SUBJECT: Egypt LEVEL: Kdg. - 8 TYPE: Appreciation/ Directed, Creative OBJECTIVES: As a result of the lesson the students will: 1. discuss ancient Egyptian culture based on prior knowledge 2. note use of lines, shapes and colors in art 3. understand Egyptian art as a documentation of everyday life and religious ceremony 4. identify the many forms of Egyptian art 5. define appropriate vocabulary 6. manipulate various media to produce art PROCEDURE: The teacher will: 1. Ask students to relate any information they already have concerning ancient Egypt. Introduce any new information on religious beliefs, way of life, form of rule, clothing, etc. Compare to our culture and/or other cultures that have been studied. 2. Show slides or pictures of Egyptian art. Have students trace lines and shapes and identify colors and patterns. Discuss materials used. Note symmetry, emphasis and repetition. 3. Ask students to notice the subject matter of Egyptian art, such as sculptures of leaders, paintings and reliefs of farming and religious ceremonies. 4. Show examples and describe sculpture (free- form and relief), paintings, jewelry, pottery and mummy cases. 5. Define and illustrate hieroglyphics. 6. Follow specific procedures to create one of the grade level projects. MATERIALS: Museum slides, reproductions, library books The Egyptian Cinderella by Shirley Climo appropriate materials for selected project EVALUATION: Did students Get a better sense of Egyptian culture from examples of their art? Intentionally take advantage of the qualities and characteristics of art media, techniques and processes to enhance communication of their experiences and ideas? Use materials appropriately, complete steps in the forming process with understanding? Employ organizational structures and analyze what makes them effective or not in the communication of ideas? (Did students adapt the Egyptian style of art in their own project through use of lines, shapes colors and patterns?) Compare the characteristics of 2 or more art forms that share similar matter, historical periods or cultural context? (Egyptian pyramids- Mayan step pyramids; reliefs or paintings from the Egyptian and Pre Columbian cultures depicting everyday life or religious ceremonies) Compare multiple purposes for creating works of art? Reflect on and assess the characteristics and merits of their work? CURRICULUM EXTENSION: Creative writing, Geometry (shape patterns, demonstration of the strength of triangular construction), Drama (use of masks) Science    Egyptian Project FORMING PROCESSES GRADE K: CAMELS Draw or trace humps on two 18 x 24 sheets, cut. Fold another 18 x 24 sheet in 1/2, trace and cut head. Students add eyes, mouth, ears and tail with paper scraps, crayons and markers. Staple together so student can "fit" inside. GRADE 1: STUFFED MUMMY Draw or trace mummy shape on two sheets of 12 x 18 paper, cut. As a class, draw or trace face shape. Fill in the features. Decorate with crayons, markers, scrap paper or wallpaper. Stuff with newspaper and staple. Also, try this on large roll paper with students tracing each other. GRADE 2: PHARAOH HAT Draw or trace curves of hat, cut. Decorate both sides with crayons or markers. Identify the front so serpent or falcon head can be added. Cut slits, overlap curved ends to fit student’s head and staple. Fold down. Also see other types of headdresses. GRADE 3: MUMMY MASK Fold two 18 x 24 sheets lengthwise. Draw or trace mask form, cut. Identify one form as front. Draw and cut neck section. As a class, draw large oval for face. Draw features. Students may wish to cut out eyes. While students are decorating with markers, crayons, paper or paint, walk around room and cut an opening in the second form for the back of head. Staple together. GRADE 4: STORYTELLING Recall paintings and reliefs which told of Egyptians daily life and rituals. Note that people are drawn in a certain way. Fold one 9" x 9" paper into three sections, horizontally. Students draw, in pencil, a story of a day in their life making sure it has a beginning, middle and ending. They must draw themselves and others in the Egyptian style. rub entire drawing sheet with the side of a brown crayon - LIGHTLY - to give the appearance of a wall surface. Color pencil drawing with crayon or marker and mount on 12" x 12" white or colored paper. Using about three 1 and 1/2’ square Styrofoam pieces, make own hieroglyphic stamps carving designs with pen or pencil. Stamp around border using ink pad. GRADE 5: PAPYRUS Using two pieces of 8" x 11" xerox paper, carefully fold and rip strips approx. 1' by 8’ wide. Soak strips in a solution of water and 4 tbs. of Cumin. While soaking students should sketch ideas for an 8" x 8" Egyptian style wall painting. Once complete, using wax paper as a base, place 4 strips slightly overlapping, to form an 8" x 8" sheet. Brush glue solution over strips then create a second layer placing new strips in the opposite direction. Apply glue again and form a third layer, again in an alternating fashion. Once dry, peel wax paper from new papyrus then paint design. GRADE 6: EGYPTIAN PASTE Teacher mixes clay before class and working in small groups of 5, students form small 4" - 5" amulets, pressing a traditional design which has personal meaning. GRADE 7,8: RELIEF Teacher pours textured sculpting plaster (availabe from NASCO ) into styrofoam trays. After sketching, students transfer design they use simple carving tools to cut design to form relief.