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HISTORY OF ART / GRADE 5

Kovácsné Gaál Éva

Art in the Ancient World

SYLLABUS/ 2009

This book covers Prehistoric and Ancient arts. Students study, analyse and interpret works of art in painting, sculpture and architecture of the time period.

By the end of their ’’journey” they will understand that art, history and culture are inseparable from each other.

Meanwhile they become familiar with the art of different civilisations, they explore interactions and express their ideas and feelings about the art, that had been created by people. Lessons provide a wide range of exercises to obtain the necessary knowledge and skills.

’’Practical Art’’ is planned for classwork or home assignment. In this section children can try interesting ancient techniques, such as cave painting, Egyptian wall painting, calligraphy, Greek vase painting and Roman mosaic technique.

The section ’’Did you know?” provides extra information about the topics discussed.

History of Art 5 is planned for (min.) 37 lessons per school year, one lesson per week and can be extended further by doing ‘Practical Work’ sections during class work.

The following syllabus contains the main topics with the works of art suggested for interpretation, the key terms, activities and exercises provided by the book.

Under the title of Skills Development you can find several areas of skills, which can be improved in the various topic areas already mentioned.

Students will learn and practice basic language skills, research techniques, and persuasive argument building through pair, group and class discussions.

The Author

Syllabus- 2009 HISTORY OF ART 5

|  |TOPICS |KEY TERMS / VOCABULARY | IMPORTANT WORKS OF ART |SKILLS DEVELOPMENT |TEACHING MATERIAL |  |  |

| | | | | |ACTIVITIES/ optional | | |

|3 |The Branches of Fine- Art |Painting, Sculpture, |Selected works of art |Defining basic expressions |Laminated pictures, word cards | | |

| |Basic expressions connected |Architecture | |Grouping words into families |History of Art 5. p.10 | | |

| |to Painting, Sculpture and |painter, sculptor, architect | |Developing vocabulary and pronunciation | | | |

| |Architecture |art, artist, activity, artifact,| |Practicing simple grammatical structures | | | |

| | |artwork | | | | | |

|4 |Prehistoric Art |Prehistoric, |The Cave Paintings of Lascaux and|Developing vocabulary |Power-point presentation History of Art 5. | | |

| |I. The First paintings |Stone Age |Altamira |Text comprehension: searching for relevant information in |p.11- 15. | | |

| |The subjects of cave |Names of animals cavemen, drew, | |text. | | | |

| |paintings, their purpose and |pigment, chalk, charcoal, | |Sentence formation | | | |

| |technique |plant juice | |Simple Past | | | |

| |Life of the caveman |outline, figure, background | | | | | |

| | II. The First Sculpture |Statuette, fertility, abundance,|The Venus of Willendorf |Developing vocabulary |Laminated pictures | | |

| |The purpose of prehistoric |parts of body | |Developing analytical skills |History of Art 5. p.16. | | |

|5 |carved human figures | | |Analyzing works of art/ Drawing conclusions | | | |

|6 |III. The Beginning of |colossal architecture, |Stonehenge |Discovering and analyzing Megalithic |Laminated pictures | | |

| |Architecture |upright stone, ritual, | |Architecture / group work |History of art 5. p.17-18. | | |

| |The facts and mysteries |astronomical calendar or | |Collecting and understanding important data from the text | | | |

| | |observatory | | | | | |

|7 |Project: Drawing a cave |outline, craftpaper, |They depend on the student's |Applying in practice what they have learned about the topic |Posters | |  |

| |painting |charcoal, chalk, |choice (Hunting scene, etc.) |Developing self-evaluation | | | |

| |Students' individual projects| | | | | | |

|12 | Architecture |blocks of stone, |The Pyramids of Cheops,Kefren and|Sentence formation. Communication, |Laminated pictures, word cards, handouts | | |

| |The building of the Pyramids |chamber, coffin |Mycerinos |Understanding "Eternity" through the architecture produced |History of Art p.31 | | |

| |and Temples |treasure, tomb, | |by Ancient Egyptians | | | |

| |Journey to the Next World | | | | | | |

|13 |Egyptian Painting |mural, registers, |Wall paintings from the tombs of |Discovering rules of drawing in group work |Laminated pictures, word cards, slide-show, | | |

| | |characteristics, angle, side |Thebes: Hunting Scene and the |Understanding the meaning and purpose of Egyptian painting |jigsaw | | |

| |The rules of Egyptian |view, frontal view |Court's Workshop |Interpreting a mural |History of Art p.32-35 | | |

| |painting | | | | | | |

| | | | | |Laminated pictures, word cards | | |

| | | | |Applying in practice what students have learned about |History of Art 5.p.39 | | |

| |Individual project: | | |Egyptian painting | | | |

| |Drawing an Egyptian painting | | |Refreshing the rules of depiction | | | |

|14 |Egyptian Sculpture |square block of stone, diorite, |Prince Rahotep and his wife |Describing Egyptian sculpture |Laminated pictures, word cards | | |

| | |squarish, frontal view, |Nofret |Identifying traits of depiction |Memory game | | |

| |The rules of Egyptian |motionless pose, |King Menkaure and his Queen |Understanding the rules of depiction |History of Art 5. p.36. | | |

| |sculpture |sitting or standing, perfection,| | | | | |

| | |endless power, | | |Laminated pictures, word cards | | |

| |Revision of Egyptian Art | |All those listed above, which are| | | | |

| |General review | |related to the summarized topic |Revising vocabulary and pronunciation | | | |

| | | | |Answering questions | | | |

| | | | |Summarizing | | | |

|15 |EGYPTIAN ART TEST2. / | | | | | | |

| |Evaluation | | | | | | |

|16 |Mesopotamian Art |Sumerian, Babylonian, Assyrian, |Gudea priest-king, |Describing artworks |Laminated pictures, Slide-show | |  |

| |Sumerians, Akkads, |Ziggurat, Seven Wonders of the |The Hanging Gardens of Babylon, |Grouping different forms of art |Memory game | | |

| |Babylonians, Assyrians |Ancient World |The Tower of Babel, |Discovering similarities and differences |History of Art 5.p.22-26 | | |

| | | |Ziggurat |Comparison: Egyptian and Sumerian statues | | | |

| | | |Assyrian stone relief | | | | |

| | | | | | | | |

| 20 |The Art of China |calligraphy, monochrome |Sculptures of a cave temple, |Text comprehension |Laminated pictures, slide-show word cards | | |

| |The Art of Classical China |painting, |Chinese paintings |Communication skills: describing works of art |History of Art 5.p 44-48 | | |

| |General review |terracotta, porcelain |The Terracotta Army |Expressing personal opinion | | | |

| |Chinese writing | |The Great Wall |Understanding diversity in art and culture all over the | | | |

| | | |The Portrait of Confucius |world | | | |

| | | | |European identity | | | |

|21 |Revision: Art of Classical | |All those listed above, which are|Vocabulary practice |Laminated pictures, word cards, handouts, | | |

| |India and China | |related to the summarized topic |Communication skills: describing works of art |jigsaw | | |

| |General review | | |Highlighting connections between the age, culture and forms |History of Art p.43, 47 | | |

| | | | |of art | | | |

| | | | |Expressing personal opinion | | | |

| | | | |Summarizing | | | |

|22  |TEST 4. |  |  |  |  | | |

|24 |Greek Painting |Black-figured, red- figured, |Exekias: Achilles and Ajax |Problem solving in artistic depiction |Laminated pictures, | | |

| |The periods of Greek |background, clay, |playing draughts (Black-figured |Communication skills: describing vase decorations |word cards, | | |

| |vase-painting and the |foreshortening, Exekias |vase) Euthymides: The Warrior's |Hypothesizing about the life of Ancient Greek people |slide-show | | |

| |different techniques: | |Leave-taking (Red-figured vase) |Identifying different themes of vase decoration |History of Art p.51-53 | | |

| |geometrical, black-figured | | |Connections between history and art | | | |

| |and red-figured vases | | | | | | |

|  |Project |pattern, motif, pottery, |Greek vase decorations |Applying what students have learned about the topic |Laminated pictures | | |

| |Practical Work | | | | | | |

| |Individual design of a Greek | | | | | | |

| |vase | | | | | | |

|25 |Greek Sculpture |harmony, proportion, perfection,|Myron: Discobolos Polykleitos: |Characterizing "Human beauty " in the world |Laminated pictures, handouts | | |

| |Concentrating on perfection, |life-like, |Spear- Bearer, Athanadoros, |Expressing personal opinion |Memory cards | | |

| |harmony, and life-likeness of|body-in-motion ’’contrapposto”,|Hagesandros and Polydoros: The |Connection between art and beauty |History of Art p.55-56 | | |

| |Greek statues |bronze, marble, Myron, Phidias, |Laocoon Group, |Communication skills: describing sculptures | | | |

| | |Polykleitos, |Venus the Milo, | | | | |

| | | |Winged Victory | | | | |

|26 |Greek Orders in Architecture |temple, column, shaft, base, |The Parthenon, |Open conversation |Laminated pictures, word cards, handouts | |  |

| |The Acropolis of Athens |capital, |The Temple of Nike, Erechteion, |General review of Greek architecture |History of Art 5. p.57-60 | | |

| |The Doric, Ionic and |tympanum, order, Doric, Ionic, |Theatre Acropolis |Drawing conclusions: comparison of different orders (group | | | |

| |Corinthian orders ,Acropolis;|Corinthian |The Temple of Zeus (Athens) |work in pairs) | | | |

| |identifying the different | | |Text comprehension: multiple choice Relations: | | | |

| |buildings and their functions| | |religion-form-function | | | |

|30 |Roman Painting |Wall painting, mosaic |"A servant pouring liquid from a |Studying and analyzing paintings ( work in pairs) |Laminated pictures, word cards, postcards, | | |

| |The wall painting and mosaics| |jug" wall painting (Pompeii) |Comparison of techniques of painting and mosaic |History of Art p.65-66 | | |

| |of Herculaneum and Pompeii | |"Actors playing music" mosaic |Durability of these decorations on walls and floors of Roman| | | |

| | | |(Herculaneum) |buildings | | | |

|31 |Roman Sculpture |Story-telling relief carvings, |The Bust of Emperor Lucius Verus |Text comprehension |Laminated pictures, word cards, jigsaw | | |

| |Realistic portraits and |portrait busts |The Bust of Vespasian |Communication skills: comparison of Roman and Greek |History of Art p.67-68 | | |

| |story-telling relief-carvings| |The statue of Julius Caesar |sculptures | | | |

| | | |Trajan's Column |Discovering changes and development in depiction | | | |

| | | | |Interpreting meanings: beautiful, ideal, perfect, realistic | | | |

| |Roman Architecture |Vaulting, arch, barrel vault, |Selected works of art |What does "practical art" mean? |Laminated pictures, word cards History of Art | | |

| |The new technical devices of |groin vault, aqueduct, triumphal| |Discovering and understanding the technical development in |p.69-70 | | |

| |Roman Architecture: arch, |arch | |Roman architecture | | | |

| |barrel vault, and groin vault| | | | | | |

|32 | | | | | | | |

| |The Coliseum and the Pantheon|theatre, amphitheatre, baths, |The Coliseum, Rome |Connections between Roman history and the forms of art they |Laminated pictures, word cards, postcards | | |

| |The story of the Coliseum and| |The Pantheon, Rome |have used |History of Art p.71-72. | | |

| |the Pantheon: their form and | | |Describing public buildings | | | |

| |their functions | | |Discovering the connection between form and function | | | |

33 |Revision I.: Roman Art

Comparison of Greek and Roman Art | Preferred structure, subject of art

Characteristic forms |All those listed above, which are related to the summarized topic |Summarizing: revising vocabulary and pronunciation

Collecting and describing works of art

Comparison

Drawing conclusions |Laminated pictures, word cards History of Art p.73-74 | |  | |34 |FINAL REVISION | 

| |

|Laminated pictures, word cards History of Art p.76-81

Memory cards /36/ |  |  | |35 |TEST 6. |  |  |  |  |  | | |36 |Evaluation

Testing those who need to improve their marks | |  |Describing and identifying works of art Finding pairs-Memory game | | | | |37 |CLOSING

END TERM MARKS

Games | |  |Recollecting and describing works of art (group work)

Memory game |Memory cards /36/ |  | | |  |END OF TERM |  |  |  |  | | | |

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