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This unit is designed for the 6th grade.

Unit: Egyptian Art

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Summary: In these lessons, students will explore the world of the Egyptians. They will observe the drawing practices of this culture and learn how the artwork of the Egyptians was an important part of their lives and deaths. Students will also see how hieroglyphics were used in Egyptian art. Students will then write a short story and create a drawing in the Egyptian style.

Introduction:

Background: It is helpful for students to have some experience using a ruler and in shading techniques.

 

Objectives: In this lesson students will further develop motor skills in handling a ruler properly. They will use measurements to create a key for their hieroglyphics at the bottom of their page and use a straight edge to create borders.

Students will follow directions to include the key points assigned to their project. They will also obtain information on the history of the Egyptians to adapt to their drawings.

Students will experience the creative process in writing as well as creating artwork.

 

Vocabulary: These words/concepts may arise during discussion:

Preparation:

Teaching Materials/Resources: You may use some or all of these options.

Access to the pages accompanying this lesson. Use links at the bottom of this page to locate other pages designed for this lesson.

Slides, videos, posters or other reproductions for use as examples of Egyptian art.

Other online sites with examples. Books, magazines and other articles on Egyptian Art.

Samples of work by other students.

 

Student Materials/Resources: 

Notepaper and pencil 8 ½ " x 11" drawing paper

colored pencils ruler

Set up: Organize materials for presentations, demonstration and student studio.

Procedure:

Activity 1: (1-2 class periods.) Presentation: Give presentation with materials chosen. Break during the presentation at varying times to discuss vocabulary, the way Egyptians drew and what their lifestyle and beliefs were. Show examples of student work so they have an idea of what is expected.

Click Tab To See Examples Of Student Work

 

Activity 2: (1 class period.) Egyptian Story: Students will write a short story about an Egyptian character that they create. Their story must contain one higher figure, such as a pharaoh or god, and a lesser figure, such as a nobleman, commoner, or slave. Students will then read through their story and design symbols to use as hieroglyphics to help tell their story.

 

Activity 3: (2-3 class periods.) Egyptian Drawing: Have students draw 2 horizontal lines at the bottom of their paper. One measuring ½" up from the bottom and the second at 1". Next have them divide these boxes vertically to form 16 smaller boxes of uniform size. Have them write the word "Key" into the upper left box. They should then transfer their own hieroglyphics into these boxes and write the word the glyph represents below it. If more boxes are needed they can make them on the back of their paper.

Students should then add a decorative motif border between their key and their drawing. Some may wish to put a border at the top and the sides.

The next step would be to place their figures and other items in place. For this activity I had my students include a main figure, secondary figure, a plant, an animal (bird or fish), and one inanimate object. They need to keep in mind that their hieroglyphics will be added.

Students will then fit their hieroglyphics into vertical or horizontal columns within their drawing.

Finally, students will color their designs with colored pencils, using only the 6 colors used by the Egyptians. These are red, blue, yellow, green, white and black. (You may wish to demonstrate shading techniques in smaller groups as they work.)

 

Activity 4: (portion of a class period or in with other quiz questions) Quiz: Students are given a written quiz to test their knowledge of Egyptian art and history.

 

Evaluation:

Students were graded on the following criteria:

Standards: National Standards for the Arts - Visual Arts - Grades 5-8.

1. Content Standard #1: Understanding and applying media, techniques, and processes.

Achievement Standard: Students select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices

 

2. Content Standard #2: Using knowledge of structures and functions.

Achievement Standard: Students generalize about the effects of visual structures and functions and reflect upon these effects in their own work

Achievement Standard: Students employ organizational structures and analyze what makes them effective or not effective in the communication of ideas

 

3. Content Standard #3: Choosing and evaluating a range of subject matter, symbols, and ideas.

Achievement Standard: Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks.

Achievement Standard: Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks.

 

4. Content Standard #4: Understanding the visual arts in relation to history and cultures

Achievement Standard: Students know and compare the characteristics of artworks in various eras and cultures.

Achievement Standard: Students describe and place a variety of art objects in historical and cultural contexts.

Achievement Standard: Students analyze, describe, and demonstrate how factors of time and place (such as climate, resources, ideas, and technology) influence visual characteristics that give meaning and value to a work of art.

 

09/29/01