{"id":28,"date":"2017-11-15T02:35:58","date_gmt":"2017-11-15T02:35:58","guid":{"rendered":"http:\/\/artedco.org\/lesson06\/?page_id=28"},"modified":"2019-04-05T20:23:13","modified_gmt":"2019-04-05T20:23:13","slug":"docent-script","status":"publish","type":"page","link":"https:\/\/artedco.org\/lesson06\/docent-script\/","title":{"rendered":"Docent Script"},"content":{"rendered":"

Color Key:<\/strong>
\nBlue<\/span> is what Docent actually says to students<\/span><\/strong>
\nRed<\/span> is for Docent Directions<\/span><\/strong>
\nGreen<\/span> is for answers students may give<\/span><\/strong>
\nBlack<\/span> is for what the students will view on their screen such as: Arte\u2019s 4 animations, the story for each class, and other various instructions, which are for Docent only<\/strong><\/p>\n

Art Docent Program
\nLesson Plan 6 –
\nArt and Culture of Ancient Rome –
\nPart 1 \u2013\u00a0Grades K-3<\/h1>\n

Docent Directions: \u00a0Please 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\u00a0student<\/span>\u00a0device. Then start the Music by clicking on the arrow at the bottom of the Welcome screen.<\/span><\/strong><\/p>\n

Docent Directions: Smile, Smile, Smile<\/span><\/strong>
\nDocent: \u201cHello class!\u201d<\/span><\/strong>
\nDocent Directions: Wait for a response.<\/span><\/strong>
\nDocent: \u201cI am Ms. or Mr. ________ and I am your Art Docent, your Instructor, for today\u2019s class.\u201d<\/span><\/strong>
\nOpening Mandala Exercise<\/span>:<\/strong>
\nDocent Directions: Access Mandala examples on the screen.<\/span><\/strong>
\nMaterials<\/span>:<\/strong>
\n*Mandala<\/strong> white paper – fold a white\u00a0paper in half to get (5 \u00bd by 8 \u00bd)\u201d<\/span>
\n *<\/strong>Pencils<\/span>
\n______________________________________________<\/span><\/strong>
\nDocent Directions:<\/strong> As students arrive for class, give out a piece of paper and pencil to each child to draw a Mandala or Sacred Circle<\/strong>.<\/span>
\n 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.<\/span><\/strong>
\nDocent: \u201cNow, you will learn about the Mandala with our Avatar Arte.\u201d<\/span><\/strong>
\nDocent Directions: Access Arte #1<\/span><\/strong>
\nArte #1:<\/strong> Hi kids I\u2019m Arte. I\u2019m your imagination\u2019s helper. Now we\u2019re going to have some fun learning all about Mandalas<\/strong>. Mandalas<\/strong> are thousands of years old from many ancient cultures<\/strong>. The word Mandala<\/strong> comes from the ancient<\/strong> Hindu language of India called Sanskrit. It means \u201ca container of the essence.\u201d The more modern meaning is \u201cSacred Circle.\u201d 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.
\nDid 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<\/strong>. Stress<\/strong> 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.
\nNow let\u2019s 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\u2019s 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<\/strong> and relax. I\u2019ll see you later kids.
\nDocent: \u201cThanks Arte!\u201d<\/span><\/strong>
\nDocent Directions: Access Mandala screen again.<\/span><\/strong>
\nDocent 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.<\/span><\/strong>
\nDocent: \u201cNow you will learn how to draw Mandalas.\u201d<\/span><\/strong>
\nDocent 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.\u00a0Students may also use\u00a0their pencils to color in the Mandala. This will have an extra\u00a0therapeutic benefit.<\/b><\/span><\/strong>
\nDocent: <\/span><\/strong>\u201cYou\u2019re doing a great job! Do you feel more relaxed after drawing your Mandalas<\/strong>?\u201d<\/span>
\nDocent Directions: Wait for a response.<\/span><\/strong>
\nDocent: \u201cNow put your Mandala drawings aside and bring them home at the end of class.\u201d<\/span><\/strong>
\nDocent Directions: Introduction (Smile, Smile, Smile)<\/span><\/strong>
\nDocent: \u201cWe welcome you to our class Art and Culture of Ancient Rome Part 1.\u201d<\/span><\/strong>
\nDocent: \u201cThese are the points and features of today\u2019s class.\u201d<\/span><\/strong>
\n \u201cPoints and Features are:<\/span><\/strong>
\n*Vocabulary<\/strong> \u2013 Today you will learn many big and awesome new words and their definitions, which are the meaning of these words.<\/span>
\n*World Map<\/strong> – We will use the map<\/strong> of the world to show you where different Art came from.<\/span>
\n*Story<\/strong> – You will listen to a story<\/strong> about today\u2019s class.<\/span>
\n*Music<\/strong> – You will also listen to new music<\/strong>. (If available)<\/strong> (State Composer and Musical selection for today\u2019s class)<\/span>
\n*Hands-on-project<\/strong> – You will make a fun hands-on project<\/strong> where you will create<\/strong> your own Artwork. You will use a few media<\/strong> today. A medium<\/strong> is one of several different materials used to make art. Today, the media<\/strong> you will use are pencils, paper, and oil pastels or crayons.\u201d<\/span>
\n Docent: Q. \u201cDoes everyone understand what a medium is?\u201d<\/span><\/strong>
\nDocent Directions: Display today\u2019s media.<\/span><\/strong>
\nDocent Directions: Access today\u2019s vocabulary now on the screen.<\/span><\/strong>
\nDocent: \u201cHere are today\u2019s vocabulary words and definitions.\u201d<\/span><\/strong>
\nDocent Directions: Have your students listen to all of today\u2019s vocabulary.<\/span><\/strong>
\n Docent Directions: Access the timeline on the screen.<\/span><\/strong>
\nDocent:<\/strong> \u201cThe vocabulary word chronological<\/strong> means the order in which the events actually happened. This timeline is in chronological<\/strong> order.\u201d<\/span>
\nDocent Directions: Point to the top of the timeline.<\/span><\/strong>
\nDocent:<\/strong> \u201cIn this case the oldest is on the top and the most recent on the bottom. Chronological<\/strong> order is an important tool in understanding how history is organized.\u201d<\/span>
\nDocent Directions: Scroll down on your timeline to demonstrate this.<\/span><\/strong>
\nDocent: Q.<\/strong> \u201cCan you say chron-o-log-i-cal<\/strong>, repeat again chronological<\/strong>?\u201d<\/span><\/p>\n

Docent:<\/strong> \u201cFor today\u2019s class Art and Culture<\/strong> of Ancient<\/strong> Rome Part 1 we will travel from approximately 100,000<\/strong> years ago, toward the top of our timeline down to Ancient<\/strong> Rome starting at approximately 2,800<\/strong> years ago and ending approximately 393 A.D. or around 1,600 years ago.\u201d<\/span>
\nDocent Directions: Please point to these locations on the timeline.<\/span><\/strong>
\n Docent Directions: Access the map and point to Rome, Italy. Leave map on the screen.<\/span><\/strong>
\nDocent: Q. \u201cDoes anyone remember what multi-cultural means?\u201d<\/span><\/strong>
\nDocent Directions: Wait for a response.<\/span><\/strong>
\nDocent 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.)<\/strong><\/p>\n

Docent Directions: Please read this important statement to your students.<\/span><\/strong>
\nDocent:<\/strong> \u201cThe word Multicultural<\/strong> means Many Cultures<\/strong>. It is the customs<\/strong>, 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<\/strong>, especially their art, it teaches us to have respect for different people\u2019s feelings. This is called empathy<\/strong>. It is being able to feel how the other person is feeling and this is a very important talent.\u201d<\/span>
\nDocent Directions: Point to the flags at the bottom of the map.<\/span><\/strong>
\nDocent: \u201c<\/strong>These flags are excellent symbols or icons<\/strong> of multiculturalism<\/strong>. An icon<\/strong> is a symbol that stands for something. For example, when you see golden arches you know it stands for McDonald\u2019s.\u201d<\/span>
\nDocent Directions: Now continue with today\u2019s class Art and Culture of Ancient Rome Part 1.<\/span><\/strong>
\nDocent: \u201cThe following is a brief review of the History of Art from Art of the Caves until Ancient Rome.\u201d<\/span><\/strong>
\n Docent:<\/strong> \u201cAll cultures<\/strong> throughout history have made Art. The first Art was created<\/strong> by Early Modern Humans, also called Homo Sapiens, which means Smart Humans.\u201d<\/span>
\nDocent: Q. \u201cDoes anyone remember from Art of the Caves what made them so smart?\u201d<\/span><\/strong>
\nDocent Directions: Wait for a response and encourage participation with praise.<\/span><\/strong>
\nA. They were smart because of their brain size, which was very much like ours is today.<\/span>
\nDocent continue:<\/strong> \u201cThese Modern Humans are the forefathers<\/strong> of all cultures<\/strong>, the ancestors<\/strong> of people who came before us and they were from Africa<\/strong>.\u201d<\/span>
\nDocent: Q. \u201cDoes 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?\u201d<\/span><\/strong>
\nA. Some of the first Art that is known to have been created<\/strong> by man was found on the southern coast of what is now the continent<\/strong> of Africa at the Blombos Cave.<\/span>
\nDocent Directions:<\/strong> From the map point to Blombos Cave in South Africa<\/strong> and reinforce the word continent<\/strong>. (one of the seven largest areas of land in the world) Repeat the word continent<\/strong> and explain that cave art is found on almost every continent<\/strong>.<\/span>
\n Docent Directions: Access review visuals for Art of the Caves.<\/span><\/strong>
\nDocent: Q. \u201cDo you remember what some of the first Art thought to be created by Early Modern Man is?\u201d<\/span><\/strong>
\nDocent Directions: Point to the visuals of Red Ocher, Shell Beads and Bone Awls.<\/span><\/strong>
\nA. 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<\/strong> tools were also found.<\/span>
\nDocent:<\/strong> \u201cThese art works were found<\/strong> in the cave; they were not<\/strong> painted or carved on the walls as much of the later cave art is.\u201d<\/span>
\nDocent Directions: Point to the visual of Red Ocher and continue.<\/span><\/strong>
\nDocent:<\/strong> \u201cThis piece of Red Ocher that was found is approximately 100,000<\/strong> years old. It is a soft mineral, a type of rock, with a diagonal<\/strong> pattern carved into it. It looks like X\u2019s. The carving was done by using a bone awl<\/strong>, which was also found in the cave. The awl<\/strong> 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<\/strong> or slanted.\u201d<\/span>
\nDocent Directions:<\/strong> Have the children accompany you in demonstrating what diagonal<\/strong> 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<\/strong> line. Repeat in syllables, di-a-gon-al<\/strong>.<\/span>
\nDocent Directions: Access the map on the screen.<\/span><\/strong>
\nDocent continue:<\/strong> \u201cApproximately 32,000<\/strong> 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<\/strong> of Europe.\u201d<\/span>
\nDocent Directions: Point to these locations on the map.<\/span><\/strong>
\n Docent Directions: Access review visuals for Art of the Caves.<\/span><\/strong>
\nDocent:<\/strong> \u201cIt 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.\u201d<\/span>
\nDocent: Q. \u201cDo you remember what artists painted on the cave walls?\u201d<\/span><\/strong>
\nDocent Directions: Wait for a response.<\/span><\/strong>
\nA. They painted animals: hyenas, auroch<\/strong>, rhinos, woolly mammoth, deer, lions, mountain goat, ibex, horses, bulls, and cave bear, hand prints, and stick figures.<\/span>
\nDocent: Q. \u201cWhat were the colors on the cave walls?\u201d<\/span><\/strong>
\nDocent Directions: Wait for a response.<\/span><\/strong>
\nA. 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<\/strong> were mixed with spit (yuck) from early man\u2019s mouth, which seemed to mix well and made the colors last.<\/span>
\nDocent: Q. \u201cWhy do you think man created these early works of art?\u201d<\/span><\/strong>
\nDocent Directions: Wait for a response.<\/span><\/strong>
\nA. Scientists believe possible meanings for these early works of art are:<\/span><\/strong>
\n*<\/strong>Because the art shows mostly animals, it is thought that the paintings brought success to the hunt.<\/span>
\n*<\/strong>The painted caves could have been the first cathedrals<\/strong> (places of worship) where ceremonies<\/strong> or rituals<\/strong> (religious acts) were held and where young people were accepted as adults.<\/span>
\n*<\/strong>The pictures on the cave walls could be Early Man\u2019s 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.<\/span>
\nDocent:<\/strong> \u201cThese early prehistoric<\/strong> times (times before written history) were difficult for early modern man and the changing harsh climate<\/strong> (weather), forced them to think and cooperate<\/strong> (work together).\u201d<\/span>
\n Docent:<\/strong> \u201cRepeat the word cooperate<\/strong> in syllables, co-op-er-ate<\/strong>. Cooperation<\/strong> or cooperating<\/strong> with each other was very important to early modern man\u2019s survival and still is today.\u201d<\/span>
\nDocent Directions:<\/strong> Have your children demonstrate what cooperation<\/strong> means by this exercise.<\/span>
\nDocent: \u201cWe need to complete a cooperation activity quickly. Do you think we can all cooperate now? OK, let\u2019s 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.\u201d<\/span><\/strong><\/p>\n

Docent inform: \u201cRemember 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.\u201d<\/span><\/strong>
\n Docent explain: \u201cEarly 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.\u201d<\/span><\/strong>
\nDocent continue:<\/strong> \u201cIt is believed that \u2018Art\u2019 and the process of creating<\/strong> it soothed early man and by drawing pictures of their environment<\/strong> (their surroundings) man had some control over it, which is a form of therapy<\/strong> (healing power). *This therapeutic or calming effect may be a major reason for the development of Art as we know it today!\u201d<\/strong><\/span>
\n Docent: Q. \u201cDoes anyone know the difference between Pre-historic History and Ancient History?\u201d<\/span><\/strong>
\nA. Prehistoric<\/strong> history is history from a time when it was not<\/strong><\/span> recorded or written down. For instance, Cave Art is pre-historic<\/strong> history because it is not written down. Ancient<\/strong> History is history that is<\/span><\/strong> recorded or written down. For instance, Ancient<\/strong> Egyptian<\/strong> history, and the periods of history following in chronological<\/strong> order are ancient<\/strong> history because we know about them from that which has been written.<\/span>
\nDocent explain: \u201cThe following is a brief review of Ancient Egyptian Art and Culture.\u201d<\/span><\/strong>
\nDocent: Access the map and point to Egypt.<\/span><\/strong>
\nDocent: Q. \u201cWhere is Egypt?\u201d<\/span><\/strong>
\nA. Egypt is on the continent<\/strong> (one of the seven large areas of land in the world) of Africa, in the North or top of Africa.<\/span>
\nDocent Directions: Access the timeline for visuals from Ancient Egypt for this review.<\/span><\/strong>
\nDocent: \u201cWhen did Ancient Egypt begin?\u201d<\/span><\/strong>
\nA. Ancient<\/strong> Egypt began approximately 5,000 years ago.<\/span>
\nDocent: Q. \u201cWhat river was known as the \u2018Life Source\u2019 to the Ancient Egyptians?\u201d<\/span><\/strong>
\nA. The Nile River was known as the \u201cLife Source\u201d because Ancient<\/strong> Egyptians used it for drinking, bathing, food, and transportation.<\/span>
\nDocent: Q. \u201cWhat colors in Ancient Egyptian art were inspired by the Nile River?\u201d<\/span><\/strong>
\nA. The colors of Blue<\/strong> and Green<\/strong> were inspired by the Nile River.<\/span><\/p>\n

Docent: \u201cHow did the Ancient Egyptians draw their people or figures?\u201d<\/span><\/strong>
\nDocent Directions: Have your students stand up and demonstrate with you how the Ancient Egyptians drew.<\/span><\/strong>
\n Docent Directions:<\/strong> 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<\/strong> 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.<\/span>
\nDocent: Q. \u201cWhy did the Ancient Egyptians drew like this?\u201d<\/span><\/strong>
\nA. The \u201cAfter-Life\u201d was very important to the Ancient<\/strong> Egyptian culture<\/strong>. They believed that after their on Earth life, they would enter the \u201cAfter-Life.\u201d They especially drew figures with their neck to waist facing front so that their gods would notice them when they died. They would receive \u201cka,\u201d their spirit or soul, which was linked to their ancestors<\/strong> or relatives who came before them. By drawing this way the Ancient<\/strong> Egyptians were saying, \u201cHey look at me; here I am; notice me.\u201d The left foot was usually drawn in front of the right foot to look like the person was striding or walking into the \u201cAfter-Life.\u201d<\/span>
\n Another point to mention is that the Ancient<\/strong> Egyptians believed that if you speak the name of the dead is to make them live again.<\/span>
\nDocent Directions:<\/strong> Point to the visual of the Pharaoh sitting with his attendants<\/strong> behind him and explain that even in a seated position the Pharaoh<\/strong> is drawn with his torso facing front, his head in profile<\/strong>, and his feet to the side.<\/span>
\nDocent:<\/strong> \u201cNotice that the Pharaoh<\/strong> 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<\/strong> was more important. Also, the Eyes were drawn large because the Ancient<\/strong> Egyptians believed that the Eyes, more than anything else, gave life to an image. So, we can see that when the Ancient<\/strong> 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.\u201d<\/span>
\n Docent: Q. \u201cWhat was the name of the first resting place of a Pharaoh?\u201d<\/span><\/strong>
\nA. It was a mastaba<\/strong>. A mastaba<\/strong> 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<\/strong>.<\/span>
\nDocent: Q. \u201cWhat is a Pyramid?\u201d<\/span><\/strong>
\nDocent Directions: Point to this visual.<\/span><\/strong>
\nA. A Pyramid<\/strong> is a triangular structure that housed the tomb or burial place of a Pharaoh<\/strong>. The Pharaoh\u2019s<\/strong> coffin was usually placed in a carved stone sarcophagus<\/strong>. Many times the Pharaoh’s<\/strong> body was preserved as a mummy<\/strong>. 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<\/strong> to be laid to rest.<\/span>
\nDocent: Q. \u201dWhat was the first Pyramid to be built out of stone called?\u201d<\/span><\/strong>
\nA. It was a Step Pyramid<\/strong>, which was a mastaba<\/strong> topped by five tiers each of a smaller size.<\/span>
\nDocent: Q. \u201cWho was the famous architect or person responsible for building the Step Pyramid?\u201d<\/span><\/strong>
\nA. His name was Imhotep. He was known as a great architect<\/strong> or builder and considered a god to the Ancient<\/strong> Egyptians.<\/span>
\nDocent: Q. \u201cWhat is the name of the famous Pyramid in Egypt?\u201d<\/span><\/strong>
\nA. The famous Pyramid<\/strong> is the Great Pyramid at Giza<\/strong>. It was built for the Pharaoh<\/strong> Khufu. It was completed after twenty years in 2551 B.C.<\/span>
\nDocent: Q. \u201cWhat is a Sphinx?\u201d<\/span><\/strong>
\nDocent Directions: Point to this visual.<\/span><\/strong>
\nA. A Sphinx<\/strong> is a huge monument<\/strong> having the head of a human and the body of a lion. The Sphinx\u2019s<\/strong> head could be that of a Pharaoh<\/strong>. The Great Sphinx<\/strong> may be the head of Pharaoh<\/strong> Kaphre. It was built out of a single mass of limestone and it probably was meant to guard Pharaoh<\/strong> Kaphre\u2019s Pyramid<\/strong>.<\/span>
\n Most Sphinx statues<\/strong> were guardians of temples. Often a pair of Sphinxes<\/strong> 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\u2019s<\/strong> ability to protect the country. They stand as a symbol of the strength of the Pharaoh<\/strong>.<\/span>
\n There is reason to believe that the Great Sphinx<\/strong> could have originally been very colorful, where the head looked like the Pharaoh\u2019s<\/strong> traditional colorful headpiece.<\/span>
\nDocent: Q. \u201cWho was the Ancient Egyptian Pharaoh who believed in only one god \u2018Aten,\u2019 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.\u201d<\/span><\/strong>
\nA. This Pharaoh\u2019s<\/strong> name is Akhenaten.<\/span>
\nDocent Directions:<\/strong> Please show the visuals of Akhenaten and Nefertiti, especially point out how real Akhenaten portrayed himself with his long face and pot belly.<\/span>
\nDocent: Q. \u201cWhat was Akhenaten\u2019s beautiful wife\u2019s name?\u201d<\/span><\/strong>
\nA. Her name was Queen Nefertiti.<\/span>
\nDocent: Q. \u201cWho was the famous boy Pharaoh who was the son of Akhenaten?\u201d<\/span><\/strong>
\nDocent Directions: Point to King Tutankhamun visual.<\/span><\/strong>
\nA. He is the infamous King Tut or King Tutankhamun.<\/span>
\nDocent: Q. \u201cWhat was the Ancient Egyptian writing called?\u201d<\/span><\/strong>
\nA. Ancient<\/strong> Egyptian writing is called hieroglyphics<\/strong> or sacred carvings. This writing was carved into stone or written on papyrus<\/strong> paper by scribes<\/strong>.<\/span>
\nDocent: Q. \u201cWhat is the oval nameplate that is carved or drawn by scribes and usually had a Royal name in hieroglyphics inside of it?\u201d<\/span><\/strong>
\nA. A cartouche<\/strong> is the oval nameplate.<\/span><\/p>\n

Docent: \u201cThe following is a brief review of Ancient Greece.\u201d<\/span><\/strong>
\nDocent Directions: Access the map and point to Greece.<\/span><\/strong>
\nDocent: Q. \u201cWhere is Greece?\u201d<\/span><\/strong>
\nA. Greece is on the continent<\/strong> of Europe.<\/span><\/p>\n

Docent:<\/strong> \u201cIt is very important to note that the Ancient<\/strong> Greek culture<\/strong> was influenced by the cultures<\/strong> that came before it. For instance, the Ancient<\/strong> Egyptians came before the Ancient<\/strong> Greeks to influence their art and culture<\/strong>.\u201d<\/span>
\nDocent Directions: Access review visuals for Ancient Greece.<\/span><\/strong>
\nDocent: \u201cWhen did Ancient Greece begin?\u201d<\/span><\/strong>
\nA. Ancient<\/strong> Greece began approximately 3,000 years ago.<\/span>
\nDocent: Q. \u201cHow do we refer to Ancient Greek Art, especially their sculpture?\u201d<\/span><\/strong>
\nDocent Directions:<\/strong> Point to the visual of Ancient<\/strong> Greek sculpture<\/strong> of the Charioteer<\/em> on the screen.<\/span>
\nA. We refer to this Art as \u201cIdeal\u201d<\/strong> or \u201cPerfect<\/strong>.\u201d<\/strong>\u00a0When the Ancient<\/strong> Greeks were creating<\/strong> their art, they had their gods in mind. They thought of their gods as having a \u201cperfect\u201d<\/strong> human form. So, they made their artwork this way.<\/span>
\nDocent: Q. \u201cWhat kind of Sculpture did the Ancient Greeks invent?\u201d<\/span><\/strong>
\nA. The Ancient<\/strong> Greeks invented the Contrapposto Pose<\/strong>. This means the human body form is shown with shifting of weight as we move.<\/span>
\nDocent Directions: Point to this visual of the sculpture with a \u201cContrapposto Pose\u201d.<\/span><\/strong>
\nDocent: Q. \u201cWhat does \u2018Man is the Measure of Things\u2019 mean?\u201d<\/span><\/strong>
\nA. The Ancient<\/strong> Greeks gave modern society many contributions. This statement, \u201cMan is the Measure of Things,\u201d is based on the fact that they used all units of measurement from a related body part, for example, the foot<\/strong> is still used today for measurement. This method of measuring may have actually come from the Ancient<\/strong> Egyptians. Remember we said that all cultures<\/strong> are influenced by previous cultures<\/strong>.<\/span>
\nDocent: Q. \u201cWhat else are the Ancient Greeks noted for?\u201d<\/span><\/strong>
\nA. Many of our words today come from Ancient<\/strong> Greek, such as, telephone, tele \u2013 which means far and phonos \u2013 which means sound, and alphabet, alpha \u2013 means A and beta \u2013 which means B. The Ancient<\/strong> Greeks were also responsible for mathematics, philosophy<\/strong>, (learning about the nature of things and why they exist), the study of medicine, and democracy<\/strong> (ruled by many). The human qualities that the Ancient<\/strong> Greeks most admired were physical courage, endurance, strength, and the intelligence to create<\/strong>, invent<\/strong>, explain and persuade.<\/span>
\nDocent: Q. \u201cWhat was the Temple that showed supreme achievement in architecture by the Ancient Greeks?\u201d<\/span><\/strong>
\nDocent Directions: Point to the visual of the Parthenon.<\/span><\/strong>
\nA. The Parthenon<\/strong> (447-432 B.C.) is regarded as a supreme achievement of Greek architecture<\/strong>. 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.<\/span>
\nDocent: Q. \u201cWhat are the names of the three Ancient Greek Columns and how are they different from each other?\u201d<\/span><\/strong>
\nDocent Directions: Point to the visuals of the three Ancient Greek Columns.<\/span><\/strong>
\nA. The Ancient<\/strong> Greeks are known for three different column<\/strong> styles of architecture<\/strong>. They are the Doric<\/strong>, or sturdy and plain style, the Ionic<\/strong>, or thinner and more elegant style, and the Corinthian<\/strong>, which was the most decorated and fancy style.<\/span>
\nDocent: Q. \u201cWhat was the form of government first practiced in Athens, the largest city-state of Ancient Greece, and still used today in the United States?\u201d<\/span><\/strong>
\nA. Democracy<\/strong> is the form of government that the Athenians first practiced and we in the United States still use today; it means \u201cruled by many.\u201d In Ancient<\/strong> 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<\/strong> competitions; women, however, were not allowed these rights.<\/span>
\nDocent: Q. \u201cWhat are the Olympic Sporting Games?\u201d<\/span><\/strong>
\nA. The first Olympic<\/strong> sporting games or competitions were started by the Ancient<\/strong> Greeks in 776 B.C. These were competitions to test a young man\u2019s endurance and strength. We still hold the World Olympics<\/strong> every four years to this day. Women were not allowed to compete in Ancient<\/strong> Greece, but they do now.<\/span>
\nDocent: Q. \u201cDoes anyone know the latest sport that is included in the Olympics?\u201d<\/span><\/strong>
\nA. Golf is the latest sport that is included in the Olympic<\/strong> competitions.<\/span>
\nDocent: Q. \u201cWas physical beauty and an attractive appearance admired by the Ancient Greeks?\u201d<\/span><\/strong>
\nA. Yes, beauty and an attractive appearance, as well as a perfect body were some of the most important qualities to the Ancient<\/strong> Greeks. Young men were especially fit when preparing for the Olympic<\/strong> competitions or for war. Greek women wore powder and other cosmetics, jewelry, and sometimes ribbons in their coiled-up hair.<\/span>
\nDocent: Q. \u201cWhere did the Ancient Greeks worship and hold their festivals?\u201d<\/span><\/strong>
\nA. The Ancient<\/strong> 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<\/strong> and wine. Music and dance was an important part of Ancient<\/strong> Greek life. People sang and played music during festivals and religious ceremonies<\/strong> using wind instruments, similar to the clarinet, tambourines, flutes, harps, and cymbals.<\/span>
\nDocent: Q. \u201cWhat were the Ancient Greek stories or myths about?\u201d<\/span><\/strong>
\nA. The Ancient<\/strong> 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. \u201cFame and Glory\u201d or to make a name for themselves was far more important to the Ancient<\/strong> 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<\/strong> were sculptured<\/strong> and erected in important places to honor Greeks who won fame.<\/span>
\nDocent: Q. \u201cHow did we learn about early Greek life?\u201d<\/span><\/strong>
\nA. Much of the Ancient<\/strong> Greek Art has been destroyed over the years; however, we are very fortunate that archeologists<\/strong> found Greek Pottery<\/strong> that helps us piece together the history of Ancient<\/strong> Greece.<\/span>
\nDocent Directions: Point to these visuals.<\/span><\/strong>
\nDocent: \u201cHow does this pottery help us know about the Ancient Greeks?\u201d<\/span><\/strong>
\nA. 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<\/strong>, about their gods or heroes, about love, and everyday life.<\/span>
\nDocent Directions: Point to the visuals of Greek pottery shapes and sizes.<\/span><\/strong>
\nDocent: Q. \u201cWhat was this pottery used for?\u201d<\/span><\/strong>
\nA. This pottery<\/strong> came in many shapes. Some were used for drinking, some for eating, others, like the \u201cAmphora\u201d<\/strong> vases were used to hold liquids such as oil, wine, or water. This pottery<\/strong> was usually painted black and had peachy-pink clay color accents.<\/span>
\nDocent: Q. \u201cDid the Ancient Greeks sign their works of art?\u201d<\/span><\/strong>
\nA. Yes, the Ancient<\/strong> 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.<\/span>
\nDocent:<\/strong> \u201cThere was other Art that decorated Greek palaces and temples such as Frescoes<\/strong>, 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<\/strong>, and mosaics<\/strong>, which are works of Art using small pieces of glass, shell, marble or stone to make a picture. Of all the Ancient<\/strong> Greek Art forms, their pottery<\/strong>, sculptures<\/strong> of stone and marble, and mosaics<\/strong> are what remain after thousands of years of destruction from wars and natural disasters.<\/span>
\n Although, most of this Art, that exists today is not very colorful because of its age. Ancient<\/strong> 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.\u201d<\/span>
\n Docent: \u201cAncient Greek Art is referred to as one of The Classical Periods of Art. You will hear this statement many times in our next classes.\u201d<\/span><\/strong><\/p>\n

Docent Directions: Now let\u2019s continue with our class on Art and Culture of Ancient Rome Part 1.<\/span><\/strong>
\nDocent Directions: Access today\u2019s visuals for Art and Culture of Ancient Rome Part 1 on the screen and explain:<\/span><\/strong>
\nDocent:<\/strong> \u201cThe 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\u2019s class.\u201d<\/span>
\nDocent Directions: Before you play or read the story of the day, please ask-<\/span><\/strong>
\nDocent: Q. \u201cWhy do you think we are telling the class a story?\u201d<\/span><\/strong>
\nDocent Directions: Wait for a response and discuss briefly.<\/span><\/strong>
\nA. By listening to the story<\/strong> you learn better and it prepares you for the rest of the class to come.<\/span>
\nDocent:<\/strong> \u201cAfter you hear the story we would like to know what your thoughts are about it.\u201d<\/span>
\n Docent:<\/strong> \u201cNow let\u2019s listen carefully to today\u2019s story.\u201d<\/span>
\nDocent Directions: Access the story.<\/span><\/strong><\/p>\n

Art and Culture of Ancient Rome Story Part 1 \u2013 Grades K-3<\/strong><\/p>\n

\u201cBuongiorno young people! This means good day in Italian. We\u2019re here in Rome, Italy for winning first place in our school\u2019s history contest. We must now make a video, which includes as many sites that remain from Ancient<\/strong> Roman Times. The title of our video will be \u2018A Roman Holiday.\u2019 We’ll each take turns in filming different ancient ruins<\/strong> or what is left of ancient<\/strong> sites in Rome.\u201d<\/p>\n

\u201cMeanwhile, 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 \u2018Julius Caesar,\u2019 who was a very famous Emperor<\/strong> of Ancient<\/strong> Rome.\u201d
\n\u201cMiss Amore, my name is Julius, probably because my family came from Rome, I know a lot about it. They had chariot<\/strong> races and men in armor called gladiators<\/strong>.\u201d
\n\u201cIndeed, Julius, you can film this site right here, \u2018the Coliseum\u2019 where those chariot<\/strong> races took place and the gladiators<\/strong> fought. It is one of the huge stadiums<\/strong> in Rome. Can you imagine watching a ball game from this sports stadium<\/strong>?\u201d
\n\u201cHey guys, could you lend me your ears here, again? Ancient<\/strong> Rome was an Empire<\/strong>, which means it was a large group of states under one leader who usually was the \u2018Emperor<\/strong>,\u2019<\/strong>\u00a0much 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\u2019s why warlike activities were enjoyed–things like the gladiators<\/strong> fighting to the death in the Coliseum<\/strong>, wild animals fighting each other, and chariot<\/strong> races.\u201d
\n\u201cThe 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\u2019s 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<\/strong> instead of just one country. Everywhere the Roman armies went; they brought their culture<\/strong> with them. They took their customs<\/strong>, laws, religions, and their language with them too!\u201d
\n\u201cIt is said that Ancient<\/strong> Rome thought of itself as \u2018Caput Mundi,\u2019 \u2018Head of the World.\u2019 \u201d
\n\u201c \u2018All Roads Lead to Rome\u2019 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 \u2018architecture<\/strong>.\u2019<\/strong>\u00a0You know the Ancient<\/strong> Greeks created great architecture<\/strong>, 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!\u201d
\n\u201cThe Romans also developed new building materials called concrete<\/strong>. Concrete<\/strong> helped them build the roads and other architectural<\/strong> structures. They invented<\/strong> the Roman arch<\/strong>, which was a structure that was curved on top. The arch<\/strong> 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<\/strong> led to making buildings at a new level, past where the Ancient<\/strong> Greeks left off. Because of how hard and durable their concrete invention<\/strong> was, they could span great domes, build bridges, and aqueducts<\/strong> that carried water from the source where it came from to the cities where it was used.\u201d
\n\u201cNow, Lucia, we arrived at the Roman Forum<\/strong>. Will you film these ancient ruins<\/strong>? The Roman Forum<\/strong> 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.\u201d
\n\u201cGreat Roman architecture<\/strong> like the Roman Forum<\/strong>, the Coliseum<\/strong>, and the Pantheon<\/strong>, which we will talk about next class, are models from what is called the Classical Period<\/strong>. Ancient<\/strong> Greek and Roman Art are both called the Classical Period<\/strong> of Art. This Classical Period<\/strong> then inspired great Italian art and architects<\/strong> or builders in the future called the Renaissance<\/strong> time.\u201d
\n\u201cBefore we finish for today we must talk about how the Romans also found their own style of art especially in \u2018Portrait\u2019<\/strong> painting, which is a painting of a person. They looked closely at a person\u2019s special likeness. Then, Roman artists painted people exactly how their faces really looked. This is one of the main differences between Ancient<\/strong> Roman and Greek art. We are going to do some portrait<\/strong> paintings here in Rome. Each one of you has a special face that nobody else has. This will be part of our video too!\u201d Your parents and teachers will love to see your portraits of how you really looked on this trip!\u201d
\nWe had so much fun learning about Ancient<\/strong> Rome today and we will continue with our \u2018Roman Holiday\u2019 next time we meet.\u201d
\nDocent Directions:<\/strong> 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.<\/span>
\nDocent: Q.<\/strong> \u201cWhat are your thoughts about today\u2019s story?\u201d<\/span>
\nDocent Directions: Wait for a response and briefly discuss.<\/span><\/strong>
\n Docent Directions: Access today\u2019s gallery of visuals and briefly review each one. Then continue with your lesson plan on Art and Culture of Ancient Rome Part 1.<\/span><\/strong>
\n Docent Directions: Access the map and point to Rome, Italy.<\/span><\/strong>
\nDocent: Q. \u201cWhere is Rome?\u201d<\/span><\/strong>
\nA. Rome is on the continent<\/strong> of Europe in the country of Italy. It is that country that is shaped like a boot.<\/span>
\nDocent 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.<\/span><\/strong>
\nDocent:<\/strong> \u201cIt is very important to note that the Ancient<\/strong> Roman art and culture<\/strong> was influenced by the cultures<\/strong> that came before it. For instance, the Ancient<\/strong> Egyptians came before the Ancient<\/strong> Greeks and they came before Ancient<\/strong> Romans to influence their art and culture<\/strong>.\u201d<\/span>
\n Docent: Q. \u201cFrom our story, do you remember how the Ancient Romans acted toward the Ancient Greeks, whom they conquered or took over?\u201d<\/span><\/strong>
\nA. The Ancient<\/strong> Romans respected the Ancient<\/strong> Greeks. They knew that the Ancient<\/strong> Greeks were a very intelligent society and they admired or thought well of their culture<\/strong> and they even used many of their ideas to build upon their own Roman culture<\/strong>.<\/span>
\nDocent: Q. \u201cWhat did the Romans learn from the Greeks?\u201d<\/span><\/strong>
\nA. 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<\/strong> World. Even today, many of their roads, stadiums<\/strong>, and aqueducts<\/strong> still remain after 2,000 years.<\/span>
\nDocent: Q. \u201cWhat does it mean that \u2018All roads lead to Rome\u2019?\u201d<\/span><\/strong>
\nA. As the Ancient<\/strong> Romans conquered, or took over, the whole ancient<\/strong> 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<\/strong> or head of the Empire<\/strong> lived.<\/span>
\nDocent: Q. \u201cBecause Romans conquered or took over most of the world at that time, how did Ancient Romans refer to Ancient Rome?\u201d<\/span><\/strong>
\nA. Ancient<\/strong> Romans referred to Ancient<\/strong> Rome as \u201cCaput Mundi.\u201d This means \u201cHead of the World\u201d in the Latin language.<\/span>
\nDocent: Q. \u201cWhat were the two inventions that the Romans developed as great builders?\u201d<\/span><\/strong>
\nA. One invention<\/strong> was concrete<\/strong>. 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<\/strong>. The other invention was the arch<\/strong>. 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.<\/span>
\nDocent: Q. \u201cWhat Great Stadium did the Romans build?\u201d<\/span><\/strong>
\nDocent Directions: Point to this visual.<\/span><\/strong>
\nA. The Ancient<\/strong> Romans built the Coliseum<\/strong>, where they held their sports events, like Chariot<\/strong> Races, and where Gladiators<\/strong> fought, and wild animals fought each other for entertainment.<\/span>
\nDocent: Q. \u201cDoes anyone remember from the story you just heard what the Roman Forum was?\u201d<\/span><\/strong>
\nDocent Directions: Point to this visual.<\/span><\/strong>
\nA. The Roman Forum<\/strong> 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.<\/span>
\nDocent: Q. \u201cDo you remember what the Roman Aqueducts were from our story?\u201d<\/span><\/strong>
\nDocent Directions: Point to this visual.<\/span><\/strong>
\nA. An aqueduct<\/strong> 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<\/strong> are still used today as a source of water in modern Rome.<\/span>
\nDocent: Q. \u201cHow did Ancient Roman Portraits compare to Ancient Greek Portraits?\u201d<\/span><\/strong>
\nA. Many Ancient<\/strong> 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<\/strong> Romans made their people look real, even if they had a scar on their faces, a large nose or big ears.<\/span>
\nDocent Directions: Access the timeline and point to the Ancient Roman Portrait of a Man<\/em> and Ancient Roman Sculpture Augustus of Prima Porta<\/em> on the timeline.<\/span><\/strong>
\nDocent: \u201cNotice their real features! Now let\u2019s compare them to the Ancient Greek Sculpture Charioteer<\/em> on the timeline.\u201d<\/span><\/strong>
\nDocent Directions: Point to the Greek Charioteer<\/em> on the timeline.<\/span><\/strong>
\nDocent: \u201cThe features of the face and clothing on this sculpture are perfect or ideal. This is why we say that \u2018Greek Art is Ideal and Roman Art is Real\u2019.\u201d<\/strong><\/span>
\nDocent 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.<\/span><\/strong>
\nDocent: Q. \u201cWho remembers what Ancient Greek and Ancient Roman Periods of Art are called?\u201d<\/span><\/strong>
\nA. Ancient<\/strong> Greek and Ancient<\/strong> Roman Art are referred to as the Classical Period<\/strong> of Art.<\/span>
\nDocent: \u201cNow Arte will explain to you what the meaning of creativity is.\u201d<\/span><\/strong>
\nDocent Directions: Access Arte #2B<\/span><\/strong>
\nArte #2B: Hi I\u2019m back! Who remembers from our last class what creativity is?<\/strong>
\nRemember, creativity<\/strong> shapes each person\u2019s intelligence, meaning the way we think about things, the ideas we have, the way we speak, learn, understand, create<\/strong>, invent<\/strong> and make new things.
\nThis creative<\/strong> 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\u2019t forget be creative<\/strong>! See you later.
\nDocent Directions: SMILE, SMILE, SMILE<\/span><\/strong>
\nDocent: \u201cNow it\u2019s 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.\u201d<\/span><\/strong>
\nDocent Directions: Access Arte #3<\/strong><\/span>
\nArte #3: Hi kids I\u2019m 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.<\/strong>
\n Now I will demonstrate what the Elements of Art are to help you remember them better. Now watch carefully!<\/strong>
\n The first one is called Line<\/span>. Line<\/span> starts out as a point that moves through the space on your paper, like this.<\/strong>
\n Different media, such as pencils, crayons, and markers make different kinds of lines, like this.<\/strong>
\n The next element is Shape<\/span>. Shapes are created when lines touch each other, like this square. Shapes are flat; Forms are not.<\/strong>
\n This brings us to the element called Form<\/span>. 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!<\/strong>
\n The next element is Color<\/span>. All colors come from the three primary colors of red, yellow, and blue and any color can be made light or dark.<\/strong>
\n This brings us to the element called Value<\/span>. Value<\/span> is the lightness and darkness of any color. Let\u2019s 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<\/span> of a color.<\/strong>
\n Texture<\/span> 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.<\/strong>
\n And the last Element of Art is called Space<\/span>. Space<\/span> is the empty space around the objects in your work of art, like this.<\/strong>
\n This is the element of Space<\/span>.<\/strong>
\n I hope you learned what the Elements of Art are so you can become good artists when you use them in your artwork.<\/strong>
\n The Elements of Art are the building blocks in creating a work of art. Wow that\u2019s 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.<\/strong>
\nDocent: \u201cDoes anyone have any questions about the Elements of Art?\u201d<\/span><\/strong>
\nDocent Directions: Wait for a response.<\/span><\/strong>
\nDocent: \u201cYou will get to know them better as we review them during every class.\u201d<\/strong><\/span>
\n Docent: \u201cTo 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.\u201d<\/strong><\/span>
\nDocent Directions: Students should have at least 20-25 minutes to complete their projects.<\/span><\/strong>
\nArt and Culture of Ancient Rome Part 1 Project (Grades K-3)<\/strong><\/span><\/p>\n

Objective<\/span>: Draw a Realistic Ancient\u00a0Roman Portrait<\/strong><\/p>\n

Students will be able to use a variety of media to create a realistic Ancient<\/strong> Roman portrait<\/strong>. Students will follow directions to form a realistic portrait<\/strong> using spacial and symmetric applications. Students will be able to orally share what is represented in their individual pieces and\/or give positive<\/strong> feedback to peers in closing Complimentary Cooperation<\/strong> Circle.
\nMaterials for today\u2019s projects<\/span>:<\/strong>
\nDocent Directions:<\/strong> 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.<\/span>
\n *<\/strong> Portrait Templates. Download from Today’s Visuals\/Project Visual<\/strong> on the Menu Bar and print photo copies for your students before<\/strong> you instruct your lesson.\u00a0<\/span>
\n *<\/strong>Pencils<\/span>
\n*<\/strong>Colored Oil Pastels or Crayons<\/span>
\nDesign Process<\/span>:<\/strong>
\nDocent Directions: This is important information for you to know and to convey to your students about the art<\/span> process<\/span>.<\/span><\/strong>
\n Art Education must primarily be about the effect the art process has on the student and not so much about the art product.<\/span><\/strong>
\n 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.<\/span><\/strong>
\n 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)<\/span><\/strong><\/p>\n

Docent Directions: Access steps for How to Draw a Portrait under Today’s Visuals\/Project Visual.<\/span><\/strong>
\nDocent: \u201cAs you are working on today\u2019s project, imagine yourself as an Ancient Roman Artist drawing a portrait, which is a picture of a person. Don\u2019t forget you want it to look \u2018real.\u2019 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!\u201d<\/span><\/strong>
\nDocent Directions:<\/strong> While students begin their project inform them of the musical selection (if available) for today\u2019s class. Have the musical selection playing, but not too loud, while the children work on their projects.<\/span>
\n Docent Directions:<\/span><\/strong>
\n*<\/strong>Have students work together in cooperation<\/strong> to distribute portrait<\/strong> template and oil pastels or crayons. Students should have pencils already from drawing Mandalas<\/strong>.<\/span>
\n*<\/strong>Demonstrate how to follow directions step by step on the screen to create an Ancient<\/strong> Roman realistic self-portrait<\/strong> or picture of their face.<\/span>
\n*<\/strong>After students finish drawing their face, they should erase the guidelines and just keep eyes, nose, mouth, ears, neck and hair.<\/span>
\n*<\/strong>Show demonstration how to use oil pastels or crayons to shade in value<\/strong> to the portrait<\/strong> face.<\/span>
\n*<\/strong>Remind students how Ancient<\/strong> Roman portraits should look real<\/strong> not ideal<\/strong> like Ancient<\/strong> Greek works.<\/span>
\n*<\/strong>After students are finished drawing their self-portraits<\/strong>, have them cooperate<\/strong> to clean up and collect materials.<\/span>
\n Docent Directions:<\/strong> If students finish early have plain white paper available for them to continue drawing anything that may have interested them from today\u2019s class or create more Mandalas<\/strong>.<\/span>
\nDocent: \u201cI can see you are doing a great job with your projects! Keep up the good work!\u201d<\/span><\/strong>
\nDocent Directions: This Builds Self Esteem!<\/span><\/strong>
\nDocent Directions: Access the Elements of Art under Today’s Visuals.<\/span><\/strong>
\nDocent: Q. \u201cNow that your projects are completed, what Elements of Art did you use in your projects today?\u201d<\/span><\/strong>
\nDocent Directions: Wait for responses.<\/span><\/strong>
\nA. Line, Color, Shape, and Value<\/span><\/strong>
\nDocent Directions: Access Arte #4<\/span><\/strong>
\nArte #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\u2019s like building something slowly until you get to the place you imagined or had in mind.<\/strong>
\n Now let\u2019s 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!
\nDocent: “There are also other Principles of Design which we list at this time; they are Pattern, Variety, Rhythm and Movement.”<\/span><\/strong>
\nDocent Directions: Access the Principles of Design visual File: Boscoreale Fresco, Seated Woman Playing a Kithara<\/em>, ca. 40-30 B.C., Late Roman Republic, Public Domain Image<\/span>, under Today’s Visuals.<\/span><\/span><\/strong><\/p>\n

Docent: \u201cToday we will talk about the Principle of Design known as Balance<\/span> by looking at this Ancient Roman Fresco called Seated Woman Playing a Kithara<\/em>. This painting is painted on plaster ca. 40-30 B.C.\u201d<\/span><\/strong>
\n Docent: \u201cBalance<\/span> 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<\/span> is called Symmetrical<\/span> Balance<\/span> because both sides have the same amount of images.\u201d<\/span><\/strong>
\nDocent Directions: Show students where the imaginary line should be on this painting so they can answer the following questions.<\/span><\/strong>
\nDocent: Q. \u201cIf 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?\u201d<\/span><\/strong>
\nA. 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<\/span>.<\/span><\/strong><\/p>\n

Docent Directions: proceed to ask WHAT IF question for student higher level thinking<\/span>:<\/span><\/strong>
\nDocent: Q.<\/strong> \u201cWhat if you were an artist living in Ancient<\/strong> Rome, what would you like your portrait<\/strong> of someone else to look like, for example: would it have freckles, scars, big ears, long hair etc.?\u201d<\/span>
\nDocent Directions: Wait for a response.<\/span><\/strong>
\nA. Students may have many answers.<\/span>
\n*Questions<\/strong>, a student can associate with \u201creal-life\u201d experiences, help to add to and reinforce brain and memory development and also stimulate multiple sensory information to students based on individual experiences.
\nClosure<\/span>:<\/strong>
\nDocent Directions:<\/strong> This is the Closure<\/strong> segment of the class, which should take approximately 10-15 minutes.<\/span>
\nDocent: Q. \u201cDo 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?\u201d<\/span><\/strong>
\nDocent Directions: Wait for a response.<\/span><\/strong>
\nA. Students may have many answers.<\/span>
\nDocent explain:<\/strong> \u201cI am going to repeat this because it is important to understand! The Ancient<\/strong> Romans were influenced by Ancient<\/strong> Greek art, culture<\/strong>, and architecture<\/strong> and Ancient<\/strong> Greeks learned about art and architecture<\/strong> from the Ancient<\/strong> Egyptians and the Ancient<\/strong> Egyptians learned from the cultures<\/strong> before them. All Humans have the ability to be creative<\/strong>! I encourage you to practice your Artwork at home.\u201d<\/span>
\nDocent Directions:<\/strong> Students will now be able to form a \u201cComplimentary Cooperation<\/strong> Circle\u201d 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<\/strong> said about his or her work. If there are many students in the class they may be broken up into smaller \u201cComplimentary Cooperation<\/strong> Circles\u201d and monitored by the teacher. <\/span><\/p>\n

Docent Directions: Take a few minutes for this exercise. Then, as the students are still in \u201cComplimentary Cooperation Circles\u201d continue with the class.<\/span><\/strong>
\nDocent: Q. \u201cHow 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?\u201d<\/span><\/strong>
\nDocent Directions: Wait for a response.<\/span><\/strong>
\nA. I feel good or I feel great or happy. (These are the usual positive<\/strong> responses you should receive.)<\/span>
\nDocent:<\/strong> \u201cThis is what Self-Esteem<\/strong> is. It is that special, nice feeling you get about yourself when you do something good.\u201d<\/span>
\nDocent: \u201cHow do you know when someone is happy?\u201d<\/span><\/strong>
\nDocent Directions: Wait for a response.<\/span><\/strong>
\nA. They may have a smile on their face. They may be jumping up and down with joy. There may be many answers here.<\/span>
\nDocent Directions:<\/strong> Give this analogy<\/strong> (which is a way of explaining an idea by using something familiar) of a candy or ice cream shop.<\/span>
\nDocent: Q. \u201cWhat do they offer you when you go into a candy or ice cream shop?\u201d<\/span><\/strong>
\nDocent Directions: Wait for a response.<\/strong><\/span>
\nA. They offer you a sampling or a taste.<\/span>
\nDocent: Q. \u201cWhy do they want to give you a sample?\u201d<\/span><\/strong>
\nA. They give you a taste to encourage you to want more.<\/span>
\nDocent explain:<\/strong> \u201cThis 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<\/strong> about the visual arts, our creative<\/strong> ability, which we all have, and the opportunities for a career in the arts.\u201d<\/span>
\n Docent:<\/strong> \u201cCongratulations to all of you for the hard work you demonstrated during this class and for your cooperation<\/strong>, which made this class a success. I hope you enjoyed your experience with The Art Docent Company!<\/strong>\u201d<\/span>
\n Docent:<\/strong> \u201cChildren please be sure to leave with your projects and any other belongings. Have a Wonderful Day!\u201d<\/span>
\nTo Docent: We at The Art Docent Company want to THANK YOU for your hard work and a job well done!<\/strong>
\nTo Docent: We at The Art Docent Company would appreciate any feedback. How can we improve our program? Please email us at info@artedco.org<\/span><\/span> Thank You!<\/strong><\/p>\n

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. <\/strong><\/span><\/p>\n

You will be able to access your students\u2019 results under Quiz Submissions.\u00a0<\/strong>You will find this under Docent on the Menu Bar for each Lesson.<\/strong><\/span><\/p>\n

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.<\/strong><\/span><\/p>\n

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.<\/strong><\/span><\/p>\n

There is also a quiz answer key under Review\/Assessment Answers.\u00a0 You may access this under Docent on the Menu Bar for each Lesson.<\/strong><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

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\u2019s 4 animations, the story for each class, and other various instructions, which are for Docent only Art Docent Program […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"page-fullwidth.php","meta":{"footnotes":""},"class_list":["post-28","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/artedco.org\/lesson06\/wp-json\/wp\/v2\/pages\/28","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/artedco.org\/lesson06\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/artedco.org\/lesson06\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/artedco.org\/lesson06\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/artedco.org\/lesson06\/wp-json\/wp\/v2\/comments?post=28"}],"version-history":[{"count":23,"href":"https:\/\/artedco.org\/lesson06\/wp-json\/wp\/v2\/pages\/28\/revisions"}],"predecessor-version":[{"id":348,"href":"https:\/\/artedco.org\/lesson06\/wp-json\/wp\/v2\/pages\/28\/revisions\/348"}],"wp:attachment":[{"href":"https:\/\/artedco.org\/lesson06\/wp-json\/wp\/v2\/media?parent=28"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}