{"id":23,"date":"2017-11-22T01:42:58","date_gmt":"2017-11-22T01:42:58","guid":{"rendered":"http:\/\/artedco.org\/lesson08\/?page_id=23"},"modified":"2019-04-05T20:17:44","modified_gmt":"2019-04-05T20:17:44","slug":"docent-script","status":"publish","type":"page","link":"https:\/\/artedco.org\/lesson08\/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 8 –
\nArt and Culture of The Renaissance –
\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 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<\/strong> 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<\/strong> 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.<\/strong><\/span>
\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: \u201cYou\u2019re doing a great job! Do you feel more relaxed after drawing your Mandalas?\u201d<\/span><\/strong>
\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 The Renaissance 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>\u00a0(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 paper, pencils, scissors, glue, 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 we will travel from approximately 100,000<\/strong> years ago\u00a0at the top of our timeline down to Art and Culture<\/strong> of The Renaissance<\/strong>. This period was from the 1300s \u2013 1600s A.D.<\/strong>\u201d<\/span>
\nDocent Directions: Please point to these locations on the timeline. It is important to point from the top of the timeline at Art of the Caves to your class today on The Renaissance. This will show the children how far in history they have traveled in chronological order.<\/span><\/strong>
\n Docent Directions: Access the map on the screen and point to Florence, Italy on the continent of Europe. Keep the 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:<\/strong> \u201cThese 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 lesson plan.<\/span><\/strong>
\nDocent: \u201cThe following is a brief review of the History of Art from Art of the Caves until Art and Culture of The Renaissance.\u201d<\/span><\/strong>
\nDocent:<\/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<\/strong><\/span>
\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: From the map point to Blombos Cave<\/strong> in South Africa 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><\/p>\n

Docent 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 artworks 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>
\n Docent 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>
\nDocent 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<\/strong><\/span>
\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 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\u00a0for 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 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<\/strong><\/span> recorded or written down. For instance, Ancient Egyptian<\/strong> history and the periods of history following in chronological<\/strong> order are ancient history<\/strong> because we know about them from that which has been written.<\/span>
\nDocent explain: \u201cThe following is a brief review on 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: 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>
\nDocent: 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: Please show the visuals of Akhenaten and Nefertiti, especially point out how real Akhenaten portrayed himself with his long face and pot belly.<\/span><\/strong>
\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 Art and Culture 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>
\nDocent:<\/strong> \u201cLet\u2019s remember 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 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:<\/strong> \u201cLook how perfect this looks. The nose and other features on the face are perfect and the garment is straight and unwrinkled.\u201d<\/span>
\n Docent:<\/strong> \u201cThis is a great example of the Ancient<\/strong> Greek Art. It looks perfect or we say it looks \u2018Ideal<\/strong>.\u2019\u00a0<\/strong>\u201d<\/span><\/p>\n

Docent: Q. \u201cWhat kind of Sculpture did the Ancient Greeks invent?\u201d<\/span><\/strong>
\nA. The Ancient<\/strong> Greeks invented<\/strong> the \u201cContrapposto Pose<\/strong>.\u201d<\/strong>\u00a0This 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. What else were the Ancient Greeks known 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. \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: 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:<\/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>
\n Docent explain: \u201cThe following is a brief review of the Art and Culture of Ancient Rome.\u201d<\/span><\/strong><\/p>\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 the review visuals for Ancient Rome and leave them on the screen. Please point to these visuals as you review them.<\/span><\/strong>
\nDocent:<\/strong> \u201cRemember that the Ancient<\/strong> Roman art and culture<\/strong> was influenced by the cultures<\/strong> that came before it.\u201d<\/span>
\nDocent: \u201c When did Ancient Rome begin and end?\u201d<\/span><\/strong>
\nA. Ancient Rome began around 2,800 years ago and ended approximately 393 A.D.<\/span>
\nDocent: Q. \u201cAncient Romans were great builders. What did they build?\u201d<\/span><\/strong>
\nDocent Directions: Point to these visuals.<\/span><\/strong>
\nA. They built great roads and structures that still exist today such as: The Coliseum<\/strong>, Roman Forum<\/strong>, temple Pantheon<\/strong>, and aqueducts<\/strong> to transport water.<\/span>
\nDocent: Q. \u201cWhat were some of the Ancient Roman inventions that changed the way buildings were made?\u201d<\/span><\/strong>
\nA. Ancient<\/strong> Romans invented concrete<\/strong> and the Roman Arch<\/strong>. These inventions<\/strong> forever changed the way buildings and roads were constructed.<\/span>
\nDocent: Q. \u201cWhat Art would you find in Ancient Roman Times?\u201d<\/span><\/strong>
\nDocent Directions: Point to the Sculpture of the visual Augustus of Prima Porta<\/em>, the Ancient Roman Fresco, and Mosaic.<\/span><\/strong>
\nA. You would find Portraits<\/strong>, which are paintings of people that looked exactly like them. You would find Bust Sculptures<\/strong>, which are carvings, probably out of marble, of people showing their head to their chest only.<\/span>
\n You would find Sculpture Reliefs<\/strong>, which are figures or forms raised from a flat background. You would find Frescoes<\/strong>, which are paintings where the paint is applied to wet plaster and sometimes waxed over to give them a shiny protective coating. This technique<\/strong> made the Frescoes<\/strong> last longer. Lastly, you would find many Mosaics<\/strong>, which are made from colorful pieces of glass, ceramic tile<\/strong>, or stone placed together to make a picture and then grout or mortar, a type of cement, is used to put in the empty spaces to keep the mosaic<\/strong> together. Most of this art was displayed in public places, such as baths. Some were displayed in private homes.<\/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<\/span><\/strong>
\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: Q. \u201cWhat is another name for the city of Rome?\u201d<\/span><\/strong>
\nA. Another name for the city of Rome is \u201cEternal City,” which means the city that lasts forever.<\/span><\/p>\n

Docent explain: \u201cThe following is a brief review of the Art and Culture of The Middle Ages.\u201c<\/span><\/strong>
\nDocent Directions: Access the map.<\/span><\/strong>
\nDocent: Q. \u201cDo you remember where The Middle Ages took place?\u201d<\/span><\/strong>
\nA. Art and culture of The Middle Ages is from Great Britain, France, Ireland, Germany, Christian Spain, and Scandinavia.<\/span><\/strong>
\nDocent explain: \u201cAll of these countries are from the continent of Europe.\u201d<\/span><\/strong>
\nDocent Directions: Please point to these locations on the map.<\/span><\/strong>
\nDocent: Q. \u201cWhat time in history was The Middle Ages, Dark Ages or Medieval Times?\u201d<\/span><\/strong>
\nDocent Directions: Access the timeline and point to these times during The Middle Ages.<\/span><\/strong>
\nA. This was the time in history from about the year 312 A.D., with the conversion of the Roman Emperor<\/strong>, Constantine, to Christianity. Then it continued through 476 A.D., with the fall of the Roman Empire<\/strong>, and ends in 1440 A.D. with the invention<\/strong> of the Moveable Type or Printing Press. This was a span of approximately 1,000 years.<\/span>
\nDocent Directions: Access review visuals for The Middle Ages.<\/span><\/strong>
\nDocent: Q. \u201cHow did family lifestyles change during The Middle Ages?\u201d<\/span><\/strong>
\nA. Throughout The Middle Ages, family lifestyles changed in many ways. One major way was they did not all have to totally depend on the hard work of farming and raising animals. Now if someone wanted to be a goldsmith<\/strong> instead of a farmer, he joined up with other goldsmiths<\/strong> into a group called a union or guild<\/strong>. Each guild<\/strong> was made up of specialists of that time, such as: goldsmiths<\/strong>, weavers<\/strong>, butchers, bakers, merchants<\/strong> and stone-masons<\/strong> etc. The unions and guilds<\/strong> also taught their specialty to new students called apprentices<\/strong>. All these people who had specialties in The Middle Ages became a Middle Class, different from the poor peasant farmers. Many small stores opened to trade or sell their items.<\/span>
\nDocent Directions: Point to the visual of the merchants selling their items.<\/span><\/strong>
\nDocent: Q. \u201cWhat type of government did they have during The Middle Ages after the fall of the Roman Empire?\u201d<\/span><\/strong>
\nA. Romans ruled the world for many years. After the fall of the Roman Empire<\/strong> there was need for a new government. This new government was called Feudalism<\/strong>.<\/span>
\nDocent: Q. \u201cHow did this government work?\u201d<\/span><\/strong>
\nDocent Directions: Point to the visual of Life in The Middle Ages.<\/span><\/strong>
\nA. The Feudal System<\/strong> was the name of the government during The Middle Ages, when the Church was the most powerful. So, this is how it worked. Members of the Catholic Church chose the Popes<\/strong>, Kings, and Emperors<\/strong>. The King or Emperor<\/strong> ruled over the whole land, a Lord<\/strong> or Baron<\/strong>, who was given power from the King, ruled over his subjects, called Vassals<\/strong>, and their property, and the poorest people, who farmed the land, were called Serfs<\/strong>.<\/span>
\nDocent:<\/strong> \u201cThe poorest people or peasant class serfs<\/strong> were self sufficient, doctoring themselves with herbs, raising their own food, pounding their own grain, trading their wares for other items, and occasionally entertaining themselves with a barn dance with music from Medieval Karoles or songs.<\/span>
\n The Lords<\/strong> or Barons<\/strong> entertained themselves with large feasts where jesters<\/strong> would perform sometimes by juggling and music of the day was performed.\u201d<\/span>
\n Docent:<\/strong> \u201cWhen the Roman Emperor<\/strong> Constantine changed his religion to Christianity many of the people that lived under his rule changed their religion as well. This was a lot of people and they needed a place to worship. So, they built many Cathedrals<\/strong>.\u201d<\/span>
\nDocent: Q. \u201cWhat is a Cathedral?\u201d<\/span><\/strong>
\nDocent Directions: Point to this visual.<\/span><\/strong>
\nA. A Cathedral<\/strong> is a large church. These large Cathedrals<\/strong> were built for many worshippers and created a need for Art objects to fill them, such as stained glass windows<\/strong>, mosaics<\/strong>, murals<\/strong>, statues<\/strong>, and tapestries<\/strong>.<\/span>
\nDocent: Q. \u201cWhat do you remember from our story about the Knights during The Middle Ages?\u201d<\/span><\/strong>
\nDocent Directions: Point to the visual of the Knight.<\/span><\/strong>
\nA. The Knights<\/strong> were men who fought in wars for the king. They wore protective shining metal armor<\/strong> with a special code on it that represented their king. This special code was called a \u201cCoat of Arms<\/strong>.\u201d<\/strong><\/span>
\nDocent Directions: Point to the visual of a \u201cCoat of Arms.\u201d<\/span><\/strong>
\nDocent: Q. \u201dWhat were the Crusades?\u201d<\/span><\/strong>
\nA. As the Catholic Church became more powerful, there were Holy Wars known as Crusades<\/strong>, which were great battles being fought by armies of opposing religious beliefs. The Knights<\/strong> fought in these Holy Wars.<\/span>
\nDocent: Q. \u201cWhere would you find Art objects during The Middle Ages?\u201d<\/span><\/strong>
\nA. Before we learned that many Cathedrals<\/strong> were being built for worshippers and this created a need for Art objects to fill them.<\/span>
\nDocent: Q. \u201cWhat were the Art objects that filled these Cathedrals?\u201d<\/span><\/strong>
\nA. The Art objects that filled the Cathedrals<\/strong> were stained glass windows<\/strong>, mosaics<\/strong>, murals<\/strong>, statues<\/strong>, and tapestries<\/strong>.<\/span>
\nDocent: Q. \u201cWhat are Stained Glass Windows?\u201d<\/span><\/strong>
\nDocent Directions: Point to this visual.<\/span><\/strong>
\nA. Stained Glass Windows<\/strong> were windows made from very colorful pieces of hand blown glass held together with lead. They illuminated the great Cathedrals<\/strong> and churches in a very colorful manor and were made into picture stories from the Bible, which enabled the poor worshippers who could not read to learn about God. They were known to bring a \u201cDivine Aura of Light\u201d and were very important to those poor people who did not have any large windows or light coming into their homes.<\/span>
\nDocent: Q. \u201cWhat is a Mosaic?\u201d<\/span><\/strong>
\nDocent Directions: Point to this visual.<\/span><\/strong>
\nA. A Mosaic<\/strong> is made with small pieces of glass, ceramic tile, stone, or shells, which are placed together to make a picture. Then grout or mortar, a type of cement, is used to put in the empty spaces to hold the mosaic<\/strong> together.<\/span>
\nDocent: Q. \u201cWhat is a Mural?\u201d<\/span><\/strong>
\nDocent Directions: Point to this visual.<\/span><\/strong>
\nA. A Mural<\/strong> is a very large drawing. It could be as large as a whole wall.<\/span>
\nDocent: Q. \u201cWhat are Statues?\u201d<\/span><\/strong>
\nDocent Directions: Point to this visual.<\/span><\/strong>
\nA. Statues<\/strong> are sculptures<\/strong> or carvings of figures or designs. In The Middle Ages these statues were usually of religious people called Saints.<\/span>
\nDocent: Q. \u201cWhat are Tapestries?\u201d<\/span><\/strong>
\nDocent Directions: Point to this visual.<\/span><\/strong>
\nA. Tapestries<\/strong> are wall hangings made of heavy fabric, which have designs or scenes stitched onto them in various colors.<\/span>
\nDocent: Q. \u201cWho wrote the first books by hand during The Middle Ages?\u201d<\/span><\/strong>
\nDocent Directions: Point to Illuminated Manuscript visual.<\/span><\/strong>
\nA. Monks and Nuns, who were religious people, wrote the first books by hand in scriptoriums<\/strong>, which was a special area in monasteries<\/strong> where they lived and worked. These books were called Illuminated Manuscripts<\/strong> because some parts of them had hand painted scenes or pictures from the Bible where gold leaf was used to accent and give these paintings richness and importance. It is important to note that Monks and Nuns preserved or saved ancient culture<\/strong> by copying these books by hand. They saved these writings in their libraries.<\/span>
\nDocent: Q. \u201cWhere was school held at this time?\u201d<\/span><\/strong>
\nA. The Monks and Nuns conducted some classes in the monasteries<\/strong>, which were almost the only schools of that time.<\/span>
\nDocent: Q. \u201cWho was the King during The Middle Ages who cared so much about education and had a great effect on the visual arts, such as painting, sculpture, and many other art forms?\u201d<\/span><\/strong>
\nA. This King is known as \u201cCharles the Great.\u201d Another name for him is Charlemagne. He had a great respect for learning and raising the educational standards of the time and had a great effect on the visual arts of painting, sculpture<\/strong>, and many other forms of art. Historians call this the Carolingian Period, which comes from the Latin word for Charles.<\/span>
\nDocent: Q. \u201cWhat were some of the new inventions from The Middle Ages?\u201d<\/span><\/strong>
\nA. Some of the new inventions<\/strong> from this period were: the horseshoe, which protected the horse\u2019s hooves, the rigid horse collar, which allowed a horse to pull a load five times greater than before, the stirrup on a saddle, which allowed a rider to keep his balance while fighting on horseback, and the spinning wheel<\/strong>, which allowed women to spin yarn for fabric by the use of this invention<\/strong> instead of spinning yarn by hand. Another important invention<\/strong> at this time is the mechanical weight driven clock, which divides day and night into 24 equal parts. This is the same clock that we use today!<\/span>
\nDocent: Q. \u201cWhich country on the continent of Europe was most important at this time?\u201d<\/span><\/strong>
\nA. France was the most important country at this time. It set the trend by how people lived, how they enjoyed their friends, what Art they were interested in, what music they listened to, and what books they read.<\/span>
\nDocent: Q. \u201cWhat was the great invention at the end of The Middle Ages where books no longer had to be written by hand by monks and nuns?\u201d<\/span><\/strong>
\nA. This great invention<\/strong> by Gutenberg around 1440 A.D. is the printing press. This allowed books to be reproduced easily so that they were more readily available and more people could then read them.<\/span>
\nDocent: “Now let\u2019s continue with our class on Art and Culture of The Renaissance Part 1.”<\/span><\/strong>
\nDocent Directions: Access today\u2019s visuals 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 The Renaissance Story Part 1 – Grades K-3<\/strong><\/p>\n

“Look, ninjas in masks. Who are they?\u201d Everyone in the class was shouting at once. Ms. Levine hushed the group and signaled for raised hands. “OK, Jesse you\u2019re first.”
\n\u201cI know who they are, they’re Michelangelo in the orange mask, Raphael in the red mask, Leonardo in the blue and Donatello in the purple mask, and I know they are famous people who really lived!\u201d
\n“Excellent Jesse. A local theater company is doing a play with these special ninjas and asked us for some help. They want us to suggest some other characters and some good speaking lines for each one. The name of the play is Art and Culture<\/strong> of The Renaissance<\/strong>.”
\n“Now I heard Lisa ask why do they have long strange names, not like ours. That’s because these famous people came from the Renaissance<\/strong> time. Renaissance<\/strong> is a French word that means rebirth, or to be born again. This time began long ago in the 1300s after The Middle Ages, in Florence, Italy.”
\n“Now can anyone guess why these special ninjas wear different color masks? Yes, I heard a lot of smart thinkers say because they are very famous artists. You kids know everything these days! How did artists get to be so special and so famous then? Because this time artists were people who were experts in what they could do, like carpenters or cabinet makers. They used to be called tradesmen<\/strong> because they took what they made to town where they traded and sold it to buyers, people who needed their things.”
\n\u201cHey, said Jessie, just like I trade my ninja cards with Josh!\u201d
\n\u201cThat\u2019s right Jessie, and I’m sure you all trade something with one another. See you kids have more in common with the Renaissance<\/strong> then you think!\u201d
\n“Now, at this time there were artists with amazing talents. And so artists became very important men, because everyone loved art and looked at art with a new appreciation and respect that they never had before.”
\n“These artists of the High Renaissance<\/strong> had such awesome talents. But they also became known and famous because at this time many patrons<\/strong> who loved art paid for their art. Like in The Middle Ages time, the Church was a patron<\/strong> of art. But in The Renaissance<\/strong> time, there were no smartphones, iPads; in fact there weren\u2019t any cameras at all. But the important people, called nobles<\/strong>, who were the royalty of the town, wanted pictures of themselves and their families, which are called portraits<\/strong>, to show how important they were and to last in history. But since there were no cameras, very good artists had to draw and paint their portraits<\/strong>. During The Middle Ages the art of portraits<\/strong> had been forgotten about. But now in the Renaissance<\/strong>, portraits<\/strong> were wanted and very popular.”
\n“The Renaissance<\/strong> in painting began with Giotto. I’m sure you will want to add Giotto as another special character to the play. So you’ll need to pick a color for his mask, and a good line or two for him to say.”
\n“Giotto was a shepherd<\/strong> boy who loved to draw on slabs of stone as he guarded his flock. When he was only twelve years old, an artist named Cimabue saw his talent and was amazed. He asked Giotto’s father to let him study art with him as his apprentice<\/strong> or student.”
\n\u201cHey just like that show on TV my parents watch about the apprentice<\/strong> for the guy with the funny hair,\u201d said Josh.
\n\u201cWell yes, Josh, I guess back in the Renaissance<\/strong>, Donald Trump would be a noble<\/strong>, and he would have an apprentice<\/strong>. But that was also how young boys learned to be artists then. As an apprentice<\/strong>, they had to learn many things as well as paint. They learned to sculpt<\/strong> and to do architecture<\/strong> from their master teacher and they had to learn how to become a carpenter to be able to make altarpieces and make panels. He learned how to grind the color for paints, because paint did not come in tubes like today. Then they learned to mix the ground paint powder with egg yolk which made tempera paint<\/strong>.”
\n“The apprentice<\/strong> learned to paint portraits or altarpieces<\/strong> on a wooden board or panel<\/strong>. They also learned to paint on walls called frescoes<\/strong>. This was not easy because they had to put a coat of plaster on the wall and then paint on the wall while it was still wet. The paint seeps in and when the plaster dries, the picture becomes part of the wall itself!”
\n“Gee, Ms. Levine,” said Sophia, “my mom gets mad at me when I draw on the walls!”
\n“And so would I, so don\u2019t get any ideas about frescoes<\/strong> here in the classroom \u2013 but that is a great idea for making the scenery for the play!\u201d
\n“Now, Giotto was so talented that very soon he became a better artist than his teacher. In fact, he became the most famous painter of his time. He totally changed art. Giotto painted people that were more like real life than before. Before, people were painted flat. Giotto was the first artist to breathe life into his figures. And he was also one of the first artists to show perspective<\/strong>. This is what makes things in a painting look either closer to you or farther away. Giotto inspired all the painters of The Renaissance<\/strong> time to continue on with this naturalistic<\/strong> style.”
\nIt is important to note that Giotto showed great emotion<\/strong> on the expression<\/strong> of the faces of the people in his paintings, which showed their involvement in the scene he was creating. He was very aware of the world around him and often included many species of tiny plants in his paintings. He is known as the \u2018Father of The Renaissance<\/strong>.\u2019 \u201d
\n“Sandra, I see you have some lines for Giotto to speak in the play and a mask color? Go ahead Sandra.”
\n“Well, Giotto should be gold because there is a lot of gold in his paintings. Giotto says, \u201cIn my painting called \u2018The Adoration of the Magi,\u2019 notice the expression on the faces of the three Kings, called Magi and that Halley\u2019s Comet<\/strong> in the distance on top of the painting demonstrates perspective<\/strong>, showing things that are close and things that are far away.
\n‘Great job, Sandra!’ ”
\n“The most important artists from the High Renaissance<\/strong>, a time which is a little later than Giotto’s time, are from the 1500s in Italy. This was one of the greatest times of art history because there was an explosion of creativity<\/strong>. Some very important things happened that helped to make the people so full of energy and creative<\/strong> ideas at this time. People were finding out so much about the world around them that they never knew before. Marco Polo went on his adventures and voyages<\/strong> to the East to China. Columbus went on his adventures and voyages<\/strong> to the West to the Americas. The printing press was invented <\/strong>so people could read more books. Remember that books until then could only be copied by hand. When people read more books they began to have more ideas. Also people were interested in digging up ancient statues<\/strong> and buildings that were buried for thousands of years from the Classical Period<\/strong> of Ancient<\/strong> Greece and Rome. They wanted to study them and learn more. People were thinking all sorts of new thoughts and ideas!”
\n“Now I hear some great suggestions to add Marco Polo, Columbus, and the printing press inventor<\/strong>, Gutenberg, to the play, good thinking! And Luis has three suggestions for mask colors and lines. Go for it.”
\n“Well, Marco Polo has a pink mask and he says \u2013 ‘You see this fine mask; it is like none of the others, because it is made of silk, a magical fabric I brought back from the East.’
\nColumbus is green and he says I believe we will learn much from this new land and these new people who live here. The printing press inventor<\/strong> has a black mask like the print in books. He says, ‘Now, everyone can read great stories in books!’ \u201d
\n“Now, we are finally getting to the four famous masked ninjas Jesse named, and we will see how they became so famous. But it will have to wait until our next session.”
\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. \u201cWhat are your thoughts about today\u2019s story?\u201d<\/span><\/strong>
\nDocent Directions: Wait for a response and briefly discuss.<\/span><\/strong><\/p>\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 The Renaissance Part 1.<\/span><\/strong>
\nDocent Directions: Access the map.<\/span><\/strong>
\nDocent: \u201cToday\u2019s Art began in Florence, Italy, which is on the continent of Europe and eventually spread throughout Europe from the 1300s to the 1600s A.D.\u201d<\/span><\/strong>
\nDocent Directions: Please point to Florence, Italy and then all of Europe on your map.<\/span><\/strong>
\nDocent explain:<\/strong> \u201cIt is very important to understand that the culture<\/strong> from The Renaissance<\/strong> was influenced by the cultures<\/strong> that came before it.\u201d<\/span>
\nDocent Directions: Access review visuals for The Renaissance Part 1.<\/span><\/strong>
\nDocent: Q. \u201cWhat does the word Renaissance mean?\u201d<\/span><\/strong>
\nA. The word Renaissance<\/strong> is a French word that means \u201crebirth\u201d in English.<\/span>
\nDocent: Q. \u201cThe \u2018rebirth\u2019 of what?\u201d<\/span><\/strong>
\nA. The \u201crebirth\u201d of the Classical<\/strong> Period of art.<\/span>
\nDocent: Q. \u201cWhat is the Classical Period of art?\u201d<\/span><\/strong>
\nA. The Classical<\/strong> Period of art is Ancient<\/strong> Greek and Roman Art. The great artists of The Renaissance<\/strong> period looked to the past for inspiration. They studied the works of the Ancient<\/strong> Greeks and Romans. They began digging up the remains of the buildings and statues<\/strong> from these great civilizations<\/strong>, which had been buried for thousands of years and artists tried to copy these works and achieve their realism.<\/span>
\nDocent: Q. \u201cHow long did The Renaissance last?\u201d<\/span><\/strong>
\nA. The Renaissance<\/strong> lasted from the 1300s to the 1600s A.D.<\/span>
\nDocent: Q. \u201cWho is the young shepherd boy whose paintings were responsible for starting the Renaissance in Italy in the 1300s?\u201d<\/span><\/strong>
\nDocent Directions: Point to the visuals of Giotto\u2019s paintings.<\/span><\/strong>
\nA. The twelve year old shepherd<\/strong> boy was drawing on a rock as he was tending his sheep when he was discovered by a famous artist named Cimabue, who thereafter made him his apprentice<\/strong>. His name is Giotto and he is the first artist to change the way of painting from using flat images to using more lifelike images. They are more realistic or naturalistic<\/strong> pictures of human beings. Giotto was also one of the first artists to show perspective in his paintings. Perspective<\/strong> is a way of showing things that are close and things that are far away in a painting.<\/span>
\nIt is important to note that Giotto showed great emotion<\/strong> on the expression<\/strong> of the faces of the people in his paintings, which shows their involvement in the scene that he is creating. This draws us, as the viewer, into the sacred scene as well.<\/span>
\n He was very aware of the world around him and often included many species<\/strong> of tiny plants in his paintings. He is known as the \u201cFather of The Renaissance<\/strong>.\u201d<\/span>
\nDocent: Q. \u201cHow did someone become an Artist during The Renaissance?\u201d<\/span><\/strong>
\nA. During \u201dThe Renaissance<\/strong>\u201d an artist became an apprentice<\/strong> or student to a master artist who taught him how to paint or sculpt<\/strong>. An artist was not only a painter and sculptor<\/strong>, but also an architect<\/strong> and a carpenter<\/strong>.<\/span>
\nDocent: Q. \u201cHow did Art become so important at this time?\u201d<\/span><\/strong>
\nA. It was the noblemen<\/strong> or upper class who encouraged talented artists. The Medici Family in Florence, Italy was the main patron<\/strong> of art and science at the time. These aristocrats<\/strong> or upper class, who very much appreciated Art, paid artists, even if they were of a lower class. The artists produced artworks such as alter-pieces<\/strong>, frescoes<\/strong>, panels<\/strong>, sculpture<\/strong>, and portraits<\/strong>. These art works were placed in Cathedrals<\/strong>, palaces, public places or outside in the streets, and in the homes of the upper class. They were meant to be seen and appreciated. This exposure of their Art made many artists famous.<\/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<\/span><\/strong>
\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<\/span><\/strong>
\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<\/span><\/strong>
\nDocent Directions: Students should have at least 20-25 minutes to complete their projects.<\/span><\/strong>
\nArt and Culture of The Renaissance Part 1 Project (Grades K-3)<\/strong><\/span><\/p>\n

Objective<\/span>: Draw a Giotto Style\u00a0Landscape<\/strong><\/p>\n

Students will be able to use a variety of media to create a Giotto type Renaissance landscape<\/strong> focusing on Giotto\u2019s style of perspective<\/strong>. Students will follow directions to apply a shepherd<\/strong>, sheep, mountains, and trees at different points in a landscape<\/strong>. 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>Template for Mountains, Shepherd<\/strong>,<\/span>\u00a0Sheep, and Trees (one each). 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.<\/span>
\n *<\/strong>White Paper (one each)<\/span>
\n *<\/strong>Scissors (one each)<\/span>
\n *<\/strong>Glue (Elmer\u2019s)-a small cup for each<\/span>\u00a0with a small stick for application or a<\/span>\u00a0glue stick for each<\/span>
\n *<\/strong>Oil Pastels or Crayons<\/span>
\n *<\/strong>Pencils<\/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>
\nDocent Directions:<\/strong> Access an example of a Landscape with perspective under Today’s Visuals\/Project Visual and explain that a landscape is a picture of a scene of the outdoors in a natural setting. For instance, it has land, grass, trees, flowers, mountains etc. All of these things are part of Nature.<\/strong><\/span>
\nDocent: \u201cAs you are working on today\u2019s project, imagine yourself as Giotto, an Artist from The Early Renaissance drawing a shepherd and some sheep in the countryside. 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<\/strong>.<\/span>
\n Docent Directions:<\/span><\/strong>
\n *<\/strong>Have students work together in cooperation<\/strong> to distribute papers, scissors, glue, oil pastels or crayons. They should already have pencils from making Mandalas<\/strong>.<\/span>
\n*<\/strong>Have students cut out all the pieces on the template.<\/span>
\n*<\/strong>Explain to them what perspective<\/strong> means: How things are placed in their landscape to look closer or farther away. The larger images will go in the front or foreground<\/strong>. The smaller images will go in the back or background<\/strong>.<\/span>
\n*<\/strong>Students should take a minute to position all their pieces and then glue them down.<\/span>
\n*<\/strong>Then students can add a sky, grass, flowers, birds or whatever image from Nature they wish to place in their landscape<\/strong>.<\/span>
\n*<\/strong>Have students color in their picture and sign their names on it.<\/span>
\nDocent explain: “This is called a genre<\/span> picture because it is about everyday people doing everyday things. It is also a picture in the genre<\/span> style of a landscape.”<\/span><\/strong>
\n*<\/strong>Have students 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 on the 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 Space \u2013 Some students may also add Value and Texture to their landscapes.<\/span><\/strong><\/p>\n

Docent 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>
\n<\/strong>Docent Directions: Access The Principles of Design visuals Giotto\u2019s Nativity Frescoes. Both visuals are Public Domain images<\/span>, under Today’s Visuals.<\/span><\/strong>
\nDocent: \u201cToday we will talk about the Principle of Design known as Repetition<\/span> by looking at two of Giotto\u2019s Nativity Frescoes. The first one is from ca. 1304 and the second one was painted seven years later in 1311. Nativity means when the baby Jesus was born.\u201d<\/span><\/strong>
\n Docent: Q. \u201cFrom these pictures what images do you see repeated<\/span> over and over? How do these images help Giotto tell the story in his paintings?\u201d<\/span><\/strong>
\nA. The answers are there are many angels on top of the stable in both paintings and there are many sheep in both paintings. By repeating<\/span> the use of many angels in both paintings, Giotto may be telling us visually that this was a holy or special time. By painting so many sheep in both paintings, Giotto may be telling us that this special time took place outside in nature with shepherds and sheep. The Repetition<\/span> or many angels and sheep help Giotto tell his story about when the baby Jesus was born. His paintings show that he was born in a poor outdoor stable with his mother and father, angels, shepherds, and animals.<\/span><\/strong>
\nDocent Directions: proceed to ask WHAT IF question for student higher level thinking<\/span>:<\/span><\/strong>
\nDocent: Q.<\/strong> \u201cWhat if you were living in The Renaissance<\/strong> and you could choose to be an artist. What kind of art would you like to create<\/strong>: paintings, sculptures<\/strong>, altarpieces<\/strong> or would you rather have a job like a shepherd<\/strong>, farmer, carpenter<\/strong>, or architect<\/strong>?\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 Giotto to become an artist? Was it difficult?\u201d<\/span><\/strong>
\nDocent Directions: Wait for a response.<\/span><\/strong>
\nA. Students may have many answers.<\/span>
\nDocent explain:<\/strong> \u201cBy now we are aware that culture during The Renaissance<\/strong> was especially influenced by the Art and Culture<\/strong> of Ancient<\/strong> Romans and 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:<\/strong> Take a few minutes for this exercise. Then, as the students are still in \u201cComplimentary Cooperation Circles\u201d continue with the class.<\/strong><\/span>
\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.<\/span><\/strong>
\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":"

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