ancient Greek Sculpture Charioteer on the timeline.”
Docent Directions: Point to the Greek Charioteer on the timeline.
Docent: “The features of the face and clothing on this sculpture are perfect or ideal. This is why we say that ‘Greek Art is Ideal and Roman Art is Real’.”
Docent Directions: Have your class repeat this saying and explain that by knowing this fact, when they go to a Museum, they will be able to distinguish between Ancient Greek Art and Ancient Roman Art and feel proud that they know the difference.
Docent: Q. “Who remembers what Ancient Greek and Ancient Roman Periods of Art are called?”
A. Ancient Greek and Ancient Roman Art are referred to as the Classical Period of Art.
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.
Art and Culture of Ancient Rome Part 1 Project (Grades K-3)

Objective: Draw a Realistic Ancient Roman Portrait

Students will be able to use a variety of media to create a realistic Ancient Roman portrait. Students will follow directions to form a realistic portrait using spacial and symmetric applications. Students will be able to orally share what is represented in their individual pieces and/or give positive feedback to peers in closing Complimentary Cooperation Circle.
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.
* Portrait Templates. Download from Today’s Visuals/Project Visual on the Menu Bar and print photo copies for your students before you instruct your lesson. 
*Pencils
*Colored Oil Pastels or Crayons
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 steps for How to Draw a Portrait under Today’s Visuals/Project Visual.
Docent: “As you are working on today’s project, imagine yourself as an Ancient Roman Artist drawing a portrait, which is a picture of a person. Don’t forget you want it to look ‘real.’ 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 portrait template and oil pastels or crayons. Students should have pencils already from drawing Mandalas.
*Demonstrate how to follow directions step by step on the screen to create an Ancient Roman realistic self-portrait or picture of their face.
*After students finish drawing their face, they should erase the guidelines and just keep eyes, nose, mouth, ears, neck and hair.
*Show demonstration how to use oil pastels or crayons to shade in value to the portrait face.
*Remind students how Ancient Roman portraits should look real not ideal like Ancient Greek works.
*After students are finished drawing their self-portraits, have them 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, Color, Shape, and Value
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 File: Boscoreale Fresco, Seated Woman Playing a Kithara, ca. 40-30 B.C., Late Roman Republic, Public Domain Image, under Today’s Visuals.

Docent: “Today we will talk about the Principle of Design known as Balance by looking at this Ancient Roman Fresco called Seated Woman Playing a Kithara. This painting is painted on plaster ca. 40-30 B.C.”
Docent: “Balance is the Principle of Design where the elements of art are placed in a way that looks like the painting has the same amount of images on both sides if you place an imaginary line in the center from top to bottom on the painting. This type of Balance is called Symmetrical Balance because both sides have the same amount of images.”
Docent Directions: Show students where the imaginary line should be on this painting so they can answer the following questions.
Docent: Q. “If we place an imaginary line in the center from top to bottom on this painting what images do you see on either side of the line? Does this painting look like the amount of images is the same on both sides?”
A. The answer is yes. On the left side there is an image of a woman playing her musical instrument and on the right side there is a person and a chair. Both sides seem to have the same amount of images. It does not look like there are more images on one side; so this painting shows Symmetrical Balance.

Docent Directions: proceed to ask WHAT IF question for student higher level thinking:
Docent: Q. “What if you were an artist living in Ancient Rome, what would you like your portrait of someone else to look like, for example: would it have freckles, scars, big ears, long hair etc.?”
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 Romans to draw and paint portraits? Was it difficult? Was it easier for the Ancient Greeks to draw portraits?”
Docent Directions: Wait for a response.
A. Students may have many answers.
Docent explain: “I am going to repeat this because it is important to understand! The Ancient Romans were influenced by Ancient Greek art, culture, and architecture and Ancient Greeks learned about art and architecture from the Ancient Egyptians and the Ancient Egyptians learned from the cultures before them. 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.